The present study examined the relationships between anxiety, cognitive functioning, weak central coherence, and social skills in a group of 102 children diagnosed with an Autism Spectrum Disorder (ASD; Autistic disorder, Asperger's disorder, and PDD-NOS). The results indicated that children diagnosed with Asperger's disorder had significantly higher cognitive functioning and Block Design scores (i.e., weaker central coherence) compared to those diagnosed with autism or PDD-NOS. Regression analyses results showed that anxiety and cognitive functioning moderated the association between weak central coherence and social skills. For children with low cognitive functioning and high anxiety, weak central coherence was associated with poorer social skills than those with low cognitive functioning, high anxiety, and strong central coherence. For children with high cognitive functioning and high anxiety, weak central coherence was associated with better social skills than those with high cognitive functioning and strong central coherence. Implications of these findings are discussed. / acase@tulane.edu

The purpose of this study was to investigate the effects of individualized video-modeled Social Story interventions on the social communication skills of three children with High Functioning Autism/Aspergers Syndrome (HFA/AS). Using a multiple-baseline across participants design, video-modeled Social Stories were implemented and direct observations of the participants identified target behaviors were collected two times per week during unstructured school activities (e.g., recess). Overall, data demonstrated that video modeled Social Stories were effective for improving the rates of social communication for the participants, though modifications to allow access to social reinforcement was needed in two cases. In addition, all three participants demonstrated maintenance of skills at a two-week follow-up. However, generalization of skills was only observed for one participant.The present research provides no definitive claims of the effectiveness of a combined intervention for children with HFA/AS, Rather, it adds preliminary evidence that a combined intervention that teaches social communication skills and provides for a model of appropriate behavior may be a beneficial method of remediating social skill difficulties for many children and youth with HFA/AS.

The low physical activity levels of children today are a cause for serious concern. When examining certain populations of children, such as children with Autism Spectrum Disorder (ASD), there is a possibility of even lower overall physical activity levels. However, when exploring the current literature examining the physical activity levels of children with ASD compared to children without ASD there were conflicting results. Some studies indicate that the physical activity levels between children with ASD and children without ASD are similar. Others indicate that children with ASD were less active than their counterparts. Although many of the previous studies employed sound protocol designs including using objective measures for physical activity, these studies did not appropriately match the groups. A child's environment is one of the determining factors of their overall physical activity levels. Current literature indicates that parents have a significant influence on the physical activity levels of their children. In order to accurately compare the levels of physical activity between children with ASD and without ASD, using appropriate matching groups is crucial. The purpose of this study was to examine the current physical activity levels of children with ASD by matching groups based on similar environments and parental influences. A total of 16 children (8 pairs of siblings) participated in this study. Physical activity levels were examined by the activity counts using accelerometers, evaluating time spent in moderate to vigorous physical activity (MVPA), and determining if children with ASD met the physical activity recommendations more or less than their siblings. Results indicate no difference in daily physical activity levels and time spent in MVPA were found between siblings. A total of 5 of the 16 children met the recommended amount of physical activity. Only 3 out of the 8 children with ASD met the recommended amount of physical activity. This stresses their time spent in MVPA should be an area of concern for all children and interventions should attempt to increase their MVPA early on. In conclusion, children with ASD were no less active than children without disabilities; however the children are not meeting the current physical activity recommendations. This study also suggests that for children with ASD, it may not be the condition that limits their physical activity, but instead the environmental factors may influence their activity levels. / Graduation date: 2013

For more than two decades, special education teacher shortages and attrition have concerned policymakers and administrators who work to recruit and retain special educators. It is imperative, therefore, to investigate the possible causes underlying the decision of special educators to leave the field. The aim of this current study was to explore teacher commitment to model philosophy and burnout across two well-established preschool treatment models for children with ASD: TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children) and LEAP (Learning Experiences and Alternative Program for Preschoolers and their Parents). Additionally, these constructs were explored in Business As Usual (BAU) classroom models. Results indicated that LEAP teachers were significantly more committed to LEAP philosophy and practice relative to the TEACCH and BAU teachers and TEACCH teachers were not significantly more committed to TEACCH philosophy relative to the LEAP and BAU teachers. Additionally, BAU teachers are not significantly more committed to either LEAP or TEACCH, but do share commitment to both classroom approaches. Lastly, post hoc analyses provided support for a quadratic relationship between teacher commitment and aspects of teacher burnout. Implications for school districts and teachers working within the field of special education are discussed.

Even among the most high-functioning individuals with autism, there is a wide range of variation in outcome. This study examined within-child factors, such as temperament, that contribute to variation in social outcomes, the most salient area of deficit among individuals with high-functioning autism (HFA). Approach/withdrawal tendencies and effortful control were used to predict variation in symptoms and social skills. A unique multi-method approach employing self- and parent-report measures, physiological assessment, and social observation was used to determine whether temperament could be used to predict variation in social skills and symptom presentation. Results indicated that compared with an age- and gender-matched control group, the HFA group self-reported higher levels of negative affect and lower levels of surgency and were observed to exhibit higher levels of approach tendencies and lower levels of social skills. Across all participants, higher levels of effortful control were predictive of more adaptive social skills and higher levels of observed approach behavior were predictive of higher levels of anxiety. These results are discussed in relation to the variability in outcomes seen among individuals with autism and the implications for the development of interventions to enhance adaptive outcomes.

