Chui Yuk Lan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 81-84). / Abstracts in English and Chinese. / ABSTRACT(ENGLISH AND CHINESE VERSION) --- p.ii / ACKNOWLEDGEMENTS --- p.iv / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.xi / LIST OF APPENDICES --- p.xiii / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / Weak Central Coherence Theory --- p.1 / Superior Spatial Hypothesis --- p.4 / Superior Segmentation Hypothesis --- p.4 / Global Precedence Hypothesis --- p.5 / Perceptual Span Hypothesis --- p.5 / Main Study-Global and Local Processing Study --- p.6 / Eye Movement Study --- p.10 / Purposes of the Present Study --- p.11 / Chapter CHAPTER II - --- GLOBAL-LOCAL PROCESSING STUDY: METHOD --- p.12 / Participants --- p.12 / Apparatus and Setting --- p.12 / Stimuli --- p.13 / Design and Procedure --- p.14 / Chapter CHAPTER III - --- GLOBAL-LOCAL PROCESSING STUDY: RESULTS --- p.19 / Age and IQ --- p.19 / Speed-Accuracy Trade Off --- p.19 / Performance Indices --- p.19 / Analyses Testing Global Precedence Hypothesis --- p.21 / Analyses Testing Group Difference on Global/Local Precedence --- p.21 / Analyses Testing Group Difference on Global-To-Local Interference --- p.24 / Analyses Testing Group Difference on Local-To-Global Interference --- p.25 / Analyses Testing the Perceptual Span Hypothesis --- p.39 / Chapter CHAPTER IV - --- GLOBAL-LOCAL PROCESSING STUDY: DISCUSSION --- p.45 / Implications of Incompatible Findings with Pervious Studies --- p.45 / Implications of Partial Support of Global Precedence Hypothesis --- p.47 / Interpretation of Perceptual Span Hypothesis --- p.50 / Chapter CHAPTER V - --- EYE-MOVEMENT STUDY: METHOD --- p.51 / Participants --- p.51 / Materials --- p.51 / Apparatus --- p.56 / Design and Procedure --- p.56 / Chapter CHAPTER VI - --- EYE-MOVEMENT STUDY: RESULTS --- p.62 / Age and IQ --- p.62 / Number of Objects Found in Object Search Tasks --- p.62 / Total Number of Fixations --- p.62 / Fixation Duration --- p.62 / Distance of Fixations --- p.66 / Fixations Located Outside the Screen --- p.66 / Fixations Located Within the Screen but Outside the Designated Areas --- p.66 / Number of Fixations Located Inside the Designated Areas --- p.67 / Chapter CHAPTER VII - --- EYE-MOVEMENT STUDY: DISCUSSION --- p.73 / Implications of Eye-Movement Patterns --- p.73 / Possible Explanations for Eye-Movement Patterns --- p.74 / Speculation of Faster Information Processing --- p.74 / Chapter CHAPTER VIII - --- GENERAL DISCUSSION --- p.76 / Possible Explanations of Global-Local Processing Findings --- p.76 / Relations to the Weak Central Coherence Theory --- p.77 / Limitations and Suggestions --- p.79 / REFERENCES --- p.81 / APPENDICES --- p.85

Submitted by Suzana Dias (suzana.dias@famerp.br) on 2018-11-07T16:23:52Z No. of bitstreams: 1 JanainaPompeuTobias_dissert.pdf: 1609448 bytes, checksum: 77a1378cbc196f5b8cffee0485926cb0 (MD5) / Made available in DSpace on 2018-11-07T16:23:52Z (GMT). No. of bitstreams: 1 JanainaPompeuTobias_dissert.pdf: 1609448 bytes, checksum: 77a1378cbc196f5b8cffee0485926cb0 (MD5) Previous issue date: 2017-08-30 / Autistic Spectrum Disorder, in psychoanalytic metapsychology, is understood through its negativity, of which it wasn´t possible to structure the subject. The first logical time of the constitution is the Stage of the Mirror, which is possible through the external agents who fulfill the maternal and paternal functions, which in exercising their role, put in action the operations of alienation and separation. In the case of TEA there is an impossibility of alienation, the movement that fails is the incidence of the imaginary in the real, the imaginary investment of the Other in the baby is truncated. As Jerusalinsky writes(1999, p. 139): "autistic children are taken in the real of the object". And, according to Mannoni (1923/1989) the father-mother-child dynamics is put long before the baby is born, and it is fundamental to involve parents in the treatment of their children, because they resonate the unconscious conflicts of the parents. Objective: To analyze the effects of a psychoanalytic intervention with parents of children with TEA, seeking to understand and analyze the discursive position of these parents. Method: Longitudinal study of mixed character (quantitative and qualitative). Performed at the specialty outpatient clinic of a school hospital. Participants were 7 parents of children diagnosed with