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Dissertations / Theses on the topic 'Autistic children – Education – Research'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Kok, Mandie. "Enabling autism educators to identify and address challenges using participatory action research." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/7881.

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Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.

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2

Jones, Glenys Elizabeth. "Research into policy and practice in the education of children with autistic spectrum disorders : issues and challenges : a collection of publications." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411406.

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3

Hansen, Michelle. "Helping Children with Autism Learn with Mathematics Software." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/3.

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Autism spectrum disorders (ASDs) are conditions where a person may exhibit developmental disabilities, significant social, communication and behavioral challenges, and process information differently than people without ASD. The Federal Government guidelines mandate inclusion of all students into the public school facilities. All school age children in the United States are afforded the same opportunities for public education. The goal of this investigation was to evaluate the effectiveness of Computer-Aided Instruction (CAI) as a treatment for teaching mathematics to a group of autistic pupils in an elementary school environment. The public later elementary school is located in Kalamazoo, Michigan and had a student enrollment of 488 in grades 3-5 for the 2011-2012 school year (MDE; http://michigan.gov/mde, February 12, 2014). Questionnaires were used to gather feedback from teachers and itinerant staff, including social workers, psychologists and speech and language therapists. Data were gathered using tests developed by teachers and designed to meet state guidelines. Data analysis involved comparing the test scores of ASD pupils taught by CAI to those for pupils taught using conventional teacher-led instruction. The computer-based treatment (TeachTown® software) was compared to the traditional treatment of teacher-led instruction using data from pre- and post-testing as well as observation, and was shown to improve both pupil attentiveness (time on task) as well as math test scores. As schools, educators, staff and parents continue to wrestle with the adverse effects of increased numbers of diagnosed ASD pupils and decreased dollars dedicated to their human teachers, an option seems to lie in the use of CAI software and the focusing of resources in matching pupils to computers. It is recommended that school administration evaluate the cost of CAI and training as an option to monies appropriated to adding more teachers and teacher human aides. It is also recommended that more research be conducted to evaluate the use of CAI software with ASD pupils of larger population size and different socio-economic environments.

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4

Gang, Na-Hyun. "Action research : an exploration of a music therapy student's journey of establishing a therapeutic relationship with a child with autistic spectrum disorder in music therapy : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1081.

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5

Pentz, Christelle Marie. "Alternative stories about a girl with autism spectrum disorder." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4311.

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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: In this research voyage of discovery, we story the voices of me (the research inquirer), my family and a teacher about our experience with a young woman with Autism Spectrum Disorder – my youngest sister Leyna.1 This is our attempt to give Leyna and (dis)ability a voice. Their voices have been silenced from research for too long. I try to explain a narrative research lens as a foundation for this document – one that views autism not as a disorder, but as a difference that needs to be embraced. People often live their lives according to the problem stories they tell themselves, and do not see the alternative stories that surround them every day. On this voyage I therefore tell our story to document the inspirational experiences that people with autism bring about in the lives of those supporting them. Little research that focuses on alternative stories about autism has been done on a global scale. Moreover, little research has been done on autism specifically in the South African context. This thesis relates the stories of the people involved in caring for my sister with autism. It brings a message of hope and suggests possibilities for future research voyages about autism. 1 Pseudonym<br>AFRIKAANSE OPSOMMING: In hierdie navorsingsontdekkingsreis vertel ons 'n storie deur verskeie stemme te laat hoor: ek, die navorsingsondersoeker, my gesin en 'n onderwyseres vertel 'n storie oor ons ervaringe met 'n jong vrou met Outisme Spektrum Versteuring – my jongste suster Leyna.2 Hierdie is ons onderneming om vir Leyna en gestremdheid 'n stem te gee. Te veel stemme is al te lank deur navorsing stilgemaak. Ek probeer die narratiewe navorsingslens te verduidelik as 'n grondslag vir hierdie dokument – een wat outisme nie as 'n versteuring sien nie, maar eerder as 'n verskil wat aangegryp en gerespekteer moet word. Mense leef dikwels hul lewens uit op grond van die probleemgesentreerde stories wat hulle aan hulself vertel, en sien nie die alternatiewe stories raak wat hulle daagliks omsluit nie. In hierdie reis vertel ek dus ons storie om die inspirerende ervarings wat mense met outisme in die mense wat hulle ondersteun teweeg bring, te dokumenteer. Min navorsing wat op die alternatiewe stories oor outisme fokus is tot op hede op 'n globale skaal gedoen. Verder is daar nog min navorsing oor outisme spesifiek in die Suid-Afrikaanse konteks gedoen. Hierdie studie vertel die stories van die mense wat betrokke is in die versorging van my suster met outisme. Hiermee word 'n boodskap van hoop gebring en moontlikhede voorgestel vir toekomstige navorsingsreise oor outisme. 2 Skuilnaam is gebruik

