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Rozprawy doktorskie na temat „Autism in children”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Farrant, Annette. "Metamemory in children with autism." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267107.

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2

Adams, Nena Capitola. "Inhibition in children with autism." Thesis, University of Bristol, 2010. http://hdl.handle.net/1983/9c2f4c7b-fed2-4f79-a4b2-e214d9805a18.

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This thesis aimed to provide an insight into, and account for, the varying levels and patterns of ability across different tests of inhibition in autism. In order to address the effects of the meaningful word stimuli of the classic Stroop task on inhibitory performance of children with autism, Experiment I explored reasons for the unique inhibitory strengths of children with autism on the classic Stroop task. The remainder of the thesis focused on tests of inhibition which do not use meaningful word stimuli and explored potential reasons why these tasks still give rise to conflicting results.

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3

Abdun-Nur, Roy D. "School for Autism - Responding to Autism." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3836.

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Schools can often be overstimulating environments for children with autism. Creating a space where these children can thrive is what this project explored. The site used for this exploration was the Lewis Ginter Recreation Association on the north end of Richmond, VA. Children with autism have very sensitive needs, so exploring these needs within the context of an educational setting provided for an in-depth journey into the lives of those affected by autism.

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4

Sayers, Nicola Louise. "Stereotyped behaviours in children with autism." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408832.

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5

Richardson, Cathryn. "Dream conceptualisation in children with autism." Thesis, University of Warwick, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275295.

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6

Hauck, Joy Alison. "Hand preference in children with autism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24668.pdf.

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7

Chan, Man-kuen Sonia. "Communicative intent in children with autism." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090288.

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8

Rocque, William. "Producing personhood in children with autism." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256469.

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9

Heaton, Pamela Florence. "Musical cognition in children with autism." Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396246.

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10

Whyatt, C. "Motor deficits in children with autism." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546448.

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11

陳文娟 and Man-kuen Sonia Chan. "Communicative intent in children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090288.

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12

Wiggins, Khalyn I. "Spelling Errors in Children with Autism." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3475.

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The goal of this study was to examine the spelling errors of children with Autism Spectrum Disorder (ASD) when asked to spell morphologically complex words. Specifically, this study sought to determine if percent accuracy across morphological areas would be similar to patterns noted in typical developing children, correlate with participant age, and correlate to performance on standardized measures of achievement. Additionally, the study wanted to highlight the types of errors made by children with ASD on homonyms and the specific linguistic patterns noted when spelling derivational and inflec

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13

Pierro, Melissa A. "Vocabulary Comprehension in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.

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An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children with varying degrees of autism, ages 3 to 9, with the aim of better understanding vocabulary comprehension. Two different methodologies were used: the Receptive One-Word Picture Vocabulary Test (ROWPVT) and eye-tracker technique. We examined whether the eye-tracker could help in the assessment of these children because it does not require the child to point during the test. Four typically developing control children, 14 monolingu

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14

Manning, Catherine. "Motion processing in children with autism." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021701/.

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It has often been reported that individuals with autism process visual motion information atypically. This thesis uses psychophysical methods and a parent-report questionnaire to characterise better the nature of atypical motion processing in children with autism. In Chapter 1, I review the evidence for atypical sensory perception in autism, focusing on the processing of dynamic information. In Chapter 2, I show that children with autism are just as sensitive to speed information as typically developing (TD) children, but have elevated motion coherence thresholds specifically for slow stimuli.

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15

Heaton, Pamela Florence. "Musical cognition in children with autism." Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.396246.

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16

Bonser, David. "Behavioural fluency for young children with autism /." Access via Murdoch University Digital Thesis Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.

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17

Nalty, Theresa. "Neurodevelopmental theory of autism /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7583.

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18

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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19

Landry, Joseph Reginald. "Autism attentional disengagement and its relationship to temperament /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0024/NQ39281.pdf.

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20

Gillott, Alinda. "Anxiety in high functioning children with autism." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31269.

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High functioning children with autism were compared to two control groups on measures of anxiety and social worries. Comparison control groups consisted of children with expressive language disorder and typically developing children. Each group consisted of 15 children between the ages of 8 and 12 years and were matched for age and gender. Children with autism were found to be most anxious on both measures. High anxiety subscale scores for the autism group were separation anxiety and obsessive-compulsive disorder. Possible explanations for higher levels of anxiety in high functioning children

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21

au, drbonser@starwon com, and David John Bonser. "Behavioural fluency for young children with autism." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefi

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22

Gray, Kylie M. (Kylie Megan) 1971. "Identifying autism in infants and young children." Monash University, Dept. of Psychological Medicine, 2002. http://arrow.monash.edu.au/hdl/1959.1/7971.

