Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-26T13:20:08Z No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:05:21Z (GMT) No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:05:28Z (GMT) No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) / Made available in DSpace on 2016-09-27T20:05:35Z (GMT). No. of bitstreams: 1 DissRVBG.pdf: 2087472 bytes, checksum: f8b1508fbb3b603128934f6900b2ff97 (MD5) Previous issue date: 2016-04-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / The purposes of this research are evaluate the effectiveness of MTS computerized teaching tasks, and develop, apply and evaluate a Stimulus Equivalence Paradigm based curriculum to teach number concept. Studies that used MTS procedure to teach arbitrary conditional discriminations and equivalence relations obtained positive results on subjects with disability. We propose a systematic replication of Rossit (2003), that used MTS tasks to taught monetary system to youths with intellectual disability on a Stimulus Equivalence Paradigm based organized curriculum. In order to teach number concept, the experimental stimuli (numerals from one until nine, and figures of non-representational forms) were divided in three stimuli groups of increasing values in a multiple baseline design among stimuli groups. Were the participants in the research three ASD students with eight to 12 years old. The results shows efficacy on teach number concept for ASD children with strategy derived of Stimulus Equivalence, replicating the results obtained by Rossit (2003) and corroborating with previous notes on the contribution of resource derived from the Applied Behavior Analysis for the successful in inclusion of students with ASD. / Os objetivos desta pesquisa foram avaliar a eficácia do ensino informatizado em tarefas de escolha de acordo com o modelo, e desenvolver, aplicar e avaliar um currículo para ensino de conceito de número para crianças com TEA. Estudos que utilizaram o procedimento de MTS para ensinar discriminações condicionais arbitrárias e formar classes de estímulos equivalentes obtiveram bons resultados em participantes com deficiências. Assim sendo, esta pesquisa teve como proposta uma replicação sistemática de Rossit (2003) que ensinou sistema monetário para jovens com deficiência intelectual utilizando tarefas de MTS e organizou um currículo de ensino com base no paradigma de Equivalência de Estímulos. Para o ensino de conceito de número, utilizaram-se estímulos experimentais (numerais de um a nove e figuras com formas não representacionais) divididos em três grupos de estímulos, por valores crescentes, em um delineamento de linha de base múltipla entre grupos de estímulos. Participaram da pesquisa três alunos com TEA de oito a 12 anos de idade. Os resultados obtidos demonstraram eficácia no ensino de conceito de número em participantes com TEA por meio de estratégias derivadas do paradigma de Equivalência de Estímulos, replicando os resultados obtidos por Rossit (2003) e corroborando com apontamentos da literatura acerca da contribuição de recursos derivados da Analise Aplicada do Comportamento para o sucesso na inclusão de alunos com TEA. / FAPESP: 2014/13091-7

Made available in DSpace on 2014-06-11T19:24:15Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-04-29Bitstream added on 2014-06-13T19:10:39Z : No. of bitstreams: 1 fadini_cc_me_mar.pdf: 835978 bytes, checksum: 411bc38e03fb65350821075ee6cef907 (MD5) / 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... / 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)

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.

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.

Made available in DSpace on 2016-03-15T19:41:17Z (GMT). No. of bitstreams: 1 Daniel Sa Roriz Fonteles.pdf: 13600013 bytes, checksum: 81f3daa37d6065256402cd59e9bdad6c (MD5) Previous issue date: 2012-10-03 / Fundo Mackenzie de Pesquisa / Currently, there are studies which advocate higher mathematical abilities in individuals with Autism Spectrum Disorders (ASD), namely Asperger Syndrome/High Functioning Autism, sometimes even declaring that these individuals do have an above average performance when compared to neurotypicals. When Hans Asperger first described the syndrome that takes his name, he observed that some of his patients exhibited some difficulties concerning the ability to perform arithmetic operations. The present research aims to better understand mathematic abilities of people with ASD, mainly because this area is still open and yet little explored, especially in Brazil. In order to do that, mathematical abilities of 20 ASD students, aging from 7 to 23 years, were investigated using an Arithmetic Test validated for children from 1st to 4th grade of the Brazilian school system (SEABRA et al., 2009). An exploratory study of qualitative and quantitative nature was performed, with detailed written record of each Arithmetic Test session, and the use of non-parametric statistics to verify possible interactions between variables. Comparison between Autism, Asperger and Normal Students groups were made, besides other variables taken from students files considered during this research. Results suggest that ASD students had similar performance to 1st graders of a public school in the State of São Paulo; and that ASD students who have had inclusive experiences in regular schools tend to get higher scores in the Arithmetic Test. Other considerations indicate that further research is needed to accomplish better ways to Mathematics teaching. / Na atualidade existem estudos que defendem a ideia de que os indivíduos com Síndrome Asperger/Autismo de Alto Funcionamento apresentam certas habilidades matemáticas acima da média das pessoas com Transtornos de Espectro do Autismo (TEA) ou mesmo das pessoas sem deficiência. Hans Asperger, quando descreveu a síndrome que hoje leva o seu nome observou que seus pacientes apresentavam certas dificuldades nas capacidades relacionadas a cálculos aritméticos. A presente pesquisa buscou conhecer melhor as habilidades matemáticas de indivíduos com TEA, tendo em vista tratar-se de uma área ainda pouco explorada, sobretudo no Brasil. Para isso investigou-se as habilidades matemáticas de 20 pessoas com TEA, com idades entre 7 e 23 anos. A medição das habilidades em pauta foi feita através da utilização de instrumento de uma Atividade de Matemática validada para crianças da 1ª à 4ª série (Seabra et al., 2009). Um estudo de natureza qualitativa e quantitativa foi conduzido, no qual houve registro detalhado, por escrito, das sessões de aplicação da Atividade de Matemática, assim como foram conduzidos testes estatísticos não-paramétricos para a verificação da interação entre as variáveis do estudo. Procedeu-se a comparação dos grupos Autismo, Asperger e Sem Deficiência, dentre outras variáveis obtidas a partir do estudo dos prontuários. Os resultados sugerem que o desempenho dessas pessoas foi compatível com o nível de desempenho de crianças da 1ª série de uma escola pública de São Paulo; e que os alunos com Transtornos do Espectro do Autismo que frequentaram escola regular tenderam a apresentar melhores resultados na Atividade de Matemática. Outras considerações apontam para novas pesquisas a serem desenvolvidas visando métodos promissores de ensino de Matemática.

