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1
Hanekom, Leché. "Resilience in families with a child living with Autism Spectrum Disorder". Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/973.
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In recent years the number of studies on resilience emerging within the field of positive psychology has increased. However, such studies are limited within the South African context and so the proposed study aims to explore and describe the factors that facilitate adjustment and adaptation in South African families living with Autism Spectrum Disorder. McCubbin, McCubbin and Thompson (2001) developed the Resiliency Model of Family Stress, Adjustment and Adaptation which were used to conceptualise the family’s adaptation. Mothers (n = 19) from 19 families participated in the study. The families consisted of at least three members, of which two are parents and one a child younger than 18 years of age that has been diagnosed with Autistic Spectrum Disorder. A combination of non-probability purposive sampling and snowball sampling was used to select participants. The study had an exploratory and descriptive aim and employed triangulation of method, including both qualitative and quantitative data collection procedures. A biographical questionnaire and the following seven structured paper-and-pencil questionnaires were used: the Family Attachment and Changeability Index 8 (FACI8), the Family Crisis-oriented Personal Evaluation Scales (F-COPES), the Family Hardiness Index (FHI), the Family Problem-solving Communication (FPSC), the Family Time and Routine Index (FTRI), the Relative and Friend Support (RFS), and the Social Support Index (SSI). Descriptive statistics were used to describe the biographical information. Qualitative data were analysed by means of content analysis. Quantitative data were manipulated by means of correlation and regression analysis. The results from the quantitative analysis indicate three significant positive correlations with the FACI8. These variables were the family hardiness (measured by FHI), family problem-solving communication (measured by the FPSC), and family time and routines (measured by the FTRI). The findings from the qualitative analysis point out that social support, the spousal relationship and family time, togetherness and routines are the most important strength factors that contribute to the family’s adjustment and adaptation. Even though this study had a small sample size and several other limitations, the findings of this study could still assist in guiding specialised institutions toward providing more comprehensive information and support to families living with a child diagnosed with Autism Spectrum Disorder. This study also contributes to the studies on family resilience within a South African context.
2
McCallon, Denise. "A Follow-Up Study of Autistic and Autistic-Like Children". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331959/.
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Autism is a lifelong handicapping disorder that occurs on a continuum of severity. Children who show mild autistic behaviors but do not meet the criteria for a diagnosis of autism are often called autistic-like, but it is not known if their development and functioning are similar to that of autistic children. A follow-up study was done on 35 autistic and autistic-like children who were an average of 3 years of age when initially seen. Initial test scores indicated that the children were similar on measures of intellectual/developmental functioning, receptive vocabulary, and adaptive functioning. Approximately 4 years later they were evaluated again. Using the Childhood Autism Rating Scale, the children were divided at follow-up into three groups: nonautistic, mildly/moderately autistic, and severely autistic. Most children made gains on intelligence tests and displayed a diminishing number of autistic symptoms. Changes in nonverbal intelligence, adaptive functioning and receptive vocabulary scores depended on group membership. The results are discussed in relation to the reported stability of cognitive functioning in young autistic children and the implications for clinical practice, early intervention, and research on attachment. The nature of the syndrome of autism is also discussed, particularly in its relation to the milder, atypical children. The superior follow-up status of the autistic-like as compared to the autistic children raises serious questions about including the two groups in the same syndrome.
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Li, Huiyun y 李蕙筠. "Early intervention for children with autistic spectrum disorder : a systematic review". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193794.
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Background:
Autistic spectrum disorder or autism spectrum disorder (ASD) is nowadays remained a global issue as well as in Hong Kong. Since the earlier the children with ASD get intervened, the better the result they will receive. Early Intensive Behavioral Intensive Intervention (EIBI) based on a clinic or center setting is now provided in Hong Kong. Due to the limited resources and developed diagnosis and screening tool for ASD, there exists a long waiting time for the children to get access to the services. No review on comparing early interventions based on home or preschool setting other than EIBI had been conducted for the children with ASD in Hong Kong, which are most likely benefit for the children who are on the waiting list.
Objective:
(i) This systematic review is on the randomize control trials of the early interventions other than EIBI to identify interventions that can be conveyed or mediated by non-professionals in a non-clinical or center based setting that might be possible to implement in Hong Kong.
(ii) To evaluate the effectiveness of the early interventions on development such as intellectual, cognitive and social behavior for the children from 0-6 years with ASD.
Methods:
A systematic review of RCTs is conducted. Studies were searched in PubMed, MEDLINE and EMBASE by using MeSH. Inclusion and exclusion criteria were applied to the selection process. RCTs that target on the effect of early interventions for the toddlers/preschoolers other than EIBI based on a non-clinical setting delivered by non-professionals were included in this review. Studies mainly focused on the screening or diagnose of early onset ASD were excluded.
Results:
Out of 319 RCTs were retrieved from the database with 16 of them were included and analyzed in this review. 12 kinds of early interventions are identified with 11 them carried out under a home or preschool setting, 1 of them carried out under a clinical setting by using acupuncture. Large effect size was found in Qi-gong (ES=0.59, 0.80, 0.85; p<0.05), Joint attention (JA) (ES=0.44, 0.67; p<0.05 and ES=1.09, 0.74, 0.88; p<0.05), Preschool Autism Communication Trial (PACT) (ES=1.22, 0.41, 0.33; p<0.05), Autism 1-2-3 (χ2=-2.85, -2.65, -2.81, -2.69; p<0.01), and Communication focused Interpersonal Synchrony (IS) (ES=0.86; p<0.05) interventions, which all intervened with high intensity. Children with ASD showed large improvement in the development outcomes from these studies.