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23

Bonser, David John. "Behavioural fluency for young children with autism." Bonser, David John (2002) Behavioural fluency for young children with autism. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/412/.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may bene

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24

Yang, Susan Ker-Tong. "Narrative abilities in bilingual children with autism." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33975.

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Storytelling requires the integration of cognitive, linguistic, and sociocultural knowledge, and because autism undercuts competence in each of these domains, narratives provide a valuable means to investigate the nature of such deficits in autism. This is the first study on narrative abilities in bilingual children with autism, which will contribute to our knowledge of language development and the effects of bilingualism in this population. The study compares the narrative abilities of 13 monolingual English children with autism, 10 bilingual Mandarin-English children with autism, and 9 typic

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25

Wojcik, Dominika Zofia. "Metamemory in children with autism spectrum disorder." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574625.

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ASD is a neurodevelopmental disorder which primarily affects social interaction and communication. However, a growing literature has also identified some episodic memory difficulties in this group (e.g.: free recall, autobiographical memory, recollection). A plausible reason ·for this is that people with ASD lack the metacognitive mechanisms necessary for efficient memory. Hitherto, few studies have assessed metamemory (awareness of one's own memory) in ASD. The novelty of the current thesis was thus to compare performance of children with ASD to typically developing children on metacognitive

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26

Shea, Kathleen. "Video calling with nonverbal children with autism." Thesis, University of Bridgeport, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667421.

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<p> Twenty five percent of individuals diagnosed with autism are nonverbal and need to learn to communicate using alternative means (National Research Council, 2001) in order to build functional spontaneous communication. Joint attention behaviors are critical for communication development (Mundy & Newell, 2007). This study introduces a video calling intervention to target the joint attention behaviors, eye gaze, verbalization and gestures. The purpose of this study was to discover what relationship exists between video calling and joint attention in nonverbal children with autism and to

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27

King, Chelsey. "Therapeutic schoolyard: design for children with autism." Kansas State University, 2012. http://hdl.handle.net/2097/13657.

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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional and Community Planning<br>Mary Catherine (Katie) Kingery-Page<br>It is estimated by the Center for Disease Control and Prevention that approximately 1 in every 88 children are diagnosed with some level of autism or various degrees of Pervasive Developmental Disorders (2012). Pervasive Developmental Disorders are commonly referred to as Autism Spectrum Disorders (and hereafter referred to as autism). Many children with autism have difficulty communicating, must cope with their disorder, and may need special consi

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28

Degli, Espinosa Francesca. "Verbal behaviour development for children with autism." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197233/.

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The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was e

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29

Deshmukh, Richa. "Motor Speech Characteristics of Children with Autism." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337956015.

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30

Cramer, Heather. "Teaching Children with Autism Three Different Questions." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4427/.

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Children with autism often exhibit deficits in question-asking. This study replicated and extended Williams, Donley, and Keller.s (2000) training package: a modeling and reinforcement procedure to teach the use of 3 different questions about hidden objects. Two boys, aged 13 and 12, with primary diagnoses of autism, participated. A multiple baseline design across questions was used. Both children learned to ask all three questions: .What.s that?. .Can I see (item name)?. and .Can I have (item name)?. Question-asking generalized to novel locations, people, and stimulus materials with minimal ad

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31

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

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32

Bonser, David J. "Behavioural fluency for young children with autism." Thesis, Bonser, David J. (2002) Behavioural fluency for young children with autism. PhD thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/412/.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may bene

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33

Wimpory, Dawn. "Social engagement in preschool children with autism." Thesis, Bangor University, 1995. https://research.bangor.ac.uk/portal/en/theses/social-engagement-in-preschool-children-with-autism(4be20cc2-280e-43ba-afe1-ff06ac4c7807).html.

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The nature of social engagement deficits in children with autism were explored through a series of linked studies. Guiding questions were as follows: i) Are the social deficits present in infancy?, ii) What strategies of adult-child communication facilitate social engagement in preschoolers? and iii) What are the long term effects of musically enhancing these strategies? To address the first question, an interview schedule (the Detection of Autism by Infant Sociability Interview, DAISI) was developed. It was retrospectively employed with parents of children with autism, and parents of learning

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34

Petalas, Michael Anthony. "Siblings of children with autism spectrum disorder." Thesis, Bangor University, 2009. https://research.bangor.ac.uk/portal/en/theses/siblings-of-children-with-autism-spectrum-disorder(433e6208-c6e9-4767-b48e-7d083c69f5af).html.

