In the current literature, little is written about issues of identity in relation to persons with autism. Identity can be defined within a social context, in which individuals are seen as having multiple, changing identities that are expressed in specific, though fluid, social relationships. This dissertation explored the individual arts experiences of four children with autism spectrum disorder in relation to their social identity formation. The dissertation explored three research questions: (a) What are the contextual conditions that aid and make arts experiences salient for the child with ASD? (b) What are the outcomes of arts experiences for children with ASD? and (c) How do these experiences impact the lived experience of children with ASD? Data were collected over four months, beginning in March of 2009 and continued through June, in a private school for children with learning differences in southeastern, Texas. Data included interviews with students, parents and teachers and classroom observations. Qualitative research methodology, specifically, grounded theory was used to analyze the data. Findings were that arts experiences for children with autism spectrum disorder engendered an identity transformation for the participants. The central phenomenon of the study was termed: Re-imagining of the identity of the child with autism spectrum disorder. Through shared discourse of the classroom teachers, arts teachers, and parents, the children participants became identified as “art kids” and “drama kids” within the school community. Re-imagining consisted of re-envisioning the child’s future, re-defining the child by his or her talents versus his or her deficits, and re-interpreting the child’s actions and behaviors. / text

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Autism-spectrum disorders (ASDs) are a group of neurodevelopmental disorders that are becoming increasingly more prevalent. A diagnostic criterion for autism is the presence of restricted, repetitive behaviours (RRBs), one of which is the intense fascinations for virtually any topic: circumscribed interests (CIs). CIs have the potential to be used for motivational purposes. This study employed semi-structured interviews using Interpretative Phenomenological Analysis (IPA) with individuals with ASDs and their parents. In total, 11 families participated in this study, comprising 33 individuals (16 parents and 17 individuals with ASDs). This study found five themes: He's Very Unique; They Don't Realize that Not Everyone Lives and Thinks the Same Thing All the Time; We Couldn't even Pronounce the Names of These Dinosaurs, and Jason was Telling Us; You Can't Change Them, You Can Only Love Them; and So I Can Do My Job at the Same Time and Observe the Weather at the Same Time.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

HOFMANNOVÁ, Romana. Autistic child starts a school attendance at a current elementary school. Čerské Budějovicee: University of South Bohemia, Pedagogical Faculty, Department of Pedagogy and Psychology, 2012, pp., Supervisor of the diploma thesis PhDr. Marta Franclová. My diploma thesis is focused on autism particularly on connection of autism and educational possibilities for persons with ASDs (Autistic Spectrum Disorders). My work consists of two parts. Theoretical part deals with theoretical informations about especially about expressions and qualification. Theoretical part contain autistic persons in CZ an about consultant services. Very important role plays Individual education plan. Second practical part is in a form of personal study.

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