Conclusions:
Early interventions based on a home or preschool setting delivered by parents and teachers are identified in this systematic review and can be used for children diagnosed with ASD who are on a waitlist and not be able to go to a therapy center. Intervention with higher intensity such as JA, PACT, Qi-gong and Communication focused intervention are highly recommended to do pilot study in Hong Kong as none of them have been applied in Hong Kong before. Since Autism 1-2-3 study were done in Hong Kong with a good compliance and the effective result, it is a recommended for the Department of Health and Non-governmental organizations to consider providing these interventions for the children diagnose as ASD.published_or_final_version
Public Health
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Master of Public Health
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Thiess, Erica Kimberly. "Awareness of autism spectrum disorders in general education". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thiesse.pdf.
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Linden, Paola Maria. "Children with autism disorder receiving applied behaviour analysis therapy : parents’ experiences". Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71781.
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Thesis (MEdPsych)--Stellenbosch University, 2012.Bibliography
ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme.
AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die ondervindinge van ouers met 'n kind wat voorheen met outistiese versteuring gediagnoseer is en wat tans of in die verlede 'n intensiewe Toegepaste Gedrags Analise program voltooi het, te verken. Ouers het vrywillig aan hierdie navorsingsprojek deelgeneem. Die mikpunt van die projek was om die ouers se ervaringe en die verskeie uitdagings wat hulle in die gesig staar, te ondersoek. Hierdie studie fokus ook op ondersteuning en hanteringstrategieë wat deur ouers ervaar word. Ouers is ook gevra om ondersteuningstrategieë, hanteringstrategieë en advies te bied aan ander ouers wat dalk 'n soortgelyke reis sal deurmaak. 'n Literatuuroorsig is gedoen ten einde die perspektief van navorsing wat op hierdie gebied gedoen is, te verkry. Ek het die dubbele rol van navorser en leerling opvoedkundige sielkundige gevul. Die interpretatiewe paradigma is gekies as die raamwerk vir hierdie studie. Die ervaringe is vanuit semi-gestruktureerde onderhoude en geskrewe refleksies versamel. Hierdie navorsingsverslag beskryf 'n verskeidenheid ervaringe wat die ouers deurgemaak het, asook die gevolge daarvan. Voorstelle is gemaak en advies en ondersteuningstrategieë is deur ouers gedeel om hulp te verleen aan ander ouers van 'n kind met outisme wat 'n intensiewe ABA program gaan begin.
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Eyres, Sophie. "Supporting siblings of children with autistic spectrum disorders (ASDs)". Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10196/.
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Section A: A review of current research literature relating to the impact of child ASD upon non-affected siblings and the utility of sibling group interventions. The first section summarises and critiques studies relating to the social, emotional and behavioural adjustment of siblings, including consideration of potential mediating factors and discussion of methodological issues. The second section considers evidence for one intervention for this group, ASD-specific sibling support groups. The review suggests that inconsistencies remain within the sibling research literature and that there is a clear need for UK-based outcome research. Section B: Background: Having a brother or sister with an ASD can be challenging for non-affected siblings. These children may experience reduced parental attention, isolation from peers and difficult sibling behaviours. This pilot study aimed to investigate the utility of support groups for siblings of children with ASDs. Methods: A within group, mixed methods design was used with a pre-intervention baseline. Participants were 35 children, aged 7-15 years, with an ASD sibling. All were attending ASD-specific sibling group interventions across the South East of England. Sibling rated self-concept, anxiety and anger and parent-rated emotional difficulties were collected at pre group, post group and follow up. One group also participated in a focus group. Results: Results indicated significant improvements in self concept and significant decreases in anger and anxiety following participation in an ASD-specific sibling group. Anxiety continued to decrease at 3 month follow up. Parent-rated sibling emotional difficulties did not change. All siblings valued the groups. Four main themes were identified from qualitative data: Siblings valued the opportunity to meet similar others, have fun, learn new information about ASD and apply this knowledge to their own situation. Conclusions: The present pilot study extends existing literature on ASD-specific sibling groups. This is one of the first studies to combine qualitative data with standardised outcome measures. Participation in an ASD-specific support group may be associated with more positive self concept and decreased anger and anxiety. Given inherent study limitations, further, controlled research studies are warranted. Section C: A critical appraisal of the study conducted in section B and a reflective account of the process. This includes consideration of research skills learnt, future adaptations, clinical implications and ideas for future research.
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Paladino, JoDe Berk Laura E. "Private speech in children with autism developmental course and functional utility /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398691&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181312973&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.
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DeVito, Donald R. "The communicative function of behavioral responses to music by public school students with autism spectrum disorder". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013721.
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Jonovich, Sarah Hildebrand. "Association between parenting behaviors, social skills, and anxiety in children with high-functioning autism spectrum disorders /". Connect to full text in OhioLINK ETD Center, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1182518785.
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Neame, Suzanne Mary. "Helping Typically Developing Children Have Successful Play Experiences with a Sibling with an Autism Spectrum Disorder". Thesis, University of Canterbury. Health Sciences Centre, 2010. http://hdl.handle.net/10092/5229.
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Children with autism spectrum disorder (ASD) are shaped and in turn shape the people in their environment especially those closest to them, their parents and their siblings. When the sibling relationships between children with ASD and their typically developing siblings are considered, challenges and opportunities present themselves for both siblings. This study assessed the effectiveness of a sibling intervention that aimed to meet the needs of both siblings involved.
It was initially hypothesised that teaching the typically developing children responsive strategy use would enhance their interactions between the children leading to increases in the quality of the sibling relationship and in the well-being of both siblings. In addition, the typically developing children were given developmentally appropriate information on their sibling’s difficulties, information on emotions, and the opportunity to play mutually enjoyable games with their sibling with ASD to enhance their motivation to persist in attempts at interacting with their sibling with ASD.
