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Hall, Kristy Lynne. "Evaluation of the Pervasive Developmental Disorder Behavior Inventory." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276866268.
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Atkins, Walter Earl Jr. "The History and Significance of the Autism Spectrum." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309356473.
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Snow, Anne V. "Specifying the Boundaries of Pervasive Developmental Disorder - Not Otherwise Specified: Comparisons to Autism and other Developmental Disabilities on Parent-Reported Autism Symptoms and Adaptive and Behavior Problems." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245250357.
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Silvers, Jennifer B. "Art Therapy Workbook for Children and Adolescents with Autism." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210046722.
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Hanekom, Pauline Wilna. "Finding an educational niche for our son with PDD : an auto-ethnography." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71600.
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Thesis (MEdPsych)--Stellenbosch University, 2012.Includes bibiliography
ENGLISH ABSTRACT: At birth every human being is at the starting point of many different journeys: journeys of discovery and change, and journeys of mental and physical growth. Most children follow a similar path of physical and mental growth to adulthood, achieving predetermined milestones at approximately the same age. But what happens to a child who cannot follow this path, a child born without a map? How do the diagnosis and subsequent educational journey of the child affect the parents of that child, parents who find themselves disabled by their experiences of parenthood and life? This study is an autoethnography. It was undertaken to reflect on the physical and emotional journey two parents experienced in finding an educational niche for their son who was diagnosed with Pervasive Developmental Delay – Not Otherwise Specified (PDD-NOS), an Autism Spectrum Disorder. In an attempt to engage and involve the non-academic audience, while at the same time addressing the analytical needs of the researcher audience, evocative autoethnographic co-constructed narratives were combined with analytic autoethnography. Not only did I aim to fill in some of the gaps in researcher knowledge about South African parents’ experiences in finding educational support for their children with pervasive developmental delays, but I also wanted to provide knowledge, hope and encouragement to other parents, especially those parents who are at the start of a journey leading to a brighter future for their child with special needs.
AFRIKAANSE OPSOMMING: By geboorte bevind elke mens hom by die beginpunt van verskeie reise: reise van ontdekking en verandering, en reise van geestelike en fisieke groei. Die meeste kinders volg ‘n gelyksoortige roete van geestelike en fisieke groei na volwassenheid, deur voorafbepaalde doelwitte op naastenby ooreenstemmende ouderdomme te bereik. Maar wat gebeur met ‘n kind wat nie hierdie pad kan volg nie, ‘n kind wat sonder ‘n roetekaart gebore word? Hoe beïnvloed die diagnose en gevolglike opvoedkundige reis van daardie kind sy of haar ouers, ouers wat hulself gestremd bevind in hul ervaring van ouerskap en die lewe? Hierdie studie is ‘n outo-etnografie. Dit reflekteer op die fisieke en emosionele reis deur twee ouers onderneem, in hul soeke na ‘n geskikte onderwysnis vir hul seun wat met PDD-NOS1, ‘n Outisme Spektrumversteuring, gediagnoseer is. In ‘n poging om die nie-akademiese gehoor te betrek, maar terselfdertyd die analitiese behoeftes van die navorsergehoor aan te spreek, is die tegnieke van stemmingsvolle outo-etnografiese mede-saamgestelde narratiewe en analitiese outo-etnografie gekombineer. Ek het nie slegs ten doel gehad om sommige gapings in navorsing rondom die ervarings van Suid-Afrikaanse ouers van kinders met Outisme Spektrumversteurings te vul nie, maar ook om kennis, hoop en aanmoediging te gee aan ander ouers, veral daardie ouers wat aan die begin staan van ‘n reis na ‘n beter toekoms vir hul kind met spesiale behoeftes.
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Schutz, Christopher Kevin. "Genetic analysis of complex neurodevelopmental disorders : a model for the genetic etiology of autism and the related pervasive developmental disorders and mapping of a gene responsible for x-linked mental retardation /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ42764.pdf.
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Bernard, Rachel. "Effectiveness of Different Therapies and Modalities used in Children with Autism." Wittenberg University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617874066765644.
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Beckloff, Dean R. (Dean Ray). "Filial Therapy with Children with Spectrum Pervasive Developmental Disorders." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277755/.
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Gauthier, Julie. "Genetic investigation of pervasive developmental disorders in the Quebec population." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100369.
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Pervasive developmental disorders are a group of neurodevelopmental-neuropsychiatric disorders that are characterized by variable and severe pervasive impairments in several areas of child development, notably social interaction, communication and imagination. They all share clinical features but differ in the severity and age of onset of the impairments. Except for Rett Syndrome (RTT), the etiology of these disorders is unknown, but there is strong evidence that genetic factors contribute to their pathogenesis. While no major genes have been linked to theses disorders linkages, association and chromosomal studies suggest that many loci may be involved.One aim of the present study was to search for genetics variants associated with autism and other related disorders. This study represents the first family-based association study looking at the entire X chromosome using a French-Canadian autistic population, a genetically homogenous group. We found association between autism and markers at two loci. Our results support the existence of a putative gene located on the X chromosome and moreover the founder effect, in the French-Canadian population, may provide greater power to fine map disease genes especially in complex traits.
The second aim of the present thesis was to confirm the involvement of the MECP2 gene in our RTT group of patients. While we confirm the presence of mutations in this gene in our cohort of RTT patients we also demonstrated that clinical stringency greatly influences the mutation detection rate for this disorder.
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Ballard, Jaime Elizabeth. "Cost-Effectiveness of Treating Pervasive Developmental Disorders: A Comparison by Treatment Modality." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3925.
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This study examined the costs of pervasive developmental disorder (PDD) treatment in a large healthcare organization. When compared to individual therapy and mixed therapy, family therapy had significantly fewer sessions, fewer episodes of care, and better cost-effectiveness. Individual therapy had significantly shorter treatment length than mixed therapy. There were no differences in treatment length or number of episodes by license, but dropout and cost-effectiveness were significantly different. Medical doctors had the highest dropout and best cost-effectiveness, while Marriage and Family Therapists had the lowest dropout and Masters of Social Work had the poorest cost-effectiveness. Children had significantly higher dropout than other age groups. An autism diagnosis was associated with fewer sessions but additional episodes of care when compared to PDD. Having a comorbid diagnosis is associated with longer treatment length but slightly fewer episodes of care. A regression model to predict number of episodes of care by intensity of treatment, provider type, and modality, intensity of treatment explained only 6% of the variance.
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Russell, Ginny. "Diagnosing autism spectrum disorders in children : medical and social perspectives." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3188.
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In this submission, five articles are presented examining one theme: diagnosis of autism spectrum disorders (ASD) in children. Three articles provides perspectives on various social and medical factors that influence the diagnosis of ASD, and the others examine social and behavioural outcomes for children diagnosed with ASD. One article provides an in depth examination of the dilemmas of diagnosis from a parental perspective. The research utilized both qualitative and quantitative methods. A secondary analysis of a longitudinal birth cohort study revealed that there were a number of children who had autistic traits equally severe as those with clinical diagnosis. Further analysis exposed a possible gender bias in diagnosis. Outcomes for children with ASD diagnoses were worse than for those without diagnoses but with comparable behaviours as preschoolers. ASD diagnosis apparently had no positive effect on the developmental trajectory of prosocial behaviour. The implications of these results are discussed. Analysis of qualitative data collected in semi-structured interviews with parents of both diagnosed and undiagnosed children exposed dilemmas faced by parents as they contemplated an ASD diagnosis and highlighted parental action to de-stigmatise the condition after diagnosis had been applied. The body of work as a whole falls at the junction of clinical and educational psychology, developmental psychology, social psychology, social psychiatry, sociology and epidemiology. It draws attention to a number of social processes that contribute to ASD diagnosis. Overall, it is argued, the work supports the conceptualisation of ASD as both a biologically and socially determined condition.
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Batchelor, Casey Jane. "Correlates of adaptation in families of children with pervasive developmental disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/MQ43138.pdf.
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Innocente, M. "The occurrence of mood and anxiety difficulties in males and females with pervasive developmental disorders." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445601/.
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An emerging literature consistently shows that individuals with Pervasive Developmental Disorder (PDD) experience higher rates of mood and anxiety difficulties than typically developing populations. The current review considers the evidence for the increased relative prevalence rates and addresses the queried validity of such diagnoses in PDD populations. The complex issue of assessment in this population, particularly with regards to self-report, is discussed. The evidence that psychiatric co-morbidity forms part of the broad autism phenotype is also reviewed. Possible etiological factors are then explored, including the hypothesised role of self- concept and friendships. The implications of these findings for the understanding of and assessment of PDD are presented.
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Hanna, Jessica V. "The effectiveness of applied behavior analysis on task completion amongst children with autism/pervasive developmental disorders /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_hanna_effec.pdf.
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Tang, Lisa Choy. "Psychological well-being in parents of children with pervasive developmental disorders and attention-deficit / hyperactivity disorder." Diss., Connect to online resource - MSU authorized users, 2008.
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Taneja, Chand. "Does the nonverbal learning disabilities, NLD, Scale distinguish between subtypes of pervasive developmental disorder?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62292.pdf.
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Despetorich, Dayna Renee. "NUTRIENT INTAKES IN CHILDREN WITH PERVASIVE DEVELOPMENTAL DISORDERS COMPARED A NATIONALLY REPRESENTATIVE SAMPLE OF UNITED STATES’ CHILDREN." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243882450.
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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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Kruzynski, Anna. "Play in toddlers with pervasive developmental disorder and autism : alternative assessment procedures and impact of treatment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ44328.pdf.