Syftet med uppsatsen är att undersöka om och i så fall hur syskon till barn med funktionsnedsättning påverkas psykosocialt. Undersökningen baseras på kvalitativa intervjuer och litteratur samt rapporter relevanta för ämnet. De intervjuade har redovisat sin syn på hur de anser att barn påverkats av att växa upp som syskon till barn med funktionsnedsättning inom autismspektrumtillstånd. Resultatet påvisar att syskon under sin uppväxt blir utsatta för en mer stressrelaterad situation än jämnåriga och blir mer åsidosatta än barn i övrigt. Undersökningen visar också att syskon till barn med diagnos inom autismspektrum får med sig karaktärsdrag såsom större empati, mognad och ansvar. Att få kunskap över sitt syskons funktionsnedsättning visar sig vara av stor betydelse för hur barn hanterar sin livssituation. Genom uppmärksamhet och professionell hjälp såsom samtal och stöd blir syskon bättre rustade att klara den situationen de befinner sig i. / The purpose of this essay is to examine whether if siblings of children with disabilities are affected psychosocially or not. The study is based on qualitative interviews, literature and reports relevant to the topic. Respondents have presented their views on how they think children are affected by growing up as siblings to children with disabilities in autism spectrum disorders. The result demonstrates that siblings, while growing up are being exposed to a more stress-related situation than their peers and are more neglected than children in general. The survey also found that siblings of children with a diagnosis within the autism spectrum may bring character traits such as greater empathy, maturity and responsibility. Gaining knowledge of their sibling's disability proves to be of great importance for how the children manage their lives. Through attention and professional assistance such as conversation and support the siblings are better equipped to cope with the situation, which they´re in.

Cognitive functioning has historically been used to predict adaptive outcomes of individuals with autism spectrum disorders; however, research shows that it does not adequately predict these outcomes. Therefore, the current study explored the role of emotion perception in the adaptive functioning of individuals with ASDs. Emotion perception was assessed using the DANVA-2, which has audio and static face stimuli, and the DAVE, dynamic, audio-visual emotion movies. Adaptive functioning was assessed using the Vineland-II Socialization, Communication, and Daily Living domains. Results indicated that individuals with ASDs demonstrated significant impairments in both adaptive functioning and emotion perception compared to typical individuals. Findings did not demonstrate a relationship between emotion perception and adaptive functioning, controlling for IQ. Future research should broaden the approach when investigating possible mechanisms of change for adaptive outcomes to include exploration of social perception more broadly, of which emotion perception is one component, and its relationship with adaptive outcomes.

The accurate integration of audio-visual emotion cues is critical for social interactions and requires efficient processing of facial cues. Gaze behavior of typically developing (TD) individuals and individuals with autism spectrum disorders (ASD) was measured via eye-tracking during the perception of dynamic audio-visual emotion (DAVE) stimuli. This study provides information about the regions of the face sampled during an emotion perception task that is relatively more complex than those used in previous studies, providing both bimodal (auditory and visual) and dynamic (biological motion) cues. Results indicated that the ASD group was less accurate at emotion detection and demonstrated less of a visual-affective bias than TD individuals. Both groups displayed similar fixation patterns across regions during the perception of congruent audio-visual stimuli. However, between-group analyses revealed that fixation patterns differed significantly by facial regions during the perception of both congruent and incongruent movies together. In addition, fixation duration to critical regions (i.e., face, core, eyes) was negatively correlated with measures of ASD symptomatology and social impairment. Findings suggest weaknesses in the early integration of audio-visual information, automatic perception of emotion, and efficient detection of affective conflict in individuals with ASD. Implications for future research and social skills intervention programs are discussed.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Glenda E. Koshy ABSTRACT This study examined factors related to the intent of special education teachers of students with Autism Spectrum Disorders (ASD) to remain in the profession. A modified Working in Schools: the Life of a Special Educator (WSLSE) survey, developed by Miller, Brownell, and Smith (1999), was utilized to explore the relationships between factors associated with Bronfenbrenner's Ecological Systems Model (1977) and the special education teachers' intention to remain in the field of teaching students with ASD. Bronfenbrenner's Ecological Systems Model (1977) includes the Microsystem, Mesosystem, Exosystem, Macrosystem, and the Individual domain. Multiple regressions conducted as the method of data analysis revealed that factors associated with the Exosystem, Macrosystem, and lastly, the Individual domain all had statistically significant relationships with the outcome of teachers' intent to remain in the field of teaching students with ASD. Additionally, it was found that there were individual predictor variables that had statistically significant relationships with teachers' intentions to remain in the profession. Specifically, the significant predictor variables were married, recognition, and relationships. Therefore, special educators who were married had a greater intent to remain in the field of teaching students with ASD. In addition, special education teachers who receive recognition more often as well as educators who have relationships with the parents of their students and with community agencies have greater intentions of remaining in the field of teaching students with ASD. Recommendations for policy makers as well as larger organizations and systems, including state and local education agencies, universities with teacher preparation programs, and K-12 public school systems are provided to assist in the development and implementation of programs designed to prepare and retain quality special education teachers of students with ASD