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Dissertations / Theses on the topic 'Groups of childhood autism'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Britto, Cecilia Galvão de. "Grupo e criação na clínica do autismo." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-26102018-193922/.

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O presente trabalho parte das questões da pesquisadora diante da clínica do autismo, em especial ao dispositivo clínico de grupos com crianças autistas, psicóticas e neuróticas, tendo a criação como ferramenta de intervenção. A experiência com esse tipo de clínica levou a autora a buscar um entendimento da criação como ferramenta clínica do tratamento do autismo em grupos heterogêneos, sendo esse o objetivo geral da pesquisa em questão. Ainda, como objetivos específicos, busca-se: contribuir para a construção de operadores teóricosclínicos para a clínica do autismo; contribuir para pensar a cl

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2

Fissel, Schea Nicole Fissel. "Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803.

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3

Poppi, M. K. "A cross-national study of childhood autism." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16174/.

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Autism is considered to be a chronic developmental disability that affects communication, relationships, emotional development and imagination (NAS, 2010). Prevalence rates for autism spectrum disorder (ASD) suggest that the rates have increased over time and recent research shows that 1 in 68 children are diagnosed with the disorder (Baio, 2014). These children’s difficulties in the areas of communication, social skills and restricted/repetitive behaviours and interests lead to the need of therapeutic support (APA, 2013) and often it falls to parents to find an appropriate treatment for their

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4

Boggs, Teresa. "Understanding Autism for the Early Childhood Provider." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1510.

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5

Mick, Katherine A. Dorr Darwin A. "Diagnosing autism comparison of the childhood autism rating scale (CARS) and the autism diagnostic observation schedule (ADOS) /." Diss., Click here for available full-text of this thesis, 2005. http://library.wichita.edu/digitallibrary/etd/2005/d001.pdf.

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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences.<br>"July 2005." Title from PDF title page (viewed on February 1, 2007). Thesis adviser: Darwin Dorr. Includes bibliographic references (leaves 56-63).

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6

Manu, Naomi. "Belief and Attitudes surrounding Childhood Autism in Ghana." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-18228.

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Autism is a life-long invisible impairment with an unknown etiology. Current literature shows an increase in the diagnosis of autism worldwide. This qualitative study explores the attitudes and beliefs which surround childhood autism in Ghana. In-depth interviews were conducted with four (4) parents whose children have autism and three (3) key informants; a Religious Leader, a Health Worker and an Administrator of a Special school in Accra, Ghana. A semi-structured interview guide was used for the interviews and the Interpretative Phenomenological Analysis (IPA) used for the data analysis. Res

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7

McCallon, Denise. "Validity of Two Childhood Autism Rating Instruments for Use with Autistic Adolescents." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501117/.

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It is now known that autism is a lifelong handicapping condition. While some of the characteristic behaviors of autistic children remain unchanged in adolescence and adulthood, there is evidence that other behaviors change as a function of development. Assessment instruments for identifying autism are generally intended for use with. young children and may not accurately assess autism in adolescents. Two studies compared autistic adolescents with matched autistic children and nonautistic adolescents on two autism rating scales. The validity of the Childhood Autism Rating Scale for use with ado

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8

Balubaid, Reem. "Autism and the experience of transition from childhood to adulthood." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/72227/.

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The research explores ways through which individuals with autism spectrum disorders (ASD) and families experience a range of transitions from childhood to adulthood. It contributes to a debate over the recent decade concerning how transitions affect the individual and families. The research emphasises the personal experiences, concerns, and successes faced by those with the condition, alongside some parental perspectives during these phases. The study is located within a wide body of literature on autism in general, although constrained by limited access to target respondents both in the UK an

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9

Rebillet, Susan Bates. "A Validity Study of the Childhood Autism Rating Scale with Autistic Adolescents: Two Methods." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500733/.

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Autistic symptoms appear to change during adolescence. This study replicates an earlier one (McCallon, 1985) which attempted to validate the use of the Childhood Autism Rating Scale (CARS) with adolescents. The standard observation method of administration was used. Additionally, information obtained in structured parent interviews was used to score a CARS. Subjects were nine autistic and nine nonautistic retarded adolescents from 13 to 21 years of age. Results suggested that the CARS, administered either way, validity discriminates between retarded adolescents who are diagnosed as autistic an

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10

Smith, Jill C. "The talking, being, and becoming, of autism, childhood, and dis/ability." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14269/.