Initial findings suggested that the planned intervention was not necessarily benefitting the typically developing children. The focus of the intervention changed to include a more explicit focus on the influence of the intervention on the typically developing children. Changes were made, by de-emphasising the strategy component and emphasising the other components, to enable both siblings to benefit from the intervention.
Findings indicated that the typically developing children had existing skills for interacting with their siblings with ASD. Increases in the quality of the sibling interactions and the well-being of both children seemed to be most strongly related to aspects of the intervention that increased the warmth of the children’s feelings towards each other and the typically developing children’s understanding and tolerance of their sibling with ASD. Overall, the findings from this project emphasised the importance of supporting family members of children with ASD for the benefit of both the family members and the benefit of the children with ASD.
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Taylor, Kelly M. Heilmann John. "The effects of Social Stories on language and social appropriateness in children with autism spectrum disorders". [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1869.
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Thesis (M.S.)--East Carolina University, 2009.Advisor: John Heilmann. Title from PDF t.p. (viewed July 1, 2010). Presented to the faculty of the Department of Communication Sciences and Disorders. Includes bibliographical references.
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Meissner, Wheeler Dawn. "In search of common ground exploring clinical and educational approaches to autism spectrum disorders /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008meissnerwheelerd.pdf.
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Fung, Kar-yan Cecilia y 馮嘉欣. "Use of dysmorphology for subgroup classification on autism spectrum disorder in Chinese Children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45160697.
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Lam, Yan Grace. "Exploring the cluster of cognitive deficits in autism /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20716837.
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Manookin, Michael B. "A Formal Semantic Analysis of Autistic Language: The Quantification Hypothesis". Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd470.pdf.
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Kung, Chung-yan. "Children with autism central coherence and pragmatic communication skills /". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4357189X.
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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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Wong, Chau-lai. "Acupuncture and autism spectrum disorders an assessor-blinded randomized controlled trail /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41634007.
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Brogan, Clare A. "The diagnosis of children with autistic spectrum disorders : implications for parents". Thesis, Glasgow Caledonian University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313177.
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Stoner, Julia B. Bock Stacey Jones Thompson James R. "Parental perceptions of the interactions between parents of young children with autism spectrum disorders and education professionals". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087875.
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Thesis (Ed. D.)--Illinois State University, 2003.Title from title page screen, viewed November 1, 2005. Dissertation Committee: Stacey Jones Bock, James R. Thompson (co-chairs), Maureen E. Angell, E. Paula Crowley, Barbara S. Heyl. Includes bibliographical references (leaves 168-183) and abstract. Also available in print.
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Eagle, Rose. "Examining factors that affect social behavior among children with autism spectrum disorders". Diss., Online access via UMI:, 2006.
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McDonald, Kimberly Sue. "The effect of length of participation in a parent support group on reported stress levels of parents of children with autism or other developmental disorders". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1970.
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Hull, Megan. "Parent reports of current school experiences of children with Asperger syndrome or Autistic Spectrum Disorder /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17934.pdf.
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Eagle, Rose F. "An investigation of subtypes in children with autism spectrum disorders". Diss., Online access via UMI:, 2008.
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Coulter, Emily. "Autism spectrum disorders and the general education classroom strategies for cognitive and social inclusion /". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Coulter_E%20MITthesis%202007.pdf.
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Straub, Rachel N. "Child safety a comparison of teacher and parent perspectives on the safety needs of children with autism spectrum disorder /". Diss., Online access via UMI:, 2009.
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Fannin, Nicola. "The effects of a small group intervention programme on gross motor and social skills of selected autistic children". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96891.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Movement plays an important role in a child’s life. Typically developing children develop motor skills as they explore their environment. Motor skills are important, as they contribute to a child’s overall wellbeing, assisting in play, academics, social development and physical activity. These motor milestones developed during childhood, and can be used as indicators of atypical development. Children with a complex neurodevelopmental disorder such as Autism Spectrum Disorder (ASD) show signs of atypical development, as they are recognised as being clumsy and uncoordinated in their gross and fine motor skills. Besides motor delays, parents and caregivers report that children with ASD also exhibit delays in social communication, interaction and repetitive behaviours and interests, during the early stages of development. Research has suggested a possible relationship between motor and social development. For example, motor skills are important as they provide children with the necessary tools to successfully engage in physical activity, socially communicate and interact with peers. Children with ASD, however, participate in physical activity less often than typically developing children which hinders the mastery of motor skills, in turn causing social isolation and further social dysfunction. Interventions are, therefore, necessary to provide children with ASD opportunities to learn the essential gross motor skills, which could help them improve their self-esteem, leading to increased participation in physical activity and further social skill development. The purpose of the current study was to implement a 12-week specialised group intervention programme to improve the gross motor and social skills of selected children diagnosed with ASD between the ages of 8 and 13 years. In the Cape Town area, a governmental school for autistic learners was recruited to take part in this study, as the school divided learners into classes based on their level of autistic function. Therefore, the sample in the current study was a sample of convenience. Two classes (N=7) at the school participated; 1 formed the experimental group (n=4) and the other the control group (n=3). The children completed the Movement Assessment Battery for Children-2 (MABC-2), and parents or legal guardians and teachers of participants filled out the Social Responsiveness Scale-2 (SRS-2) questionnaire. This was done to provide an overview of the children’s fine and gross motor and social skill proficiency. A 12-week group intervention programme was designed and then implemented by the researcher, with the focus on improving overall gross motor proficiency and social skills of participants in the experimental group. The effect of the 12-week group intervention programme was determined by analysing and comparing the pre- to post-test results. The group-time interaction effect was examined to determine if the experimental group presented a different effect from the control group over time. The main findings of the current study showed that the 12-week group intervention programme made significant improvements in the total motor proficiency as well as in the balance subtest of the MABC-2 in children with ASD. Significance was also found within the experimental group in the aiming and catching subtest of the MABC-2. Unfortunately, the current study found no significant improvements after the 12-week group intervention programme in total social skill competency, as well as in all subtests of the SRS-2 in children with ASD. The current study shows the effectiveness of a 12-week group intervention programme on the gross motor skills of children with ASD. The findings also suggest that social skills should be taught alongside motor skills, in order to achieve positive outcomes in both aspects of development. Further investigation is needed with regards to the relationship between motor and social skills, as well as additional examinations as to whether improved motor skills, results in improved social development.