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Reavey, Daphne Ann Ward-Smith Peggy. "Repetitive neonatal pain and neurodevelopmental outcomes at two years of age a correlational study /." Diss., UMK access, 2008.
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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2008."A dissertation in nursing." Advisor: Peggy Ward-Smith. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 84-96). Online version of the print edition.
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Cassel, Tricia D. "Examination of the Communicative Deficits Associated with the Broad Phenotype of Autism in Infant Siblings of Children with Autism Spectrum Disorders." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/129.
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Infants with older siblings on the autism spectrum (ASD-sibs) are at risk for socio-emotional difficulties. ASD-sibs were compared to children of typically developing siblings (TD-sibs) in the Face-to-Face/Still-Face (FFSF) at 6 months and the Early Social Communication Scales (ESCS) at 8, 10, 12, 15, and 18 months. ASD-sibs exhibited non-significant trends to smile less and display more neutral affect than TD-sibs during the FFSF. There was a significant status by gender interaction such that male ASD-sibs showed less smiling and lower affective valence compared to male TD-sibs. Additionally, ASD-sibs showed a lack of emotional continuity in the FFSF. ASD-sibs displayed less initiating joint attention, initiating behavioral requesting, and responding to joint attention over time than TD-sibs. Results are discussed with respect to the social orienting model of autism.
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Medjkane, François. "Position autistique, position psychotique : pour une perspective psychopatologique des troubles envahissants du développement de l'enfant." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC087/document.
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A partir d’une expérience clinique pédopsychiatrique réalisée dans le dispositif d’un secteur de psychiatrie infanto juvénile, ce travail tend à expliciter les particularités de fonctionnements psychopathologiques d’enfants présentant un diagnostic de Trouble Envahissant du Développement (TED) tel que décrit dans la Classification Internationale des Maladies de l’Organisation Mondiale de la Santé dans sa 10éme version (CIM10).La réalisation d’une revue de la littérature inscrite dans une perspective historicisante et compréhensive de la construction de l’ensemble nosographique des TED nous a permis de générer l’hypothèse que la position autistique serait corrélée de manière privilégiée aux catégories diagnostiques dénommées TED Autistique et recouvrant les catégories diagnostiques F84.0 d’autisme infantile et F84.5 de syndrome d’Asperger de la CIM 10 et que la position psychotique est corrélée de manière privilégiée aux catégories diagnostiques dénommées TED Non Autistique et recouvrant les catégories diagnostiques F84.1 Autisme atypique et F84.8 Autres TED de la CIM 10.Dans le cadre de ce travail, nous avons pu réaliser une étude rétrospective d’une population clinique d’enfants à partir de données recueillies dans le cadre des évaluations pluridisciplinaires portées par le Centre Ressource Autisme du Nord Pas de Calais.Au vu des éléments analysés dans le cadre de cette recherche, un élément de différenciation possible entre les deux groupes de sujets s’organise autour des capacités de repérage et de la prise en compte des aspects affectifs et émotionnels dans le rapport au Monde. Ce travail, portant sur l’étude de particularités de fonctionnement psychopathologique des enfants présentant un TED, s’inscrit dans le l’objectif de pouvoir contribuer à l’élaboration d’un projet thérapeutique, pédagogique et d’accompagnement personnalisé et le plus ajusté aux besoins mis en évidenceFrom clinical experience of psychiatry practice in a French department for mental health, this work is focused on defining psychopathological specificities which are encountered in children with Pervasive Developmental Disorders (PDD) from described in ICD 10.A literature review from a historical and comprehensive perspective has allowed us to generate a research hypothesis. The autistic position would be correlated with autistic PDD and the psychotic position would be correlated with non-autistic PDD.For this project, we implemented a retrospective study based on a clinical population of children who have been evaluated with standard multidisciplinary assessments, done in the Nord-Pas de Calais’s Centre Resource Autisme.Through different observations, we could support the hypothesis that there is a difference between autistic PDD children and non-autistic PDD children in their affective and emotional relationship with the World.Thanks to this description of psychopathological particularities, this study takes us a step closer to offering each child with PDD the best individual support possible
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Schwartz, Caley Bryce. "Predicting Variation in Social Outcome among Adolescents with High-Functioning Autism." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/249.
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Even among the most high-functioning individuals with autism, there is a wide range of variation in outcome. This study examined within-child factors, such as temperament, that contribute to variation in social outcomes, the most salient area of deficit among individuals with high-functioning autism (HFA). Approach/withdrawal tendencies and effortful control were used to predict variation in symptoms and social skills. A unique multi-method approach employing self- and parent-report measures, physiological assessment, and social observation was used to determine whether temperament could be used to predict variation in social skills and symptom presentation. Results indicated that compared with an age- and gender-matched control group, the HFA group self-reported higher levels of negative affect and lower levels of surgency and were observed to exhibit higher levels of approach tendencies and lower levels of social skills. Across all participants, higher levels of effortful control were predictive of more adaptive social skills and higher levels of observed approach behavior were predictive of higher levels of anxiety. These results are discussed in relation to the variability in outcomes seen among individuals with autism and the implications for the development of interventions to enhance adaptive outcomes.
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MOLLOY, CYNTHIA ANN. "ASSESSMENT OF POSTURAL STABILITY IN CHILDREN WITH AUTISM SPECTRUM DISORDER." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006206215.
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Pires, Adriana da Silva Lozano. "Internet como instrumento de busca de informações e divulgação dos transtornos invasivos do desenvolvimento." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1696.
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Previous issue date: 2008-08-12Pervasive Developmental Disorders (PDD) is an enduring and persistent behavior disorder, in which its individuals present a diminished quality in communication and social interaction, restricted behavior patterns as well as presence of stereotypes and mannerisms (WHO, 1993; APA, 1995). For a good future development of an individual with PDD, early intervention is needed. Such is many times impaired by Brazil s lack of information and difficulty in a precocious diagnosis. This project s goal was to search via internet what kind of information is found in the main Brazilian privet and public institutions and analyze the quality of this data for posterior elaboration of a web site map containing valid information that can elucidate patients, family members and professionals making use of this source. A complete research on public and privet web sites of PDD specialists indicated institutions and subsequent analyzes of their content took place in order to trace how the matter was treated in each web site. The information found on public institution web sites presented reduced information on PDD. Privet institution web sites displayed more appropriate information in the elucidation of questions regarding the matter, specially those of institutions who exclusively work with PDD patients. With this in mind, one can conclude that public institution web sites require an upgrade of content. An alternative for such would be the establishment of partnerships with universities and PDD specialized institutions. Privet institutions, specially those working with a greater number of deficiencies, do not detain specific information on PDD, however detained information clarifies doubts about the deficiency. All of this information contributed for the creation of a web site map allowing enlightment of non attended doubts in the investigated web sites.
Os Transtornos Invasivos do Desenvolvimento (TID) são uma desordem do comportamento duradoura e persistente, na qual os indivíduos apresentam diminuição qualitativa da comunicação e da interação social, padrões restritos de interesses e presença de comportamentos estereotipados e maneirismos (WHO, 1993; APA, 1995). Para que um indivíduo com TID/autismo tenha um melhor desenvolvimento futuro é preciso uma intervenção o mais precoce possível, que muitas vezes é prejudicada pela falta de informação e dificuldade de diagnóstico precoce no Brasil. O objetivo desse trabalho foi buscar via internet quais informações sobre o assunto são encontradas nas mais importantes instituições brasileiras públicas e privadas e analisar a qualidade dessas informações, para posteriormente elaborar um mapa de um site que contemple informações capazes de esclarecer dúvidas de pacientes, familiares e profissionais que usam essa fonte de informação. Foi realizada pesquisa completa dos sites das instituições públicas e das instituições privadas indicadas por especialistas na área de TID/autismo, sendo utilizada posteriormente análise de conteúdo para apontar como o tema foi tratado em cada um dos sites. Os dados encontrados nos sites das instituições públicas apresentaram poucas informações sobre TID/autismo. Os sites das instituições privadas apresentaram dados mais apropriados para o esclarecimento de questões relacionadas ao tema, especificamente em instituições que trabalham exclusivamente com esses pacientes. Concluiu-se que os sites das instituições públicas necessitam de atualização de seus dados, sendo uma das possíveis alternativas o estabelecimento de parcerias com instituições especializadas em TID/autismo e universidades. As instituições privadas, principalmente que trabalham com várias deficiências, não possuem dados específicos sobre os TID/autismo, mas esclarecem muitas dúvidas em relação à deficiência. Todas essas informações contribuíram para a criação de um modelo de mapa de um site que contemplaria o esclarecimento de dúvidas que não foram sanadas por esses sites investigados.
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Guareschi, Taís. "APRENDIZAGEM E REPRESENTAÇÕES SOCIAIS: PENSANDO A ESCOLARIZAÇÃO DE ALUNOS COM TRANSTORNOS GLOBAIS DO DESENVOLVIMENTO." Universidade Federal de Santa Maria, 2006. http://repositorio.ufsm.br/handle/1/6819.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis search started from the interest of thinking about how learning has been conceived at school. Otherwise, I treat about the learning of a specific group: students with Pervasive Developmental Disorders (authists and psychotics). Based on that, this study has as objective to identify the Social Representations of teachers of a school from Santa Maria/RS, about the learning of those students. The theoretical referents used here, were the psychanalist theory and the social representations theory. Throught the analisys of the mirror phase and social representation, it was stablished a relation between both theories. This way, the maping of social representation stablished the field in which the person of learning is antecipated by the teacher with a qualifying approach, were used as instruments for the search of collecting datas of interviews, examined through the analisys of content, and personal observations at school. The analisys of the data, showed that the socialization is seen for the biggest part of the teachers as the main objective of e learning of those students. Besides that, it revealed the influence of social representations about the learning capacity of those people on the teaching and learning processes. Therefore, been able to remean the social representations that point out to the direction of the incapacity of learning of those student, and the own social representation is essencial to your school-learning process.