A presente pesquisa tem como objetivo investigar o percurso histórico da classificação psiquiátrica Transtorno do Espectro Autista (TEA). Os deslizamentos taxonômicos desde sua primeira forma, o Autismo Precoce, nas cinco versões de um dos principais sistemas de classificação psiquiátricas utilizados no Brasil, o Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM), trouxeram impactos socioeconômicos, éticos e políticos que merecem ser observados com cautela. Essa nova forma de diagnosticar o autismo não se mostrou nada sutil, uma vez que se trata de uma categoria nosográfica muito abrangente e que trouxe consigo uma epidemia de diagnósticos de TEA. Para alcançar esse objetivo, foram utilizadas as pesquisas bibliográfica e documental. Na discussão final, propomos, com base na investigação realizada, um olhar crítico para a comodificação da psicopatologia denominada TEA / The purpose of this research is to investigate the historical path of the Autism Spectrum Disorder (ASD) psychiatric classification. The nomenclature changes since its initial form, Autism Infantile, contained in the five versions of one of the main psychiatric classification systems used in Brazil, the Diagnostic and Statistical Manual of Mental Disorders (DSM) have generated socio-economic, ethical and political impacts that need be carefully analyzed. This new method of diagnosing autism has proven to be not subtle at all, since it pertains to a very comprehensive nosographic category and which gave rise to an epidemic of ASD diagnoses. In order to meet such purpose, we used bibliographic and documentary researches. In the final discussion we propose, from the investigation conducted, a critical analysis on the commodification of the psychopathology referred to as ASD

The purpose of this comprehensive literature review is to evaluate if existing research studies have produced substantial evidence to determine if the use of video modeling is as an evidence based instructional tool to teach social skills to preschool aged children with autism spectrum disorder. Literature was reviewed against standards suggested by What Works Clearinghouse for being an evidence-based practice. Based on the criteria set by What Works Clearinghouse for examining experimental rigor, evidence, and the requirements for practices being considered an evidence base, video modeling to teach this population of students social skills is not an evidence-based practice at this time.