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6

Songlee, Dalhee. "Parents' satisfaction with the education of their child with autism." Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Songlee.pdf.

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7

McGrath, Wanita. "Educating children presenting with autistic spectrum disorder: exploring parents' experiences." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/10265.

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According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.

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8

Al, Kandari Mohammad Taleb M. "Parenting an autistic child in Kuwait Kuwaiti mothers' voice and experiences with children labeled autistic /." Related electronic resource:, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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9

Thiess, Erica Kimberly. "Awareness of autism spectrum disorders in general education." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thiesse.pdf.

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10

Peerenboom, Timothy D. "A literature review of the Treatment and Education for Autistic and Related Communication Handicapped Children (TEACCH) Program." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdf.

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11

Besner, Amanda Charlotte Ala'i-Rosales Shahla S. "Identifying learn units in a naturalistic training program for children with autism and their families." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9119.

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12

Welburn, Barbara. "Language development among autistic children in integrated and special education settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63997.pdf.

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13

Lisboa, Fabio Luis Fernandes. "Survey of best physical education practices for children with Autistic Behaviors /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488194825665623.

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14

Tsang, Chi-hung Christina, and 曾志虹. "Teaching autistic children: an examination offactors relating to teacher stress." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956786.

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15

Rotheram-Fuller, Erin Jill. "Age-related changes in the social inclusion of children with autism in general education classrooms." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=954000141&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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16

Dunham, Wendi Marissa. "Understanding the Stressors of Low Socioeconomic Rural Parents of Autistic Children." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1845.

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Parents of children with autism spectrum disorder (ASD) often exhibit high parental stress which may be caused by parent-child behaviors, child behaviors, and parent distress. Awareness and understanding of ASD is critical for parents and educators to connect students with support services and resources. The purpose of this bounded, descriptive case study was to identify perceived parental stressors and to determine the primary stressors of parents with low socioeconomic status who are raising a child with ASD in a rural area. The foundation of family systems theory framed this study. Ten parents raising a child with ASD were purposefully selected and volunteered to participate in this study. The quantitative data were collected using the Parental Stress Index-Short Form, a 36-item Likert scale with items related to parent-child dysfunctional relationships, parenting distress, and child behavior. Descriptive analysis determined which domain and items were most stressful and were the basis for developing 6 semistructured interview questions. Interview data were open-coded and analyzed thematically to identify the greatest stressors to parents. Based on these findings, it is recommended that school personnel coordinate an autism support group to include educators, parents of children with ASD, and professional service providers to share formal and informal supports within the school district and the community. These endeavors may contribute to positive social change by providing parents and educators access to resources and therapeutic and social supports, thus allowing students with ASD to receive appropriate and timely support and to reduce parental stress.

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17

Onbun-uea, Angkhana Morrison George S. "Educating young children with autism in inclusive classrooms in Thailand." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6067.

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18

Stoner, Julia B. Bock Stacey Jones Thompson James R. "Parental perceptions of the interactions between parents of young children with autism spectrum disorders and education professionals." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087875.

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Thesis (Ed. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed November 1, 2005. Dissertation Committee: Stacey Jones Bock, James R. Thompson (co-chairs), Maureen E. Angell, E. Paula Crowley, Barbara S. Heyl. Includes bibliographical references (leaves 168-183) and abstract. Also available in print.

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19

Carter, Evelyn Amanda. "Social status and social network affiliation of children with autism and pervasive developmental disorders in general education classrooms /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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20

Lamers, Kirsty A., and mikewood@deakin edu au. "The response of the child with autism to preferred prosody during instruction." Deakin University. School of Studies in Disability, 1998. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.101225.