Esta pesquisa nasceu do interesse em refletir sobre como a aprendizagem está sendo concebida na escola. Porém, trato de aprendizagem de um grupo específico: alunos com Transtornos Globais de Desenvolvimento (autistas e psicóticos). Com base nisso, este estudo teve por objetivo identificar as Representações Sociais de professores de uma escola de Santa Maria-RS acerca da aprendizagem desses alunos. O referencial teórico utilizado foi a teoria psicanalítica e a teoria das Representações Sociais. Através da articulação entre estágio do espelho e representações sociais estabeleceu-se o diálogo entre as teorias. Assim, o mapeamento das representações sociais estabeleceu o campo no qual o sujeito da aprendizagem é antecipado pelo professor. Em uma abordagem qualitativa, foram utilizados como instrumentos de coleta de dados entrevistas, examinadas através da análise de conteúdo, e observações participantes na escola. A análise dos dados mostrou que a socialização é vista pela maior parte dos professores como o objetivo principal da escolarização desses alunos. Além disso, revelou a influência das representações sociais acerca da capacidade de aprender desses sujeitos no processo de ensino-aprendizagem. Sendo assim, poder ressignificar as representações sociais que apontam para a direção da incapacidade de aprender desses alunos e a própria representação de socialização é essencial para seu processo de escolarização.
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Rindlisbaker, Sophie Visick. "Reducing the Impact of Disabilities in Developing Nations: Implications from a Parent Delivered Behavioral Intervention in Macedonia." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6937.
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Autism spectrum disorder (ASD) is recognized the world over as a major public health issue. Autism is highly prevalent, persists across the lifespan, and is characterized by behaviors that can profoundly impair typical functioning. Interventions based on behavioral strategies have proven effective, but there are significant barriers to care, including cost, intensity of treatment, and access to qualified practitioners. The impact of ASD and obstacles to appropriate care are magnified by systemic limitations in developing countries. Parent training holds promise as a method of disseminating therapy to underserved areas. This study investigated the effectiveness of a pyramidal parent training intervention in Macedonia. Fifteen parents of children with ASD were trained in three specific strategies for promoting prosocial skills: eye contact, compliance, reducing restricted repetitive behaviors (RRB). Parents reported daily ratings of these skills and their own confidence, action or engagement, and family distress. Participants were ethnic Macedonians from the capital of Skopje with at least one child with ASD between the ages of 2 and 13 years. This study utilized a single case research design. Data were collected per and post intervention using an interrupted time series design. Individual response was analyzed visually and Tau U effect sizes were calculated. Moderator and mediator effect was considered following the method initially established by Gaynor and Harris (2008). Effect sizes were small but significant for the group overall for all variables except restricted repetitive behaviors (RRB). The program was especially effective for younger children, those with comorbid hyperactivity, those with low to moderate symptomology, and those with no prior special education services.
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Ribeiro, Sabrina Helena Bandini. "Prevalência dos transtornos invasivos do desenvolvimento no município de Atibaia: um estudo piloto." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/1671.
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Previous issue date: 2007-08-09Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Pervasive Developmental Disorders (PDD) are characterized by impairments in reciprocal social interaction, language, and communication and by the presence of repetitive and stereotypic patterns of behavior and interests. The prevalence of PDD has increased in recent years; currently frequencies are 30 to 60 per 10,000. There are no epidemiological studies of PDD prevalence in developing countries. The aim of this study was to verify the feasibility of our approach and of the protocol for a PDD prevalence study in Atibaia. It also describes the PDD prevalence found. Methods: To develop this pilot study, it was selected one urban neighborhood with 1470 children, ages 7 to 12. All the PDD services, all public schools in this neighborhood and the PSF team were identified and special meetings were organized with lectures and discussions about PDD. 99 children were indicated; 76 suspects cases between 07 to 12 years old children were evaluated. All suspected cases were evaluated based on PDD (ASQ) and mental health (SDQ and SRQ) screenings. Results: A PDD prevalence of 0.88% was found, with ratio of males to female 3:1. Conclusion: This is the first study reporting the prevalence of PDD in Latin American countries. The prevalence rates found was similar with others studies, although up to this moment, only the screening phase was done. It was important to use multiple informant sources.
Os Transtornos Invasivos do Desenvolvimento (TID) são caracterizados por uma tríade de comprometimentos em três áreas do desenvolvimento: interação social, comunicação e comportamentos restritos e estereotipados. Estudos epidemiológicos dos TIDs ao redor do mundo apontam um aumento do número de casos a partir da década de 90, sendo as taxas atualmente consideradas entre 30 a 60 para 10000. Não existem estudos de prevalência dos TIDs em países em desenvolvimento. O Objetivo deste trabalho foi testar a viabilidade metodológica de um estudo piloto de prevalência de TIDs e analisar a taxa de prevalência encontrada. Método: Foi eleito um bairro representativo da cidade, com 1470 crianças entre 7 e 12 anos. Todos os serviços de referência da cidade, as escolas do bairro e as equipes do PSF receberam orientações por meio de palestras e guidelines. Um total de 99 crianças foram indicadas; 76 crianças foram avaliadas com suspeita para TID. Foram aplicados questionários de rastreamento para TID (ASQ) e para saúde mental (SDQ e SRQ). Resultados: A prevalência de TID encontrada neste estudo foi de 0,88 %, com uma razão de 3:1 meninos para cada menina. Conclusão: Este é o primeiro estudo de prevalência de TID na América Latina. Apenas a fase de triagem dos casos foi realizada, os dados encontrados corroboram com os estudos de prevalência publicados. Observou-se a importância da utilização de várias fontes de informação para a busca dos casos.
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Nickels, Paula Anderson. "Educational Interventions for Children with Autism Spectrum Disorders: Perceptions of Parents and Teachers in a Northeast Tennessee School System." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1753.
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This qualitative case study investigated the perceptions of parents of children with autism spectrum disorders (ASD), special education teachers, and general education teachers in a Northeast Tennessee public school system regarding educational interventions for children with ASD including what interventions they have found effective, the barriers and challenges they have faced, and how they view their relationships with one another.
Data were collected through interviews with a purposeful sample of 7 parents of 6 children with autism spectrum disorders, 8 special education teachers, and 6 general education teachers and a review of documents. Parent and teacher participants represented children at all levels on the autism spectrum, a variety of grade levels (PreK-12), and a wide range of educational placements. Data were analyzed using the constant comparison analysis method.
Nine themes emerged describing parent and teacher perceptions of educational interventions they found effective for children with ASD. These themes were intensive early intervention using multiple methods; a structured learning environment; adult-mediated and peer-mediated interventions for social and communication skills; inclusion with a balance of direct services; support staff to facilitate inclusion; a functional approach to problem behaviors; alternative and augmentative communication interventions; and sensory-motor interventions. Barriers faced by parents and teachers included lack of training and knowledge; lack of time; challenges caused by characteristics of ASD; problematic teacher attitudes; problematic parent attitudes; transition issues; and need for additional services. Parents and teachers described factors that facilitate positive parent-teacher relationships including collaboration, teamwork, and support; on-going communication; IEP Team processes; and positive teacher relationships with autistic children.
The current study helps to fill a gap in the existing research literature by adding to knowledge about parent and teacher perceptions of educational interventions for children with ASD. Recommendations are made based on study findings to provide parents and teachers with insights from other points of view that can facilitate mutual collaboration in meeting the educational needs of children with ASD.
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Porto, Rebeca Fogaça. "Intercorrências e estressores psicológicos na gestação de mães de indivíduos com transtornos do espectro do autismo." Universidade Presbiteriana Mackenzie, 2011. http://tede.mackenzie.br/jspui/handle/tede/1567.
