Background: The skill to attribute mental states to the self and others, or Theory of Mind (ToM), is a problem seen universally amongst children with autism spectrum disorders (ASD) and may also affect the ability to make inferences about characters while reading narrative text. Aim: The aim of this study was to teach four male participants with ASD an explicit cognitive strategy to answer inferential questions and provide feedback regarding their answers to improve their reading comprehension and ToM. Method: A single case study ABC design was used to assess the effect of the intervention. The participants read five short narrative passages each session for 20 sessions, and answered one factual and one inferential question following each passage. Specific feedback was used to respond to the answers of each question in the intervention phase. Pre- and post-intervention levels of reading comprehension and ToM were measured. Results: All four participants improved their reading comprehension in a pre and post-intervention test and three of the four participants improved their ToM understanding, although their ability to answer inferential questions involving ToM did not improve greatly. Limitations: Limitations of the study include not asking enough inferential questions involving ToM each session. During post-hoc analysis of the results it became clear that the participants could have benefited from more practice of using the strategy. Individual reading ability should have been assessed before the intervention began to determine the appropriate reading level at the beginning of the intervention. Conclusions: The explicit cognitive strategy had limited effect on participant’s ability to answer inferential questions involving ToM; however the participants improved their scores on pre and post-intervention tests of reading comprehension and ToM. These results suggest that making inferences in text may involve ToM and that the problems seen in the reading comprehension profiles of children with ASD may be attributed to their limited ToM skills.

Recorded by Eugene Barsky, Physiotherapy Outreach Librarian, UBC / This is a Systematic Review Presentation titled - "TEffects of Exercise Interventions on Stereotypic Behaviors of Children with Autism Spectrum Disorder", created by Master of Physical Therapy Graduating Students, University of British Columbia - 2006, Presented on September 14-15, 2006 , Vancouver, BC, Canada

No previous studies have examined how those with Autism Spectrum Disorder (ASD) communicate or cope with symptoms of acute physical illness. Effective management of illness is important as it is related to an individual’s overall health and has implications for the spread of disease. I hypothesized that youth with and without ASD would demonstrate important differences in illness management. In the present study, I investigated parent- and self-perceptions of illness communication and coping behaviour in high-functioning (HF) youth with and without ASD. Participants were 24 youth with HFASD and 24 age-, sex- and IQ-matched controls, aged 9 to 17 years, and one of their parents. Data related to participants’ social communication, daily living skills, illness experience, and illness knowledge were also collected. Parent and self-reports of illness communication and coping behaviour were assessed using vignettes depicting characters with various ailments. Based on parent-reports, typically developing youth communicate illness using direct means (e.g., verbal reports) and utilize active (e.g., intervention-seeking) coping behaviours to manage ailments. In contrast, youth with HFASD were reported to use direct communication less frequently than controls. As such, parents of those with HFASD reported that they rely on observations of their children’s sick behaviour to determine when they are ill more frequently than parents in the control group. Youth in the control group were also reported to use more passive (e.g., emotionality, self-isolation, passive adherence) means of coping when ill with acute physical ailments, when compared to parent reports. Self-reports indicated that youth with HFASD perceived themselves as having significantly more “typical” illness behaviours (e.g., utilization of direct communication and active coping strategies) than their parents reported, whereas youth and parent reports in the control group were more consistent overall. Results of this study will provide important information for parents and practitioners that may subsequently be used to help children with ASD develop strategies for communicating about and coping with illness effectively. A model, emphasizing skill deficits that may prevent youth with HFASD from managing illness effectively, was also developed. Limited insight in the domain of health behaviour may be a particularly important focus for future interventions.