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35

Werner, Elizabeth. "Families, children with autism and everyday occupations." Diss., NSUWorks, 2000. https://nsuworks.nova.edu/hpd_ot_student_dissertations/28.

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36

Joseph, Shari. "Similar detection patterns between children with autism and typically developing children." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85016.

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Children with and without autism were evaluated on two change detection tasks that entailed responding to 2 side-by-side images that were displayed on a computer screen. In Experiment 1, a distracter object that remained unchanged was displayed next to a target object that changed in 1 of 3 ways, a global position change, a color change, or a local deletion change. The stimuli consisted of photographs and drawings that were presented at blank intervals of either 50 or 250 ms. In Experiment 2, color and deletion changes were compared in photographs of objects and people. Children with au

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37

Almutairi, Masooma. "Mothers of children with autism: The relationship between knowledge of autism and stress." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2590.

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Intervention programs for parents with children with autism seek to increase their knowledge of autism and decrease their levels of parenting stress. Prior research has not addressed this relationship. The present research had as its main focus the relationships between levels of stress of mothers of children with autism and maternal knowledge of autism, the age of the child, and the functioning level of the child. The level of maternal stress was assessed using the Parental Stress Instrument (PSI). Maternal knowledge of autism was assessed by the Parental Knowledge Index (PKI) developed by th

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38

Boggs, Teresa. "Autism Strand: Promoting Communication and Interaction Skills in Children with Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/1514.

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39

Tarabek, Jessica. "Relationship satisfaction and mental health of parents of children with autism: A comparison of autism, ADHD, and normative children." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31236.

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This research compares the relationship satisfaction and mental health of parents of children diagnosed with Autism or Autism Spectrum Disorders (ASD) to parents of children with Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD) and parents of normative children. The analytical sample was obtained from the 2007 National Survey of Childrenâ s Health, and ANOVA statistical procedures were used to analyze the data. Results indicate that significant differences exist in relationship satisfaction and mental health between mothers of children with Autism or ASD a

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40

Femia, Lisa Ann. "Analyses of parent and teacher responses on the Stress Survey Schedule for children with autism spectrum disorders /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276982.

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41

Poe, Susannah Grimm. "Prognostic factors for treatment outcome in young children with autism." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1638.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains v, 145 p. : ill. Includes abstract. Includes bibliographical references (p. 91-98).

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42

Hutton, Adam M. "Autism and its Effects on the Family." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/HuttonAM2002.pdf.

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43

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

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44

Peters, Audrey C. "Autism and Occupational Therapy: Effects of Proprioceptive Interventions on Behaviors in Children with Autism." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1619105117255219.

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45

Hanson, Laura K. "Episodic Foresight in Typically-Developing Children and Children with Autism Spectrum Disorder." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26094.

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The capacity to mentally project the self into the future or, what has recently been termed “episodic foresight” is an emerging topic of study in developmental psychology. The aim of this dissertation was to review available research on this topic and explore its development in two groups of children: typically-developing preschoolers and children with autism spectrum disorder (ASD). This dissertation had two main goals. The first goal was to explore whether tasks thought to measure episodic foresight in children are related and whether, as has been hypothesized, they were related to theory of

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46

Hui, Lai-hing. "Can autism be screened using Chinese CHAT in Hong Kong?" Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31971039.

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47

Mattson, Jennifer Gillis. "Social development in children with autism spectrum disorders the influence of arousal, attention, and imitation /." Diss., Online access via UMI:, 2006.

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48

Glossop, Victoria. "An investigation of empathy in children with autism." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442808.

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49

Deprey, Lesley J. "Prognostic factors in children with autism, an exploration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38578.pdf.

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50

Griffin, R. "Early social understanding in preschool children with autism." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599706.

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This thesis explores early-emerging components of social cognition in preschool children with autism. The autism group (ASC) is compared to a language delayed group and a typically developing group. The groups are matched on chronological age and non-verbal mental age. Mean ages ranged from 35.2 to 37.8 months. The first set of experiments examines the processing of biological and goal-directed motion patterns, using animated geometric shapes as stimuli. The second set of experiments investigates the processing of information from faces, including emotional referencing, prototype discriminatio

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