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Previous issue date: 2011-08-25Fundo Mackenzie de Pesquisa
Pregnancy complications and psychological stress during gestational period are risk factors to the development of children with a variety of disorders, such as Autism Related Disorders (TEA). To evaluate this situation, we studied a sample of 60 mothers, among 60 individuals with TEA. The patients are from two specialized institutions in attending people with disorders: AVAPE, in the city of SP, and APAE, in the city of Barueri. All these individuals were submitted to a clinical investigation routine, using inclusion criteria of CID 10, and 2 screening scales, valid in Brazil (ABC and ASQ). Commorbity with genetic syndromes were excluded. The questionnaire about stressful psychological events was adapted from LIPP s translation (1990) and the original study from HOLMES & RAHE (1967). The stressful events are categorized according to its intensity, varying from 12 to 100 points. The obstetric questionnaire was developed according to classic scales to evaluate an optimum- gestational, based on a publication of Bryson, Smith and Eastwood (1988). The mothers reproductive history was also taken into consideration. Two questionnaires were applied, and after that, checked if the event happened during any pregnancy, during the pregnancy of children with TEA, or out of pregnancy period. The control groups were picked among non-TEA pregnancies of 60 mothers in a total of 80 pregnancies. The main conclusions were: 70% of the TEA individuals were male, the fathers age was 30.4 years in average, and the control group was 29 years old. This difference is not statistically significant. The mothers average age was 26.3 among the cases, and 25.5 in the control group. This difference is not statistically significant.; 18% of the individuals with TEA were the only mother´s gestation. Among the other 16/49 (33%) of the TEA individuals were products of only one pregnancy, and 67% were products of the second or more pregnancies. Among the control group, 28/59 (47%) were product from the 1st pregnancy, and 53% of the second or more pregnancies. This difference is not statistically significant. The investigation of 38 psychologically stressful factors showed that the stressful factors in the entire lives of 60 mothers were very significant, with a minimum value of 3, and a maximum of 43, with a 22 average. In the pregnancies that resulted in TID individuals, the stressful average was 6.3, and between the control group was 4.3. This difference is significant with p=0.0035. Considering the scores related to each one of the 38 stressful events, we detected that an average of 496 points for the entire life of the mothers. This punctuation is considered an intense probability of developing disease. Among the TID pregnancies, the average was 89.4, and among the control group was 47.8. Research of 47 obstetrical events showed that between the TID pregnancies, the variation was from 0 to 23, average of 4.81. Among the control group, the variation was from 0 to 17, with an average of 2.25. This difference is significant with p= 0.0007. It does not seem to have difference in the frequency of the events that might probably cause brain damage, such as: low weight at birth, prematurity, fetal distress, cesarean section, miscarriage, bleeding during gestation, resuscitation or breath deficit at birth. Therefore, among the cases, there was a total of 62, and among the control group 28 (relation 2.2) of these factors while related to the totals, the average for the events was 4.81, and for the control group was 2.25 (relation 2.1).
As intercorrências gestacionais adversas incluindo estressores psicológicos são fatores de risco para o desenvolvimento futuro dos filhos com manifestações variadas de distúrbios, entre as quais Transtornos do Espectro do Autismo (TEA). Para avaliar esta situação estudamos uma amostra de 60 mães de indivíduos com diagnóstico de TEA, recrutados em 2 Instituições especializadas no atendimento de pessoas deficientes: a AVAPE da cidade de São Paulo e a APAE da cidade de Barueri. Todos os indivíduos foram submetidos à rotina de investigação clínica com a utilização de critérios de inclusão do CID10 e aplicação de 2 escalas de triagem, validades no Brasil: o ABC e o ASQ. Os casos que representavam comorbidades com síndrome genéticas foram excluídos. O questionário sobre eventos estressores psicológicos foi adaptado da tradução de LIPP (1990) do estudo original realizado por HOLMES & RAHE (1967). Os eventos estressores são categorizados na sua intensidade utilizando pontuação que varia de 12 a 100 pontos. O questionário obstétrico foi desenvolvido de acordo com as clássicas escalas para avaliar o ótimo-gestacional, utilizando como base a publicação de Bryson, Smith e Eastwood, 1988. O histórico reprodutivo das mães foi levantado. Aplicou-se os 2 questionários e após isso foi caracterizado se o evento ocorreu em alguma gestação, na gestação do filho com TEA ou fora da gestação. Os controles foram sorteados entre as gestações não TEA das 60 mães num total de 80 gestações. As principais conclusões foram: (70%) dos indivíduos TEA são do sexo masculino; a idade paterna entre os casos foi de 30, 4 anos em média e dos controles foi de 29 anos. Esta diferença não é estatisticamente significante; a média da idade materna foi de 26,3 anos entre os casos 25,5 anos entre controles. Esta diferença não é estatisticamente significante; 18% dos indivíduos com TEA foram produto de gestações únicas. Entre os demais 16/49 (33%) dos indivíduos TEA foram produto de primeira gestação e, portanto, 67% foram produto da segunda ou mais gestações. Entre os controles, 28/59 (47%) foram produto da primeira gestação e 53% da segunda ou mais gestações. Esta diferença não é estatisticamente significativa; a investigação de 38 estressores psicológicos mostrou que a quantidade de estressores na vida das 60 mães foi expressivo, com valor mínimo de 3 e máximo de 43, média de 22. Nas gestações que resultaram em indivíduos com TID a média da ocorrência de estressores foi de 6,3 e entre os controles tivemos média de estressores de 4,3. Esta diferença é significante com p= 0,0035; considerando os escores relativos para cada um dos 38 estressores detectamos que a média no total de vida das mães foi de 496 considerada faixa intensa para probabilidade de desenvolver doença. Entre as gestações dos casos TID a média foi de 89,4 e entre os controles foi de 47,8; a pesquisa de 47 intercorrências obstétricas revelou: entre as gestações TID a variação foi de 0 a 23, média de 4,81. Entre os controles a variação foi de 0 a 17; média de 2,25. Esta diferença é significante com p=0,0007; não parece haver diferença na freqüência de intercorrências que levam mais provavelmente a risco de dano cerebral: baixo peso ao nascimento, prematuridade, sofrimento fetal, parto cesáreo; ameaça de aborto; sangramento na gestação; reanimação, nasceu roxinho, foi entubado em relação às demais intercorrências. Assim, entre os casos tivemos um total de 62 e entre os controles 28 (relação 2,2) destes fatores enquanto que para o total a média para os casos foi 4,81 e para os controles 2,25 (relação 2,1).
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Souza, Sheila Carla de. "Mulheres alcoolistas: histórico reprodutivo e alterações do crescimento e desenvolvimento dos filhos." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/1734.
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Previous issue date: 2009-08-17Fundo Mackenzie de Pesquisa
Alcohol is the most used teratogenic substance in the west world and its use during pregnancy, from moderate to severe, is a serious problem to public health due to the risks that it might bring to the mother (increases the risks for spontaneous abortions and premature detachment of the placenta) and to the fetus (physical, mental and behaviour damage and/or learning disorders) and might cause an even worse form of damage known as Fetal Alcohol Syndrome (FAS). This current study was elaborated based on a sample of 89 women currently in treatment and recently treated for alcohol use/abuse and their children. Women s age group varied from 19 years old (minimum) to 71 years old (maximum) presenting a medium age of 44 years old. The age group and gender of the children were not considered as criteria for exclusion. The three main objectives for this research were to describe the reproductive history of alcoholic women, the growth and development of their children and to investigate manifestations of the Pervasive Developmental Disorders (PDD) in children. Main results showed reproductive losses in alcoholics and high level of learning disorders, hyperactivity and aggressiveness in their children. The data converge with the existing literature. However, co-segregation of autism was not observed in individuals exposed to alcohol during gestation period. The present study drives attention to the harm that might be caused by alcohol ingestion during pregnancy. In Brazil researches like this are still rare.
O álcool é a substância teratogênica mais utilizada no mundo ocidental e seu consumo moderado a severo durante a gestação é um grave problema de saúde pública pelos riscos que pode oferecer à mãe (aumento de abortos espontâneos e descolamento prematuro de placenta) e ao feto (prejuízos físicos, mentais, de comportamento e/ou de aprendizagem), sendo sua forma de comprometimento mais grave denominada de Síndrome Alcoólica Fetal (SAF). O presente estudo foi realizado a partir de uma amostra de 89 mulheres em tratamento atual ou pregresso devido ao uso e/ou abuso de álcool e seus filhos. A faixa etária das mulheres variou entre 19 anos (mínimo) e 71 anos (máximo), com uma média de 44 anos. A faixa etária e o gênero dos filhos não foram considerados como critérios de exclusão. Os três principais objetivos desta pesquisa foram descrever o histórico reprodutivo de mulheres alcoolistas, o crescimento e desenvolvimento dos filhos e investigar manifestações dos quadros dos Transtornos Invasivos do Desenvolvimento (TID) nos filhos. Os principais resultados encontrados apontam perdas reprodutivas em alcoolistas e altos índices de problemas de aprendizagem, hiperatividade e agressividade nos filhos. Esses dados convergem com a literatura existente. No entanto, não foram observadas co-segregação de autismo para indivíduos expostos ao álcool em período gestacional. O presente estudo alerta para os malefícios que podem ser advindos do álcool consumido na gravidez. Pesquisas deste tipo são escassas no Brasil.
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Rodrigues, Ida Janete. "Habilidades viso-perceptuais e motoras na Síndrome de Asperger." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-03092010-151245/.
