Introduction: This study aims to explore the ways in which Asperger’s Syndrome and High Functioning Autism are understood by those who have received a diagnosis in adulthood. The experience and understanding of diagnosis in adulthood has been little researched with only a small number of qualitative studies having been completed (Cousins, 2001; Molloy & Vasil, 2004; Punshon, 2006). These studies all highlight the importance of the beliefs held about Asperger’s Syndrome on the experience of diagnosis and post-diagnostic identity development. Due to the increasing awareness and diagnosis of Asperger’s Syndrome in adulthood, research into how the diagnosis is understood is invaluable for clinicians supporting individuals through the process. Method: This study uses a Q-methodology (Stephenson, 1953) to build upon recent qualitative research. The methodology is based on two techniques, the Q-sorting process and Q-factor analysis. For the Q-sorting process a set of 52 statements were developed which attempted to provide coverage of the understanding of Asperger’s Syndrome currently in the public domain. A wide range of sources were used to develop the Q-set, including a focus group with six adults with Asperger’s Syndrome. Eighteen individuals who had received their diagnosis in adulthood were recruited to complete the Q-sorting process, which involved them having to rank the statements based upon their agreement with them. Additionally a semi-structured interview was completed to gather information regarding the sort and supplementary demographic information. Results: Q-factor analysis involving principal components analysis and varimax rotation was then carried out. This led to four statistically significant and theoretically meaningful factors being extracted. The four factors were interpreted using the additional information gathered, and were labelled ‘An important part of me’, ‘It is a lifelong disability’, ‘Confused about myself, and ‘Support can bring improvement’. Discussion: The findings were discussed with consideration of the clinical implications and scope for further research. Particular emphasis was placed on discussing three main areas ‘acceptance and adjustment’, ‘consequences of diagnosis’ and ‘theoretical conceptualisations’. The importance of further research into the links between understanding and mental health were highlighted.

Abstract In 2013, the diagnosis of Asperger’s syndrome will be eliminated as a stand-alone diagnosis, to be subsumed into the existing diagnosis of Autism Spectrum Disorder. In this paper, a study with the objective of emphasizing current opinions regarding the change in diagnosis is performed. Another objective is to examine the connection between identity and diagnosis. The study therefore targets people with a diagnosis, in this case Asperger’s syndrome. The empirical material of the study has been collected through a quantitative web-based survey. It has thereafter been studied and analyzed using findings from previous research and theoretical concepts. The study concludes that a majority of the respondents have a negative attitude towards the change in diagnosis. The result also suggests that, in this study, there is a correlation between the attitude regarding the change in diagnosis, and the view that the own diagnosis is an important part of one’s identity.

Magister Artium (Child and Family Studies) - MA(CFS) / Having good educational policies that are in-line with international inclusive standards is a positive step in addressing previous educational inequalities in South Africa. The Department of Education’s White Paper 6 policy document of 2001 states that by 2021 most mainstream (primary) schools, would operate as Full-Service schools, that will be equipped and supported to meet the diverse needs of all learners. In addition, great emphasis is placed on the pivotal role the mainstream classroom teacher will play in the inclusion process.The purpose of this study was to explore school strategies that will enable teachers to support learners with Asperger’s Syndrome (AS) as prior to the completion of this thesis it was unclear which strategies were used in order to support these learners.

A lack of social skills is a major deficit for children with autism spectrum disorders and related disabilities. Peer mediated social skills training is an effective method to increase social skills for these children. The present study evaluated the use of two peer-mediated intervention procedures in promoting social interaction skills of a child with Asperger's syndrome and his three typical peers, in the context of an inclusive elementary classroom. A multiple baseline design across peers was used to evaluate the effectiveness of the interventions. A multiple probe design was used to evaluate the generalization and collateral effects of the intervention on the target child and a non-trained peer. Results indicated that a peer buddy system, when used alone, increased the levels of social initiation and response for the child with Asperger's syndrome as well as the three typical peers. When the buddy system was combined with individual training, the target child's and three peers' social interaction increased further. The target child's social interaction skills were generalized to interactions with a non-trained peer, which resulted in collateral increases in social interaction of the non-trained peer. The peer mediated intervention procedures implemented in this study appeared to be strong in terms of teacher and child acceptability.

Aims: The aims of this thesis were two-fold. First, to review the literature related to parental perceptions regarding their child’s Autism Spectrum Disorder (ASD) and its effect on behavioural or emotional outcomes. Second, an empirical study aimed to explore parental beliefs about their child’s Asperger’s Syndrome (AS) through the application of Q methodology. Method: A systematic review of the literature was carried out to address the first aim. The review included 7 studies; 5 quantitative and 2 mixed methodology studies. For the second aim, Q methodology was used to examine parental beliefs among a purposeful sample of 21 main caregivers of a child with AS. This methodology is based on two techniques: the q-sorting process and q-factor analysis, and aims to explore the understandings those caregivers’ have of their child’s AS. A set of 51 statements, representing a diverse range of opinions and perspectives on AS, was developed from a variety of sources, including bibliographic databases and online parent forums. The Q sorting process involved caregivers’ arranging the statements on a quasi-normal distribution grid based upon their agreement with them. Results: Preliminary conclusions were drawn from a synthesis of papers included in the systematic review: parental beliefs regarding their child’s ASD affects their behaviour regarding treatment options and future immunisations, as well as their experience of depression, anxiety and self-efficacy. The empirical study revealed four narratives or factors from completed Q sorts: (1) AS in a positive light, (2) AS- the default diagnosis, (3) AS- what now? and (4) AS as society’s problem. Conclusions: The results from the systematic review and empirical study highlight a variety of beliefs held by parents of children with ASD. Although the implications of such beliefs were not explored in the empirical study, the results of the systematic review suggest that parental beliefs can have a significant impact on behavioural and psychological outcomes. Parental beliefs may, therefore, be an important target for clinical intervention within child and family services. It is acknowledged that further research is required to confirm and develop these findings.

