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This study evaluated the effects of least-to-most prompting strategies to increase peer-to-peer vocal mands. Three preschool-aged children with autism spectrum disorder (ASD) participated in this study, which focused on increasing mands towards same age peers with ASD. Highly preferred tangibles were delivered from the peers to the target participants, contingent on a correct independent or prompted mand. Generalization was programmed within the study as peers were alternated and sessions were conducted both in a separate, discrete trial room and within the natural classroom setting. Results of the study suggest that the teaching package with least-to-most prompting increased peer-to-peer mands for the three target participants. / Educational Psychology

Objective. There is confusion regarding the presentation and correct classification of anxiety symptoms in autism spectrum disorders (ASD) as comorbid anxiety disorders, core ASD symptoms or a separate syndrome. The present study examined the degree to which Diagnostic Statistical Manual-Fourth Edition (DSM-IV) anxiety disorders ("typical anxiety") can be reliably distinguished from atypical presentations in ASD ("atypical anxiety"). To inform their classification, the study also assessed how these typical and atypical presentations were differentially related to child characteristics (i.e. IQ, language ability) and features of anxiety disorders (i.e., anxious self-talk) and ASDs (i.e., ASD symptomology, sensory abnormalities). Method. Youth (N = 59; 7 - 17 years; IQ > 60) diagnosed with ASD and their parents completed a semi-structured diagnostic interview (ADIS-C/P) adapted to measure both typical and atypical presentations of anxiety as well as self- and parent-report measures. Results. Seventeen percent of the sample met criteria for a typical anxiety disorder, 15% for an atypical anxiety disorder and 31% for both typical and atypical disorder variants. Whereas IQ, language ability, anxious self-talk and sensory sensitivity significantly predicted typical anxiety, atypical anxiety was significantly associated with anxious self-talk and ASD symptomology. Conclusions. Results suggest that ASD youth display two, phenomenological distinct classes of anxiety. These typical and atypical presentations likely reflect comorbid anxiety and a novel variant of anxiety, which may be missed by current, unmodified anxiety measures. How these presentations differentially respond to interventions and contribute to the range of results regarding the prevalence and presentation of anxiety in ASD warrants investigation. / Psychology

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Designing a school for children with Autism was a very enriching experience for me. Being a kid in a school is already a very challenging experience but for an autistic kid it can be very overwhelming. Our building codes does not even include someone on the Autism spectrum and hence it is our responsibly as an architect to help create architecture which does not ignore kids with any kind of disability as they have been ignored enough by our society. I wanted to create a safe haven for autistic kids where they could develop their potential to the maximum. The vision for the project was to create an environment that both shelters and challenges these children. Shelter being at the heart of human need for safety and challenge being key to a child's development. This thesis explores how there could be various degrees of blending experienced in an educational institution with relation to its surrounding environment. This connection with nature and its surroundings could be an important source of inspiration that promotes well-being, health, and emotional comfort for the children. / Master of Architecture / This thesis explores how there could be various degrees of blending experienced in an educational institution with relation to its surrounding environment. This connection with nature and its surroundings could be an important source of inspiration that promotes well-being, health, and emotional comfort for the children.

The higher occurrence of autism spectrum disorder (ASD) and sub-threshold autistic traits in males, relative to females, has been consistently documented in the literature (e.g., Fombonne 2003, 2005). In addition to potential biogenetic mechanisms, there is some evidence suggesting that differences in the behavioral manifestation of ASD symptoms and co-occurring psychopathology may play a role in the differential prevalence of ASD in males and females (e.g., Holtmann, Bolte, and Poustka, 2007; Lai et al., 2011; Solomon, Miller, Taylor, Hinshaw, and Carter, 2012). In this two-phase study, we sought to examine potential gender differences in the relationship between behaviorally defined ASD traits and observable social impairment and co-occurring psychopathology, in a non-clinical sample of young adults. It was hypothesized that gender would moderate the relationship between ASD traits and observed social impairment and co-occurring psychopathology, such that ASD traits would be related to greater levels of observed social impairment for males, and that ASD traits would be related to greater levels of co-occurring psychopathology for females. In Phase I, 1039 undergraduate students participated in an online survey on general psychopathology and ASD traits. From this sample, a subgroup (n = 79) completed Phase II, an in-lab study that included a clinical interview and behavioral observation. ASD traits were not predictive of observed social impairment over and above the effects of social anxiety in this sample, regardless of gender. Although males and females in the sample did not differ on severity of ASD traits, when controlling for the effect of social anxiety, females were rated as more socially competent than males. ASD traits more strongly predicted screening positive for mood disorders in females than in males. Implications regarding ASD traits, as related to social impairment and co-occurring psychopathology in females are discussed. / Ph. D.