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It has been found that incorporating preferences leads to improvements in target skills for children with autism. No studies have been found, however, that assess the preferences of children for prosody of teacher instruction. Prosody has been defined by fluency of speech, modification of pitch and stress of syllables. This research assessed the preference for, and effectiveness of, prosody of instruction by teachers of children with autism. The preferences of children with autism for monotone, conversational and enthusiastic voice prosodies were assessed. The children's teachers made recording of their own voice reading a story passage in the three selected prosodies. The children with autism were requested to listen to these recordings and select a preferred prosody over thirty three trials. Chi square analyses were conducted to determine the significant preferences from these trials. The selections of prosody of the children with autism were compared with the selections of typical children of the same age. Significant preferences were found for three children with autism and seven typical children. The three children with autism with significant preferences were observed in their classrooms. Teachers were cued with flashcards to use the different prosodies and the children's responses were recorded. An additional twenty instructions were recorded in which the teachers were not given a cue for voice prosody Chi square and Fisher's exact tests indicated that children's preferences did not influence their responses to prosody during classroom instruction. In other words the response in class was not related to prosody preference. Overall children were more likely to not respond to the monotone prosody. The enthusiastic and conversational prosodies were equally effective. Therefore it was concluded that continued and varied use of enthusiastic and conversational prosodies during classroom instruction would be effective for children with autism. It was recommended that future research focus on evaluating the effectiveness of variety of prosody for children with autism.

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21

Burgess, Leslie. "Supporting inclusion." Full text available online (restricted access), 2003. http://images.lib.monash.edu.au/ts/theses/Burgess.pdf.

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22

Coulter, Emily. "Autism spectrum disorders and the general education classroom strategies for cognitive and social inclusion /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Coulter_E%20MITthesis%202007.pdf.

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23

Boulware, Gusty-Lee. "A comparison of simultaneous and most-to-least prompting procedures in teaching receptive identification of pictures to toddlers with autism /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7573.

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24

Ashby, Christine E. ""Cast into a cold pool" Inclusion and access in middle school for students with labels of mental retardation and autism /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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25

Dwiggins, Gwen Ann. "Promoting Efficiency: A Comparison of Two Teaching Protocols in the Education of Children with Autism." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1222033895.

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26

Palmer, Jackie. "Asperger syndrome and high-functioning autism and the general education classroom [electronic resource] : best known teaching strategies /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Palmer_JMIT2010.pdf.

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27

Steinfeld, Lisa. "Autism and art education a comparison of practices and suggestions for adaptation /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07162008-065950/.

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Thesis (M.A. Ed.)--Georgia State University, 2008.<br>Title from file title page. Melody Milbrandt, committee chair; Melanie Davenport, Juane Heflin, committee members. Electronic text (103 p.) : digital, PDF file. Description based on contents viewed Sept. 23, 2008. Includes bibliographical references (p. 67-71).

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28

Montgomery, Quinn Vickers. "The effects of parent training on parents' use of appropriate praise and child's quantity of spoken words." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218559007.

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29

Tindall, Kelsey Lee Ustach. "Behavioral and Neural Correlates of Sensory Processing and Anxiety in Autistic Children." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9121.

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Children diagnosed with Autism Spectrum Disorder (ASD) are known to experience higher levels of sensory processing differences as well as anxiety, compared to the neurotypical population (NT). Both theory and evidence suggest that there is an interrelationship between sensory processing, anxiety and fear, and prediction abilities in autism. However, much more remains to be discovered about their relationship and especially underlying neural mechanisms. Thus, the purpose of the current study was to examine the behavioral relationship between sensory processing, fear and anxiety, prediction, and related brain activity in autistic children. To this end, 30 autistic children (ages 6-11 years) and 25 age-matched peers participated in a resting-state fMRI as well as various behavioral assessments of sensory processing, anxiety, fear, and intolerance of uncertainty (i.e., as an indirect measure of prediction). Between groups comparisons showed higher levels of sensory processing difference, fear/anxiety, sensory processing differences, and intolerance of uncertainty in autistic children when compared to NT controls. Among autistic children, a mediation analysis also revealed that intolerance of uncertainty was a significant mediator between sensory processing differences and both anxiety and fear, supporting past research and suggesting a role of prediction in this relationship. Network connectivity findings showed that cerebellar, higher order sensory, and limbic regions were significantly correlated with anxiety, sensory processing, and intolerance of uncertainty. These results add information concerning the neurophysiologic underpinnings of anxiety/fear, sensory processing, and prediction to prior research focusing on behavioral relationships between these constructs. These results have the potential to inform future clinical practice, demonstrating the need for a predictable clinical environment as well as thorough explanation of expected tasks for autistic children who experience sensory processing differences and resulting anxiety. Finally, these findings may suggest that addressing sensory and prediction difficulties has the potential to lead to improvements in anxiety in children with ASD. Addressing these issues through both neurological and/or therapeutic means may be possible in the future.

