The idea which has initiated this research came firstly from being a mother of an autistic child and secondly, being an experienced Applied Behaviour Analysis/Applied Verbal Behaviour “ABA/AVB” therapist working with children with autism and related disorders. It has been the researcher ambition for some time to study the effects of implementing an ABA/AVB programme on children with autism, and to report on their performance. The previous and current research has shown the importance of an early intervention in teaching children with autism. However, finding an appropriate intervention for an individual with autism is still debated among parents and professionals. Previous research has highlighted the importance of an ABA programme using the Lovaas model programme in teaching children with autism. No wider research on the AVB model has been conducted. This has led the researcher to investigate this issue further. This research has taken place at “The Autistic Centre” in Beirut. This research is the author’s attempt to study the effects and the impacts of implementing an AVB programme on children with autism. Children’s performance on specific skills will be assessed, evaluated and reported by four parties: 1. The researcher. 2. The independent psychologists. 3. The teachers. 4. The parents. The research used a combination of quantitative and some qualitative methods. The AVB Intervention used for this study was based on multiple baseline design across behaviour, participants and settings. The different use of methods for this research has contributed to the methodology, by using different methods to collect data and involving many parties who can evaluate the children’s performance and report their progress from their own perspectives. The present study demonstrated the efficiency of the AVB programme with ten children with autism. Its effects have been clear on the emergence of speech, collateral gains in social communicative behaviours and decrease of problems behaviours and the decrease of parental level stress. This research also proposed several key suggestions based on the literature review and the research undertaken. It has also contributed to knowledge of the current research regarding the implementation of an AVB Programme as an educational provision and its effects on the child and the parents.

Since a deficit in empathy is not only characteristic among individuals with autism spectrum disorder (ASD) but categorically used in defining ASD, it is of utmost importance to explore educational avenues to build prosocial skills among this group. This study sought to explore the primary research question: What impact does the implementation of an empathy-focused video modeling intervention have on frequency of empathic behaviour among adolescents with ASD? The secondary research questions examined were: In what ways does employing a video modeling simulation intervention using the Model Me Kids Friendship program impact the ability of adolescents with ASD to demonstrate empathic behaviour? How do adolescents with ASD express or speak about their empathic behaviour following participation in a simulation intervention using Model Me Kids Friendship? How do the Educational Resource Facilitators (teaching assistants) perceive the same individuals’ empathic behaviour following participation in a simulation intervention using Model Me Kids Friendship (MMF)? This mixed methods study explores 1 particular video modeling simulation program as a focused approach to building empathic behaviour among adolescents with ASD. The theoretical framework presented blends theory of mind, simulation theory, and psychological theories of empathic behaviour including the inherent motor, cognitive, and emotional components. Individuals with ASD may not learn empathic behaviours solely through observation as typically developing children do, but findings suggest that through video simulation, practice may, in fact, lead to increased empathic behaviour. The quantitative findings were not significant but did show increase in motor empathy behaviour ratings among intervention group participants. Support for video modeling as a vehicle to teach empathic behaviour was provided by qualitative data collected over the course of 4 months contextualizing specific examples of empathic behaviour exhibited by participating teens with ASD. There is a link made between high levels of systematizing among teens on the spectrum (the drive to analyze and build a system) and video modeling as a means to foster empathic behaviour, thereby supporting an increased use of video simulation strategies to teach social skills among this group.