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This thesis is a piece of Creative Analytic Practice which uses auto/ethnographic storytelling to dis/orientate autism, childhood, and dis/ability. Dis/orientation is a theoretical tool I developed through, and with, the thesis borrowing from Critical Disability Studies’ dis/humanism and Ahmed’s orientation in queer phenomenology. Dis/humanism both desires the human and rejects it at the same time; the vital and giddy experience of dis/orientation is both to be drawn towards a comfortable orientation and at once to reject its seductive temptation as a final resting place or single terrain when

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11

Fuss, Elizabeth. "Understanding the Parent Experience of Receiving an Early Childhood Autism Diagnosis." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629468806998174.

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12

Coleman, Heather M. "PARENT-IMPLEMENTED COMMUNICATION INTERVENTION FOR PRESCHOOL-AGED CHILDREN WITH AUTISM." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5425.

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Exploring the interventions that promote expressive, verbal language for preschool-aged children with autism is essential. When a child is lacking the ability to communicate, parents express that they would like their child to speak. B.F. Skinner (1957) proposed that the mand repertoire (communicative requests) should be an initial focus of language training. Mand training has been shown to be effective for teaching children with autism to communicate. However, many studies exploring mand training utilize highly trained instructors for intervention implementation. Early childhood best practice

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13

Morgan, Rachel C. "Inclusive Education for Preschool Learners with Autism| A Program Evaluation." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746766.

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<p> This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done wit

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14

Baker, Kerrie. "Evaluating diagnostic tools in the assessment of autism and parental experiences of the assessment and diagnostic process." Publisher site Archived version, 2004. http://nla.gov.au/nla.arc-82601.

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Thesis (MA)--University of Western Sydney, 2004.<br>Title from title screen (viewed on 1 April 2008). "This thesis is presented in partial fulfilment of the requirements for the degree of Master Of Psychology (Clinical), University Of Western Sydney. 31st March 2004". Includes bibliographical references.

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15

Carmona, Carlos Javier. "The Role That Autism Parent-Led Support Groups Play In Facilitating Advocacy." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4356.

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In this study, autism parent-led support groups and the contribution these groups had in creating parental advocacy were studied. The primary purpose of the study was to determine if autism parent-led support groups promoted advocacy skills of parents of children with autism. The secondary purpose of the study was to evaluate the level and extent of support provided by parent-led support groups. The qualitative data collection was done through individual interviews of parents of children with autism whose children were of any age. Through data analysis 6 major themes were identified: advocacy,

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16

Huang, Cheng-Fang. "Scaffolding sight vocabulary acquisition for children with autism using computer-assisted instruction /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7618.

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17

Carmona, Carlos J. "The Role that Autism Parent-Led Support Groups Play in Facilitating Advocacy." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638790.

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<p> In this study, autism parent-led support groups and the contribution these groups had in creating parental advocacy were studied. The primary purpose of the study was to determine if autism parent-led support groups promoted advocacy skills of parents of children with autism. The secondary purpose of the study was to evaluate the level and extent of support provided by parent-led support groups. The qualitative data collection was done through individual interviews of parents of children with autism whose children were of any age. Through data analysis 6 major themes were identified: advoc

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18

Oglivy, C. M. "Family type, cognition and social thinking in two ethnic groups." Thesis, University of Strathclyde, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381704.

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19

Davies, Catherine Elizabeth. "A play technique programme for autistic children in middle childhood." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08062008-104801.

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20

Spensley, Sheila Ross. "A comparative study of maternal attachment in three groups of mothers having a child with learning impairment." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271504.

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21

Moss, P. "Quality of life amongst adults with a childhood diagnosis of autism and a childhood IQ outside the intellectual disability range." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1470707/.

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This thesis considers the predictors and correlates of outcome amongst higher ability adults with Autism Spectrum Disorder (ASD). The literature review (Section one) critically appraises studies which have reported on the adult outcome of higher ability adults with ASD using the more traditionally used, objective adult social outcome measure. It examines which child and adult factors (specifically language level, intellectual ability and severity autism symptomatology) are associated with adult social outcome. The impact of methodological differences between and within studies on findings is a

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22

Chung, Weiyen, and 钟慧元. "A cohort study on prematurity as an indicator of autistic symptom severity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48333736.

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Using the Autism Spectrum Disorder (ASD) database of the Department of Paediatric and Adolescent Medicine of The University of Hong Kong, a retrospective cohort study was carried out exploring the relationship between prematurity and symptom severity by using Childhood Autism Rating Scale (CARS). The premature group was found to have no significant difference in total CARS score as compared to the full term group, and no significant correlation was found between CARS score and gestational age [GA] (for children diagnosed or with suspected ASDs). Significantly higher numbers of the premature g

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23

Barnhart, Gwendolyn Spencer. "Clinician Perspectives of Adult High-Functioning Autism Support Groups' Use of Neurodiversity Concept." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2111.