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30

Oldfield, Amelia. "Music therapy with children on the autistic spectrum : approaches derived from clinical practice and research." Thesis, Anglia Ruskin University, 2003. http://arro.anglia.ac.uk/613151/.

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This thesis focuses on two specific clinical areas: music therapy with pre-school children with autistic spectrum disorder and their parents, and music therapy diagnostic assessments with children between the ages of four and twelve who are suspected of being on the autistic spectrum. Firstly, the literature was examined and the clinical work was described in detail. This process made it possible to determine what characterises the author’s particular approach, and to find out how it may be different to other music therapists’ work. A 45 minute video which illustrates the approach with pre-school children with autism and their parents accompanies this thesis. Two outcome research investigations were carried out. The first involved studying ten pre-school children with autistic spectrum disorder and their parents who received weekly, individual music therapy sessions over a period of 18 to 26 weeks each. The sessions were video-taped and the videos analysed in detail. The parents were interviewed and asked to fill in questionnaires both pre- and post-treatment. Nine out of the ten dyads achieved some or all of the individual aims set out before treatment began. The parents all felt that music therapy had been effective. The author also looked at how she spent her time in music therapy sessions across the ten children and found that she was generally very active and spent a high proportion of her time vocalising. The second investigation compared Music Therapy Diagnostic Assessments (MTDA) with Autistic Diagnostic Observation Schedules (ADOS) carried out on 30 children suspected of being on the autistic spectrum. A scoring system similar to that used for the ADOS was devised for the MTDA especially for this research investigation. In addition, the children were interviewed after both the MTDA and the ADOS and the people carrying out the tests filled in a questionnaire about their perceptions of the assessment tool after every test. The two assessments showed 72 % of agreement between diagnostic categories, indicating that the MTDA was providing similar information as a recognised and established diagnostic tool. However, the two assessments also showed significant differences in scores of individual questions, indicating that the MTDA could serve a useful and distinct purpose in helping the psychiatric team to diagnose children with autism. The children generally enjoyed the assessments and the music therapist felt that the test was easy to carry out and score, indicating that the MTDA was ‘user-friendly’. Throughout this thesis the author has adopted a personal style particularly when describing her own clinical work and when examining the literature. Although the two outcome investigations rigorously examined numerical data, the author also described her own impressions as the research investigation progressed.

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31

Green, Stephen James. "A study of the application of microcomputers to aid language development in children with autism and related communication problems." Thesis, University of Sunderland, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.232892.

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32

Chaney, Jennifer L. "Autism in the inclusive classroom implications for public school practice /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Chaney_JMIT2010.pdf.

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33

Mojica, Martínez Myriam. "The inclusion of children with autistic spectrum disorder into mainstream schools in Mexico." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-inclusion-of-children-with-autistic-spectrum-disorder-into-mainstream-schools-in-mexico(43bd3ab0-be3e-4e4b-8a51-c63419c86cd9).html.