Rationale: Previous studies have reported low employment rates for adults with autism spectrum disorders (ASD). The challenges to finding and maintaining work have been attributed to their social, communication, behavioural and sensory processing difficulties. Numerous studies report that children with ASD experience abnormal responses to sensory stimuli, whereas estimates for adults remain unclear. Furthermore, little is known about how sensory processing patterns affect employment. Objectives: The purposes of this study were a) to describe the self-reported sensory processing patterns in high-ability adults with ASD and compare them to adults without ASD; and b) to explore the role that sensory processing patterns play in the workplace for high-ability adults with ASD. Methods: A sequential mixed methods approach was used. In Phase I, 20 participants with and 20 without ASD completed the Adolescent/Adult Sensory Profile (AASP) and employment details. In Phase II, 10 of the 20 participants with ASD described their work experiences during phone interviews. Participants with ASD were recruited from autism societies in Ontario and Québec. Results: Significant differences were found in all four subscales of the AASP between the high-ability adults with ASD and those without ASD. The adults with ASD obtained significantly higher scores on the Low Registration, Sensation Avoiding and Sensory Sensitivity subscales than the comparison group, and significantly lower scores on Sensation Seeking. Approximately half of the adults with ASD were employed, but few were experiencing sustained employment. Participants described using avoidant, replacement and preventative coping strategies to overcome overwhelming sensations at work. Enhanced sensory processing had the potential to improve work performance. Participants chose alternative work environments based on their sensory preferences and challenges. Disclosing their ASD diagnosis proved to be a delicate process, resulting in differential consequences on accommodations and workplace relationships. Conclusions: High-ability adults with ASD displayed different sensory processing patterns compared to individuals without ASD. Most of these adults showed an awareness of their sensory needs. Sensory processing patterns impacted on work choice, performance and satisfaction. Accommodations that modified the physical environment and occupational tasks promoted an optimal work fit for individuals with sensory issues. Self-employment offered a means of self-accommodation. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2009-08-28 14:26:16.084

ABSTRACT Based on my experience and research, I believe more educational resources are needed for teaching students with Autism Spectrum Disorder (ASD). I have combined interviews of participants --two certified and currently practicing art teachers working in the public school setting, two adaptive art specialists, and two art therapists-- with relevant information from my Review of Literature to compile an initial set of practices and adaptive techniques specifically for art teachers to use in constructing a successful learning environment in the art classroom for students with ASD. According to my review of literature, three factors necessary for creating a successful learning environment for students with ASD are preparation, collaboration, and instruction. To examine these factors, I focused my interviews on these topics. Results were aligned with the initial research as those interviewed described a need for more complete and applicable training, more opportunities for collaboration, and information about possible strategies to use with students with ASD in the art classroom. INDEX WORDS: Art Education, Autism Spectrum Disorder, Art Therapy, Adaptive Art

The overall aim of this case study is to find the conditions for pupils in the nine-year compulsory school with Autism Spectrum Disorder (ASD) who are instructed in the ordinary classroom. The study explores what kind of support the schools offer these pupils. The study also examines the views of the teachers´, special educators´, principals´ and municipal representatives on what kind of support these pupils need and ought to be offered.The methods used were qualitative interviews and a questionnaire study.The theoretical basis of the study is the three different perspectives of special pedagogy. These perspectives represent three different views on the disorders of pupils.The overall result shows that the municipality offers little support for schools. The study shows that there is little collaboration between schools and ASD-specific support outside school. This study indicates that there is a lack of knowledge about ASD to meet the needs of these students. The conclusion is that schools need substantial knowledge about ASD to work in an including way with these students in a successful way. The study raises a question about the municipal system of allocation of resources.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school. The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils’ reading comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon. The pupils also had to complete a questionnaire about their reading habits, how they go about understanding the texts better, and how they work with texts in Swedish lessons. The pupils were interviewed to yield a little more information about how they comprehended the two different types of text. The study was conducted at two high schools geared to pupils with ASD, including a total of twelve pupils. Four of these pupils were also interviewed. The result of the reading comprehension tests show that the majority of the pupils found it easier to answer the questions about the factual text. The pupils who read a lot and are interested in reading achieved better results in both text assignments. There was a clear association between the pupils who have difficulties concentrating and finishing a book and their results on the reading comprehension tasks, which can be explained by their functional impairment. The result of the pupils’ questionnaire showed that they use different strategies when reading factual texts and literary texts. There were also differences in how the pupils work with different texts in school, both individually and together with other pupils, depending on which type of text it is. The help that pupils receive from their teachers can be limited by the pupils’ functional impairment, but according to the study this help is significant for the pupils’ reading comprehension, especially of literary texts.