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Ample research has examined the impact of autism for children and families, but less has addressed the effects of this condition for adults. The literature indicates that adults on the autism spectrum suffer from depression and have a heightened risk of suicidal ideation because of their social skills deficits. Research also shows that individuals with high-functioning autism (HFA) can benefit from participating in support groups. In addition, research indicates that use of the term "neurodiversity" rather than other diagnostic labels encourages increased self-esteem to persons on the autism s

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24

Boggs, Teresa, and Jane Tingle Broderick. "Utilizing Constructivist Principles in Engaging Young Children with Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4202.

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25

Hatzichristou, Chryse, and Diether Hopf. "A multiperspective comparison of peer sociometric status groups in childhood and adolescense." Universität Potsdam, 1996. http://opus.kobv.de/ubp/volltexte/2009/3836/.

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This study explores the sociometric status group differences in psychosocial adjustment and academic performance in various domains using multiple sources of information (teacher-, peer-, self-ratings, achievement data) and 2 age groups (elementary and secondary school students) in a different educational and cultural context. Gender differences in the profiles of the sociometric groups were also examined. The sample consisted of 1,041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. Findings extended previous desc

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26

Kliman, Kim Heather. "Behaviours of Children with Autism that Facilitate Social Play with Typically Developing Peers in an Early Childhood Setting." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/368116.

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Play is an integral component of child development, particularly in the development of social-communication skills. Although not a defining characteristic of autism, differences in the frequency and quality of play in children with autism are identified in the literature. However, in much of the research into play behaviours and social participation in young children with autism, engagement in play with adults or children with other disabilities is examined. There is little research examining play with typical peers. Furthermore, there is limited research examining play in a natural context, a

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27

Carter, Kirsty. "The relationship between childhood attachment, parenting styles and social development in autism spectrum disorder." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31160.

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Although social deficits are a defining feature in Autism Spectrum Disorder (ASD), not enough is known about the origin and impact of these impairments. Current research agrees that deficits in Theory of Mind (ToM) contribute to the social disconnectedness evident in children with ASD. Furthermore, studies in neurotypical populations have found significant links between attachment security and ToM acquisition, and some have posited parenting behaviours as predictors of social development. Less is known about these construct in children with ASD. This study aimed to form a foundational view of

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28

Rossi, Kathleen Anne. "Monitoring and Increasing Goal Related Instruction and Engagement in Groups of Children with Autism." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115148/.

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A high rate of instructional engagement is important to maximize progress in early intensive behavioral interventions (EIBI). Teachers responsible for eliciting instructional engagement may need additional support to maintain high rates of engagement. Literature suggests that goal setting and feedback is effective in increasing performance. the purpose of this study was to evaluate whether goal setting and group feedback would increase engagement in instructional activities related to the children’s goals. Results indicate that goal setting and group feedback was successful in increasing engag

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29

Gower, Michael W. "Improving social skills in children with autism." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/gower.pdf.

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30

Lopez, Cynthia J. "Early intensive behavior treatment for children with autism| A multiple-case study of long term outcomes." Thesis, California State University, Stanislaus, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565790.

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<p> Early intensive behavior intervention programs are designed to educate children diagnosed with Autistic Spectrum Disorder (ASD). Programs provide one-to-one instruction in highly structured learning environments, eventually moving students into less restrictive placements. General education classrooms are the placement of choice for most students with ASD. The popularity of these programs has made large gains in the last decade due to the documented success of students receiving services. The United States Surgeon General and the National Academy of Sciences Research Council provided addit

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Alat, Kazim. "The use of online parent support groups by Turkish parents of children with autism." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210012.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0904. Adviser: Genevieve Williamson. "Title from dissertation home page (viewed March 16, 2007)."

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Anderson, Michael. "Childhood, culture and identity : a comparative study of three ethnic groups in Greece." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:4998.

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33

Beatty, Kate, Michael Meit, Megan Heffernan, et al. "Combatting Childhood Obesity: A Call to Action for Community Groups in Central Appalachia." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6834.