Since a deficit in empathy is not only characteristic among individuals with autism spectrum disorder (ASD) but categorically used in defining ASD, it is of utmost importance to explore educational avenues to build prosocial skills among this group. This study sought to explore the primary research question: What impact does the implementation of an empathy-focused video modeling intervention have on frequency of empathic behaviour among adolescents with ASD? The secondary research questions examined were: In what ways does employing a video modeling simulation intervention using the Model Me Kids Friendship program impact the ability of adolescents with ASD to demonstrate empathic behaviour? How do adolescents with ASD express or speak about their empathic behaviour following participation in a simulation intervention using Model Me Kids Friendship? How do the Educational Resource Facilitators (teaching assistants) perceive the same individuals’ empathic behaviour following participation in a simulation intervention using Model Me Kids Friendship (MMF)? This mixed methods study explores 1 particular video modeling simulation program as a focused approach to building empathic behaviour among adolescents with ASD. The theoretical framework presented blends theory of mind, simulation theory, and psychological theories of empathic behaviour including the inherent motor, cognitive, and emotional components. Individuals with ASD may not learn empathic behaviours solely through observation as typically developing children do, but findings suggest that through video simulation, practice may, in fact, lead to increased empathic behaviour. The quantitative findings were not significant but did show increase in motor empathy behaviour ratings among intervention group participants. Support for video modeling as a vehicle to teach empathic behaviour was provided by qualitative data collected over the course of 4 months contextualizing specific examples of empathic behaviour exhibited by participating teens with ASD. There is a link made between high levels of systematizing among teens on the spectrum (the drive to analyze and build a system) and video modeling as a means to foster empathic behaviour, thereby supporting an increased use of video simulation strategies to teach social skills among this group.

Thesis (MEdPsych)--Stellenbosch University, 2012. / Bibliography / ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme. / AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die ondervindinge van ouers met 'n kind wat voorheen met outistiese versteuring gediagnoseer is en wat tans of in die verlede 'n intensiewe Toegepaste Gedrags Analise program voltooi het, te verken. Ouers het vrywillig aan hierdie navorsingsprojek deelgeneem. Die mikpunt van die projek was om die ouers se ervaringe en die verskeie uitdagings wat hulle in die gesig staar, te ondersoek. Hierdie studie fokus ook op ondersteuning en hanteringstrategieë wat deur ouers ervaar word. Ouers is ook gevra om ondersteuningstrategieë, hanteringstrategieë en advies te bied aan ander ouers wat dalk 'n soortgelyke reis sal deurmaak. 'n Literatuuroorsig is gedoen ten einde die perspektief van navorsing wat op hierdie gebied gedoen is, te verkry. Ek het die dubbele rol van navorser en leerling opvoedkundige sielkundige gevul. Die interpretatiewe paradigma is gekies as die raamwerk vir hierdie studie. Die ervaringe is vanuit semi-gestruktureerde onderhoude en geskrewe refleksies versamel. Hierdie navorsingsverslag beskryf 'n verskeidenheid ervaringe wat die ouers deurgemaak het, asook die gevolge daarvan. Voorstelle is gemaak en advies en ondersteuningstrategieë is deur ouers gedeel om hulp te verleen aan ander ouers van 'n kind met outisme wat 'n intensiewe ABA program gaan begin.

<p>  </p> <p>Food safety researchers and extension workers are focused on educating the different actors of the supply chain, from farm to fork. To accomplish this, researchers identify areas of improvement and investigate the factors that cause or explain food safety behaviors. This thesis is divided into a systematic literature review with a meta-analysis and qualitative synthesis (Ch. 2), then two case studies that use predictive models to find top predictors of food safety behaviors (Ch.3 and 4). The systematic review (Ch.2) investigates online food safety educational programs and their effectiveness, barriers, and recommendations on different subpopulations of students, consumers, and food workers. The findings showed a limited effect on attitudes in the different subpopulations. Several areas for future research and recommendations for educators were identified. The first case study (Ch.3) developed predictive models of different food safety behaviors at ten time points throughout the COVID-19 pandemic. Findings suggest an effect between changes in COVID-19 case numbers and how well attitudes related to COVID-19 can make predictions. Additionally, findings suggest the importance of attitudes when predicting food safety behaviors. Lastly, results identified that the belief that handwashing protects against foodborne illness was more important than the belief that handwashing protects against COVID-19 when predicting handwashing at most time points. These findings can identify insights into consumer behaviors during the pandemic and several possible areas for future research. The second case study (Ch. 4) developed predictive models of consumer flour handling practices and consumer awareness of flour-related recalls and how they are affected by the total number of flour-related recalls for a state where the consumer lives. Findings identified the importance of risk perceptions in predicting consumer flour handling practices. Results also showed that younger consumers were predicted to be more likely to be aware of flour recalls than consumers of older ages. Lastly, results show that the total number of flour-related recalls for a state where the consumer lives do not affect predictions. Findings identify potential challenges to recall communication and areas for future studies.</p>