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A presente pesquisa teve como objetivo verificar a existência de alterações visopercepto- motoras em pacientes com a síndrome de Asperger ou T.I.D. (Transtorno Invasivo do Desenvolvimento). Para tal, foi desenhado um estudo com dois grupos de trinta sujeitos do sexo masculino entre 12 e 30 anos. Trinta desses sujeitos com a síndrome de Asperger, diagnosticados através dos critérios do DSM-IV-TR, Escala de Traços Autístiscos (ATA), apresentando QS maior ou igual a 70 através das Escalas de Comportamento Adaptativo de Vineland. Os desempenhos nas escalas foram estatisticamente estudados e comparados com os resultados dos trinta sujeitos com desenvolvimento normal. Ambos os grupos foram submetidos às provas de Imitação de Gestos de Bèrges & Lèzine, Piaget-Head, Bender, prova de Cubos das escalas Wechsler e Escala social de Pelotas. Todos os sujeitos foram submetidos aos testes relacionados de maneira padronizada. A escolha dos sujeitos e aplicação dos testes foi efetuada em escolas e centros clínicos especializados. As análises dos resultados demonstram diferenças significantes e déficit na organização perceptivo viso motora dos sujeitos com a síndrome de Asperger. A análise estatística por meio do t-independente, entre os dois grupos aponta para repostas discrepantes no grupo dos Aspergers com nível de significância (p0,05/0.05) evidenciando assim, melhor desempenho global em todas as escalas aplicadas nos sujeitos do grupo controle. A complexidade que envolve as noções de percepção espacial, motricidade e ação, bem como a lateralidade mostraram-se marcantes dificuldades na população estudada, sendo necessários novos estudos, prevenção, tratamento e orientações à família e escolaThis study aimed to verify the existence of visual-perceptual-motor function changes in patients with Asperger syndrome or PDD (Pervasive Developmental Disorder). To that objective, a study was developed with two groups of thirty male between 12 and 30 years old. Thirty of these people with Asperger\'s syndrome, were diagnosed by the DSM-IV-TR, Autistics Stroke Scale (ATA), with QS greater than or equal to 70 through the Adaptive Behavior Scales Vineland. The performance scales were statistically analyzed and compared with the results of thirty people with normal development. Both groups were tested for Imitation of gestures Bèrges & Lèzine, Piaget-Head, Bender, Cubes proof of Wechsler scales and Pelotas social scale. All people were tested in a standardized way. The choice of the people and tests application had been performed in specialized schools and clinical centers. Analyses of results showed significant differences and deficits in visual motor perceptual organization of individuals with Asperger syndrome.Statistical analysis by T-independent between the two groups points to the differing responses of the Aspergers group with significance (p 0.05 / 0.05), thus emphasizing the better overall performance on all scales applied in the control group.The complexities surrounding the notions of spatial perception and motor action as well as the handedness proved remarkable difficulties in the population studied, being necessary new studies, prevention, treatment and guidance to family and school
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Whaley, Carol Hendrix. "Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/717.
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The purpose of this study was to survey special education teachers and speech therapists in eleven school districts in Northeast Tennessee regarding their knowledge level (etiology and educational programming) of autism spectrum disorder (ASD). The primary focus of the study was to identify effective programs and methods used by special educators in this region, comparing them to the latest techniques and teaching methods prescribed by recent research. In addition, identified weaknesses were used to recommend future training and staff development to enable educators to provide the best possible programs for children with autism.
Five hundred fifty-two surveys were disseminated to special education teachers and speech therapists in eleven school districts in Northeast Tennessee. Two hundred ninety-two professionals responded to the survey, resulting in a return rate of 52.9%. Educators were asked to respond to a total of 44 questions (28 true/false items and 16 multiple choice items). The multiple choice items were designed to obtain demographic information, job related characteristics, preparation and experience teaching students with ASD, and professional needs of special educators in this region. The 16 multiple choice items were categorized into knowledge of ASD etiology and ASD educational programming.
The results of the study indicate that there were no marked deficits in special educators' knowledge levels (etiology and educational programming) of ASD. However, the scores on educational programming were consistently higher than scores on etiology. There is a need for further training because very few special educators have been trained in research based methods currently used with students diagnosed as ASD.
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Garcia, Aline Helen Corrêa. "Pesquisa do polimorfismo T102C no gene do receptor 2A da serotonina nos portadores de transtornos invasivos do desenvolvimento e possível associação a maior susceptibilidade para comportamentos estereotipados." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1708.
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Previous issue date: 2008-11-06Fundo Mackenzie de Pesquisa
Pervasive Developmental Disorders are characterized by deficiency in three areas: communication, social interaction, repetitive and stereotypical behavior from causes not yet fully known. Evidences have suggested that autism possesses a significant genetic component from a complex multifaceted heredity with a multiloci model of interaction. Several experimental techniques and models have been utilized in order to assess the activity, expression and the alelo association of theTIDs as illnesses with a genetic component. The role of the 5HTT serotonin renders the genes of the serotonin-energetic system of interest for the study of the pathology of autism. Our work obtained and analyzed the DNA from periferic blood samples of 50 subjects diagnosed with PDD for the polymorphism T102C of the 2ª receptor of serotonin (HTR2A) comparing the results to a control population of 206 individuals, separated by both sex and racial background. The cases were analyzed through the ASQ and ABC instruments according to a greater susceptibility to repetitive and stereotyped behaviors. RESULTS: There was no significant statistical evidence for the distribution of the genotypes either in the cases (qui-quadrado=2,967/2GL/p= 0,2268) or in the control. However, it was observed a large prevalence of the heterozygote genotype among the cases (64%) while in the control this genotype was present in 50% of the individuals. Also the genotypical occurrences did not demonstrate any difference when the subjects, cases and control, were divided by sex and racial background as white and non-white. Regarding the number of stereotypes, in the ASQ as well as in the ABC, there was no difference in the genotype distribution. The sample was in accordance to the Hardy-Weiberg equilibrium.
Os Transtornos Invasivos do Desenvolvimento têm como características deficiência em três domínios: comunicação, interação social e comportamentos repetitivos e estereotipados de causas ainda não bem conhecidas. Evidências têm sugerido que o autismo tem um grande componente genético de herança multifatorial complexa com modelo de interação multiloci. Várias técnicas experimentais e modelos para avaliar a atividade, expressão e alelo associação dos TIDs, enquanto doenças com algum componente genético, têm sido usados. As funções da serotonina 5HTT, tornam os genes do sistema serotoninérgico como de interesse para estudo da patologia do autismo. O nosso trabalho extraiu e analisou o DNA do sangue periférico de 50 portadores de transtornos invasivos do desenvolvimento para o polimorfismo T102C do receptor 2A da serotonina (HTR2A) comparando os resultados com uma população controle de 206 indivíduos, ambos separados por sexo e antecedentes raciais. Os casos foram analisados pelos instrumentos ASQ e ABC quanto a maior susceptibilidade para comportamentos repetitivos e estereotipados. Resultados: Não houve evidência estatística significativa para a distribuição dos genótipos, tanto nos casos (qui-quadrado=2,967; 2GL; p=0,2268) como nos controles. Contudo foi observada a grande predominância do genótipo heterozigoto entre os casos (64%) enquanto que nos controles este genótipo foi evidenciado em 50% dos indivíduos. Não houve evidência estatística significativa para a distribuição dos genótipos, tanto nos casos (qui-quadrado=2,967; 2GL; p=0,2268) como nos controles. As freqüências genotípicas também não mostraram diferença quando os sujeitos caso e controle foram estratificados por sexo e antecedentes raciais branco e não branco. Quanto ao número de estereotipias, tanto no ASQ quanto no ABC, não houve diferença na distribuição do genótipo. A amostra estava em equilíbrio de Hardy-Weiberg.
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Roche, Laëtitia. "Percevoir l'interaction sociale dans le mouvement humain : études psychophysiologiques du développement typique et dans les troubles du spectre autistique." Thesis, Tours, 2013. http://www.theses.fr/2013TOUR3323/document.
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L'interaction sociale représente l’une des difficultés majeures des patients atteints de troubles envahissants du développement (TED). Or, la perception des mouvements humains contribue à la mise en place des comportements sociaux et représenterait un « marqueur » du développement de la cognition sociale. Cette étude de suivi du regard et de pupillométrie visait à caractériser l’attention visuo-spatiale et la charge cognitive au cours de la perception de mouvements biologiques humains porteurs d'intention sociale (MHS) chez 139 participants typiques (PaTYP) et 62 patients atteints d’un TED (PaTED). Chez les PaTYP, l’exploration augmente pour les MHS. Chez les PaTED, un déficit d’exploration des MHS est corrélé à la sévérité de la symptomatologie autistique globale. Ces anomalies de l’attention visuo-spatiale des PaTED réduiraient leur accès à l’information sociale et pourraient participer au trouble de l’interaction sociale et de la communicationSocial interaction is one of the main difficulties for patients with pervasive developmental disorders (PDD). However, the perception of human movement contributes to the development of social behavior and represents a "marker" for the development of social cognition. This eye tracking and pupillometric study aims to characterize the visuospatial attention and cognitive load during perception of social human biological motion (SHM) in 139 typical participants (PaTYP) and 62 patients with ASD (PaTED). In PaTYP, exploration increases for SHM. In PaTED, deficit of the exploration of MHS is correlated with the severity of the global autistic symptomatology. These abnormalities of visuospatial attention in PaTED could reduce their access to social information and participate in social interaction and communication disorders
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Rawdon, Paul David. "Experiences of families of people with Autism Spectrum Disorder in the Canterbury/West Coast area." Thesis, University of Canterbury. Social and Political Sciences, 2012. http://hdl.handle.net/10092/8209.
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Many people would argue that New Zealand has had a poor reputation for providing support services for the families of people with an Autistic Spectrum Disorder (ASD). The limited support services available for families in this country were highlighted during the trial and the manslaughter conviction of Janine Albury-Thomson. Albury-Thomson was found guilty of the manslaughter of her autistic daughter, Casey (MOH, 1999). The sentencing judge called for an independent inquiry to be held to examine the extent of support services that were available for families affected by the disorder with a view to identifying any gaps that may exist and ascertaining whether or not government policy could be blamed (Norris, 1998). More than twelve years have now elapsed since the Albury-Thomson trial and research was needed to ascertain the experiences of families raising a child with ASD.
This research examines the experiences of families who have a child who has an ASD diagnosis. Research participants were families of people with Autism Spectrum Disorder who reside in the Canterbury/West Coast area. The research explored the support needs of families and the informal and formal supports that are available to them in this region.
This research was conducted in three parts, with each part having a distinct method of data collection allowing triangulation of research findings. Part one was a survey questionnaire distributed via a range of mediums using a snowball sampling method. The second data set was made up of two case studies that were undertaken with a semi-structured interview approach. The third set of data was elicited via a semi-structured interview process from five local service providers that provide services to those with ASD and their families. A qualitative methodology was adopted to analyse research findings. This methodological approach was selected because it gave participants the opportunity to tell their stories about the diagnostic pathway they travelled and their experiences using available services.
