This thesis focuses on adults with Asperger syndrome, more specifically on parenthood. As these people, just like everyone else, have a right to have children and become parents, this thesis deals with how people with Asperger syndrome themselves view this issue. The theoretical part first presents a description of Asperger syndrome, how it manifests and the process of diagnosis. Then the period of adolescence and adulthood is described. Finally, the thesis deals with the issue of supporting people with Asperger syndrome. The research part states the objective of the thesis which is to find out what parenthood and family means to people with Asperger's, and whether in the Czech Republic there is any form of support offered to these people regarding parenthood and raising children. The qualitative research method was selected for this thesis and the specific method of questioning, or more specifically, interviewing. The interviews were conducted remotely per the request of the respondents. Subsequently, the thesis presents a characteristic of the sample group which comprised adults with Asperger syndrome, then the process of data processing during which each statement was given a code which was then assigned to a specific category. The final part of the thesis presents the results. It has been...

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Title: Relationship of a child with Asperger syndrome and his family to school Author: Tereza Měšťáková Department: Psychology Supervisor: PhDr. Veronika Pavlas Martanová, Ph.D. ABSTRACT This diploma thesis deals with the relationship of a child with Asperger's syndrome and his family to school. The work aims to map the nature of these relationships and factors that may affect this relationship in specific children with AS and their parents. The theoretical part of the work is divided into two main sections. The first chapter focuses on Asperger Syndrome and its specifics, which are manifested in the school environment, on the relationships of children with this syndrome to classmates and teachers. The second part deals with the relationship between family and school. Attention is paid to the dilemmas of this relationship, the possibilities of its development and the relationship of the family with a problematic child to school The empirical part of the thesis presents qualitative research, which was carried out by the method of semi-structured interviews with five second-graders with Asperger Syndrome educated in ordinary primary schools and their parents. Acquired data was analyzed and interpreted. The results of this research are presented at the end of the text. KEYWORDS Asperger Syndrome, pupil,...

This work aims to analyze and describe how the inclusion of pupils with Asperger's syndrome takes place in a regular school and to verify the success of inclusion in practice through qualitative research. The theoretical part deals mainly with the possibilities of inclusion and its benefits in the school system, manifestations, and disorders associated with Asperger's syndrome, but also by defining basic concepts such as autism spectrum disorder, Asperger's syndrome, integration, and inclusion. Furthermore, the diagnosis of this spectrum of disorders according to the world criteria ICD 10 and DSM5 and ICD 11, which will come into force in the Czech Republic in 2022. The theoretical part also discusses the methods of approach and the position of teaching assistant. The empirical part of the thesis contains two case studies and evaluation of the success of the inclusion of pupils in mainstream schools based on qualitative research, in which I apply the knowledge from the theoretical part. The methods that were used for data collection and analysis include observation, interview, and expert documents. The research showed interesting results when most of the information and knowledge from the theoretical part was confirmed KEYWORDS Inclusion, Asperger's syndrome, elementary school, first grade, method...

Restricted and repetitive behaviors (RRBs) are some of the hallmark features of autism spectrum disorder (ASD) symptomatology. There is a knowledge gap on RRBs in adults with ASD because most of the research has focused on children and adolescents. The few studies conducted on adults with ASD have included conflicting results and variable information, especially regarding the developmental trajectories of RRBs. Therefore, this study was designed to address the lived experiences of RRBs in midlife adults with Asperger syndrome. This study was guided by the conceptual frameworks of Dunn's model of sensory processing, the 2-factor model of RRBs, and phenomenological theory. A phenomenological approach was used to conduct semistructured interviews in which 15 adults with Asperger syndrome sampled worldwide described their experiences. Participants also wrote narrative accounts. The data were analyzed through interpretative phenomenological analysis. Eight basic themes emerged from the data analysis regarding the importance of RRBs to adults with Asperger syndrome: (a) anxiety, (b) calming effect, (c) intense focus, (d) routines and rituals, (e) sensory sensitivity, (f) misinterpretation by others, (g) physical stereotypies, and (h) special interests. Findings associated with these themes showed that RRBs are used by adults with Asperger syndrome as a coping mechanism for dealing with anxiety. Treatment should focus on the elimination of the anxiety rather than the RRBs, which are just a symptom of the anxiety. The implications for positive social change include the emergence of new knowledge to promote an improvement in diagnosis, treatment, advocacy, and supportive services, thereby decreasing inequalities that exist for adults with ASD.

Objective. The purpose of the study was to determine if there were significant relationships between dysfunction in sensory modulation, affective disorders, and adaptive behaviors in children and adolescents between the ages of 6 and 17. There were four main hypotheses: (a) there will be a positive relationship between sensory defensiveness and anxiety, (b) there will be a positive relationship between sensory hyposensitivity and depression, (c) there will be a negative relationship between the levels of anxiety and depression and overall adaptive behaviors, and (d) there will be a negative relationship between levels of hyper and hyposensitivity and overall adaptive behavioral functioning. Method. Parents of 46 children and adolescents between the ages of 6 and 17 diagnosed with Asperger Syndrome based on the DSM-IV-TM criteria completed the (a) Sensory Profile for children ages 6 to 10 or the Adolescent/Adult Sensory Profile for adolescents ages 11 to 17; (b) the Adaptive Behavior Assessment System: Parent Version; (c) Revised Children's Manifest Anxiety Scale Adapted Parent's Version; and (d) the Children's Depression Inventory Adapted Parent's Version. Descriptive statistics and the Pearson product-moment coefficient of correlation calculations were used for data analysis. Results. There were statistically significant positive correlations between anxiety and sensory defensiveness (r = .270, p = .035) in the total group and depression and sensory hyposensitivity in only the older group (r = .461, p =.024). There was an inverse significant relationship between depression and the total adaptive behaviors score (r = −.256, p = .043) and specific inverse relationships with the adaptive behaviors of functional academics, leisure and social skills. The relationship between anxiety and adaptive behaviors was not significant (r = −.121, p = .212) although there was a significant inverse relationship between sensory defensiveness and adaptive behaviors (r = −.254, p = .044). The relationship between hyposensitivity and adaptive behaviors approached significance (r = −.214, p = .077). Conclusion. The data supports relationships between anxiety and sensory defensiveness in all age ranges and the relationship between depression and hyposensitivity in older children. A temporal relationship between anxiety and depression may explain the developmental nature of the results. Depression and sensory defensiveness demonstrated significant inverse relationships with overall adaptive behavior functioning. Occupational therapy evaluations and interventions need to address these relationships when treating children with Asperger Syndrome.

