Background: Autism Spectrum Disorder (ASD) is a neurodevelopmental disability diagnosed in an increasing number of children. ASD has few effective treatment options. This study describes ASD prevalence and use of psychotropic medications among children and youth in Manitoba. Methodology: Administrative data from the Repository at the Manitoba Centre for Health Policy (MCHP) were used to create a cohort of children born in Manitoba. Diagnoses of ASD were based on medical claim records, hospital abstracts, or special education funding data. Results: Between 2010 and 2014, 3079 Manitoba children aged 0-14 had an ASD diagnosis (1.2% prevalence). Child demographic, health and education, and family environmental characteristics were compared between children with ASD and children in the general population; children with ASD with and without psychotropic medications; and among all children with psychotropic medications. Children with ASD were more likely to have a psychotropic medication than children in the general population. Children with ASD were more likely to receive a psychotropic medication if they were older than age 4, were diagnosed with ASD later than age 4, received special education funding, had participated in behavioural programming, had a co-occurring psychiatric condition, had a sibling diagnosed with ASD or had ever been in the care of child welfare. This study demonstrated that children with ASD received a greater number and intensity of psychotropic medications than children in the general population with similar demographic and psychiatric conditions. Conclusions: In Manitoba, the prevalence of ASD is increasing and differences exist between children with ASD and children in the general population. Future research and treatment planning for children with mental disorders and developmental disabilities should consider the appropriateness of the patterns of medication use and equity of treatment interventions found in this study. / October 2016

Autism spectrum disorder (ASD) has been attributed to genetic and non-genetic risk factors. Of the non-genetic factors, prenatal and perinatal complications have been extensively investigated, though few associations have been replicated consistently. We selected 2,562 families with at least one individual with ASD and one unaffected sibling. We investigated the relationships between 29 prenatal and perinatal complications and ASD, while considering the influences of confounding factors, comorbid conditions, and different ASD definitions. Although many complications were associated with ASD in the pairwise comparisons, only haematological disorders of the newborn and lower Apgar scores remained significant after adjusting for the effects of the confounders. After removing individuals with congenital anomalies, only 5-minute Apgar scores were associated with ASD. In conclusion, after considering confounding effects and four ASD definitions, several perinatal complications were associated with ASD with moderate effect sizes. Furthermore, comorbid conditions with ASD appear to be intertwined in these relationships. / October 2016

Even with current transition practice and service delivery requirements mandated for students with disabilities by the Individuals with Disabilities Education Act (IDEA, 2004) participation in postsecondary education and employment for individuals with autism remains low (Shattuck et al., 2012; Newman, Wagner, Cameto, & Knokey, 2011). The purpose of this study was to determine the effects of the Self-Determined Learning Model of Instruction (SDLMI; Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000). The intervention was designed to facilitate student development, and participation in community college course settings, increase academic and vocational goal attainment and self-determined behavior while decreasing support needs. The SDLMI has been shown to be effective for teaching students with disabilities how to access the general education curriculum and increase self-determination skills to achieve academic and vocational goals. A multiple probe design across participants with four college-aged students with autism evaluated the effects of the intervention for three different postsecondary education goals. Study findings show the extent to which the intervention affects participants’ ability to be more self-determined in their decision-making regarding the management of postsecondary educational goals and course requirements using self-directed learning. The SDLMI Teacher’s Guide for Model Implementation (Shogren, Wehmeyer, Burke, & Palmer, 2017) and teacher-facilitated procedures (National Technical Assistance Center on Transition, 2017) were used to ensure intervention implementation fidelity. The researcher and trained research assistant compared real time data in point-by-point agreement ratios to quantify the number of times the observers agreed about what they saw in each observation to determine differences during data collection. The baseline, intervention, and maintenance sessions lasted 13 weeks, and data were collected during all sessions. Results from the intervention effects showed a functional relationship (cause-effect) between the intervention and goal attainment. Participants increased their ability to use self-determined behaviors to attain goals through student questions, teacher objectives, and educational supports. Self-determined behaviors increased while support needs greatly decreased. Social validity data were collected through student self-monitoring using goal attainment scaling and parent perspectives to inform support intensity results. Factors related to self-determination, motivation, and expectations for future goals contribute to a better understanding of goal attainment through this research.