AFRIKAANSE OPSOMMING: Beweging speel ʼn belangrike rol in ʼn kind se ontwikkeling tot ʼn volwaardige volwassene. Kinders sal tipiese motoriese vaardighede aanleer soos hulle hul omgewing verken. Motoriese vaardighede is belangrik omdat dit tot akademiese, sosiale, fisieke, speel aktiwiteite en ʼn kind se algehele welstand bydra. Die mylpale wat gedurende die kinderjare bereik word, is ʼn belangrike aanwyser van atipiese ontwikkeling. Kinders met ʼn komplekse neuro-ontwikkelingsversteuring soos Outisme Spektrum Versteuring (OSV), toon tipies tekens van atipiese ontwikkeling omdat hulle onbeholpe en ongekoördineerd in hul groot en fynmotoriese vaardighede voorkom. Afgesien van motoriese agterstande rapporteer ouers en versorgers dat kinders met OSV gedurende die vroeë kinderjare ook agterstande in sosiale kommunikasie, interaksie en herhalende gedrag en belangstellings toon. Navorsing toon ʼn moontlike verhouding tussen motoriese en sosiale ontwikkeling. Motoriese vaardighede is belangrik omdat dit kinders met die nodige vaardighede toerus om fisieke aktiwiteite suksesvol uit te voer, om te kan speel, om te sosialiseer en om met hulle eweknieë te kan verkeer. Kinders met OSV sal tipies aan minder fisieke aktiwiteite as kinders wat normaal op dié gebiede ontwikkel, deelneem en sodoende sal dit tot verdere sosiale isolasie en sosiale disfunksie aanleiding gee. Intervensies is daarom, belangrik om kinders met OSV geleenthede te bied om die noodsaaklike grootmotoriese vaardighede, wat hul selfagting kan verhoog, hul deelname aan fisieke aktiwiteite kan verhoog en verbetering in sosiale ontwikkeling kan aanmoedig, aan te leer. Die doel van die huidige studie was om met ʼn gespesialiseerde groep intervensieprogram die grootmotoriese en sosiale vaardighede van ʼn geselekteerde groep kinders, tussen die ouderdom van 8 en 13 jaar, wat met OSV, gediagnoseer is te implementeer. Een regeringskool vir Outistiese leerders in die Kaapstad omgewing is geselekteer om aan hierdie studie deel te neem. Omdat die skool die leerders in klasse op grond van hul graad vlak van Outisme verdeel, is daar van ʼn gerieflikheidsteekproef gebruik gemaak. Leerder in twee klasse (N=7) van die skool het deelgeneem; 1 groep was die eksperimentele groep (n=4) en die ander groep (n=3) die kontrolegroep. Die kinders het die Movement Assesment Battery for Children-2 (MABC-2), voltooi en die ouers of die wettige voogde en onderwysers het die Social Responsiveness Scale-2 (SRS=2), vraelys voltooi. Die is gedoen om ʼn oorsig van die kinders se fyn- en grootmotoriese- sowel as sosiale vaardighede te bekom. Die 12-week groep intervensieprogram wat op die algehele verbetering van groot motoriese- en sosiale vaardighede van al die deelnemers in die eksperimentele groep gefokus het, is deur die navorser ontwikkel en geïmplementeer. Die effek van die 12-week groep intervensieprogram is deur die ontleding en vergelyking van die voor- en na-toets data bepaal. Die groep-tyd interaksie-effek is ondersoek om te bepaal of die eksperimentele groep 'n ander effek as die kontrole groep met verloop van tyd toon het. Die belangrikste bevindinge van die huidige studie het getoon dat die 12-week groep intervensieprogram aansienlike verbeteringe in die totale motoriese vaardigheid, sowel as in die balans sub-toets van die MABC-2, by kinders met OSV te weeg gebring het. Betekenis is ook binne die eksperimentele groep by die mik- en vang sub-toets van die MABC-2 gevind. Ongelukkig is geen betekenisvolle verbeteringe in sosiale vaardighede, sowel as in al die sub-toetse van die SRS-2 by die kinders met OSV gevind nie. Die huidige studie het die doeltreffendheid van 'n 12-week groep intervensieprogram op die grootmotoriese vaardighede van kinders met OSV getoon. Die bevindinge dui ook daarop dat sosiale vaardighede saam met motoriese vaardighede aangeleer moet word, om sodoende positiewe uitkomste in beide aspekte van ontwikkeling te kan bereik. Verdere navorsing met betrekking tot die verhouding tussen motoriese en sosiale vaardighede is nodig, sowel as verdere navorsing om te bepaal of verbeterde motoriese vaardighede ʼn verbetering in sosiale ontwikkeling sal toon.
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Wong, Chau-lai y 王秋麗. "Acupuncture and autism spectrum disorders: anassessor-blinded randomized controlled trail". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41634007.
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Terry, Callie A. "Teaching Children with Autism to Vocally Mand for Others to Perform an Action". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822802/.