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In the last twenty years, governments around the world have signed policies and enacted legislation concerning the right of every child to be provided with education. The United Nations Convention on the Rights of Persons with Disabilities (2006), which states that every child with SEN should receive education in a mainstream setting, whenever possible stimulated, at least partly, the enactment of such policies. To some extent, the Mexican government has responded to the UN initiative by reporting a gradual increase in the number of children with SEN being placed in mainstream schools over the last ten years. However, despite the efforts of some parents and teaching assistants, there is an increasing concern that many children with ASD are not educated in mainstream schools or they have been included but without the support of a qualified teaching assistant or teacher, which has a negative effect on the quality of education. This situation has emphasized the need to improve strategies in order to overcome the barriers to effective inclusion for these children. Thus, the main aim of this study was to explore the extent to which children identified as having Autistic Spectrum Disorder are included within in mainstream schools in Mexico with the support from DOMUS a non-profit parent led organisation. This is done by examining the facilitators and barriers that affect the success of inclusion of children with ASD in Mexico. Multiple case studies of children with autistic spectrum disorders were conducted. The data on the perceptions about inclusion was gathered from interviews with head teachers, teachers, teaching assistants, and parents of children with ASD. In addition, observations of the children with ASD both in class and in the playground were carried out along with focus groups conducted with secondary age classmates, sociometric data, and a review of DOMUS’ records. Participants offered many perspectives on the facilitators and barriers that should be overcome in order to include a child with autism in mainstream schools in Mexico. Seven key themes and related subthemes that can act as facilitators or barriers emerged from the analysis. These included family factors, children with ASD’s social and academic abilities, school ethos, role of teaching assistant and DOMUS, and the influence of stakeholders’ experience in overcoming anxieties about inclusion, teachers’ competence, and stakeholders’ attitudes towards children with ASD. The findings are discussed in relation to the literature review. It was concluded that the Mexican government’s inclusive education policies should be taken further, although the teachers involved should initially receive further training in order to help them feel more confident. An ASD friendly school ethos, positive attitudes from stakeholders, and financial resources can also support inclusion. Stakeholders need to overcome their anxieties, and they can achieve this by embracing the opportunity to experience inclusion. This study provides a starting-point in by identifying the facilitators that should be strengthened and the barriers that should be reduced in order to enhance the inclusion of children with ASD in Mexico.

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Edwards, Carla Ward. "The Effects of Modeling, Roleplaying and Feedback on the Performance of Teachers of Children with Autism." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279282/.

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Teachers providing treatment to children with autism are responsible for implementing numerous procedures. Teacher training has not been addressed extensively in the literature. This study employed a multiple baseline design to evaluate the effects of a training package incorporating modeling, roleplaying and feedback on teacher performance. Results indicated that the teacher implemented correct teaching episodes following training. Changes in teacher performance were only observed when the training package was applied to each setting and skill area. As a result of changes in teacher behavior, the child demonstrated an increase in the number of desired responses. Results are discussed in the context of generalization, training package components, cost-benefit of single-subject designs, and limitations of the study.

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35

Wood, Rebecca. "The inclusion of autistic children in the curriculum and assessment in mainstream primary schools." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8102/.

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Growing numbers of children are being diagnosed with autism in the UK and, against a backdrop of increased legislative and administrative provisions for educational inclusion, more autistic children are being educated in mainstream primary school settings. However, while there is evidence of the continued exclusion of autistic children, their performance in school tests seems poor, and their longer-term outcomes impoverished. Meanwhile, debates continue about the nature of autism itself. My project, informed by the social model of disability, theories of language and interpretation, inclusion, difference and aspects of feminism, aims to uncover the reasons behind the difficulties autistic children are experiencing in schools, by considering if, and how they are accessing the curriculum and tests. Employing a predominantly interpretative paradigm and a case study design, and based in five mainstream primary schools in England, the views of school staff, autistic children and their parents, as well as a sample of autistic adults, are incorporated. My findings show that by setting aside the association of autism with impairments, listening to autistic children, engaging with them meaningfully and enabling their own learning styles and particular dispositions to be manifest, educational inclusion, and positive outcomes for all, are much more likely to occur.

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36

Fish, Wade W. "Perceptions of parents of students with autism towards the IEP meeting." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4709/.