De nombreuses études ont montré que les Troubles du Spectre de l’Autisme ont un impact significatif surla vie quotidienne de l’enfant et de son entourage, plus particulièrement de sa famille et ses parents. Lesrecherches dans ce domaine se sont donc de plus en plus centrées sur la famille, permettant l’apport deressources, de supports ou de services. En effet, leur rôle dans l’accompagnement de l’enfant est essentiel,et un soutien adapté aux parents c’est également un soutien indirect à l’enfant. Cependant, la disponibilitédes services à destination des parents reste insuffisante, et ces derniers sont très peu associés à la miseen place d’interventions correspondant à leurs besoins, alors qu’ils sont les premiers utilisateurs desdispositifs proposés.L’étude 1 propose la traduction et la validation du Family Needs Questionnaire (renommé Questionnairedes Besoins Familiaux – QBF). Les résultats montrent de bonnes qualités psychométriques, ce quiindique que cet instrument peut être utilisé pour évaluer les besoins des parents d’enfants avec TSA enpopulation française. L’objectif de l’étude 2 est d’explorer les besoins des mères d’enfants avec TSA, enutilisant deux méthodes d’évaluation : une évaluation quantitative grâce à des questionnairesd’évaluation des besoins, dont le QBF, et une évaluation qualitative par des entretiens et une questionouverte. Concernant l’étude 3, il s’agit de comparer les besoins des parents d’enfants avec TSA et desparents d’enfants dysphasiques. Les résultats de ces études montrent que les besoins principaux desparents d’enfants avec TSA sont des besoins centrés sur l’école, centrés sur la vie sociale de leur enfant, etdes besoins en temps de répit. Ces résultats sont retrouvés par l’utilisation des deux méthodesd’évaluation, et ne sont pas retrouvés chez les parents d’enfants dysphasiques, ce qui indique que ce sontdes besoins spécifiques aux parents d’enfants avec TSA. Enfin, l’étude 4 présente une étude longitudinalequi évalue l’impact d’un programme d’interventions à domicile permettant un temps de répit aux parentsd’enfants avec TSA. Aucun impact n’a été trouvé sur les variables évaluant la qualité de vie, bien que lasatisfaction des parents vis à vis de ce programme ait été élevée. / Many studies have highlighted that Autism Spectrum Disorders (ASD) have a significant impact on theindividual’s daily life, and his/her relatives (i.e. family and parents). Research in this area has thereforeincreasingly focused on the family, providing resources, support and services. Indeed, their role in thechild’s support is of prime importance, and appropriate support for carers is also indirect support for thechild. While parents are the primary users of the proposed devices, availability of such services stillremain inadequate, and do not play an important role in the implementation of interventionsStudy 1 aims to translate and validate a French version of the Family Needs Questionnaire (FNQ). Theresults have demonstrated good psychometric validity, suggesting that this instrument is adequate toevaluate family needs in a sample of French parents of children with ASD. Study 2, assesses the needs ofmothers of children with ASD, using the FNG-Fr and the Family Needs Survey. Qualitative measures suchas open questions and semi-structured interviews were also used. Study 3 focuses on evaluation of thefamily needs by comparing parents of children with ASD and parents of children with Specific LanguageImpairments (SLI). School-centered needs, needs for child’s social life and respite time needs were ratedas the most unmet needs by parents of children with ASD. Findings from semi-structured interviews andopen question have also highlight such needs that were significantly different compared to those ofparents of with SLI, suggesting specific needs for parents of children with ASD. And study 4 was based ona longitudinal design for evaluating the impact of an at-home intervention program, allowing a respitetime for the families. While parental satisfaction was high, no impact on variables assessing parents’quality of life was found.

iii Abstract Sibling relationships are amongst the most influential relationships in one’s life. Bringing autism spectrum disorder (ASD) into these interactional dynamics has a marked influence on these relationships for both the sibling with ASD and the typically developing siblings. The main aim of this study was to investigate how typically developing adolescents describe their present attitudes towards their sibling with ASD, compared to their attitudes when they were younger. Thirty typically developing adolescents who have siblings with ASD were selected to complete the survey instrument, namely the Modified Lifespan Sibling Relationship Scale (MLSRS). The survey instrument operated on the conceptualisation of attitudes as consisting of three components: affective, cognitive and behavioural. The results indicated that the majority of adolescents have very strong positive feelings towards their sibling (affective component), both at the time of the research and when they were younger. Their beliefs about their siblings and their relationship with them (cognitive component) have become more positive as they became older. Their actual interaction (behavioural component) was, however, found to be significantly lower than their feelings towards their siblings (both as adolescents and as younger children) and their beliefs about their relationships as adolescents. This study highlighted the need for children who develop typically to be taught how to interact effectively with their sibling with ASD and the need for siblings to be provided with age appropriate information about their sibling’s disorder. The results also indicate that although most of the children seemed to be coping well with the extra demands placed on them they would nevertheless still be able to benefit from support groups for siblings of children with ASD. / Dissertation (MA)--University of Pretoria, 2014. / gm2014 / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

The purpose of this study was to identify characteristics pertaining to emotional intelligence (EI) that parents and Foundation Phase teachers may use when supporting learners with autism spectrum disorder (ASD) in an inclusive classroom setting. Teachers are facing various degrees of challenges due to the demands of a range of diverse needs attributable to the influx of learners with disabilities in the school system. Given the increase in the number of children diagnosed with ASD, research indicates that it is likely that teachers will encounter learners with ASD in their classes. Teachers are generally not trained to identify and cope with such a disability, as many requirements of these learners are beyond the services of a general school system. A multiple case study was conducted where the perspectives of a teacher and two parents were gained, in order to understand experiences with children with ASD from the participants' point of view. The primary aim of this study was therefore to provide both parents and teachers with listed characteristics of EI that they could utilise while supporting learners with ASD in households or the educational sphere. Findings illuminated the collective characteristics of learners with ASD, which include intense obsessions with a narrow range of subjects, repetitive routines, central coherence difficulties and problems with social-emotional functioning, communication and executive functioning. These indicators require specific responses from parents and teachers to effectively provide support to these learners. Qualities identified that relate to EI are patience, empathy, problem solving skills, working collaboratively with parents and being proactive. The main recommendation relates to specific training in EI skills, to prepare student teachers in supporting the growing number of learners with ASD in their classes. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted