No description available.

This is a mixed-methods study investigating parental satisfaction and wait times as parents inquire about an autism spectrum disorder diagnosis for their child in a Northern Ontario community. Satisfaction and wait times of those diagnosed with an autism spectrum disorder (ASD) by a single practitioner were compared to satisfaction and wait times of those diagnosed by the multidisciplinary assessment team in the Sudbury/Manitoulin region (the Autism Diagnostic Team; ADT). No significant differences were noted between groups on satisfaction or wait times. However, ADT group received much more consistent service, with less variation in wait times between clients, and more consistent provision of comprehensive services prior to the diagnostic meeting. Points of interest are noted for practitioners including increased wait times for parents of children with milder forms of ASD and for girls. No differences in wait time or satisfaction were noted between language groups. Content analysis of the qualitative interviews representing mainly single practitioners saw the emergence of themes including difficulty activating the assessment process, concerns regarding the wait, and appointment demands. The importance of professional expertise, empathy, and respectful communication also emerged. Parents felt the experience was deeply distressing and they often experienced abandonment following the diagnostic process. Additionally, parents whose children did not receive a diagnosis often felt confusion about what to do next. Reducing wait times, increasing professional expertise, completing comprehensive assessments, and using truly interdisciplinary teams should continue to be the focus of service improvements that may translate into improved satisfaction.

In the present phenomenological study, mothers of children with Autism Spectrum Disorder (ASD) were interviewed using semi-structured, open-ended interview questions. The purpose of this study was to explore the stressors and joys, and parental coping associated with having a child with ASD, before and after out-of-home placement. A total of 9 mothers, six from British Columbia and three from Alberta, participated in the study. The findings suggest that along with stressors, parents experienced a multitude of joys throughout their caregiving experiences. Also, joys had an impact on caregiver's stress-coping process. This study, therefore, expanded upon current states of knowledge on the adaptational function of joys to caregivers of individuals with chronic conditions. In light of the findings, modified stress-coping process model based on the work of Lazarus and Folkman (1984), Folkman (1997), and Pearlin et al. (1990; 1980) is proposed. Also, findings shed light on mothers' lived-experiences leading up to and after out-of-home placement, illuminating an understudied aspect of caregiving for children with ASD.

In the present phenomenological study, mothers of children with Autism Spectrum Disorder (ASD) were interviewed using semi-structured, open-ended interview questions. The purpose of this study was to explore the stressors and joys, and parental coping associated with having a child with ASD, before and after out-of-home placement. A total of 9 mothers, six from British Columbia and three from Alberta, participated in the study. The findings suggest that along with stressors, parents experienced a multitude of joys throughout their caregiving experiences. Also, joys had an impact on caregiver's stress-coping process. This study, therefore, expanded upon current states of knowledge on the adaptational function of joys to caregivers of individuals with chronic conditions. In light of the findings, modified stress-coping process model based on the work of Lazarus and Folkman (1984), Folkman (1997), and Pearlin et al. (1990; 1980) is proposed. Also, findings shed light on mothers' lived-experiences leading up to and after out-of-home placement, illuminating an understudied aspect of caregiving for children with ASD.

The purpose of the study was to evaluate the current literature on the use of weighted vests with individuals with autism spectrum disorder. A literature review using the What Works Clearinghouse Standards was conducted. The results of the review show that the use of weighed vests with individuals with autism spectrum disorder is not an evidence-based practice.