Background: There is presently a lack of consistency in research designed to measure executive functioning (EF) in autism that may be attributable to lack of homogeneity or comorbid conditions (i.e. learning disability or additional diagnosis) in test samples. Aim: A systematic review focused on a subset of EF (verbal fluency: VF) was conducted, using only studies of high-functioning individuals with autism (HFA) without an additional diagnosis or learning disability. An empirical study was conducted comparing the executive functioning profile of individuals with HFA and typically developed (TD) individuals. Method: For the systematic review, 16 studies met the specified inclusion criteria, depicting 15 semantic (category), 14 phonological (letter), and 6 switching (categories) VF tasks. In order to assess potential bias, the available VF information of the included papers was scrutinised by the author and an independent clinical practitioner. For the empirical paper, 22 HFA and 22 TD participants (mean age = 28, range = 17-73, 52% male) without a comorbid condition, learning disability or brain injury completed three subtests from the WAIS-IV (vocabulary, block design and digit span) and all subtests of the Delis–Kaplan Executive Functioning System (D-KEFS). Results: For the systematic review, a minority of semantic and phonological VF studies reported a significant difference between typically developed and HFA populations. Five of the six semantic switching studies reported a significant difference between groups. All papers included were of good or adequate quality and inter-rater reliability was high. For the empirical paper, the HFA group performed significantly poorer on the switching condition of the design fluency task, semantic conditions of the verbal fluency task and on the word context task overall. No other significant differences were observed. Summary: Although the systematic review concluded that there was insufficient evidence to support that disfluency can be attributed to autistic symptomology, the empirical study found that the HFA group performed poorer than TD in semantic VF and other subtests designed to measure generating novel ‘imaginative’ ideas, without visual cues to aid performance. The deficit on these subtests was increased when there was the added condition requiring the participant to switch between newly formed concepts. Conclusions: Although in VF, results are mixed, the empirical study demonstrates that even in a group of high-functioning individuals there are still measurable differences in EF between TD and HFA samples that may not be apparent through more general cognitive testing. Implications for using a neuropsychological profile for adults with HFA are discussed.

Little is known about the factors involved in parents’ with a child with autism spectrum disorders (ASD) decisions to visit a community outing with their family. The purpose of this research is to describe the factors that families consider when making a decision to visit a museum of science with their child with ASD. Data were analyzed based on data from a previous study in which observations and interviews were completed in order to describe the experiences of nine children and their families visiting a science museum. The findings indicated that families considered their child and his/her age and abilities, the community environment, and the features of the activities in the community space as a family when deciding whether their child was ready to visit the museum. Additionally, parents appeared to consider their available strategies for use while in the community when making readiness decisions. The information learned in this study may aid families who are trying to appraise whether their child is ready for a family community outing. Additionally, findings from this research may benefit museums interested in creating inclusive experiences for families with a child with ASD. Recommendations are provided for future research in the area of readiness for community outings for families with a child with ASD.

The aim of this study was to describe the humor use by an 11-year-old adolescent with ASD. Through an iterative coding process to identify a successful, unsuccessful, and neutral rating of instances of humor, we describe how does an adolescent with ASD uses humor and the functions humor serves in his interactions with a friend. We describe the personal and environmental factors that support the successful use of humor. The adolescent used two main types of humor (self-initiated and environmentally-initiated), consisting of two forms (verbal and physical). We describe 12 main behavioral indicators to identify the instances of humor. Humor appeared to sever as a means of engaging his friend and he appeared to be most successful in using humor with his friend when in a familiar environment and engaging in a familiar activity. The implications for future research are discussed.