TEA, of both sexes. The research's outline corresponded to the pre-intervention evaluation performed through the completion of the instruments: Socio-demographic data sheet and perception of the symptomatology of TEA, evaluation Scale for infantil autism, Inventory of Symptoms of Stress for Adults of Lipp, quality of life Scale, Self-efficacy Scale and Zarit Caretaker Overload Scale. The intervention happened through a listening group, which happened in 8 meetings lasting 90 minutes. The closure of this procedure happened through the reapplication of the instruments with the parents. Results: It was obtained that 71.4% of the participants were women, with a mean age of 38 years, 85.7% married, 57.1% with complete high school and 42.9% inactive, who didn‟t work in any type of paid work. Through the nodal points analyzed, the speech of the parents was located in the discursive node stagnated in the autistic signifier, because the parents couldn´t see in their children anything beyond the symptoms, and the children were marked by the impossibility. The interventions were performed through the retrieval of the gaze for these children from discursive turns. The results on stress showed a decrease in the means of the stress phase and the physical and psychological symptoms, however, there was no statistical significance, as well as the self-efficacy scale. Regarding the quality of life, there was a significant comparison with the psychological and environmental domain. The parents, before the intervention, presented intense and slight overload after, 43% of the parents didn´t present overload. Conclusions: The whole process of searching for a diagnosis and treatment generates a demand in these parents for a specialized knowledge about childhood, but this can generate a imprisonment to the master's discourse. The Listening Group has brought the possibility of providing symbolic exits for these children through their position in the imaginary of the parents. / O Transtorno do Espectro Autista, na metapsicologia psicanalítica, é compreendido por meio de sua negatividade, do que não foi possível estruturar no sujeito. O primeiro tempo lógico da constituição é o Estádio do Espelho, possível por intermédio dos agentes externos cumpridores da função materna e paterna, que, ao exercerem seu papel, colocam em ação as operações de alienação e separação. No caso do TEA há uma impossibilidade quanto à alienação, pois o movimento que falha é a incidência do imaginário no real, o investimento imaginário do Outro no bebê é truncado. Como escreve Jerusalinsky (1999, p. 139): “as crianças autistas ficam tomadas no real do objeto”. E, conforme Mannoni (1923/1989), a dinâmica pai-mãe-filho está posta muito antes do nascimento do bebê, sendo fundamental abarcar os pais ao tratamento dos filhos, pois esses ressoam os conflitos inconscientes dos pais. Objetivo: Analisar os efeitos de uma intervenção psicanalítica com pais de crianças com TEA, buscando compreender e analisar a posição discursiva desses pais. Método: Estudo longitudinal, de caráter misto (quantitativo e qualitativo), realizado no ambulatório de especialidades de um hospital escola. Participaram 7 pais de crianças com o diagnóstico de TEA, de ambos os sexos. O delinear da pesquisa correspondeu à avaliação pré-intervenção realizada através do preenchimento dos instrumentos: Ficha sobre dados sócio-demográficos e percepção da sintomatologia do TEA, Escala de avaliação para autismo infantil, Inventário de Sintomas de Stress para Adultos de Lipp, Escala de qualidade de vida, Escala de Auto-eficácia e Escala de Sobrecarga do Cuidador de Zarit. A intervenção sucedeu por meio de um grupo de escuta, que aconteceu em 8 encontros com duração de 90 minutos. O encerramento desse procedimento aconteceu por meio da reaplicação dos instrumentos com os pais. Resultados: Obteve-se que 71,4% dos participantes eram mulheres, com média de idade de 38 anos, 85,7% casados, 57,1% com o ensino médio completo e 42,9% inativos, que não atuavam em nenhum tipo de trabalho remunerado. Por meio dos pontos nodais analisados, localizou-se no discurso dos pais o nó discursivo estagnado no significante autista, pois os pais não conseguiam ver em seus filhos nada para além dos sintomas, estando os filhos marcados pela impossibilidade. As intervenções foram efetuadas por meio do resgate do olhar para essas crianças a partir de giros discursivos. Os resultados quanto ao estresse