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On behalf of the Appalachia Funders Network (AFN), with funding from the Robert Wood Johnson Foundation, East Tennessee State University and NORC at the University of Chicago conducted a study to analyze the current burden of obesity and chronic disease in central Appalachia and identify promising practices and strategies that are having a positive impact on the reduction of obesity in the region. Central Appalachia consists of parts of Kentucky, North Carolina, Ohio, Tennessee, Virginia, and West Virginia. Regional recommendations to reduce childhood obesity and improve the overall population

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Beerman, Kathryn B. S. "The Occurrence of Vowel Errors Across Age Groups in Childhood Apraxia of Speech." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306501638.

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35

Dalkilic, Maryam. "Deconstructing early childhood educators' perspectives on inclusion for young children labeled with autism spectrum disorders." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50012.

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The research reported here is based upon a critical qualitative study with six Early Childhood Educators (ECE) who had the experience of providing care and education to young children labeled with ASD in preschool/daycare classrooms. Three main research questions guided this study, including: What are the participants’ perspectives on inclusion? What factors are influential in their perspectives on inclusion? How do these perspectives on inclusion inform their practices? Six active interviews with the participants were conducted. Each interview was co-constructed by the research participant an

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Azadi, Sohi Bahare. "Cognitive task performances as biomarkers & candidate endophenotypes in childhood neurodevelopmental disorders : ADHD & autism." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/cognitive-task-performances-as-biomarkers--candidate-endophenotypes-in-childhood-neurodevelopmental-disorders-adhd--autism(842db328-9c1e-431e-af5a-4c8cd418fcd0).html.

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Autism spectrum disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) are both defined on the basis of behavioural impairments and there is no informative biological test available for the diagnosis of the two disorders yet. The current diagnostic criteria adopt hierarchical approach and preclude the diagnoses of ADHD and ASD in an individual. The thesis investigated whether ASD and ADHD could be discriminated based on their neuropsychological profiles. Moreover, the study explored the cognitive profile of the comorbid ASD-ADHD group. Finally, the thesis assessed whether the bioma

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37

Pereira, Alessandra Marques. "Autismo infantil : tradução e validação da CARS (childhood autism rating scale) para uso no Brasil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/12936.

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Introdução: O autismo infantil tornou-se um dos distúrbios mais estudados em neuropsiquiatria, tendo em vista a gravidade e o impacto que produz. Na ausência de um marcador biológico, seu diagnóstico permanece clínico, com base nos critérios da Associação Americana de Psiquiatria (DSM-IV). Ao longo de várias décadas, vários instrumentos foram desenvolvidos com base no DSM-IV, com objetivo de aperfeiçoar o diagnóstico do transtorno, assim como várias escalas que medem a gravidade dos sintomas também foram criadas. A Childhood Autism Rating Scale (CARS) é uma das escalas mais utilizadas como ins

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Jung, Sunhwa. "Using high-probability request sequences to increase social interactions in young children with autism." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1062126243.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 283 p.; also includes graphics. Includes abstract and vita. Advisor: Dianae, Sainato, School of Physical Activity and Educational Services. Includes bibliographical references (p. 220-227).

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Carroll, Jamie L. "Children's Constructed Meanings of Sisterhood When an Older Sibling has Autism." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1371550652.

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40

Ward, McKenzie. "Parent Implemented Adapted Dialogic Reading with Preschoolers with Autism." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2450.

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The current study examined the role of a novel, adapted dialogic reading curriculum and its impact on preschoolers with autism and their interactions with their parents during shared book reading. The aim of this study was to determine the impact of the curriculum on the effects of child social reciprocity and parents’ feelings of competence and confidence when trained on implementation strategies. Pre- and post-test measures were conducted for four parent-child dyads to measure the impact of adapted dialogic reading on child social reciprocity and parents’ feelings of competence and confidenc

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Evans, Bonnie Louise. "Mental defectives, childhood psychotics and the origins of autism research at the Maudsley Hospital, 1913-1983." Thesis, University of Cambridge, 2010. https://www.repository.cam.ac.uk/handle/1810/252218.

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This thesis uses previously unexamined case material from the Maudsley hospital to put forward three central propositions. Firstly, I argue that the implementation and repeal of mental deficiency law in Britain had a direct influence on the establishment of ‘autism’ as a category within child psychiatry. Secondly, I propose that all research in childhood autism has its direct antecedents in research into adult schizophrenia and that the category can never be independent of this history. Finally, I describe how the meaning of autism shifted from a representation of excessive phantasy life and h

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Charles, Karen. "Parental Perspectives on Vaccinating Children Against Preventable Childhood Diseases." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3553.

