xiv, 115 p. : ill. (some col.) / This dissertation presents the findings of a Type 2 translational research study to develop and test the feasibility and social validity of a social skills intervention for middle/secondary students with Asperger's Syndrome (AS) / High Functioning Autism (HFA). Utilizing a technology adoption model (TAM), this dissertation project sought to develop and test the feasibility of a three-tiered social skills curriculum/training program to promote social competency in teens with AS/HFA across multiple settings: school, home, and community. The TAM was developed in 2004 by Gardner and Amoroso to provide a more rigorous methodology by which to assess the acceptance of the technology by consumers. The development of an intervention that includes parental input in a repeated measurement of social validity and efficiency over time, together with the inclusion of a unique population parameter (parental groups) within a repeated measure, reinforced the appropriateness of the decision to use a Type 2 translational research model. This study consisted of two distinct phases. Phase 1 of the development process was conducted using separate focus participant groups: Group A (students with AS/HFA), Group B (parents/caregivers of students with AS/HFA), and Group C (educators of teens with AS/HFA). Phase 2, a small pilot study utilizing the newly created curriculum, was conducted using complete triads. This triad consisted of a student with AS/HFA, the student's parent/caregiver, and an educator of said student. These groups (ultimately triads) developed and refined a school-facilitated social skills intervention that utilized the goals and objectives of the student and her/his family in conjunction with existing opportunities within the community to design, implement, track, and modify a social skills program that was functional for the unique needs of the student. Findings suggest the Social Skills Triad curriculum may be a viable alternative method for teens with AS/HFA to develop and master social skills across settings over time that are meaningful to students, their families, and the home/school communities in which they function. / Committee in charge: Dr. Jeffrey Sprague, Chair; Dr. Kenneth Merrell, Member; Dr. Debra Eisert, Member; Dr. Gordon Hall, Outside Member

abstract: About 1 in 68 children is diagnosed with Autism Spectrum Disorder (ASD) in the United States (Centers for Disease Control and Prevention [CDC], 2015). The prevalence of ASD within the population of all people with disabilities has increased, percentage changed from 1.8% to 7.1% in ten years (NCES, 2016). Music therapy, as a therapeutic intervention, has been used for children with autism since 1940s (Reschke-Hemandez, 2011). In the past 70 years' practice, music therapy research has explored the efficacy of music therapy in improving the multiple areas of functioning affected by the symptoms of autism. However, the results are varied. The objective of this study is to investigate the efficacy of music therapy on children with autism spectrum disorder using meta-analysis as the statistical analysis methodology to synthesis the research results from all the eligible studies in the field. After a comprehensive search of the literature and screening procedure, 11 studies were finally included in the meta-analysis. The results showed a medium to large effects (d = 0.73, CI [0.43-1.03]) of music therapy interventions for children with ASD. Subgroup analysis and meta-regression analysis are conducted for further exploration within the topic. / Dissertation/Thesis / Masters Thesis Music Therapy 2016