revelaram diminuição das médias da fase do estresse e dos sintomas físicos e psicológicos, porém não houve significância estatística relativa no que tange à escala de auto-eficácia. Já em relação à qualidade de vida, houve significância com a comparação no domínio psicológico e ambiental. Os pais, antes da intervenção, apresentaram sobrecarga intensa e ligeira, após 43% dos pais passaram a não apresentar sobrecarga. Conclusões: Todo o processo de busca por um diagnóstico e tratamentos gera uma demanda nesses pais por um saber especializado sobre a infância, porém isso pode gerar um aprisionamento ao discurso do mestre. O Grupo de Escuta trouxe a possibilidade de proporcionar saídas simbólicas para essas crianças através de sua posição no imaginário dos pais.

MSc Occupational Therapy, Faculty of Health Sciences, University of the Witwatersrand, 2009 / An increase in the prevalence of ASD has led to increased demands on service provision. This questionnaire-based, descriptive study aimed to explore service use and experiences of health and education service delivery by caregivers and their children with ASD in Johannesburg. The sample size was 39. Comparisons were drawn between the experiences of the participants accessing the private and public service sectors. Children were diagnosed at an average age of 4 years; 2 years after the first symptoms were noted by their caregivers. Families accessed a mean of 3 institutions and 6 professionals in seeking diagnosis and treatment. No specific referral patterns could be established. Challenges to service access identified by caregivers included: logistical problems, lack of professional knowledge and experience, poor parental coping and insight, and lack of community support. Solutions identified by the caregivers included: marketing, training, better referral procedures, and establishment of educational facilities.

<p>Autism är ett livslångt handikapp som ställer stora krav på familj, skola, sjukvård samt övriga personer som på olika sätt kommer i kontakt med dessa barn. Pedagoger och vårdare behöver medvetandegöras om sina föreställningar eftersom dessa styr bemötandet. Målet för behandlingen är målmedveten träning eftersom förmåga till social inlevelseförmåga mer eller mindre saknas hos såväl barn som vuxna med autism.</p><p>Syftet med litteraturstudien var att belysa metoder som fanns för att främja utvecklingen av barn med autism, samt vilken påverkan dessa metoder hade på barn- vårdarrelationen.</p><p>Litteraturstudien var en granskning och en sammanställning av ett specificerat forskningsområde/ämne. Resultatet visade på att vårdare som använt sig av specialpedagogik i hemmet upplevde att relationen till barnen förbättrades. Genom att familjerna erbjöds undervisning om olika metoder för specialpedagogik påverkades barnen med autism på olika positiva sätt. Vårdarna rapporterade minskad stress, ökad trygghet samt förbättrad kommunikationsförmåga hos barnen. Andra positiva resultat var förbättrad social interaktion, ökad förmåga att visa empati, bättre konversationsteknik, ökad förmåga till generalisering, samt minskade negativa beteenden som aggression och självdestruktivitet. Specialpedagogik i hemmet innebar att en positiv inlärningssituation skapades i barnets kontext. Familjen fick därmed tillgång till metoder som motverkade negativa beteendemönster och som främjade barnets utveckling, samspel och interaktion. Metoderna skulle med fördel kunna användas av vårdpersonal i olika situationer, lärare, samt av övriga som på olika sätt kommer i kontakt med barn med autism.</p> / <p>Autism is a life-long handicap with great demands on all that are involved with children with this disorder. Teachers and parents need to become conscious of their own convictions as these are crucial to the way they approach the child. The aim of the therapy is to establish a goal-oriented training programme, since the ability for empathy in social behaviour is more or less absent in both children and adults with autism. The aim of the study of literature on this subject was to highlight existing methods to stimulate the development of children with autism, as well as the results these methods had on the child-parent relationship. The study of literature was established within a specified area of research. The result demonstrated that parents using remedial teaching methods within the family environment experienced a better relationship with