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The purpose of the study was to investigate how parents of students with autism perceived individualized education program (IEP) meetings. I determined factors that contributed to the belief held by parents that their children were or were not being properly served by IEP meetings. Parental relationships with educators, IEP meeting experiences, IEP outcomes, and treatment by educators were revealed through participant input. Parents were asked to share their experiences of previous IEP meetings. Additionally, parents provided input regarding practices that school districts could take to improve IEP meetings, and actions that parents could take to serve as better advocates for their children. Research findings indicated that parents did not perceive themselves as being treated as equals during IEP meetings. Parents believed that their input was not valued or welcomed by educators. Not having an equal voice toward their child's education prevented parents from positively influencing outcomes in their child's IEP meetings in terms of obtaining quality services and building positive relations with educators. Parents further revealed that educators failed to implement proper IEP protocol. According to parents, student objectives agreed upon in IEP meetings were often not always fully implemented for students receiving special education services. Research findings concluded that parents new to the IEP process often experienced difficulty understanding special education law, and were unaware of services that school districts should provide for their children.Suggestions for improving IEP meetings include: educators valuing parents as equal partners during IEP meetings, educators properly adhering to IEP objectives set forth in IEP meetings, and both educators and parents taking measures to becoming more knowledgeable of special education law and the IEP process.

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Bunsen, Teresa Dawn. "Analysis of Critical Skills Used By Educators of Students With Autism." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331481/.

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A review of the literature indicated that critical skills needed by educators of students with autism had not been sufficiently identified. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and analyze a comprehensive list of critical skills for educators of students with autism. A survey instrument was developed in bifurcate format that required respondents to rate 118 skill items according to Importance and Proficiency. Two Likert-type scales were provided to enable respondents to record their perceptions of Importance and Proficiency. The instrument was mailed to a nationwide stratified sample of educators of students with autism. A total of 90 surveys were mailed with 52 (57%) returned. Four hypotheses and two research questions were developed. Data were analyzed using MANOVA to test for significant differences among the four geographic regions of the United States and within ten skill areas. The findings did not support the hypotheses; therefore, all hypotheses were rejected. In further analysis utilizing the ANOVA and Chi-Square procedures, significant differences among some regions and within some of the skill areas were found. The findings suggest that educators from the four regions tended to differ in regard to Importance and Proficiency for certain skill items. Findings led to recommendations being given relevant to future research on critical skills needed for teachers in the field of autism.

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郭悦生 and Yuet-sang Kwok. "Helping an autistic student to use money in daily life: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256624.

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Collier, Douglas. "A comparison of two models designed to teach autistic children a motor task /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63342.

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LaFleur, Julie Lynnette. "Increasing emergent literacy skills in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3099.

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Examines and rationalizes the instructional strategies used to teach young children with autism early literacy skills using a balanced, multilevel approach to reading. Explores the five domains of reading in a way that brings light to the areas of reading deficits in young children diagnosed with autism. Additionally, attempts to bring the concept of best reading practices to the attention of educators who serve children with autism. The project provides a handbook of literacy activities geared towards children with autism and other developmental disabilities.

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41

Etti, Lysette Nana, and Kathleen Patrice Holsey. "Late diagnosis of autism among African American children." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3342.

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42

Hill, Deena Clair Beckner Weldon. "Special education due process hearings involving students with autism." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5060.

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43

Ashkanani, Ahmad Goloum. "An investigative study into the current understanding of autism and provision for autistic children in Kuwait." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:5403.

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Autism is a severe form of childhood psychopathology which has enormous impact on the child, his/her family, and the wider community. It challenges the expertise of doctors, teachers and therapists. In Kuwait, recognition of the disorder is still in its infancy. However, the government has established a new Centre for Autism, the first of its kind in the country, to provide up-to-date medical care and education for autistic children. This investigative study attempts to assess the impact autistic children's behaviours have on their families within the context of Kuwait. This will be related to Kuwait's progress in catering for autism, in the light of current thinking world-wide. Autism is defined, early descriptions and theories as to aetiology are outlined, and the main trends of modern research are indicated. Within the context of the Review of Literature, distinguishing characteristics of autistic behaviour and the general impact upon families are identified and discussed, after which specific stresses and related problems are reviewed. Diagnosis and treatment are also considered. Discussion then turns to the roles of the main governmental and other bodies concerned with provision for autistic children in Kuwait, and an account is given of the special schools which are currently known to cater specifically for this disorder. Because any medical condition, but particularly autism has an impact upon the immediate and extended family, information is also presented regarding coping strategies by Kuwaiti parents, as well as various therapies and training programmes and their claimed effects. Other factors influencing the family and which can cause further stress, such as financial or health matters are similarly considered. All these elements are viewed in the light of the situation in Kuwait at the present time. The evaluation of the impact on parents of the behaviour of autistic family members, was achieved by means of a questionnaire, Survey Questionnaire of Families and their Responses to Behaviour Problems Related to Autism, described in Chapter Six. It is found that, in Kuwait, provision is limited and fragmented compared with the UK and the USA. This has resulted in families having to cope as best they can with the behaviours of their autistic children, which in many cases has caused stress and related problems. Moreover, there is, as yet, relatively little information available to researchers, parents, or the general public in this regard. Accordingly, recommendations are made for both action and research, in order to raise the issues of stress and the family, as well as raise the profile of this disorder in Kuwait and extend provision.