La prise en considération des spécificités du public cible et des contextes d’usage d’une application interactive peut interroger les principes méthodologiques généralement recommandés pour la conception et l’évaluation d’application informatique. Dans le cas de la création d’un outil dédié à un jeune public avec TSA (Troubles du Spectre Autistique), les difficultés de communication et les altérations des interactions sociales de ces derniers empêchent la mise en œuvre d’une méthodologie « ordinaire » de conception centrée utilisateur. Au-delà de la prise en considération du potentiel, établi, qu’offre le numérique pour le jeune public avec TSA, il s’agit d’identifier et de mettre en œuvre les méthodes et techniques utiles à l’évaluation des prototypes proposés, en tenant compte des caractéristiques du public et de son contexte quotidien en structure scolaire.Les travaux de recherche présentés dans cette thèse se situent dans le domaine des interactions hommes-machines (IHM). Ils questionnent les principes méthodologiques de conception centrée utilisateur : Comment répondre aux objectifs d’évaluation quand la communication verbale n’est pas garantie ? Quel rôle pour l’utilisateur cible dans le cycle de conception-évaluation ? Quels rôles pour l’entourage humain et spécialisé ? Comment observer et analyser l’usage d’un logiciel sur tablette dans le contexte quotidien du public cible ?Plus précisément, la problématique porte sur l’adaptation des méthodes d’évaluation ordinaires aux caractéristiques et comportements spécifiques d’un public extraordinaire. / Taking into account the specificities of the target audience and the contexts of use of an interactive application imply to question the generally recommended methodological principles for computer application design and evaluation. In the case of the creation of a tool dedicated to a young audience with Autistic Spectrum Disorders (ASD), communication difficulties and alterations in their social interactions prevent the implementation of an "ordinary", user-centered design methodology. Beyond the consideration of the established potential offered by digital technology for young people with ASD, it is a question of identifying and implementing the methods and techniques useful in order to evaluate the proposed prototypes, taking into account the characteristics of the public and its everyday context in school structure.The research presented in this thesis belong to the field of human-machine interactions (HMI). It questions the methodological principles of user-centered design: How to meet evaluation objectives when verbal communication is not guaranteed? What role for the target user in the design-evaluation cycle? What are the roles for the human and specialized relatives? How to observe and analyze the use of tablet software in the daily context of the target audience?More specifically, the research concerns the adaptation of ordinary methods of evaluation to the specific characteristics and behaviors of an extraordinary audience.

abstract: This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer format and the researcher conducted a generalization probe for expressive identification evaluation. Neither treatment condition resulted in consistent gains on the receptive identification measure. Both treatment conditions resulted in gains on the expressive identification assessment. The SF treatment condition was more efficient due to 1) accuracy in identifying all of the SF target words in fewer sessions than the CTD target words and 2) incidental learning that occurred as a result of exposure to additional SF words as distracter choices and in receptive identification assessments. Implications are discussed. / Dissertation/Thesis / Ph.D. Special Education 2011

Personer med AST (autismspektrumtillstånd) har ett annorlunda sätt att ta emot och bearbeta information. Det är därför av största vikt att människor som i sitt arbete möter dessa har förmågan att anpassa samtal och möten så att de blir begripliga för mottagaren. Det är vidare betydelsefullt att dessa människor har förmågan att visa empati samt ha förståelse för människors olikheter. Syftet med den här studien är att undersöka vilka framgångsfaktorer och utmaningar det finns i professionella möten och vägledande samtal med personer med ASD på gymnasiet. Syftet är vidare att utforska hur olika professioner i skolan ser på dessa elevers skolsituation samt att undersöka vilken kompetens studie- och yrkesvägledare anser att de har för att möta elever med ASD. Jag har använt mig av en kvalitativ metod med djupintervjuer för att besvara mina forskningsfrågor. Resultatet analyseras utifrån tidigare forskning inom ämnet, konstruktivistisk vägledning samt Careership-teorin. Resultatet visar att det är viktigt att anpassa samtalen efter elevens behov och att det finns en mängd redskap för detta. Resultatet visar vidare att intervjupersonerna överlag har god kunskap om ASD men att det framförallt är erfarenheten inom yrket som gett dem denna kunskap. Vidare framkommer att skolsituationen för elever med ASD ofta är komplicerad och att det kan vara svårt att få till de anpassningar som behövs. Ytterligare betonas i såväl litteratur som intervjuer att det vid samtal främst handlar om att möta en individ som är unik och vikten av att anpassa samtalet utifrån denna persons behov och inte utifrån en eventuell diagnos.