the children. By giving the families access to different remedial teaching methods, the children with autism were affected in various positive ways. Those in charge of the children reported diminished stress symtoms, an increased feeling of security, and an improved ability of communication in the children. Other positive results were improved social interactions, improved ability to show empathy, better conversational techniques, improved ability to generalise a subject, as well as less aggressive and self-destructive behaviour. Remedial teaching methods within the family environment meant that a positive learning situation was created within the context of the child. In this way, families were given methods that lessened negative behavioural patterns and that promoted the development of interaction in the child. These remedial methods could well be used by all categories of nurses, teachers, and others who may encounter children with autism.</p>

Autism är ett livslångt handikapp som ställer stora krav på familj, skola, sjukvård samt övriga personer som på olika sätt kommer i kontakt med dessa barn. Pedagoger och vårdare behöver medvetandegöras om sina föreställningar eftersom dessa styr bemötandet. Målet för behandlingen är målmedveten träning eftersom förmåga till social inlevelseförmåga mer eller mindre saknas hos såväl barn som vuxna med autism. Syftet med litteraturstudien var att belysa metoder som fanns för att främja utvecklingen av barn med autism, samt vilken påverkan dessa metoder hade på barn- vårdarrelationen. Litteraturstudien var en granskning och en sammanställning av ett specificerat forskningsområde/ämne. Resultatet visade på att vårdare som använt sig av specialpedagogik i hemmet upplevde att relationen till barnen förbättrades. Genom att familjerna erbjöds undervisning om olika metoder för specialpedagogik påverkades barnen med autism på olika positiva sätt. Vårdarna rapporterade minskad stress, ökad trygghet samt förbättrad kommunikationsförmåga hos barnen. Andra positiva resultat var förbättrad social interaktion, ökad förmåga att visa empati, bättre konversationsteknik, ökad förmåga till generalisering, samt minskade negativa beteenden som aggression och självdestruktivitet. Specialpedagogik i hemmet innebar att en positiv inlärningssituation skapades i barnets kontext. Familjen fick därmed tillgång till metoder som motverkade negativa beteendemönster och som främjade barnets utveckling, samspel och interaktion. Metoderna skulle med fördel kunna användas av vårdpersonal i olika situationer, lärare, samt av övriga som på olika sätt kommer i kontakt med barn med autism. / Autism is a life-long handicap with great demands on all that are involved with children with this disorder. Teachers and parents need to become conscious of their own convictions as these are crucial to the way they approach the child. The aim of the therapy is to establish a goal-oriented training programme, since the ability for empathy in social behaviour is more or less absent in both children and adults with autism. The aim of the study of literature on this subject was to highlight existing methods to stimulate the development of children with autism, as well as the results these methods had on the child-parent relationship. The study of literature was established within a specified area of research. The result demonstrated that parents using remedial teaching methods within the family environment experienced a better relationship with the children. By giving the families access to different remedial teaching methods, the children with autism were affected in various positive ways. Those in charge of the children reported diminished stress symtoms, an increased feeling of security, and an improved ability of communication in the children. Other positive results were improved social interactions, improved ability to show empathy, better conversational techniques, improved ability to generalise a subject, as well as less aggressive and self-destructive behaviour. Remedial teaching methods within the family environment meant that a positive learning situation was created within the context of the child. In this way, families were given methods that lessened negative behavioural patterns and that promoted the development of interaction in the child. These remedial methods could well be used by all categories of nurses, teachers, and others who may encounter children with autism.