The current study evaluated the effectiveness of delivering behavioral assessment and treatment to reduce challenging behavior shown by Korean children with ASD by using in-home telehealth from the U.S. The participants were five young children diagnosed with autism who lived in Korea and displayed challenging behavior. The children’s mothers, who had no previous experience in functional analysis (FA) and functional communication training (FCT) procedures, implemented all procedures with coaching provided by a behavior consultant during assessment and treatment sessions via telehealth. The results of the current study showed that functional analyses conducted via telehealth from the U.S. to the children’s homes in Korea were effective in identifying the function of challenging behavior for each participant. Furthermore, the results also showed that challenging behavior was reduced by 100% across all children by the end of treatment. These results suggest that telehealth can be an effective and efficient way to deliver behavior analytic services for underserved populations in countries like Korea.

Objectives: The relationship between dissociation and PTSS was studied by examining the moderating role of prior trauma. The relationship between prior trauma and PTSS was studied by examining the mediating role of dissociation. The relationship between various coping styles, dissociation and prior trauma was also addressed. Study Design: The current study was a retrospective correlational between-subjects design. Subjects: The study included 90 subjects who were admitted into a level one trauma center following a traumatic physical injury. Results: Dissociation was most strongly and significantly related to PTSS (r = .583). Childhood sexual abuse, childhood physical abuse, and total prior trauma were also significantly related to PTSS (r = .249, r =.298, r = .295, respectively). The results of the study indicated that prior trauma did not moderate the relationship between dissociation and PTSS. The addition of the interaction term (prior trauma X dissociation) explained 3.5% additional variance in PTSS (F(3,82) = 1.10, p = .354). However, the relationship between prior trauma and PTSS was found to be partially mediated by dissociation. The effect of prior trauma on PTSS was reduced when dissociation was added into the regression equations for each of the prior trauma predictor variables including: childhood sexual abuse (b = 9.122 reduced to b = 2.050), childhood physical abuse (b = 1.011 reduced to b = .547), and total prior trauma (b = .114 reduced to b = .055). Dissociation was also found to be significantly related to maladaptive coping including: emotional venting (r = .373), denial (r = .213), and behavioral disengagement (r = .330). Prior trauma was not found to be related to maladaptive coping styles. Conclusions: The study findings suggest that the relationship between prior trauma and PTSS is partially due to the engagement in dissociation. However, those who have not experienced a prior trauma are also at risk for experiencing dissociation and subsequent PTSS. Additionally, dissociation was found to be related to maladaptive coping, while prior trauma was not significantly related to any coping styles. Therefore, the findings suggest that dissociation is related to more disruptive psychological sequelae, as compared to pre-trauma factors such as the experience of prior trauma.

Autism spectrum disorders (ASDs) affect 1 in every 88 U.S. children. ASDs have been described as neurological and developmental disorders impacting visual, motor, and visual-motor integration (VMI) abilities that affect academic achievement (CDC, 2010). Forty-five participants (22 ASD and 23 Typically Developing [TD]) 8 to 14 years old completed the Bender-Gestalt Test, Second Edition (BG II), Beery-Buktenica Developmental Test of Visual-Motor Integration, 5th Edition (VMI-V), NEPSY Second Edition (NEPSY-II), Test of Visual Perceptual Skills-3 (TVPS-3), Navon Task, Kaufman Test of Educational Achievement, Second Edition, Kaufman Brief Intelligence Test, Second Edition, Behavior Assessment Scale for Children, Second Edition, and Autism Spectrum Screening Questionnaire. Three hypotheses examined whether students with ASDs were more likely than TD peers to have: (1) a visual processing bias; (2) fine motor difficulties; and (3) VMI difficulties. Additional hypotheses analyzed the relationship between (4) local processing bias and fine motor difficulties on VMI ability and (5) local processing bias, fine motor difficulties, and VMI difficulties on academic achievement. A series oft-tests indicated the TVPS-3 (p=.72), Navon Task (p= .78), BG-II (p = .39), and VMI-V (p = .14) were not significantly different between groups. Students with ASDs demonstrated increased difficulty compared to TD students on the NEPSY-II (p = .01) and slower completion time on the Navon Task (p = .01). Regression analyses for VMI indicated the best predictors for the BG-II (p < .001) were the TVPS-3 and Navon Completion Time; the best predictor for the VMI-V (p< .001) was the TVPS-3. Regression analyses indicated that VMI-V predicted all domains of academic achievement. In addition to VMI-V, fine motor skills related to writing achievement, and BG-II related to math achievement. Based on the results, the speed of processing plays an important role on VMI skills and academic achievement, more so than the local processing bias. Although this study may have been impacted by homogeneity in the participants, it investigates a relationship between visual processing biases, fine motor difficulties, visual-motor integration and academic achievement that has received little attention in the literature. Findings can inform the development of more effective interventions for academic functioning for students with ASDs.