A participação e a interação da criança com Transtorno do Espectro do Autismo (TEA) no período da Educação Infantil possibilita seu desenvolvimento social, cognitivo e cultural quando é um tempo cheio de significados que contribuem para uma inclusão efetiva. Assim, esse tempo vem a promover aprendizados para preparar esses sujeitos para as próximas etapas de escolarização ao envolver ações realizadas em conjunto com outros sujeitos e através do meio. O participar e o interagir não estão focados somente na linguagem falada, mas na comunicação compreendida pelo próximo. Essa investigação tem um caráter qualitativo e a partir do estudo de caso de três sujeitos com autismo, tendo como cenário uma creche vinculada à Rede Municipal de Porto Alegre-RS, que atende crianças de 0 a 6 anos em turno integral. Objetiva analisar a apropriação das narrativas visuais mediadas pelo SCALA (Sistema de Comunicação Alternativa para o Letramento no Autismo) no processo de inclusão de crianças com TEA na primeira infância. O embasamento teórico centra-se na perspectiva Sócio-histórica e seus conceitos de mediação e linguagem. A partir das observações e análises dos dados gerados, percebe-se que 1) a mediação do sistema proposto fornece apoio à inclusão a partir da participação e da interação, permitidas pela comunicação de gestos, movimentos inquietantes, palavras intraduzíveis e olhares penetrantes; 2) a mediação do sistema permite antecipar um aprender a partir de leituras de pictogramas, baseado na Comunicação Alternativa, que nos detalhes possibilitou uma efetividade de um processo complexo do ler - nos detalhes e nas entrelinhas habilita-se um sujeito ativo e interativo - um agente; e 3) o sistema revela-se como uma ferramenta capaz de extrapolar as telas, em que associado à baixa tecnologia também possibilita um novo/outro modo de interagir e participar. A partir dessa experiência, entre uma narrativa e outra, é proporcionada uma reflexão sobre a importância do papel do professor para sustentar as várias formas de "ser" e "estar" na escola. Os movimentos das crianças com TEA não são indícios de limitações deles, mas da limitação da compreensão do outro através de uma comunicação corporal. Verifica-se também a medicalização como um limitante do corpo, que influencia o processo de ensino e aprendizado. Por fim, evidencia-se que a mediação do sistema permite que todos os sujeitos envolvidos sejam agentes ativos de um percurso repleto de leituras do outro, do eu e do livro, que entre a imaginação e os significados fizeram-se presentes. Esses sujeitos são autônomos e cúmplices de um fabular permeados pelos signos e instrumentos que foram compartilhados pelas ações e invenções - uma apropriação intensa e significativa que potencializa e efetiva uma inclusão constituída por inúmeras leituras. / Participation and interaction of children with Autism Spectrum Disorders (ASDs) in Kindergarten enables their social, cognitive and cultural development as it is a period full of meanings that contribute to effective inclusion. Such period promotes learning and preparation for future schooling stages through engaging actions carried out in cooperation with other subjects and the environment. Participation and interaction are not solely built from spoken language, but communication understood by each other. This research is a qualitative case study involving three subjects with autism enrolled in a full time nursery school. This school joins the Municipal Network of Education of Porto Alegre in Rio Grande do Sul (Brazil) serving children from 0 to 6. Investigation aims to analyze the appropriation of visual narratives mediated by SCALA (System of Alternative Communication for Literacy in Autism) in the inclusion of children with ASDs in early childhood. Theoretical foundation lies on a sociohistorical perspective and its concepts of mediation and language. From the observations and analysis of the data generated, it is derived that 1) the mediation of the proposed system provides support for inclusion through participation and interaction by means of communication of gestures, restless movements, unclear words and staring looks; 2) the mediation of system allows to anticipate a learning process emerging from pictogram reading (Alternative Communication), which provides evidences of effectiveness through the details of the complex reading process - in the details and between the lines, it triggers them to become active and interactive subjects - agents; and 3) the system acts as a tool extrapolating the screen; when in association with low technology, it also enables a new and alternative way to interact and participate. The experience in the field, from narrative to narrative, evokes a reflection on the importance of the teacher's role in providing support to varied forms of "being" in school. The movements of students with ASD are not evidence of their limitations, but evidence of the limitation to understanding through body communication. Medicalization has been perceived as body limiting factor with impacts on teaching and learning processes. Finally, it becomes evident that the system's mediation allows all those involved to be active agents of a trajectory full of readings of others, the self and the book, all present amidst imagination and meanings. Those subjects are autonomous and accomplices of a fable permeated by the signs and tools that have been shared through actions and inventions - an intense meaningful and, yet, effective appropriation that consists of several readings and leverages inclusion.