This research has social policy relevance as it was designed to examine the participant’s experiences while using services and resources available for the families of people with ASD in the Canterbury/West Coast area. Participants told of various social, emotional, and practical impacts and of the experiences they encountered while using the various services available. While the level of awareness of ASD has increased, the diagnosis process proved to be problematic for some when using the public health system. Consistent with a 2001 study commissioned on behalf of the Autistic Association of New Zealand, participants in this study who sought a diagnosis through the public health system found it to be a protracted process. Participants attributed delays to a lack of resources or staff that had a limited knowledge of ASD and saw these factors as barriers to obtaining a diagnosis within an acceptable time frame. A more timely diagnosis was reportedly received when the private health system was used.
With regards to support offered by the agencies involved with ‘day to day’ contact with families it was found that overall, competent, experienced people worked for the existing agencies and they were capable of offering support where needed. However specific issues were identified by participants including a perception that case managers failed to understand their situation because they were unfamiliar with the implications of having a family member with ASD. Significantly, family members and service providers both identified a concern about a lack of suitable accommodation that can be utilised by a person with ASD. Because there is limited research into the support needs of families of a child with ASD this research provides an important insight into the needs of a fairly marginalised, and sometimes socially isolated, group. Implications for ongoing service provision and support of families are discussed in the thesis.
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Silva, Daniel Ignacio da. "Construção e validação de marcadores de vulnerabilidade de lactentes para disfunções em seu desenvolvimento socioemocional." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/7/7141/tde-27042018-113122/.
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Introdução. O desenvolvimento socioemocional da criança pequena é condicionado por fatores de exposição relacionados ao contexto, cuja presença define a vulnerabilidade da criança para as disfunções socioemocionais. A síntese dos fatores de exposição em marcadores qualitativos de vulnerabilidade favorece a construção de tecnologias de captação de situações de vulnerabilidade e proposição de intervenções que promovam o desenvolvimento socioemocional. Objetivos: Construir marcadores de vulnerabilidade de lactentes para disfunções em seu desenvolvimento socioemocional e realizar sua validação de conteúdo. Método: Pesquisa metodológica de abordagem qualitativa e quantitativa, que teve como referencial teórico o Modelo Bioecológico de Desenvolvimento Humano, e operacionalizada por meio de duas etapas de pesquisa: extração e síntese dos dados, e validação de conteúdo. A identificação dos fatores de exposição ocorreu mediante revisão integrativa, realizada entre abril e agosto de 2016, com critérios definidos de inclusão e exclusão dos estudos, e estratégias sistemáticas de busca. Os dados identificados foram extraídos e submetidos à técnica de análise temática categorial. Os fatores de exposição foram agrupados inicialmente ,conforme a sua semelhança semântica, e foi analisada a relação dessas categorias com os níveis de contexto (Microssistema, Mesossistema, Macrossistema e Exossistema) definidos pelo Modelo Bioecológico. Após, foi analisada a relação das categorias com os elementos de vulnerabilidade da criança para situações adversas em seu desenvolvimento. Da categorização dos fatores de exposição, ocorreu a construção dos marcadores de vulnerabilidade, seus componentes e seus manuais operacionais. Esses conteúdos foram submetidos a duas rodadas de validação de conteúdo com juízes peritos na área de saúde da criança e desenvolvimento infantil. Essa pesquisa foi aprovada pelo Comitê de Ética da Escola de Enfermagem da Universidade de São Paulo por meio do Certificado de Apresentação para Apreciação Ética nº 57933816.8.0000.5392. Resultados: A amostra final de artigos incluídos para a extração dos dados foi de 112.No contexto do Microssistema e Mesossistema, os fatores de exposição foram categorizados como: difilculdades nas relações sustentadoras contínuas; adversidades nas relações familiares e no apoio social, e situação de adoecimento dos cuidadores que influem nos processos proximais. No Exossistema e no Macrossistema os fatores de exposiçãoforam categorizados como: vulnerabilidades sociais dos cuidadores e fragilidades das políticas públicas, que condicionam as condições materiais e sociais da família. A partir dessas categorias, foram construídos oito marcadores de vulnerabilidade, seus 39 componentes e os respectivos manuais operacionais. Participaram da primeira rodada 17 juízes, que tiveram concordância máxima de 100% e mínima de 64% na validação dos marcadores, seus componentes e manuais operacionais. O material foi revisado com as sugestões dos juízes. Na segunda rodada, participaram 11 juízes com concordância máxima de 100% e mínima de 73 %, validando os oito marcadores propostos com seus 36 componentes. Considerações finais: A síntese dos fatores de exposição, apoiada em uma teoria de desenvolvimento abrangente, permitiu a construção de marcadores de vulnerabilidade que tiveram alta aprovação. O consenso obtido pelos juízes permite que essa tecnologia seja testada na prática clínica, para verificar sua capacidade preditiva, com potencial de antecipação dos fatores de exposição subsidiando a prevenção das disfunções socioemocionais.Introduction: The socioemotional development of infants is conditioned by the exposure to context-related factors, whose presence defines infants vulnerability to socioemotional dysfunctions. The synthesis of exposure factors as qualitative markers of vulnerability holds up the construction of tools, which capture vulnerability situations and promote the socioemotional development. Objectives: To build vulnerability markers of infants for dysfunctions in their socioemotional development and to perform their content validation. Method: Methodological research with qualitative and quantitative approach, based on the Bioecological Model of Human Development, and implemented through two research steps: data collection and synthesis, and content validation. The identification of exposure factors occurred through an integrative review, carried out between April and August 2016, with defined inclusion and exclusion criteria of studies, and systematic search strategies. The identified data were collected, submitted to the categorical thematic analysis technique. The exposure factors were grouped according their semantic similarity and it was analised the relation of categories with the context levels (Microsystem, Mesosystem, Exosystem and Macrosystem) defined by the Bioecological Model. Subsequently, it was analised the relation of categories with the elements of vulnerability of children to adverse situations in their development. From the categorization of the exposure factors, the construction of the vulnerability markers, their components and their operational manuals occurred. These contents were submitted to two rounds of content validation with expert judges in the field of child health and child development. This research was approved by the Ethics Committee of the Nursing School of the University of São Paulo through the Certificate of Presentation for Ethical Appreciation nº 57933816.8.0000.5392. Results: The final sample of included articles for data collection was 112. In the context of the Microsystem and Mesosystem, the exposure factors were categorized as difficulties in the ongoing nurturing relationships; adversities in family relationships and social support, and the caregivers\' illness situation that influence the proximal processes. In the Exosystem and Macrosystem, the exposure factors were categorized as caregivers\' social vulnerabilities and weaknesses of public policies determining the material and social conditions of the family. From these categories, eight vulnerability markers, their 39 components and their operational manuals were built. The first round included 17 judges who had a maximum agreement of 100% and a minimum of 64% in the validation of the markers, their components and operational manuals. The material was revised with the judgessuggestions. In the second round, 11 judges participated with a maximum agreement of 100% and a minimum of 73%, validating the eight proposed markers with their 36 components. Final Considerations: The synthesis of exposure factors supported by a comprehensive development theory allowed the construction of vulnerability markers that had high approval. The consensus obtained by the judges allows that this technology be tested in clinical practice, to verify its predictive capacity, with a potential of anticipation of the exposure factors subsidizing the prevention of socioemotional dysfunctions.
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Braga, Maria Rita. "Detecção precoce dos transtornos invasivos do desenvolvimento: atuação do enfermeiro." Faculdade de Medicina de São José do Rio Preto, 2011. http://hdl.handle.net/tede/282.
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Early identification of Pervasive Developmental Disorders (PDDs) is important for a better prognosis on affected children. Therefore, the position stood by nurses performing in the primary health care, is relevant to identify the characteristic signs of these disorders. The objectives of this study were to subsidize the nurses´ knowledge by empowering them to detect earlier the Pervasive Developmental Disorders, and to verify this empowerment repercussion into their performance on surveillance of childhood development. Afterwards, to evaluate the program adjustment into this empowerment, according to the perception of these nurses intervention-participants. Method: An almost-experimental outline featured by a teaching intervention was used. The participants were divided according to their availability into two groups: an experimental group (EG received intervention), and a control group (CG did not receive the intervention). The casuistic comprised 27 nurses from the Primary Health Care Units (PHCUs), in a municipality of São Paulo state, with attendance in Puericulture. Data collection was made by semi-structured interview, during three distinctive phases: pre-intervention, post-intervention and follow-up. During the pre-intervention and follow-up phases, data were also collected from the children’s parents (n=83 and 79, respectively). Results: Data analysis allowed to observe that after participating the course, the nurses of the EG demonstrated to have acquired new knowledge on the theme; otherwise, the nurses of the CG did not. However, significant changes on these nurses´ acting regarding the surveillance of the children´s development were not observed. It is important to consider the influence of the organizational framework in changing the process of health assistance model. Regarding the empowerment program, the nurses, were satisfied in relation to all assessed aspects, suggesting to spread this empowerment to other professionals. Conclusions: The results allowed to conclude that the course program was feasible, and the implemented empowerment has provided important contributions on the surveillance of the children´s development, and early detection of the Pervasive Developmental Disorders. Moreover, further research should be carried out to optimize some action implementation aiming to identify these disorders and to support a better future for these children and their family.
A identificação precoce dos Transtornos Invasivos do Desenvolvimento é fundamental para um melhor prognóstico das crianças afetadas e os enfermeiros que atuam na atenção primária à saúde estão numa posição relevante para identificar os sinais característicos destes transtornos. Portanto, os objetivos deste estudo foram subsidiar o conhecimento do enfermeiro através de uma capacitação em detecção precoce dos Transtornos Invasivos do Desenvolvimento e verificar a repercussão da capacitação na atuação do enfermeiro na vigilância do desenvolvimento infantil, bem como, avaliar a adequação do programa da capacitação implementado segundo a percepção dos enfermeiros participantes da intervenção. Método: Utilizou-se o delineamento quase-experimental caracterizado por uma intervenção de ensino. A distribuição dos sujeitos foi realizada, segundo a disponibilidade dos profissionais pesquisados, em dois grupos: um grupo experimental (GE que recebeu a intervenção) e um grupo controle (GC que não recebeu a intervenção). A casuística foi constituída por 27 enfermeiros atuantes em Unidades Básicas de Saúde (UBSs) com atendimento em puericultura, localizadas em um município do interior de São Paulo. A coleta de dados, através de entrevista semi-estruturada, ocorreu em três fases distintas: préintervenção, pós-intervenção e seguimento. Para verificar a repercussão da capacitação na orientação fornecida sobre o acompanhamento e estímulo ao desenvolvimento infantil, também foram coletados dados com os pais acompanhantes de crianças atendidas nas UBSs participantes do estudo na fase pré-intervenção (n=83) e seguimento (n=79). Resultados: A análise dos dados permitiu verificar que, após participar do curso, os enfermeiros do GE demonstraram ter adquirido novos conhecimentos sobre o tema, o mesmo não ocorrendo com os enfermeiros do GC. Entretanto, não foram observadas mudanças significativas na atuação destes enfermeiros em relação à vigilância do desenvolvimento infantil. É importante considerar a influência da estrutura organizacional no processo de mudança do modelo assistencial. Em relação ao programa da capacitação, os enfermeiros mostraram-se satisfeitos em relação a todos os aspectos avaliados, sugerindo estender a capacitação para outros profissionais. Conclusões: Os resultados permitem concluir que o programa do curso demonstra ser adequado e a capacitação implementada traz contribuições importantes para o conhecimento sobre a vigilância do desenvolvimento infantil e detecção precoce dos Transtornos Invasivos do Desenvolvimento. Sobretudo, novos estudos são necessários para otimizar a implementação de ações que visem a identificação destes transtornos e a garantia de um futuro melhor para estas crianças e suas famílias.
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Ferreira, Ana Rita de Brito da Graça Serrano. "As terapias com recurso ao cão como estratégia de intervenção em pessoas com necessidades educativas especiais." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/11328.
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O presente estudo insere-se no Mestrado em Educação Especial, Domínio Cognitivo e Motor, e tem como objetivo identificar através das Terapias Assistidas por Cães, benefícios nos indivíduos com Perturbações do Desenvolvimento, capazes de contribuir para a sua educação e melhoria de qualidade de vida. Estudos realizados em Terapias Assistidas por Animais evidenciam benefícios no indivíduo a nível físico, psíquico e social que possibilitam a aprendizagem e o desenvolvimento de capacidades em indivíduos com deficiências cognitivas e motoras. Este trabalho incide sobre a Terapia Assistida por Cães e pretende realizar um enquadramento histórico sobre esta temática e caraterizar estas intervenções terapêuticas e os seus efeitos, tendo para tal sido aplicados inquéritos. Esses questionários incidiram em quatro Perturbações do Desenvolvimento, o Autismo, a Síndrome de Asperger, a Síndrome de Down e a Paralisia Cerebral, foram aplicados a cuidadores e Profissionais de Saúde, e, os resultados apontam para benefícios aos diferentes níveis. No estudo são também focadas as características que os animais devem apresentar e os cuidados a ter com os mesmos. Este tipo de Terapia tem suscitado interesse pelos resultados que têm sido obtidos, e, como tal, a sua aplicação tem aumentado nas últimas décadas, encontrando-se, porém, num estágio inicial em Portugal; The therapies using the dog as an intervention strategy for people with special educational needs
ABSTRACT
:This study is part of the Masters in Special Education, Cognitive and Motor Domain, and intends to identify through Assisted Therapy Dogs, benefits in individuals with Pervasive Developmental Disorders, able to contribute to their education and improving quality of life. Studies in Animal Assisted Therapies demonstrate benefits in the individual physically, psychologically and socially enabling learning and development capacity in individuals with cognitive and motor disabilities. This work focuses on Assisted Therapy Dogs and intends to conduct a historical background on this area and characterize these therapeutic interventions and their effects. These questionnaires focused on four Pervasive Disorders, Autism, Asperger's Syndrome, Down Syndrome and Cerebral Palsy, were applied to caregiver and health professionals, and the results indicate benefits at the different levels. In this study we also describe the characteristics that animals should have and the precautions to take with them. This type of therapy has aroused interest for the results that have been obtained, and, therefore, its application has been increasing in recent decades, but lying at an early stage in Portugal
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Loukusa, S. (Soile). "The use of context in pragmatic language comprehension in normally developing children and children with Asperger syndrome/high-functioning autism:an application of relevance theory." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285783.
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Abstract This research explored, within the framework of relevance theory, how normally developing 3- to 9-year-old children and two age groups (age 7–9 and age 10–12) of children with Asperger syndrome or high-functioning autism (AS/HFA) and their 7- to 9-year-old control group used context when answering questions and giving explanations for their correct answers. The children were asked questions targeting the pragmatic processes of reference assignments, enrichments, routines, implicatures and feelings. They were also asked to explain their correct answers to routine, implicature and feeling questions to elicit understanding about their awareness of how they had derived the answers from the context. In normally developing children the largest increase in correct answers occurred between the ages of 3 and 4 in all question types except feeling questions, where rapid development continued until age 5. After that development progressed more gradually until the age of 8 when the children performed near the ceiling level in all of these question types. Giving explanations for correct answers developed gradually between the ages of 3 and 9, indicating that becoming aware of the information used in inferencing has a longer developmental timeframe. Children's incorrect answers and explanations showed that, as children develop, their answering strategies become more sophisticated as they increasingly utilise context in different ways. Children with AS/HFA were able to answer all the question types. However, compared to the control group, the younger AS/HFA group did less well when answering contextually demanding questions, and the performance of the older AS/HFA group fell in between the younger AS/HFA group and the control group. Both AS/HFA groups had difficulties when giving explanations for their correct answers, showing difficulty in articulating explicitly how they had used context in arriving at the correct answer. Incorrect answers and explanations indicated that, usually, all the children tried to utilise contextual information, although the attempt failed somehow. For children with AS/HFA it was more typical to continue with their answer after first giving a correct answer or explanation, which then led to an irrelevant answer, suggesting that these children had difficulties with stopping processing at the relevant pointTiivistelmä Tutkimuksessa tarkasteltiin, kuinka normaalisti kehittyneet 3–9-vuotiaat lapset ja kaksi ikäryhmää lapsia (7–9-vuotiaat ja 10–12-vuotiaat), joilla on Aspergerin oireyhtymä tai hyvätasoinen autismi (AS/HFA) ja heidän 7–9-vuotiaista koostuva kontrolliryhmänsä, käyttivät kontekstia vastatessaan kysymyksiin ja perustellessaan oikeita vastauksiaan. Tutkimus tehtiin relevanssiteorian viitekehyksessä. Lapsilta kysyttiin pragmaattista prosessointia vaativia kysymyksiä, jotka arvioivat viittausten, epätäydellisten lauseiden, rutiinien, implikatuurien ja tunnetilojen ymmärtämistä. Lisäksi heidän tuli perustella oikeat vastaukset rutiini-, implikatuuri- ja tunnekysymyksiin, jotta nähtiin, olivatko lapset tietoisia, kuinka he olivat johtaneet vastauksensa kontekstista. Normaalisti kehittyneillä lapsilla oikeiden vastausten määrä lisääntyi nopeasti 3. ja 4. ikävuoden välillä kaikissa kysymystyypeissä. Tunnekysymyksiin vastaamisessa tämä nopean kehityksen kausi jatkui 5. ikävuoteen saakka. Tämän jälkeen kehitys jatkui hitaampana 8 vuoden ikään saakka, jolloin lapset suoriutuivat lähes kaikista kysymyksistä kaikissa eri kysymystyypeissä. Perustelujen antaminen oikeisiin vastauksiin kehittyi asteittain 3. ja 9. ikävuoden välillä, mikä kertoi, että vastauksessa käytetyn informaation tiedostamisen kehittyminen tapahtui pitemmällä aikavälillä. Lasten virheelliset vastaukset ja perustelut osoittivat, että iän lisääntyessä lasten vastausstrategiat muuttuivat kehittyneemmiksi ja he hyödynsivät kontekstia monin eri tavoin. Lapset, joilla oli AS/HFA, osasivat vastata kaikkiin esitettyihin kysymystyyppeihin. Kuitenkin nuorempi AS/HFA-ryhmä suoriutui kontrolliryhmää heikommin ja vanhemman AS/HFA-ryhmän suoriutuminen sijoittui nuoremman ikäryhmän ja kontrolliryhmän suoriutumisen puoliväliin. Molemmilla AS/HFA-ryhmillä esiintyi vaikeuksia oikeiden vastausten perustelussa, mikä kertoi vaikeudesta ilmaista, kuinka he olivat käyttäneet kontekstia oikeaan vastaukseen pääsemiseksi. Virheelliset vastaukset ja perustelut osoittivat, että yleensä kaikki lapset pyrkivät kontekstin hyödyntämiseen vaikka epäonnistuivatkin siinä. Lapsille, joilla oli AS/HFA, oli tyypillisempää jatkaa vastaamista vielä oikean vastauksen tai perustelun antamisen jälkeen, mikä lopulta johti aiheesta syrjähtämiseen. Tämä kertoi vaikeudesta lopettaa prosessointi relevantissa kohdassa
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Chiang, Chia-Jung. "Sleep-wake characteristics of children with pervasive developmental disorders (PDD) : a survey study." 2012. http://hdl.handle.net/2152/19503.