The purpose of this study is to examine depictions of individuals diagnosed with autism spectrum disorder (ASD) to reach an understanding of how they perceive their diagnosis. Furthermore the purpose of this study is to reach an understanding of how sense of stigmatisation can be related to the diagnosis and how depictions of ASD can affect the individual’s sense of stigmatisation. The study is based on narrative analysis of autobiographies by individuals diagnosed with ASD. The study is also based on document analysis of material containing facts about ASD. The theoretical approach used in the study is stigma theory. The study shows that individuals diagnosed with ASD perceive their diagnosis as part of their personality. Furthermore the study shows that receiving the diagnosis contributes to sense of stigma, but also contributes to self perception. The analysis discusses how knowledge of perceptions of stigma related to the diagnosis can be useful to professionals working with individuals with ASD.

This study investigated the experience of humour of people with Asperger’s syndrome. It aimed to explore the lived experience of this phenomenon. A literature review was undertaken which revealed that people with Asperger’s syndrome are thought not to have a sense of humour and a number of theories are proposed to explain the difficulties that may be experienced in regard to humour. In order to gain insight into the lived experience a qualitative approach was adopted using semi structured research interviews with eight, adult, male participants. Interpretative Phenomenological Analysis was then used to illuminate the “insider perspective”. The analysis highlighted four main themes, the experience of difference, the experience of learning, what I find amusing and how I use humour. It was suggested that people with Asperger’s syndrome do have a sense of humour but they may need to put in extra effort to develop it. The importance of individuality and acceptance of differences was also recognised. The report highlighted a number of clinical implications such as the role humour plays in social interactions and the importance of asking questions rather than making assumptions when working with people with Asperger’s syndrome.

Personer med autismspektrumtillstånd tillhör gruppen som ökat mest inom insatsen daglig verksamhet. Då insatsen tillkom utformades den främst efter personer med utvecklingsstörning eller med stora fysiska funktionshinder. Syftet med studien är att undersöka hur daglig verksamhet är anpassad efter personer med Aspergers syndrom. Utifrån intervjuer med personal på daglig verksamhet visar resultaten på att daglig verksamhet fungerar bra och är anpassad efter individuella behov. Samtidigt visar resultaten på att en utveckling av daglig verksamhet behövs men upplevs svår att genomföra. Slutsatserna är att det kan vara svårt att anpassa en verksamhet efter personer med Aspergers syndrom då de inte alltid beskriver vilka behov de har, att behov kan se väldigt olika ut individer emellan samt att deras förmågor kan ses som både styrkor och svagheter. En slutsats är även att arbetet med målgruppen bör kompletteras med arbete utifrån en samhällsnivå för att en utveckling mot en anpassad verksamhet ska möjliggöras. / People with autism spectrum disorders belong to the group that has increased most within the daycare center. At the introduction, the daycare center was primarily designed for people with intellectual or major physical disabilities. The study's purpose is to examine how daycare center activities are adapted for those with Asperger’s syndrome. Interviews with daycare center staff show that the activities function well and are adapted for individual needs. However, the results also show that a development of the activities is needed but believed difficult. The conclusions are that it seems to be difficult to adapt activities for people with Asperger’s syndrome since they not always describe their needs, that their needs may be very individual, and that their abilities can be seen as both strengths and weaknesses. Another conclusion is that the work with the target group should be complemented with work at a community level, to enable development towards adapted activities.

Autism Spectrum Conditions (ASCs) are marked by social-communicative difficulties and unusually fixed or repetitive interests, activities, and behaviors (American Psychiatric Association, 2000). In this thesis, I review empirically and conceptually based philosophic proposals that maintain the social-communicative difficulties exhibited by persons on the autism spectrum result from a lack of capacity to understand other persons as minded. I will argue that the social-communicative difficulties that characterize ASCs may instead result from a lack of ability to access other minds, and that this lack of ability is due to a contingent lack of external resources.

Being in a relationship where the partner has Asperger's syndrome makes you indirectly affected by their disability as it affects not only the disabled but also the partner. The partner may be faced with a lack of understanding from their partner with Asperger's syndrome and from its surroundings, where the syndrome including causes, limits ability in social interaction and communication. The study is a qualitative study based on six asynchronous interviews conducted via email with partners who are in a relationship with a partner who has Asperger's syndrome. The aim of the study was to increase understanding and to highlight partners experience to be in a relationship where the other partner has Asperger's syndrome and how outside support from the environment is perceived. Results of the study showed that all six partners felt that everyday life was structured around the partner with Asperger's syndrome. There was a perceived feeling of loneliness because of the partner with Asperger's syndrome not caring about the partner and of being the one taking the greatest responsibility in everyday life for it to work. There was a feeling of stress, anxiety, lost confidence and frustration but there was also a strong desire and commitment to their partner with Asperger's syndrome. There was a strong love for the partner with Asperger's syndrome and a willingness to get the couple relationship to work. The results show that partners need and want support from the environment. It is important that they receive the support they need. The type of support needed varies but the important thing is that it is flexible, tailored and personalized for the couple or the individual partner's needs. The results indicate that there is a benefit for the couple relationship when the partner with Asperger's syndrome has a diagnosis. Both parties can thus get a better understanding of why certain things are the way they are and then work from there.