Submitted by Ana Carla Vieira null (anacarlaunesp@gmail.com) on 2016-09-05T18:15:48Z No. of bitstreams: 1 Dissertação Final Ana Carla Vieira.pdf: 1462557 bytes, checksum: c6e00a69b5841b9452c818053e821046 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-09-09T13:28:31Z (GMT) No. of bitstreams: 1 vieira_ac_me_bauru.pdf: 1462557 bytes, checksum: c6e00a69b5841b9452c818053e821046 (MD5) / Made available in DSpace on 2016-09-09T13:28:31Z (GMT). No. of bitstreams: 1 vieira_ac_me_bauru.pdf: 1462557 bytes, checksum: c6e00a69b5841b9452c818053e821046 (MD5) Previous issue date: 2016-07-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A educação sexual é um processo contínuo por meio do qual se aprende sobre aspectos da sexualidade; uma dimensão ampla e complexa que se desenvolve ao longo da vida das pessoas em suas interações com elementos sociais, culturais, econômicos, históricos e biológicos. Pessoas com deficiências como o Transtorno do Espectro Autista ou Síndrome de Asperger (TEA/SA) são comumente infantilizadas e a expressão de sua sexualidade é permeada de mitos. Além disso, geralmente não recebem educação sexual, resultando em falta de conhecimento sobre o assunto, vivências afetivas e sexuais limitadas e situações de vulnerabilidade. Mas como os familiares assumem a educação sexual de seus filhos com TEA/SA? O que pensam sobre a sexualidade deles? Para responder essas questões, a presente pesquisa, do tipo qualitativa-descritiva, teve por objetivo investigar as opiniões e ações de sete mães sobre a sexualidade de seus filhos com TEA/SA com idades entre 10 e 22 anos. A coleta de dados ocorreu por meio entrevistas realizadas a partir de um roteiro, gravadas e transcritas na íntegra para posterior análise a partir da organização de categorias temáticas. Os resultados indicaram que quase não há educação sexual por parte das mães: algumas se utilizam de explicações metafóricas, outras recorrem a psicólogos ou não falam sobre o assunto. Afirmaram não ter acesso a materiais que pudessem auxiliá-las nesta educação sexual, e que os profissionais da saúde e da educação de seu entorno não conversaram ou colaboraram neste sentido. A infantilização dos filhos foi um aspecto importante desvelado nos relatos. Também acreditavam que os desejos sexuais de pessoas com TEA/SA seriam parecidos com os de pessoas neurotípicas, mas que os déficits em habilidades sociais relacionados ao transtorno prejudicavam imensamente seus relacionamentos sociais, afetivos e sexuais. A maioria delas viu o filho se masturbando, evidenciando déficits na discriminação entre comportamentos públicos e privados, e relataram dependência por parte deles para atividades de autocuidados diários. Uma mãe citou que o filho se envolveu em situações de risco por não compreender as regras sociais. Os dados coletados retificam os encontrados na literatura especialmente com relação à falta de intervenções sobre o assunto e às dificuldades sentidas pelas famílias para tratá-lo. Além disso, os dados convergem com estudos que indicam as características associadas ao TEA/SA como obstáculos para o desenvolvimento sexual, como déficits em habilidades sociais e comunicação. Conclui-se que a orientação por parte de profissionais voltada às famílias de pessoas com TEA/SA pode contribuir para a viabilização de uma educação sexual emancipatória, assim como o treino de habilidades sociais para os jovens pode potencializar seu desenvolvimento. É preciso reconhecer o direito das pessoas com TEA/SA de expressarem sua sexualidade na sociedade inclusiva e, portanto, deve-se garantir o acesso à educação sexual ao longo de todo seu desenvolvimento humano. / Sexual education is an ongoing process through which is learned about sexuality aspects; a wide and complex dimension that develops over the people‟s lives in their interactions with social, cultural, economic, historical and biological elements. People with disabilities such as Autism Spectrum Disorder or Asperger Syndrome (TEA/SA) are commonly childlike and the expression of their sexuality is fraught with myths. Also, they do not generally receive sexual education, resulting in lack of knowledge about the subject, limited emotional and sexual experiences and situations of vulnerability. But how does the family take the sexual education of their children with TEA/SA? What do they think about their sexuality? To answer these questions, this qualitative-descriptive research, aimed to investigate the opinions and actions of seven motherson the sexuality of their children with TEA/SA aged between 10 and 22 years. The data were collected through interviews guided from a script, recorded and fully transcribed for further analysis from the organization of thematic categories. The results indicated that there is almost no sexual education by mothers: some of them make use of metaphorical explanation, other ones turn to psychologists or does not talk about it. They said they did not have access to materials that could assist them on this sexual education, and that health and education professionals of their surroundings does not talk or collaborate in this direction. The infantilization of children was an important aspect unveiled in the reports. Also they believed that the sexual desires of people with TEA/SA would be similar to the neurotipical people, but that deficits in social skills related to the disorder greatly harm their on the social, emotional and sexual relationships. Most of them saw their sons masturbating, showing deficits in discrimination between public and private behaviors, and reported dependence on their part to daily self-care activities. A mother mentioned that her son was involved in risky situations because he does not understand social rules. The finding data rectifies those found in the literature especially regarding the lack of intervention on the matter and the difficulties experienced by families to treat it. Furthermore, the data converges with studies that indicate characteristics associated with TEA/SA as obstacles to the sexual development such as deficits on social and communication skills. It is concluded that the guidance by professionals directed to the families of people with TEA/SA can contribute to the viability of an emancipatory sexual education as well as social skills training for young people can enhance their development. It must be recognized the right of people with TEA/SA to express their sexuality in an inclusive society and, therefore, it should guaranteed the access to sexual education throughout their human development.