Orientador: Luciana Pinato / Banca: Pedro Augusto Carlos Magno Fernandes / Banca: Roberta Gonçalves da Silva / Resumo: O Transtorno do espectro do autismo (TEA) é um conjunto de afecções do neurodesenvolvimento que comprometem principalmente a interação social, a comunicação e o comportamento. Na sintomatologia do TEA destaca-se a alta prevalência de distúrbios severos no ritmo sono-vigília. Uma das possíveis causas de problemas na qualidade do sono em crianças seria o padrão anormal da produção de melatonina, hormônio produzido pela glândula pineal, capaz de modular a qualidade do sono, graças à sua função como transdutora da informação fotoperiódica ambiental, além disso, esta molécula é controlada por moléculas que sinalizam inflamação. O presente estudo correlaciona o conteúdo do metabólito da melatonina, 6-Sulfatoximelatonina (aMT6s) à distúrbios do sono e às citocinas TNF e IL-6 em TEA. Participaram do estudo 36 indivíduos, de ambos os gêneros, idade entre 4-18 anos (média de 9,7 +/- 4,1), divididos em Grupo pesquisa (GP): 18 indivíduos com TEA e Grupo controle (GC): 18 indivíduos controles. Dentre os indivíduos do GP, quanto ao diagnóstico, 56% apresentaram autismo, 17% PDD-NOS (Transtorno Invasivo do Desenvolvimento Sem Outra Especificação) e 28% síndrome de Asperger. Para a caracterização dos distúrbios do sono e comportamento foi utilizada a Escala de Distúrbios... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The autism spectrum disorder (ASD) is a group of neurodevelopmental disorders that involve mainly social interaction, communication and behavior. On the symptomatology of ASD highlights the high prevalence of sleep-wake cycle disturbances. One of the causes of sleep disturbances in children is the abnormal pattern in the melatonin production by the pineal gland. This hormone can modulate the quality of sleep due to its function as transducing photoperiodic information from the environment. Besides being controlled by the photoperiodic information melatonin synthesis also is controlled by signaling molecules inflammation. The present study correlates sleep disorders with the contents of aMT6s, TNF and IL-6 in TEA. 36 individuals, of both genders, aged 4-18 years (mean 9.7 + / - 4.1), were analyzed being 18 individuals with ASD (research group - GP) and 18 control subjects (control group-GC). In the GP regarding the diagnosis, 56% had autism, 17% PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified) and 28% Asperger syndrome. For the sleep disorders and behavior characterization were used respectively the Escale of Sleep Disorders in Children (ESDC) and Child Behavior Checklist - CBCL. The measurements of aMT6s, TNF and IL-6 contents were performed on urine or saliva by ELISA. For data analysis we used descriptive statistics, Mann- Whitney U test for comparison between two groups and linear correlation coefficient of Spearman, the value of significance was 5%. The ESDC showed that 44% of GP individuals have at least one type of sleep disorder, and the GP has higher scores than the CG in the disorder of onset and sleep maintenance. Individuals of the GP had higher scores compared to the GC for total behavior problems, withdrawal problems, social problems, thought and attention problems... (Complete abstract click electronic access below) / Mestre