"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Occupational Therapy Department, College of Allied Health and Nursing, Nova Southeastern University." Objective. The purpose of this study was to predict the length of employment (in months) from a common occupational profile as derived from the MBTI and WAIQ scores. This study employed the MBTI and the WAI instruments to gather information about subjects' personality types and temperament traits. These measures were used to predict length of employment for individuals with AS/HFA. Methods. A convenience sample of N=83 adults self -disclosed with AS/HFA completed the MBTI and WAI instruments. Backward Elimination Multiple Regression was used for data analysis. Results. A standard multiple regression analyses with average months on the job as the dependent variable and WAIQ, Gender (GND), age (AGE) and the subscales for the MBTI as the predictors was conducted. R for regression was significantly different from zero, F (7,75) = 8.20, p< .001. The statistically significant predictors were WAIQ (t = - 2.18, p < .05), GND (t=-3.14 p < .05), and AGE (t = 5.79, p < .001). A backward elimination model was conducted for the same predictors and dependent variable. After step 4, R = 0.65, F(4,78) = 14.17, p < .001. The statistically significant predictors were WAIQ (t = - 2.20, p < .05), GND (t=-3.40 p < .05), AGE (t = 6.39, p < .001), and SNS (t = -2.17, p < .05). A backward elimination model was also conducted on average months on the job (dependent variable) with the WAIQ and MBTI subscores as predictors. After step 7, with the remaining variables in the equation, R = 0.52, F(4,78) = 7.06, p < .001. The predictors that emerged statistically significant were Activity Raw score (t = - 2.76, p < .01), Sociability Raw score (t=1.70, p = .06), Assertiveness Raw score (t = -3.62, p < .01), and SNS (t = -2.17, p < .01). Conclusion. The data supports the identification of an Occupational Profile for adults with AS/HFA. The results support the development of interventions to assist individuals with AS/HFA in the workplace to potentially increase the likelihood of successful job performance as measured by length of employment.

Aspergers syndrom beskrivs som ett tillstånd som är orsakat av en dysfunktion i hjärnan som påverkar individens kommunikationsförmåga och sociala kompetens. Hans Asperger var den första personen som beskrev syndromet, 1944 skrev han sin första avhandling kring syndromet. I omvårdnad är samtal och kommunikation en stor del av arbetet och därför viktigt för att kunna utföra en säker och god omvårdnad. Denna litteraturstudies syfte gick ut på att försöka förklara hur en individ med Aspergers syndrom fungerar kommunikativt och socialt samt hur vårdpersonal skulle kunna bemöta dessa individer utifrån deras förutsättningar. Resultatet bygger på elva analyserade artiklar från tre olika databaser. De resultat som hittades var att personer med Aspergers syndrom visade ha en fördröjning och svårigheter vid bearbetning av känslouttryck samt att de tenderade att reagera mer på negativa uttryck. De hade även svårigheter att förstå icke-kongruent information och att sätta sig in i andra individers perspektiv. Ytterligare fynd var att deltagarna med Aspergers syndrom hade en minskad användning av sina förkunskaper och hade lättare för tester innehållande objekt. / Asperger syndrome is described as a condition that is caused by a dysfunction in the brain that affected the individual's communication skills and social skills. Hans Asperger was the first person who described the syndrome, 1944 he wrote his first thesis about the syndrome. A big part of nursing is conversation and communication and therefore important in safe and good nursing care. This literature study’s aim was to try to explain how an individual with Asperger's syndrome communicated and interacted socially, and how health professionals might have to respond to these individuals based on their circumstances. The results are built on eleven analyzed articles from three different databases. The results found showed that people with Asperger syndrome appeared to have a delay and difficulties in processing the emotional expression and that they tend to react to the negative terms. They also had difficulties understanding non-congruent information and to gain an understanding of other individuals' perspectives. Another findings was that the participants with Asperger syndrome had a reduced use of their prior knowledge and were better at tests containing items.

A qualitative study was conducted investigating the perceptions of seven parents of high functioning adolescents with autism spectrum disorders (ASD) regarding incidents of bullying in which the child was involved. Results of the study indicated that all of the children had been bullied at one time or another, and that the majority had difficulty in demonstrating appropriate social skills. The parents viewed supportive peers to be a positive factor, fostering the children's satisfactory social adjustment. Parent interventions for their child included social skills instruction and empathy training. Research implications for educators included the need to establish systemic organized school-wide support to benefit all students. Findings substantiated previous literature in regard to the importance of positive social skills, social support, and parent support for promoting children's resiliency and social growth when faced with bullying. In the current study results were reflective of proactive parents' involvement as advocates for their child. A high level of parental involvement paired with supportive school personnel created an ideal partnership between home and school in developing and implementing both proactive strategies and interventions that supported adolescents with ASD.

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