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Chen, Elaine, and 陳思敏. "Mildly mentally handicapped peers as tutors in a social skills programfor autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626019.

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Garfinkle, Ann N. "Using theory-of-mind to increase social competence in young children with autism : a model for praxis in early childhood special education /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7856.

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Haynes, Callie L. "Perceptions of parents on sensory integration therapy and children with autism." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/337.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Education

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47

Ma, Kam-fong. "A study of teachers' perception towards resource teaching services for autistic children in schools for mentally handicapped." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2130483X.

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Harder, Julianne M. "The Effects of a "Responsive Teaching Strategy" to Increase Toy Play in Young Children with Autism in an Inclusive Setting." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6099/.

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Toy play represents one of many levels of play where children can expand their repertoires and socially interact with peers. Play typically increases in complexity as the child's repertoire develops; however, children with autism often have delayed play skills. The current study investigated the effects of using a 3-component play training procedure (choices, prompting, and consequences), replicated from a previous study, to increase simple and pretend toy play in three boys with autism. Additional measures were used to observe engagement with materials, children, and adults during a 10-minute session. Observations show increased toy play for two participants and increases in overall engagement for all participants. The findings suggest that the teaching program used is replicable across multiple populations, furthering the advancement of evidence-based practices.

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Fittipaldi-Wert, Jeanine. "The use of visual supports for students with autism in inclusive physical education." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/WERT_JEANINE_47.pdf.

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Tissot, Catherine. "Investigation into factors associated with the provision of effective education for children with autistic spectrum disorders." Thesis, Brunel University, 2003. http://bura.brunel.ac.uk/handle/2438/5601.

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This thesis investigates the factors associated with provision of education for children with autism spectrum disorders. The child is at the centre of this investigation, as the issues and constraints clearly impact on the quality of the provision delivered. Educational provision for children with autism also affects families and social agencies. The family is usually first to recognise that their child is not developing as he or she should. Typically, a diagnosis of autism or autistic spectrum disorder leads the family to the LEA in an effort to get the child's educational needs met within a school setting. Improvement in educational provision for children can only be obtained when it is based on research in this area. This is especially true for the case of children diagnosed with autism, as research is limited. What research does exist focuses on specific methodologies or proposed causes, and does not explore the effects that appropriate provision has on a child. To aid this thesis, systems theory has been employed to explore the tensions and dilemmas that exist. This ecosystemic approach is useful when teasing apart the influences both proximal and distal that benefit the child's educational experience. These influences can come from the school, home, LEA or the interactions between and among these partners. This study will examine these influences. Through the use of a case study, the researcher observed a school during its day-to-day implementation of educational provision. In addition, the views of an LEA and parents were sought through the use of interviews and a survey. The main research findings showed several factors as having influence on the child in regards to educational provision. Investigation into a school showed the difficulties associated with putting provision into practice. When faced with severe staffing shortages, absence of active leadership,, and extreme behavioural problems of the children, teaching activity was thwarted. Survey results revealed the difficulties faced by parents in securing provision. Parents reported high levels of stress that this research correlated to longer waiting times, late diagnosis, type of provision, and guidance from specialists. Significant also, was the finding that survey parents reported a statistically significant decrease in the age of diagnosis of the children. Significant findings revealed through LEA interviews found that although striving to work with families, efforts were frustrated by increasing numbers of children, limitations on the number of children accepted into favoured placements, and parental self imposed restrictions on placement choice. Lastly, this research proposed several key suggestions based on the literature review and the research undertaken to improve and promote best practice in the agreement, allocation and enactment of educational provision.

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