No description available.

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.

While it is estimated that 30% of the total Autism Spectrum Disorder (ASD) population acquire very little or no language (Davis et al., 2011), few studies look at ASD treatment from a mental or emotional health perspective for this minimally verbal (MV) population (Tager-Flusberg and Kasari, 2013). It is well documented that there is a need for anxiety assessment and treatment for children with ASD (White, Oswald, Ollendick and Scahill, 2009). This study examined the feasibility of implementing an observational anxiety assessment and concurrent physiological data collection for children with MV-ASD. It was hypothesized that this measure would demonstrate adequate demand, acceptability, and feasibility to merit further study of the measure. Participants consisted of 12 children with MV-ASD and one parent. Each family visited the clinic for one three-hour visit during which the parent completed several questionnaires to assess the child's eligibility for the study as well as their current functioning. Children completed several clinician-administered assessments and observations. The results of this study suggest that this observational assessment protocol is acceptable and practical per parents self-report and the amount of children able to complete the study protocol, but there may not be enough demand for such a measure based on the number of interested participants. Additionally, the concurrent collection of physiological data was not practical in the current sample due to many children scoring too high on a measure of tactile sensitivity to attempt this data collection. Future studies should more carefully assess demand for this kind of assessment, as well as collect more data on the psychometric properties of such as measure. / Doctor of Philosophy / Many children with Autism Spectrum Disorder or ASD, also experience a lot of anxiety or even an anxiety disorder. Unfortunately, many children with ASD also have a lot of difficulty learning to talk. When children with ASD can't speak to tell people how they are feeling it can make the diagnosis of anxiety really difficult. This project sought to use physical signs such as heart rate in combination with observing behaviors related to anxiety to see if we could better measure anxiety in children with ASD who can't talk. This was a feasibility study meaning that the goal of this project was just to see if the anxiety assessment process was possible and practical for these children to complete. 12 children with ASD and one of their parents participated in the study. They came to the clinic for three hours and completed some anxiety measures given by a clinician and some questionnaires. Our results suggested that some aspects of the anxiety assessment process are possible and helpful, such as the number of children who were able to complete the assessment process, but others aspects need more work before they are helpful, such as the collection of heart rate.

Emotion regulation difficulty is commonly experienced by autistic adults and has been explored as a transdiagnostic mechanism contributing to anxiety and depression in autistic adults. Previous research has found that emotion regulation strategies and autonomic nervous system (ANS) responses involved in emotion regulation differ between autistic and non-autistic individuals. These findings highlight the role of the ANS as a measure of emotion regulation; however, this has not been studied in an autistic adult sample. The current study examined ANS activity, as measured by respiratory sinus arrhythmia (RSA), root mean square successive differences (rMSSD), and skin conductance level (SCL), and subjective ratings of valence and arousal at rest and while viewing emotional film clips and engaging in emotion regulation in autistic adults. The study consisted of 31 autistic and 31 non-autistic adults, matched on age, intellectual ability, sex, and race/ethnicity. Participants also self-reported their daily emotion regulation use via the Emotion Regulation Questionnaire. Results demonstrated group differences in baseline RSA and rMSSD, self-reported valence of viewing neutral and negative stimuli, and cognitive reappraisal used in daily life. There was also increased SCL and self-reported arousal and decreased self-reported valence to negative stimuli across the whole sample. Exploratory results also showed that SCL and self-reported arousal to negative stimuli were correlated for autistic participants, and that emotion regulation changed physiological and subjective experiences of negative emotion across the whole sample. Supplementary analyses explored the covarying role of co-occurring depression and anxiety and antidepressant use, and showed that these covariates may explain variance in some physiological and self-reported responses whereas in other models, they may suppress these changes. This study extends previous research on emotion regulation in daily life of autistic adults and is the first investigation that demonstrates how an objective measure, such as correlates of ANS, provides additional insight in emotion regulation in autistic adults beyond subjective ratings. This study is important insofar as it shows how emotion regulation strategies manifest in autistic adults and its implications for informing the use of emotion regulation treatment intervention. / Doctor of Philosophy / Autistic adults struggle to regulate their emotions which may contribute to their anxiety and depression. It is previously known that autistic people emotionally regulate differently than non-autistic people, and that their autonomic nervous system (ANS) reacts differently too. These differences may lead to information about how the ANS may measure emotion regulation, yet no one has ever studied this in autistic adults. Therefore, the following study examined ANS activity, as measured by respiratory sinus arrhythmia (RSA), root mean square successive differences (rMSSD), and skin conductance level (SCL), and self-reported ratings of positivity and excitement at rest and while watching emotional film clips and regulating their emotional responses in autistic adults. The study included 31 autistic and 31 non-autistic adults, who had similar age, intellectual ability, sex, and race/ethnicity. Participants also self-reported how often they emotionally regulated, specifically by changing their thoughts ("reappraisal") and keeping a blank face ("suppression") in their daily life using the Emotion Regulation Questionnaire. Based on this study, autistic adults had lower levels of RSA and rMSSD when they were watching a baseline video of swimming fish. They also rated lower levels of positivity when watching both neutral and negative themed film clips and shared that they used reappraisal less frequently in daily life than non-autistic adults. Everyone in the study showed increased SCL and rated lower levels of positivity when watching negative themed film clips. Also, autistic adults with higher SCL also felt greater levels of excitement when watching negative film clips. For everyone, regulating emotional experiences changed the body's responses (i.e., RSA, rMSSD, and SCL) and experiences of positivity and excitement when watching negative themed film clips. However, since having depression and anxiety and taking antidepressants may affect how participants emotionally regulate, additional analyses also explored the impact of these factors; these extra analyses found that some of the previously reported findings may be because of depression, anxiety, and antidepressants, rather than being autistic. Overall, this is the first study to explore the relationship between emotion regulation and autism in adults by looking at the ANS. It is important because it shows how autistic people emotionally regulate which can help experts design mental health treatments.

The prevalence of Autism Spectrum Disorder (ASD) has increased 54.7% from 2000 to 2016 nationally (CDC, 2016), and comparably, 52.38% in the district where this program evaluation was conducted. This increase, paired with legislative requirements through the Individuals with Disabilities Education Act and recommendations from the National Research Council on educating students with ASD, has challenged school districts to develop programming targeting specific impairments characteristic of students with ASD. The purpose of this study was to evaluate programming through the evaluation of individualized education plans (IEPs) of students with ASD in kindergarten through third grade for the presence of Individuals with Disabilities Education Act requirements and National Research Council recommendations. Additionally, 13 special education teachers providing services to one or more students in the category of ASD completed a 30 item self-report questionnaire on their confidence in developing IEPs and programming for students with ASD. Sixty-three IEPs were evaluated in the study for IDEA and NRC indicator proficiency levels and cross-referenced with teacher confidence levels on developing IEPs and programming for students with ASD. The study concluded data analysis of IEPs and special education teacher confidence levels resulted in the identification of programming strengths and weakness that can be used by the district in this study to develop a structured plan for improvements in the development of IEPs specific to the identified areas of impairments for students with ASD (behavior, communication, socialization). Specific to the district in this study is a recommended focus on the development of IEP goals based on individual student needs and NRC recommendations for students with ASD, descriptions of student motivational systems when appropriate, specially designed instruction, educational placement and the relationship of teacher knowledge and confidence about ASD to IEP and program development. / Ed. D. / The prevalence of Autism Spectrum Disorder (ASD) has increased nationally by 54.7% from 2000 to 2016 (CDC, 2016), and 52.38% in the district where this program evaluation was conducted. The increase has challenged school districts to develop programming specific to the areas of impairment characteristic of students with ASD. The purpose of this study was to evaluate programming for students with ASD through the evaluation of individual education plans (IEPs). Additionally, special education teachers completed a self-report questionnaire on their level of confidence in developing programming and support systems for students with ASD. The areas of in need of improvement, indicated by the IEP evaluation, were cross-referenced with low confidence levels reported by teachers in the self-efficacy questionnaire. The study identified areas of weaknesses and strengths in programming that can be used by the district to develop a plan for improvement of the development of IEPs and programming specific to the areas of impairment (communication, socialization, behavior) characteristic of students with ASD.