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Mand training is a very logical and natural procedure to begin teaching communication skills to individuals with autism. Existing research has documented strategies for teaching children with autism to mand for preferred items, although there are fewer high quality studies on teaching children to mand for other people to perform an action. In addition to improving the general mand repertoire, teaching children to mand for others to perform an action is important because it allows children with autism to communicate ways in which another person could improve their environment by performing a simple action. The purpose of this study was to document a functional relation between mand training and acquisition and generalization of unprompted mands for another person to perform an action. Using a multiple-baseline design across participants, four children with autism were taught to mand for an adult to perform a variety of actions (e.g., to open a container so the child could obtain a preferred item). Results showed that the intervention produced an increase in unprompted mands for actions for all participants. Additionally, all participants demonstrated unprompted mands at or above mastery criteria during all generalization sessions in a different setting and different interventionist. The magnitude of effect was also large for all participants. This study extends the research on mand training by demonstrating a procedure that can be used to teach children with autism specific mands for actions. Additionally, this study will contribute to a body of strong and adequate studies that will eventually lead to mand training being considered an evidence-based practice.
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Probst, Jeanna Rachelle. "The effect of person versus AAC directed apraxia therapy on elicited imitation for children with autism spectrum disorder /". View online, 2010. http://repository.eiu.edu/theses/docs/32211131523839.pdf.
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Kielinen, M. (Marko). "Autism in Northern Finland:a prevalence, follow-up and descriptive study of children and adolescents with autistic disorder". Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514276221.
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Abstract
The aims of this study were to estimate the prevalence of autism in Northern Finland and to assess retrospectively the associations of autistic disorder with identified medical conditions and additional disabilities in this defined population of children and adolescents with autistic disorder. In order to find out the factors influencing the outcome, the methods of treatment/habilitation and the interventions used were studied in detail. The last aim was to elicit reliable information for decision-makers as well as ideas for giving support and, because of the presumed better outcome, saving resources in the long run.
The data were collected from hospital records and the records of the central institutions for the intellectually disabled in the Provinces of Oulu and Lapland in 1996–1997. The age-specific prevalences obtained in this study showed the prevalence to be lowest, i.e. 6.1 per 10 000, in the oldest age group of 15- to 18-year-old adolescents and highest, i.e. 20.7 per 10 000, in the age group of 5- to 7-year-old children, when the criteria of ICD-10 and DSM-IV were used. In this study, almost 50% of the autistic cases had a tested IQ above 70. Associated medical disorders or associated disorders of known or suspected genetic origin were diagnosed in 12.3%. Other associated medical disorders were epilepsy, hydrocephalus, fetal alcohol syndrome and cerebral palsy. Severe impairment of vision was evident in 3.7%. The most common therapies were physiotherapy and speech, occupational and music therapy. 43.9% of the children and adolescents with autism received specific training according to the TEACCH (Treatment and Education of Autistic and related Communication-Handicapped Children), 10.2% according to the Lovaas and 30.5% according to the Portage program. Antiepileptic medication had been prescribed to 23.9% and psychopharmacals to 14.9% of the individuals with autistic disorder (AD).
About three- to fourfold prevalence of AD in Northern Finland was found when compared to 16 years ago. Early, effective and regular interventions in autism have a good impact and should be provided as early as possible to children with autism. Based on the poorer prognosis of those without any early intervention, it can be anticipated that these methods will save resources in the long run.
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Kenzer, Amy L. "A comparison of discrete trial instruction and fluency instruction on retention of academic tasks with young children with autism /". abstract and full text PDF (UNR users only), 2004. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1425654.
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Staples, Kerri. "Development of a gross motor task to assess motor planning of children with autism spectrum disorders". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98584.
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Motor planning was assessed by performance of 10 male children (age range 9-12 years) with ASD on a simple obstacle course of horizontal barriers. The primary measures of motor planning were acts of hesitation and hesitation time. These measures, along with executive functioning scores from the BRIEF, and measures of movement execution were correlated to assess the validity of this obstacle course. Results of these correlations supported the validity of the motor planning inferences from the performance of the obstacle course since motor planning correlated in the expected directions with the BRIEF scores and movement execution measures. Internal consistency (Cronbach's alpha) was sufficiently high to support the reliability of this obstacle course, with the item analysis providing direction for the most reliable barrier heights. Therefore, the use of this obstacle course task provides both valid inferences and reliable measures of motor planning, although further development is warranted.
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O'Hara, Deborah Gwyn. "The effects of childhood Autistic Spectrum Disorder on mother's reports of closeness to their sons". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2514.
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Allik, Hiie. "Asperger syndrome and high-functioning autism in school-age children : the children's sleep and behaviour, and aspects of their parents' well-being /". Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-856-8/.
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Slider, Brandi. "The effect of an applied behavior analysis based treatment on the participation of a kindergarten student with autism spectrum disorder in a general education classroom". Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10301.
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Thesis (M.A.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains iii, 35 p. : col. ill. Includes abstract. Includes bibliographical references (p. 30-32). WVU users: Also available in print for a fee.
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Carbo, Brigid Clark. "The use of social stories with individuals with autism spectrum disorders". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.43Mb, 152 p, 2005. http://wwwlib.umi.com/dissertations/fullcit/1428191.
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Mawbey, Charlotte. "Neuropsychological profiles of children and adolescents with selective eating in the presence or absence of elevated autistic traits". Thesis, Royal Holloway, University of London, 2014. http://digirep.rhul.ac.uk/items/e2d55d91-2c50-2938-3de7-93fc6fbc70d9/1/.