In this study, we prepare the zinc oxide nanotip with aqueous solution on Al doped ZnO/glass substrate. In excess of 6 hours growth, the film-liked layer is obtained in the bottom of ZnO nanotip. In order to study the photoresponse of maximum ZnO nanotip length without film-like layer, we choose 6 hours as the growth time of ZnO nanotip, which the height is almost the same of about 4 £gm. For the fabrication of ZnO nanotip UV photodetector, In-Zn was use as anode and cathode electrodes in digitate type on the top of ZnO nanotip array. The photoresponse which use AZO buffer layer of 300 s is better than others due to the larger surface to volume ratio. We obtain that Ron/off is 10.9, rise time is 280 s, and decay time is 870 s. The thermal annealing at 300 ¢XC in N2, O2, and N2O for 1 hr can improve the photoresponse, because the Zn(OH)2 in the ZnO nanotip gets converted into ZnO. Among annealing ambiences, the annealed ZnO nanotip in N2O show higher performance due to high decomposition of O atoms, which fills in the oxygen vacancy. We obtained that Ron/off is 26.04, rise time is 50 s, and decay time is 70 s at 300 oC in N2O.

Absence or impairment of functional communication is a fundamental deficit in Autism Spectrum Disorder (ASD). The specific factors that contribute to a great variety of speech and language impairments are still unknown but have a neurobiological substratum. We investigated the brain control of speech production mechanism in children with ASD using Magnetoencephalography (MEG). MEG is a neuroimaging modality with high temporal resolution that records neural activation in real time. A group of children with ASD and age- and sex- matched controls performed simple oromotor (open and close mouth) and speech tasks (one-syllable and multi-syllable phoneme production). Atypical and significantly different brain neural activation in motor (BA 6 and BA 4) areas and speech control (BA 47, BA 22) areas were noted in children with ASD compared to typically developing controls. The present thesis provides new evidence contributing to the understanding of speech and language production in individuals with autism.

Absence or impairment of functional communication is a fundamental deficit in Autism Spectrum Disorder (ASD). The specific factors that contribute to a great variety of speech and language impairments are still unknown but have a neurobiological substratum. We investigated the brain control of speech production mechanism in children with ASD using Magnetoencephalography (MEG). MEG is a neuroimaging modality with high temporal resolution that records neural activation in real time. A group of children with ASD and age- and sex- matched controls performed simple oromotor (open and close mouth) and speech tasks (one-syllable and multi-syllable phoneme production). Atypical and significantly different brain neural activation in motor (BA 6 and BA 4) areas and speech control (BA 47, BA 22) areas were noted in children with ASD compared to typically developing controls. The present thesis provides new evidence contributing to the understanding of speech and language production in individuals with autism.

Inhibition, an important cognitive skill relying on frontal lobe function, is often deficient in individuals with autism spectrum disorders (ASD). Spatiotemporal measures of brain activity were acquired using magnetoencephalography during a Go/No-go task with adolescents and adults with ASD and matched controls. During the task, participants responded to Go stimuli and withheld their response to No-go stimuli. Typical inhibitory network development was investigated in study 1. Adolescents displayed a distributed activity pattern, recruiting temporal and parietal regions, in addition to frontal areas, unlike adults. In study 2, inhibition was compared between individuals with and without ASD. Lateralization differences were found: adults with ASD activated the left and control adults recruited the right inferior prefrontal cortex. Adolescents with ASD recruited predominantly frontal regions, unlike their controls. Implications include immature inhibitory networks in typical adolescence and deficits in adolescents with ASD in recruiting distal cortical regions to supplement poor frontal lobe function.