While there is considerable evidence that applied behaviour analysis (ABA) is an efficacious treatment for Autistic Disorder (AD) in a controlled research setting, the effectiveness of current applications of ABA in the South African context have not yet been established. The aim of the present study was to evaluate the effectiveness of an intensive ABA programme for a young child with AD. A single case study was conducted using a within-subject, repeated measures, evaluation design. The ABA treatment, an applied verbal behaviour version ofABA (AVB/ABA), was implemented by behaviour consultants and technicians at TRIAD (Therapy and Research in Autistic Disorders): a private centre in Durban, KwaZulu-Natal, that specialises in the behavioural treatment of children with AD. The subject was a young boy, who was diagnosed with AD at the age of 21 months, initiated treatment at TRIAD at 22 month of age, and underwent 20 hours of treatment per week over a 22 month period. Cumulative outcome data across all learning domains was obtained using the standard outcome measure at the centre: the Assessment of Basic Language and Learning Skills (ABLLS). The ABLLS was administered by a senior behaviour consultant on five occasions, namely at baseline (i.e., at 0 months); at various intervals throughout the intervention (at 2,3, and 14 months); and in the final week of the study period (at 22 months). Results were tabulated and converted into linear graph format by the researcher. In addition, the caregiver was asked to rate the child's progress on a five point Likert scale as a means of establishing the social validity of the behaviour change. Visual inspection of the linear graphs revealed that the subject improved considerably across all ABLLS domains over the 22 month period and the child's caregiver rated that his behaviour had "significantly improved" since the onset of the intervention. In addition, at the end of the 22 month treatment period, the subject was enrolled in a mainstream school with the assistance of an aide and was engaging with same-age peers. The present study thus provides support for the effectiveness of the AVBIABA programme at TRIAD, contributes to the existing ABA outcome literature, and provides further evidence for the efficacy of the AVB approach to ABA. Furthermore, results confirm the role of predictor variables, such as age at onset, hours of treatment, skill acquisition rates, and parental involvement. Finally, given the gains made in the present study, it is suggested that the initial cost of intensive treatment may be economical in the long term. / Thesis (M.A.)-University of KwaZulu-Natal, 2008.

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).

Diss. (sammanfattning) Lund : Lunds universitet, 2009.

Objetivo: Classificar crianças e adolescentes autistas segundo os critérios do Functional Communication Profile - Revised (FCP-R) e associar o seu resultado ao Perfil Funcional da Comunicação (PFC). Métodos: Foram selecionadas 50 crianças e adolescentes com idades entre 3 e 14 anos. As terapeutas desses indivíduos foram entrevistadas segundo o FCP-R e o PFC - Checklist e a avaliação do PFC foi realizada. Os sujeitos foram caracterizados e os dados associados a fim de verificar as possíveis interrelações. Resultados: O FCP-R identificou corretamente as dificuldades encontradas para os sujeitos, verificando os principais déficits nas áreas de comportamento, atenção/concentração, linguagem receptiva, linguagem expressiva e pragmática/social. Quando associado ao PFC e ao PFC-Checklist, podemos observar que o desempenho nestas áreas está diretamente associado ao desempenho na funcionalidade comunicativa - principalmente ao que se refere à interatividade e iniciativa comunicativa desses sujeitos. Discussão: Os dados obtidos concordam com os dados encontrados na literatura que evidenciam que os indivíduos autistas apresentam maiores dificuldades em relação ao comportamento, as habilidades de atenção e de concentração, às habilidades de linguagem e as habilidades pragmáticas e sociais, e observam ainda que quanto maior é esse prejuízo, maior é, também, a dificuldade em interagir. Conclusão: O uso de protocolos objetivos associados é de extrema importância para a prática clínica, o delineamento do atendimento terapêutico, a mensuração da evolução e para o desenvolvimento de pesquisas científicas. / Purpose: Classify children and adolescents with autism spectrum disorders (ASD) according to the criteria proposed by the Functional Communication Profile - Revised (FCP-R) and associate the results with the Functional Communicative Profile (FCP). Method: Subjects were 50 children and adolescents with ages varying from 3 to 14 years. The language therapists attending each of the subjects were interviewed to fill the FCP-R and the PFC-checklist (FCP-C) and the FCP was determined based on a video sample. The subjects were assessed and the results were compared in order to determine possible associations. Results: The FCP-R correctly identified the disorders presented by the subjects verifying the main deficits in the areas of behavior, attentiveness, receptive language, expressive language and pragmatic/social. When associated to the FCP and to the FCP-C it was possible to observe that the performance on these areas is directly associated to the communicative functionality especially in what refers to the subjects\' interactivity and communicative initiative. Discussion: Data obtained agree with studies that show evidence that ASD individuals have more communicative impairments than in the areas of behavior, attentiveness, language, and social and pragmatic abilities. It was also observed that more severe disorders are associated greater interaction inabilities. Conclusion: The combined use of different protocols is useful to the clinical practice, to the design of intervention programs, to the assessment of therapeutic results and to the development of scientific research.