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Selective eating (SE) refers to an individual narrowing their range of preferred foods, resulting in a restricted food intake, high levels of rigidity and food refusal (Bryant-Waugh, 2000). SE is encompassed in the new Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-V) (American Psychiatric Association, 2013) category avoidant restrictive food intake disorder (ARFID). Such difficulties are common in children with an autism spectrum disorder (ASD) (Raiten & Massaro, 1986) and neuropsychological differences have been found in children with ASD (Hill, 2004). This research aimed to be the first to investigate whether a distinct neuropsychological profile exists in children and adolescents with SE and furthermore, whether aspects of the profile vary depending on whether the child or adolescent displays elevated autistic traits. A case series of 10 children between the ages of 8 to 13 years old were recruited. A well-established neuropsychological test battery, the Ravello Profile (Rose, Frampton & Lask, 2012), was modified and administered to assess visuospatial processing, central coherence, executive functions (including cognitive flexibility, inhibition and planning) and theory of mind abilities. The results demonstrated a high degree of variability across the group in terms of visuospatial processing and theory of mind, weak central coherence across all participants and otherwise relatively intact abilities in executive function domains. There were no substantive findings in relation to those children with elevated autistic traits although a trend toward visuospatial processing differences did emerge. This exploratory case series was the first attempt to describe a neuropsychological profile in SE, however the small sample size and high variability in the data meant that a distinct neuropsychological profile did not emerge. The results did however provide an initial indication of possible trends in strengths and weaknesses across neuropsychological domains in SE. These findings have implications for the assessment and treatment of SE difficulties.
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Dempsey, Donna Jean Ala'i-Rosales Shahla S. "An experimental analysis of opportunity and communication response form in a child with autism and hearing impairments". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5188.
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Hoffman, Elaine. "Raising a child with autism : exploring family support structures". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71773.
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Thesis(MEdPsych)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Autism or Autism Spectrum Disorder (ASD) is a condition that, at present, affects approximately one out of every 100 children globally and indications are that the prevalence thereof is steadily on the rise. ASD is a complex neurological condition that impairs social interaction, communication and behaviour. Research on the wide-ranging effects of ASD and its unique characteristics in each child with ASD is widely available. Several studies refer to the fact that ASD has an impact on the family unit, but very few researchers have investigated the support that families from different cultural groups in South Africa are enjoying whilst raising a child with autism. The current situation being what it is means that professionals and families have very little data on the subject and inadequate support is available to address the specific needs of families who are raising a child with autism. The aim of this study was to investigate the support structures of three families from three different cultural groups in South Africa who were raising a child with autism. The central issue that was researched was the support structures available to parents raising a child with autism, and how parents access that support. This is a qualitative study within an interpretive research paradigm. In this case study, the methods of data collection comprised semi-structured interviews, observations and reflective journals. This design embraced qualitative research methods that could expose the uniqueness of each family’s experience and allowed participants the freedom to express this. The three families, who were purposefully selected for this study, were from different cultural backgrounds. One of the children in each family met the criteria published in the Diagnostic and statistical manual of mental disorders, fourth edition, text revision (American Psychiatric Association, 2000) for Autism or Pervasive Developmental Disorder not Otherwise Specified (PDD-NOS). The study found that the parents in the three families received support from their spouses and the neuro-typical siblings. The families also enjoyed physical support, financial support and emotional support from different sources. Parents reported feeling supported when others show acceptance and understanding of their children’s deficits and when such others are prepared to ‘go the extra mile’. The three families also perceived information and guidance as a valuable source of support. Even though they had firm support structures in place, they also reported on the lack of support available to them. All three families enjoyed these forms of support, but it was interesting to find out that the families received the support from different sources.
AFRIKAANSE OPSOMMING: Outisme of outisme spektrum versteuring (OSV) is 'n toestand wat tans ongeveer een uit elke 100 kinders wêreldwyd affekteer en daar is aanduidings dat die voorkoms daarvan steeds toeneem. OSV is 'n komplekse neurologiese toestand wat swak sosiale interaksie, kommunikasie en gedrag tot gevolg het. Navorsingsresultate oor die breë gevolge van OSV en die unieke eienskappe daarvan in elke kind met OSV is algemeen beskikbaar. Verskeie studies verwys na die feit dat OSV 'n impak het op die gesinseenheid, maar tot dusver het baie min navorsers die ondersteuning ondersoek wat gesinne uit verskillende kulturele groepe in Suid-Afrika tydens die opvoeding van 'n kind met outisme geniet . Die huidige situasie voorsien professionele mense en gesinne van baie min data oor die onderwerp en onvoldoende ondersteuning is beskikbaar om die spesifieke behoeftes van gesinne met 'n kind met outisme aan te spreek. Die doel van hierdie studie was om ondersoek in te stel na die ondersteuning wat gesinne in verskillende kultuurgroepe in Suid-Afrika tydens die opvoeding van ‘n kind met outisme geniet. Die sentrale ondersoekvraag het betrekking gehad op ondersteuningstrukture vir gesinne met ‘n kind met outisme binne hul kultuurgroep, sowel as die wyse waarop die gesinne toegang tot die ondersteuning verkry. Die studie was kwalitatief van aard binne 'n interpretatiewe navorsingsparadigma en ’n gevallestudie is as navorsingsontwerp gekies. Data is deur middel van semi-gestruktureerde onderhoude, waarnemings en reflektiewe joernale ingesamel. Die kwalitatiewe navorsingsmetodes omvat die uniekheid van elke gesin se ervaring en laat deelnemers die vryheid om uitdrukking daaraan te gee. Drie gesinne is doelbewus vir hierdie studie gekies. Die gesinne moes oor die volgende kenmerke beskik: Hulle moes uit verskillende kulturele agtergronde (Afrikaan, Wit en Indiër) kom. Hul kind moes voldoen aan die kriteria in die Diagnostiese en Statistiese Handleiding van geestesversteurings, vierde uitgawe, teks hersiening (2000) vir Outisme of pervasieve ontwikkelingsstoornis nie anders gespesifiseer nie (PDD-NOS). Verskeie etiese beginsels is vir hierdie studie nagekom om te verseker dat die navorsing eties was. Die studie het bevind dat die ouers in die drie gesinne ondersteuning van hul gades en die neurotipiese broers en susters van die kind met outisme ontvang het. Die gesinne het ook fisiese ondersteuning, finansiële steun en emosionele ondersteuning vanuit verskillende bronne geniet. Die gesinne het aangedui dat hul ondersteun voel wanneer hul kinders se afwykings aanvaar word, begrip daarvoor getoon word en andere bereid was om die ‘ekstra myl te loop’. Die drie gesinne het ook inligting en leiding as waardevolle bronne van ondersteuning ervaar. Selfs al het die families sterk ondersteuningstrukture in plek gehad, het hulle ook die gebrek aan ondersteuning uitgelig. Al drie gesinne geniet die bogenoemde vorme van ondersteuning, maar dit was interessant om uit te vind dat die families hierdie ondersteuning vanuit verskillende bronne ontvang het.