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Childhood immunization has been one of the most important public health measures in the 20th century. In the United States, 95% of avoidable childhood diseases have been prevented through vaccinations. However, there have been growing concerns around the safety of vaccines, and this increased uncertainty has led to decreases in vaccination participation and increases in cases of preventable diseases. As such, is it important to understand why parents are not vaccinating their children. A qualitative approach was utilized to conduct this study. Flyers to recruit participants were distributed by

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43

Greene, Jennifer. "Support groups for siblings of children with autism spectrum disorders : perspectives of siblings and group leaders." Thesis, University of East London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533030.

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This research is the first in the UK to explore siblings and Group Leader's experiences of autism specific support groups. Increasingly there is recognition of taking a systems approach to children with autism and the needs of their siblings. However, very little is known about sibling support groups in the UK and about the impact of support groups on siblings of children with Autism Spectrum Disorders. The research explored the Group Leaders experiences of setting up and running autism sibling support groups and the sibling's experiences of the support groups. Semi structured interviews were

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Gopaul, Margaret. "Title: Parents and Teachers’ Perceptions and Clinical Diagnosis of Autism Among White and Non-White Groups." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/4767.

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The pervasiveness of autism has significantly increased over the past 2 decades with the 2014 Center for Disease Control and Prevention report indicating 1 in 68 children are diagnosed with Autism Spectrum Disorder (ASD). Early intervention is recommended as the most effective treatment approach. Nevertheless, previous research has indicated that White children are diagnosed with ASD about 1.5 years earlier than are Non-White children. A current gap remains in literature regarding ASD and different racial groups, and evidence has been inconclusive regarding disparities in identifying and diagn

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Stansfield, Jillian. "Alannah, Bree and CASSIE: The ABC of girls on the Autism Spectrum in early years classrooms." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2376.

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The prevalence of children diagnosed with autism spectrum disorder in classrooms is an increasingly common phenomenon in schools in Australia and in many other countries. While there is increasingly growing literature on how autistic boys manage and are managed in schools, little is known about the learning needs of girls on the autism spectrum. One reason offered for this imbalance of literature is that fewer girls are diagnosed than boys, as their presentations may differ. As girls on the autism spectrum are an underdiagnosed phenotype, it is little wonder that teachers do not have adequate

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Harris, Ann Elizabeth. "The Development of a Survey Instrument Measuring Elementary General Education Teachers Attitudes Toward Inclusion of Students with Autism." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629375.

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<p> The purpose of this study was to develop a valid and reliable survey instrument to examine elementary general education teachers' attitudes toward the inclusion of students with Autism Spectrum Disorder (ASD) in the general education classroom. By determining what influences attitudes, the needs of elementary general education teachers can be established to make educated decisions, develop meaningful professional development activities, or enable teachers to self-reflect thus improving attitudes of elementary general education teachers toward inclusion of students with ASD. </p><p> The s

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Boucher, Signe Marie Simeonsson Rune J. "Joint attention, imitation, and repetitive behaviors as predictors of autism and expressive language ability in early childhood." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1091.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Education School Psychology." Discipline: Education; Department/School: Education.

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Christensen-Sandfort, Robyn Jeanne. "Impact of milieu teaching on communication skills of young children with autism spectrum disorder." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000172.

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Thesis (Ed.D.)--University of West Florida, 2009.<br>Submitted to the School of Education. Title from title page of source document. Document formatted into pages; contains 121 pages. Includes bibliographical references.

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Walker, Kimberly M. "Delphi Study of Ecosystem Characteristics and Inclusion of Elementary Children With Autism Spectrum Disorders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/608.

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Recognizing characteristics that improve inclusion in general education classrooms allows educators and parents to make conscious decisions regarding how students with Autism Spectrum Disorder (ASD) can be included most appropriately. The purpose of this qualitative Delphi study was to understand the opinions of individuals with expertise in the fields of autism and inclusion as to the characteristics and behaviors within the environmental constellation that support or inhibit inclusion of elementary students with ASD. The conceptual framework was based on tenets of applied behavior analysis,

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Lees, Lauren Elizabeth. "Stack the Deck: A Self-Monitoring Intervention for Adolescents with Autism for Balancing Participation Levels in Groups." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8520.

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Autism spectrum disorder (ASD) affects the lives of 1 in 54 children in the United States. By definition, these children often have social communication deficits as well as restrictive and repetitive behaviors that are socially isolating. Inclusion of participants with disabilities such as ASD in classroom or group settings with peers is a high-priority goal for building skills that lead to independent living and higher quality of life for all. Balancing an individual’s class or group participation is not always easy with different levels of social skills, however. In a classroom, this can tra

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