abstract: The purpose of this research project is to explore which musical mode, major and minor, is more effective to motivate children with Asperger's syndrome. To determine the more effective mode, the researcher has conducted experiments with seven students, two female and five male, with Asperger's syndrome on motivation for participation. Simple dance movements were used as a method of measurement for their motivation. The subjects' task was copying the researcher's simple dance with music, in major or minor mode, or with no music. There were three conditions, no music, major music, and minor music. However, the first dance of the experiments that had no music condition was not measured as it was a pre-test. All of the subjects followed the dance movements three times. The second and third dances of the experiments that were major or minor music conditions were used to determine which musical mode is more effective. To determine subjects' motivation from major and minor music, there were three areas of measurement; competency (level of execution) of movements, facial expression, and concentration on the dance for each experiment. All of the experiments were video-recorded for the evaluation. As a tool of measurement, a seven-point Likert scale was used. In addition, there were three evaluators: a professional music therapist, MT-BC; an undergraduate music therapy student at ASU; and a music education student of master's degree at ASU. In the evaluation on the measurements, the scores of the major music condition were slightly higher than the scores of the minor music condition in all three areas; competency of movements, facial expression, and concentration on the dance. However, the differences of the results in all three areas were not statistically significant. / Dissertation/Thesis / MP3 file of major mode / MP3 file of minor mode / M.M. Music Therapy 2013

M.Ed. / A few pupils attending schools for extraordinary education have been diagnosed as children with Asperger 'syndrome. The change in diagnostic criteria in the DSM-IV and accompanying redefining of Asperger syndrome brought about an increase in diagnosing as well as a greater awareness of this syndrome. The most important characteristic of Asperger syndrome is the serious and continuous effect it has on the child's social interaction. This syndrome affects the whole functioning of the child and these children demand much more of their educators. There is, however, no clarity concerning the specific problems the parents of children with Aspergersyndrome encounter and educational psychologists are not sure to what extent the parents of these children are in need of guidance in the handling of their children's educational and developmental problems. Because of the above-mentioned uncertainties the following research questions are asked: How do parents of children with Asperger syndrome experience their children's dysfunctional social dynamics? What guidelines can be given to the educational psychologist when advising parents on how to handle their children with Asperger syndrome? By means of a literary study the educational situation of the child with Asperger syndrome is explored first. The diagnosing, typical symptoms and associated characteristics of these children, educational involvement with these children and parental guidance from an educational psychological perspective, is mentioned. The research done in this study is qualitative, exploratory, descriptive and contextual and aims to bring about insight and understanding in the experience and needs of parents with children who have Asperger syndrome. The research method used, was the interviewing of parents of children with Asperger syndrome and the data received was analysed by means of an inductive and descriptive method of analysis. Four themes were determined: (1) the parents' experience of the social disfunction of their children with Asperger syndrome, (2) the influence that a child with Asperger syndrome has on relationships inside and outside the nuclear family, (3) the more complicated and demanding educational involvement of a parent of a child with Asperger syndrome and (4) the need for and realization of parental support and guidance of parents of children with Asperger syndrome. A number of guidelines, based on the themes identified by the analysis of the data have been developed for educational psychologists in their guidance of these parents. To conclude - research has indicated that the educational psychologist guiding the parents of children with Asperger syndrome ought to, have the necessary therapeutic skills, be a knowledgable specialist in the field of Asperger syndrome (and pervasive developmental disorders), be objective and professional and have the required knowledge and skills concerning teacher-guidance and group-leadership. It has also been established that parents of children with Asperger syndrome don't always have the educational skills to comply with their child's special needs and thus, in need off parental guidance. The parents, however, find themselves in an unique family unit which results in the fact that parental guidance cannot be prescribed in an encompassing model but has to be adapted to the practical- and emotional needs of each individual family unit.

Existing research has started to explore the experiences of the people around children and adults diagnosed with Asperger's Syndrome (AS) and High Functioning Autism (HFA). However, there are very few studies looking at the experiences of fathers, and there are less studies in relation to adults rather than children. This study aims to take an in depth look at the experiences of these fathers in order to start building our knowledge of the experiences of being the father of someone with a diagnosis of AS or HFA. Four fathers of sons and three fathers of daughters with a diagnosis of AS or HFA were interviewed using a semi-structured interview. The experiences of the fathers were explored qualitatively, using Interpretative Phenomenological Analysis. Analysis of the transcripts brought out four superordinate themes for the seven fathers. The first theme: 'The changing role but constant responsibility of being a "Father"' described the fathers' perceptions of their roles and responsibilities towards their child as they have grown up and into the future. The second theme: 'The importance of knowledge and understanding' described the importance the fathers placed on developing their understanding of their child and the need for other people to understand them and their child. The third theme: 'The intense emotional impact' came from the fathers' descriptions of the positive and negative emotional reactions to the challenges their children and families have faced. The final theme: 'The importance of good support' includes the fathers' good and bad experiences of support services and support from family and friends. The results of the analysis are discussed in relation to the existing literature and in terms of what they mean for the clinical practice of people working with fathers of children and adults with AS or HFA. The strengths and limitations of the study are also discussed.