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Jasmin, Emmanuelle. "Impact of sensory responses and motor skills on functional skills in activities of daily living of pre-school children with autism spectrum disorders". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101853.
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Background. In children with autism spectrum disorders (ASD), sensori-motor development and functional skills in activities of daily living (ADL) remain little explored in comparison to the other domains of development. Objectives. To determine the impact of sensori-motor skills on functional skills in ADL of preschool children with ASD, and to examine their type of sensory responses, their motor skills and their functional skills in ADL. Methods. This project is a pilot and cross-sectional study. Thirty-five children with ASD, three to four years of age, have been recruited and assessed. Control groups are also included: eight children with developmental delay (DD) and five children with typical development (TD). A battery of diagnostic and clinical tests was used. Results. ASD and DD groups have significantly more atypical sensory responses than the TD group as measured by the Sensory Profile. The ASD group has significantly poorer motor skills than controls (TD and DD) based on the Peabody Developmental Motor Scales --2nd edition (PDMS-2). Self-care skills of the ASD group fall below 2 standard deviations (SD) on the Functional Independence Measure for Children (WeeFIM). Daily living skills (DLS) of the ASD group are significantly poorer than controls on the Vineland Adaptive Behavior Scales -- Second Edition (VABS-II). The largest percentage of variability in self-care skills, as measured by the WeeFIM, is explained by cognitive functioning and auditory processing, while personal skills, as measured by the VABS-II, are predicted by fine motor skills and sensory avoiding. Conclusion. Pre-school children with ASD, but also children with DD, react differently to sensory stimuli than typically developing children. Also, children with ASD have significantly poorer motor skills than DD and TD children. These sensory and motor difficulties affect the functional skills in ADL. Therefore, it will be important clinically to individually assess and consider sensori-motor and functional skills in ADL of children with ASD. Future interventions may then aim at improving and supporting the development and autonomy of these children. In turn this may assist caregivers by reducing their care load.Keywords: autism spectrum disorders, sensory responses, motor skills, functional skills, activities of daily living
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劉健生 y Kin-sang Lau. "Identifying prenatal, perinatal and environmental risk factors for autistic spectrum disorders (ASD): a case-control study in Chinese children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40738838.
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Lau, Kin-sang. "Identifying prenatal, perinatal and environmental risk factors for autistic spectrum disorders (ASD) a case-control study in Chinese children /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40738838.
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Singer, Harris Naomi. "Relationship between degree of neuroanatomic abnormality and visual orienting deficits in young children with autism /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9804534.
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Ware, Jenifer N. "Play Therapy for Children with Autism Spectrum Disorder: a Single-case Design". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700000/.
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The purpose of this study was to explore the impact of child-centered play therapy (CCPT) on the social competence, empathy, and self-regulation of children diagnosed with autism spectrum disorder (ASD). The constructs of social competence, empathy, and self-regulation were measured using the Social-Emotional Assets Rating Scale (SEARS). This study utilized a single-case design; the researcher collected data throughout the duration of the study, including baseline, treatment, and follow-up phases. The sample included 5 children ranging from ages 6 to 8 years old: 3 Caucasian males, 1 African-American female, and 1 Latin-American female. Mothers of the participants completed the parent form of the SEARS once per week throughout all phases of the study. During the treatment phase of the study, the children participated in CCPT approximately 2 times per week for 30 minutes each time. Visual analysis of the data indicated play therapy was beneficial for three participants, as they demonstrated improvements in social competence, empathy, and self-regulation. Two participants responded to the intervention with mixed results. Discussion includes implications for clinical practice and future research as well as limitations of the study.
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Thiart, Sarita. "Stress, resiliency and coping of hostel housemothers caring for children on the autistic spectrum". Thesis, Nelson Mandela University, 2018. http://hdl.handle.net/10948/23272.
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Autism is a life-long neurological disease that manifests differently in every autistic person. Children with autism have difficulties with four developmental areas, namely: language and communication, social interaction, imagination, and sensory issues. These behaviours make it extremely difficult to care for, or teach, autistic children as these children often present with behaviours that are psychologically, cognitively and physically challenging. As there is only one government subsidised school with the expertise and support structures to teach and care for autistic children in the Eastern Cape, parents often have no option, but to place such children in residential care in order for the children to receive the expert teaching they need. As a result, hostel housemothers are often placed in parental roles as they provide much of the parenting on a daily basis. Many of these caregivers have their own families that also need support and care. This may place additional burdens on these employees that could lead to a variety of psychological and physical conditions, depending on their resilience, and ability to handle frequent stressful situations. It is for this reason that this study is imperative, as it will uncover the stressors experienced by the hostel housemothers who play such a pivotal role in the lives of autistic children. The results of the study will serve to inform possible future interventions. This is a qualitative study. Participants were obtained through purposive sampling, and data was analysed through a thematic analysis approach. The Salutogenesis theory of Antonovsky was used, which particularly looks at stressors, tension, breakdown, and Salutogenesis. The study has generated, in the researcher, an understanding of how hostel housemothers cope with the stressors of caring for autistic children, and intends to do the same for readers.