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A higher prevalence of sleep problems and a few specific sleep-wake characteristics have been preliminarily found to be associated with pervasive developmental disorders (PDD). However, there is limited research that has examined multiple variables associated with sleep-wake characteristics and problems of children with PDD. This dissertation study assessed and examined the sleep-wake characteristics, sleep problems, and daytime problem behaviors of children with PDD aged three to fifteen years, and their caregivers’ sleep as well as contextual variables using data from the primary caregivers’ reports and recordings. This study confirmed several findings in the literature related to sleep-wake characteristics and sleep problems in children with both PDD and sleep problems. Although the relationship between sleep and daytime problem behaviors of the children was not found to be statistically correlated, the descriptive data indicated that some conditions such as illness or anxiety of the children negatively impacted their sleep and behaviors. In addition, the children participants with PDD and sleep problems tended to watch TV or to use computer/play video games before bedtime, in comparison to those with PDD but without sleep problems in this study. Moreover, a significant correlation between sleep of the caregivers and of their children was found in the group of children with PDD and sleep problems, but not in the other group of children with PDD but without sleep problems. Lastly, the results of this study showed that the children with diagnoses of PDD were 3.84 times more likely to have sleep problems than those with diagnoses of Asperger’s Disorder (AD) or PDD not otherwise specified (PDD-NOS). These findings are discussed in light of the similarities and differences between the current study and previous literature, and with respect to the implications for practice and research in the field of PDD and sleep.text
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Liao, Wei-Hsiang, and 廖偉翔. "Development of immersive virtual environment system to enhance the attention for Children with Pervasive Developmental Disorder (PDD)." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/26yp3y.
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碩士國立彰化師範大學
工業教育與技術學系
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Children with Pervasive Developmental Disorder (PDD) have the attention impairment; they are difficultly on concentration and completing assigned work. For the reason of that, improving the deficit of attention for children with PDD is a main issue in this study. In the research, we developed the immersive virtual environment system and tried to improve the attention and simulate the learning motivation for this population with PDD. This system contains the aspects of game-playing, narration, and education; which content involves with game-based learning, anchored instruction, role-playing adventure and deductive reasoning in the various situated learning. We adopted the focus-group research method and three participants involved in this study. These participants involved with operating the developed system, questionnaires and interview sessions for exploring the usability and suitability of this system. The result showed that the participants consent the proposed system could be helpful the attention and concentration of children with PDD; and the immersive visual displaying also could help user with PDD to focus on learning materials from the system. Finally, the interactive functions in this system could improve their behaviors of interactive with others.
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Munns, Catherine. "An empirical investigation of subgroups of pervasive developmental disorders /." 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:MR29592.
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Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 67-75). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: 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:MR29592
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Lee, Szu-Wei, and 李偲瑋. "The Determinants of Medical Utilization for Patients With Pervasive Developmental Disorders in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/08987750868058410210.
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Gaitonde, Shital. "A survey of parent satisfaction about services for children with pervasive developmental disorder." 2008. http://digital.library.okstate.edu/etd/umi-okstate-2735.pdf.
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Mullen, Brian A. "An integrated multidisciplinary approach to the design of therapeutic devices for people with mental illness and pervasive developmental disorders." 2009. https://scholarworks.umass.edu/dissertations/AAI3379997.
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This dissertation presents a systematic, integrated approach to the design and development of an evidence-based sensory supportive assistive technology for people with mental illness. A systematic integrated design approach and a set of modified design decision-making tools has been developed based on principles and theory of traditional engineering and design of assistive technologies. Specifically, the research provides a vehicle to quickly and successfully go from bench top to bedside and back by systematically integrating fundamental scientific discoveries, market research, and technology research and development in a rigorous and traceable way. An evidence base for the use of weighted blankets, weighted vests, and the novel deep pressure application system has been developed. Ten IRB approved human subjects studies, including pilot studies, with approximately 250 human subject participants were conducted. The studies collected a range of measures to explore safety, efficacy, function, design, research methodologies, and in situ protocols. The populations studied included typical adults, acute mentally ill adults in a locked mental health care facility, typical adults under stress, children with autism, and experts in the fields of research and use of DPTS modalities. These studies required the integration of multiple disciplines including engineering, nursing, occupational therapy, psychology, speech language pathology, entrepreneurship, and marketing. Through the implementation of the integrated design process and decision support tools, a novel deep pressure application system was developed: DeePAD. DeePAD was based on the scientific findings, responses, and experience gained from integrated clinical research studies. DeePAD has been verified to function in situ and has been verified to be adoptable. The Braided design approach and modified Pugh’s Method decision-making tools have resulted in the first critical step from general design principles and guidelines to a systematic integrated and traceable early stage design innovation methodology. This integrated multidisciplinary design approach has overcome the heterogeneity across cognitive, social, behavioral, and communication domains of people with mental illness while providing a ‘single user’ experience, thus reducing the risk of abandonment. This work is the first to provide design engineers a systematic, integrated design approach to develop adoptable evidence-based sensory supportive assistive technologies for people with mental illness and pervasive developmental disorders.
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Rousseau, Myriam. "Modélisation de l'intervention spécialisée auprès des enfants présentant un trouble envahissant du développement et fréquentant un service de garde." Thèse, 2007. http://hdl.handle.net/1866/6329.
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Thijsse, Lynette Joan. "The neuropsychological profiles of learners with Asperger Syndrome." Thesis, 2008. http://hdl.handle.net/10500/1359.
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A qualitative case study research design is used to investigate the results of a
neuropsychological test battery, collated and used with four individual cases. A
literature study consisting of research with respect to AS as well as
neuropsychological assessments provides the theoretical framework from which
existing theory is tested and expanded on. The cases are analysed individually and
then by cross case analysis to ascertain any patterns of strength and weaknesses
which could result in a "typical" profile of a learner with AS.
Findings conclude confusions with respect to diagnostic criteria for AS and a
distinction of DSM-IV-TR criteria is used. The neuropsychological test battery
includes questionnaires (personal history, Gilliam Asperger's disorder scale,
Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews
(parents, teachers), observations (classroom and playground) and formal testing
(intelligence, motor functions, academic achievement, theory of mind and executive
functions).
Findings from the literature show similarities between AS children and children with
non verbal learning disabilities. Evidence of AS differing from individuals with high
functioning autism is conclusive in all previous research using theory of mind tests.
Evidence from the literature shows many children had been given another diagnosis,
typically ADHD, before being given the diagnosis of AS. Additional disorders such as
anxiety and depression were also given. AS children had consistent difficulties with
social interaction.
A typical neuropsychological profile of AS is not identified, but rather a "personality
type" that is dominated by anxiety and individual "quirks" of personality which affects
responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal
learning disability and one presented with similarities with a semantic pragmatic
disorder. The thesis concludes with a proposed differentiating model of behavioural,
communication and learning disorders in which AS is defined in terms of that
originally described by Hans Asperger himself, and specifically treated within the
education environment.Educational Studies
D.Ed. (Psychology of Education)
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Prucková, Kateřina. "Motorická imitace jako předpoklad sebeobsluhy u dětí s poruchami autistického spektra." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344944.
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The thesis deals with Autistic Spectrum Disorders in terms of their ethology and diagnostic criteria. The theoretical part further describes development of terminology of these disorders and historical concept of care of individuals with Autism. Included are also categories of disabilities and their symptoms. Another chapter discusses the specifics of self-help skills of children with Autism and characterizes motor development of preschool children with an emphasis on motor imitation, as one of the sub-kinetic abilities. The aim of the research work is to analyse the degree of influence of motor imitation on the development of self-help skills of children with Autism. It focuses on evaluation of the developmental level of the respondent's self-help skills and its development influenced by intensive imitation training. Determination of the actual developmental level allows easier orientation within self-help skills that can be practiced with the child. Their list is located in the attachments. Further research clarifies what techniques were the most successful during motor imitation training. KEYWORD Autism spectrum disorders, pervasive developmental disorder, triad of impairments, motor development, motor imitation, self-help skills.
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Čižmářová, Eliška. "Vliv včasné diagnostiky na rodinu dítěte s PAS." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306060.
Full textAbstract:
The diploma thesis The influence of early diagnosis for family of children with ASD deals with problems with autistic spectrum disorders diagnostics. It is focused on families with ASD children. It also maps the period before the diagnosis. The main aim is to show the preceding situation and consequences after the diagnosis of one of the autistic spectrum disorders in the family. The thesis works with both, the psychic impacts influencing family members, but also many other factors. The acquired information is based on the narrative conversation with parents. It speaks about the first displayed symptoms and the attempt to solve the occurring problems. It also speaks about possible seeing doctors, and if so, what specialists and what approaches and diagnoses they met. Last but not least the thesis is interested in those who informed the family about ASD as the first, when it was diagnosed and the change of family life after the diagnosis.