The global prevalence of autism spectrum disorder (ASD) presents significant challenges, particularly in low- and middle-income countries (LMIC) where there is a lack of trained professionals, limited access to evidence-based practices, and insufficient government support. This dissertation explores the potential of technology-based interventions to bridge the knowledge gap and improve the quality of services for children with ASD in LMIC. The first chapter provides an overview of the current landscape of educator preparatory programs and highlights the limitations of traditional clinical experiences in preparing special education teachers and related personnel. It introduces the Tele-Support Coaching Framework (TCF) as a promising approach to leveraging online platforms and practice-based coaching as means of providing valuable opportunities for applying knowledge in diverse learning environments. Chapter Two presents a systematic literature review investigating the factors influencing student academic achievement and professional development when online learning communities and educational technology are integrated into higher education courses. Despite an extensive search, only two international studies met the inclusion criteria, underscoring the need for more rigorous research in this area. The third chapter details an empirical study examining the impact of tele-support coaching on the knowledge of evidence-based practices (EBP) among international special education teachers (SET) and related personnel from five LMIC. The findings suggest tele-support coaching is effective in enhancing knowledge, regardless of participants’ prior exposure to online learning, and highlights the potential of technology-based interventions in improving service quality for children with ASD globally. The dissertation ends with a set of practical recommendations in chapter four based on the findings with an emphasis on the importance of establishing professional regulations, fostering cross-border collaboration, and promoting economic growth and job creation in LMICs. Overall, this dissertation contributes to the growing body of literature on the effectiveness of tele-support coaching in empowering international SET and related personnel with the goal of promoting equity to special education services worldwide.

M.A. (Counselling Psychology) / Mothers’ experiences of raising a child who has been diagnosed with autistic disorder or autism spectrum disorder are multifaceted and multidimensional. These experiences include both negative and positive aspects which at times occur simultaneously. The aim of this research was to explore three mothers’ lived experiences of raising a child who has been diagnosed with autistic disorder. This entailed their experiences prior to receiving a diagnosis of autistic disorder for their child to their present circumstances. A hermeneutic epistemological framework, which falls in the qualitative research approach, was used. Data were collected in the form of three written narratives and three interviews which were analysed using a hermeneutic epistemological framework and thematic analysis. The analysis of the data resulted in the identification of five metathemes: the journey towards a label, challenges, attempting to be a good enough mother, coping, and personal growth. The most prominent metatheme is the three mothers’ attempts to be a good enough mother to their child with autistic disorder. Furthermore, the metathemes seem to confirm that mothers’ experiences are multidimensional and multifaceted.

It is now known that autism is a lifelong handicapping condition. While some of the characteristic behaviors of autistic children remain unchanged in adolescence and adulthood, there is evidence that other behaviors change as a function of development. Assessment instruments for identifying autism are generally intended for use with. young children and may not accurately assess autism in adolescents. Two studies compared autistic adolescents with matched autistic children and nonautistic adolescents on two autism rating scales. The validity of the Childhood Autism Rating Scale for use with adolescents was supported while the validity of the Prescreening Checklist was questioned. The findings were discussed in relation to the age-related changes which occur in autistic adolescents.

Autism has no cure, but early and appropriate diagnosis and intervention may increase outcomes for individuals affected. The level of awareness, acceptance, and support for autism spectrum disorder (ASD) in Nigeria is very low. There is a gap in the literature regarding a detailed account of the experiences of parents raising children with ASD within the Nigerian environment and culture. The purpose of this phenomenological study was to explore the perceptions and lived experiences of mothers raising children with ASD in Nigeria including the impact of Nigerian culture on their experiences. Bronfenbrenner’s ecological systems theory was the guiding conceptual framework for this study. Ten mothers of children with autism were recruited through purposeful sampling and interviewed using a semistructured interview format. Moustakas’s steps to phenomenological research analysis were used to analyze the data and report emergent themes. The 8 themes that emerged from the data were low societal awareness about ASD, cultural attitudes and acceptance about ASD, neglect and abuse, inadequate services, impact on parents and other family members, refusing to be isolated by society, nature of support, and the way forward. The findings of this study can contribute to ASD awareness in Nigeria through the experiences reported. Positive social change may result from this increased awareness including improved acceptance and treatment, and policy changes or service improvements to support families living with this disorder in Nigeria.