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Breslin, Casey Marie Rudisill Mary E. "Effects of visual supports on the performance of the Test of Gross Motor Development (Second Edition) by children with autism spectrum disorder". Auburn, Ala, 2009. http://hdl.handle.net/10415/1739.
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Hall, Heather Roberts. "The relationships among adaptive behaviors of children with autism spectrum disorder, their family support networks, parental stress, and parental coping". View the abstract Download the full-text PDF version, 2008. http://etd.utmem.edu/ABSTRACTS/2008-037-Hall-index.htm.
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Thesis (Ph.D.)--University of Tennessee Health Science Center, 2008.Title from title page screen (viewed on January 29, 2009). Research advisor: J. Carolyn Graff, Ph.D. Document formatted into pages (v,111 p. : ill.). Vita. Abstract. Includes bibliographical references (p. 79-97).
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Pentz, Christelle Marie. "Alternative stories about a girl with autism spectrum disorder". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4311.
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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2010.ENGLISH ABSTRACT: In this research voyage of discovery, we story the voices of me (the research inquirer), my family and a teacher about our experience with a young woman with Autism Spectrum Disorder – my youngest sister Leyna.1 This is our attempt to give Leyna and (dis)ability a voice. Their voices have been silenced from research for too long. I try to explain a narrative research lens as a foundation for this document – one that views autism not as a disorder, but as a difference that needs to be embraced. People often live their lives according to the problem stories they tell themselves, and do not see the alternative stories that surround them every day. On this voyage I therefore tell our story to document the inspirational experiences that people with autism bring about in the lives of those supporting them. Little research that focuses on alternative stories about autism has been done on a global scale. Moreover, little research has been done on autism specifically in the South African context. This thesis relates the stories of the people involved in caring for my sister with autism. It brings a message of hope and suggests possibilities for future research voyages about autism. 1 Pseudonym
AFRIKAANSE OPSOMMING: In hierdie navorsingsontdekkingsreis vertel ons 'n storie deur verskeie stemme te laat hoor: ek, die navorsingsondersoeker, my gesin en 'n onderwyseres vertel 'n storie oor ons ervaringe met 'n jong vrou met Outisme Spektrum Versteuring – my jongste suster Leyna.2 Hierdie is ons onderneming om vir Leyna en gestremdheid 'n stem te gee. Te veel stemme is al te lank deur navorsing stilgemaak. Ek probeer die narratiewe navorsingslens te verduidelik as 'n grondslag vir hierdie dokument – een wat outisme nie as 'n versteuring sien nie, maar eerder as 'n verskil wat aangegryp en gerespekteer moet word. Mense leef dikwels hul lewens uit op grond van die probleemgesentreerde stories wat hulle aan hulself vertel, en sien nie die alternatiewe stories raak wat hulle daagliks omsluit nie. In hierdie reis vertel ek dus ons storie om die inspirerende ervarings wat mense met outisme in die mense wat hulle ondersteun teweeg bring, te dokumenteer. Min navorsing wat op die alternatiewe stories oor outisme fokus is tot op hede op 'n globale skaal gedoen. Verder is daar nog min navorsing oor outisme spesifiek in die Suid-Afrikaanse konteks gedoen. Hierdie studie vertel die stories van die mense wat betrokke is in die versorging van my suster met outisme. Hiermee word 'n boodskap van hoop gebring en moontlikhede voorgestel vir toekomstige navorsingsreise oor outisme. 2 Skuilnaam is gebruik
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Magee, Colm Daniel. "Using the object relations technique with autistic spectrum disordered children to reveal their experience of relationships". Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2630.
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The use of projective assessments has a long history and tradition within psychological testing. However, there is a relative lack of research using these techniques with people with Autistic Spectrum Disorders (ASD) and Asperger Syndrome (AS). People with ASD have common features known as the „triad of impairments‟: (a) impairments in social interaction (b) qualitative impairments in communication and (c) restricted, repetitive or stereotyped patterns of behaviour, interests or attitudes. Herbert Phillipson‟s (1955) Object Relations Technique (ORT) is a well-established projective assessment that examines an individual‟s ability to describe object relationships. A review of the literature has revealed no published papers using the ORT with this client group. The ORT is a story-based assessment in which the participants respond to a set of ambiguous pictures displaying one, two, three person, or group situations and one blank plate. The test seeks to show the different ways an individual experiences, or will avoid, the particular object relationships. The expectation is that the participants will display a consistency between the four dimensions assessed and how they conduct and view relationships, and this will be reflected in the stories. Five participants were assessed using the ORT. The results were compared to the normative data supplied by Phillipson (1955). The study found that all the participants had difficulties with meeting the full criteria for the stories. Stories lacked emotional connections and interactions between the characters, with a reliance on basic emotional states. Problems were encountered in story production for the blank plate. When compared to normative data the participants displayed a range of perceptual variations in relation to the figures in the pictures. Further analysis was also conducted using Labov‟s (1972, 1982) structural analysis which revealed difficulties with including all the elements in the stories. Miles and Huberman‟s (1994) thematic analysis was also undertaken. The themes that emerged highlighted that the participants‟ stories reflected their adolescent stage of development, though these are not always clearly articulated. Overall, the study highlighted the difficulties with using the ORT with an ASD population, which affects its practicality and usefulness for assessment purposes. The possible reasons for these difficulties are discussed.