Orientador: Adriana Lia Friszman de Laplane / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-26T18:29:45Z (GMT). No. of bitstreams: 1 Silva_MarianaValenteTeixeirada_M.pdf: 938453 bytes, checksum: 2fd62409922feb00e2f9b0e96e4f980a (MD5) Previous issue date: 2014 / Resumo: O termo "Transtorno do Espectro Autista" reflete diferentes graus de severidade em relação aos sintomas e é utilizado para se referir a pessoas com diagnósticos de Autismo, Síndrome de Asperger, Síndrome de Rett, TDI e TGD sem Outra Especificação. Por consistir em um transtorno que resulta em quadros severos e persistentes, com variações individuais, o TEA causa impacto relevante nas famílias, que precisam adaptar planos e expectativas às condições de desenvolvimento da criança, inclusive aqueles relacionados à escolarização. Devido a essas mesmas características, a inclusão desses indivíduos na escola regular torna-se difícil. O presente estudo tem como objetivo estudar a escolarização dos sujeitos com TEA no município de Campinas. Trata-se de um estudo descritivo que analisou os microdados do Censo Escolar do INEP, de 2009 a 2012, buscando identificar os alunos com TEA matriculados no município, bem como mapear as trajetórias de escolarização dos alunos com Autismo, por consistir no grupo mais numeroso dentre os que compõem o TEA. Também foram entrevistados 18 familiares de sujeitos com TEA que frequentavam uma instituição especializada do município, para conhecer as percepções das famílias em relação à trajetória escolar desses sujeitos. Os resultados apontam um decréscimo de matrículas de alunos com TEA no município nos anos estudados, sendo que a maioria desses alunos está matriculada no Ensino Regular, na etapa Ensino Fundamental, nas redes Estadual e Municipal, refere-se ao sexo masculino e não recebe AEE. Foram identificados diferentes tipos de trajetórias escolares: a mais frequente foi a trajetória parcial, em que as matrículas não aparecem em todos os anos do período analisado, sugerindo alto índice de evasão escolar desses alunos. Os depoimentos dos familiares, de maneira geral, apontam para a contribuição positiva da escola, porém indicam problemas como permissividade da escola para com os alunos com TEA e influência do grau de comprometimento do transtorno / Abstract: The term "Autism Spectrum Disorder" reflects different degrees of severity in symptoms and is used to refer to people with Autism diagnoses, Asperger's Syndrome, Rett Syndrome, TDI and PDD Not Otherwise Specified. ASD consists in a disorder that results in severe and persistent clinical picture with individual variations, causing significant impact on the families, who need to adapt plans and expectations to the child's development conditions, including those related to schooling. Due to such characteristics, the inclusion of these individuals in the regular school becomes difficult. This study aims to investigate the school process of individuals with ASD in Campinas. This is a descriptive study that analyzed the microdata from the INEP School Census, from 2009 to 2012, in order to identify students with ASD enrolled in the city, as well as map the school trajectories of students with Autism, by being the largest group among those included in ASD. 18 relatives of subjects with ASD attending a specialized institution in the city were interviewed to survey the perceptions of families about the school process of these individuals. The results show a decrease of enrolment of students with ASD in the city during the years studied. Most of these students are enrolled in Regular Education, at the elementary school stage in public schools; the male gender is prevalent and the majority of them do not receive specialized educational services. Different types of school careers have been identified: the most frequent was the partial trajectory, where enrolment does not appear in all years of the reporting period, suggesting high waiver rates. Statements of relatives, in general, show the positive contribution of school, however, they indicate problems such as school permissiveness towards students with ASD and influence of the degree of difficulties, due to the disorder / Mestrado / Interdisciplinaridade e Reabilitação / Mestra em Saúde, Interdisciplinaridade e Reabilitação