M.Ed. / The difficulties experienced by children with Asperger syndrome are complex and pervasive and the resultant impact on the successful accommodation of such children in classes of mixed abilities is considerable. Teachers who teach children with Asperger syndrome within a specialised school require formal training and ongoing support so that they can provide the specific and often individualized interventions to cater for the diverse needs of these learners. This study was informed by a critical theory perspective and used a qualitative research design that focused on the emic or insider’s point of view. A participatory action research approach was chosen as it suited small-scale research conducted within a school setting where teachers experienced specific problems. The aim of this enquiry was to identify the support required for teachers to effectively teach children with Asperger syndrome within classes of mixed abilities from Grade R to Grade 3 at a specialised school. The study incorporated qualitative methods of data collection that gave voice to the participants. These inductive methods included open-ended interviews, observations and written documents in the form of a researcher’s and a teacher’s journal.

Autism Spectrum Disorders (ASD) are a complex array of neurological disorders with a diverse presentation, multiple etiologies, and long-term ramifications. Prevalence of ASD in the United States is about 1 in 50 children as of 2013, making it a significant public health problem. The etiology is not understood, and it is widely accepted that it is multicausal, with genetic and environmental influences. Prior research suggests an association between water source and ASD. Contaminants such as lead, arsenic, mercury, pharmaceuticals and pesticides found in water are associated with developmental disorders suggesting that a systematic review focused on water source was warranted. Following the integrative model of environmental health (IMEH), this study explored the relationship of water source and ASD prevalence among children in Lane County, Oregon. This cross-sectional study utilized retrospective data of 91 open cases in April 2014. The study used chi square and geographical information systems (GIS) aided by cluster analysis to generate risk maps. Investigation of sociodemographic variables allowed comparisons to national data by zip code. Findings indicated no significant relationships or clusters of ASD populations by zip code, and no significant relationships to comorbidities between private or municipal water supplies. The IMEH framework enabled an in-depth data characterization of ASD and underscored the need for additional environmental data and universally standardized comorbidity definitions. Implication for positive social change include recognizing the importance of using social services data in the search for ASD risk factors.

Mothers who have children with a previous Asperger's syndrome diagnosis had to go through a process to maintain or obtain services for their child when the fifth edition of the Diagnostic and Statistical Manual of Mental Health Disorders (DSM-5) removed the diagnosis. Prior to and since the release of the DSM-5 in 2013, there has been an expression of concern in the literature about how this diagnostic change would affect services for children with a previous Asperger's syndrome diagnosis. Current research has not sufficiently explored the experiences mothers have had with this process. The purpose of this hermeneutical phenomenological study was to explore the experiences of mothers since this diagnostic change. Data were collected and saturation was reached at 6 participants using semistructured interviews. Interpretive phenomenological analysis was used to interpret the experiences of these mothers which produced 3 main themes related to the process of obtaining a new diagnosis, insurance-funded services, and educationally-funded services. The results included both subthemes and superordinate themes that highlighted the need for more stakeholder education, difficulty navigating systems, the need for advocacy, concerns about new diagnoses and loss of services, and the public's perception and the stigma associated with the Asperger's syndrome diagnosis both before and after this diagnostic change. Study results may assist with improving counselors and other stakeholder's knowledge about the importance of the mothers' experiences when there is a diagnostic change of this nature. Also, counselor educators can instill the importance of diagnostic accuracy and supporting all stakeholders when teaching new counselors.

We investigated whether a child with Asperger?s Syndrome would demonstrate deficits in awareness of cognitive processing similar to those demonstrated for awareness of social interactions. The cognitive processes examined were memory and metamemory, or knowing about knowing. With regard to procedural metamemory, the child was unable to accurately predict his own memory, particularly which items he would not be able to recall. Declarative metamemory also was impaired. Tasks requiring imitation of the researcher or that were largely nonverbal resulted in particularly poor performance. The findings indicate that the child?s social deficits related to Asperger?s Syndrome extended to the cognitive domain. Overall, a deficit in cognitive awareness was observed.