Stimulus over-selectivity refers to the phenomenon whereby behaviour becomes controlled by one element of the environment at the expense of other equally salient aspects of the environment. It is a common problem for individuals with autism, learning disabilities, acquired neurological brain damage, the elderly and typically developing individuals under-going a cognitively demanding task. The current thesis presents 15 experiments that investigate the mechanisms of over-selectivity and explore potential remediation techniques. All experiments employed a simultaneous discrimination procedure using non-clinical participants under-going a cognitively taxing task. Experiments 1-3 demonstrated the robustness of over-selectivity across a range of test conditions. Experiments 5 and 6 extended this by exploring the potential role of conditioning effects and found no evidence of inhibition accruing to the under-selected stimulus. Experiment 4 showed that following extinction of the previously over-selected stimulus, the under-selected stimulus could emerge to control responding despite receiving no further direct training, thus supporting the use of extinction techniques to reduce over-selectivity. Experiment 7 indicated that partial reinforcement (PR) did not reduce over-selectivity and actually increased over-selectivity when participants underwent less training (Experiment 8). Experiments 9 and 10 showed that changing schedule of reinforcement from continuous reinforcement (CRF) to PR or from PR to CRF also failed to reduce overselectivity. Experiment 11 found a reduction in over-selectivity following a downward shift in reinforcer value, whilst Experiment 12 ensured that neither generalisation decrement nor PR influenced this effect. Experiments 13 and 14 suggested that the decrease in over-selectivity was due to a change in the unconditioned stimulus as opposed to changing the nature of the stimuli. Finally, Experiment 15 showed no reduction in over-selectivity when the reinforcer was qualitatively manipulated. These results are discussed in terms of theoretical perspectives of over-selectivity, and implications for the remediation of the effect.

Autism is a neurodevelopmental disorder that characteristically involves an impaired capacity to engage in reciprocal social interaction and to use eye-gaze for social purposes. This collection of conversation analytic studies examines naturally-occurring interactions involving Finnish children diagnosed with autism. The data consist of video-recorded interactions of four children, aged between 9-12 years, each engaged in dyadic or multiparty interactions with a range of familiar co-participants (teachers, parents, and siblings) at home, school, and music club. Comparative data from neurotypical interactions are also considered. The aim is to use conversation analysis to better understand how the children with autism interact in everyday settings. The study examines the organization of interactions as sequences of action, and how eye-gaze and other multimodal resources are involved in the orientation to and production of initiating and responsive actions (e.g. questions and answers). The analyses show (1) competencies with respect to using eye-gaze at relevant sequential environments to mobilise a response from a co-participant, and using smiling as an interactional resource while orienting to the response-implicativeness of eye-gaze; (2) displays of self-consciousness (involving averted gaze and other conduct) can occur when the participants orient to the children's non-production of a response that has been made relevant; (3) child's gaze aversion can become problematic in particular sequential locations, namely, when the child's response is noticeably absent and treated as unforthcoming; (4) how the handling of material objects can provide a resource when eliciting interactional involvement with the child. The findings indicate areas of interactional competence and show how, on some occasions, the direction of eye-gaze and body orientation can become interactionally problematic. The merits of researching naturally occurring interactions, and the prospect of incorporating a conversation analytic component as part of clinical assessments, are discussed.

Personer med autismspektrumtillstånd (AST) är en växande grupp i samhället. Inuläget beräknas 1 % av befolkningen i västerländska länder ha ettautismspektrumtillstånd. Patienterna har speciella omvårdnadsbehov relaterat tillautismspektrumet och då antalet ökar kommer fler personer att söka sig till hälso- ochsjukvården. Sjuksköterskan bär omvårdnadsansvaret, där av behövs kunskap ochmedvetenhet om autismspektrumtillståndet för att kunna möta derasomvårdnadsbehov. Syftet med studien var att undersöka omvårdnadsbehovet hospersoner med autismspektrumtillstånd. För att besvara syftet genomfördes enlitteraturstudie. Vid en induktiv ansats med en hermeneutisk analysmetod användes ilitteraturstudien. I databearbetningen framkom fem teman Behov av kommunikation,Behov av kontinuitet, Vårdmiljöns påverkan, Anhörigas roll och Behov av kunskaperhos sjuksköterskan I resultatet framkom att faktorer som kommunikationssvårighetermed och okunskap hos vårdpersonal påverkade tillgång till god vård och omvårdnadför personer med AST. Den aktuella forskningen är otillräcklig. Därför behövs merforskning, kunskap och utbildning för att sjuksköterskan ska kunna mötaomvårdnadsbehovet hos personer med AST. / People with autism spectrum disorders (ASD) are a growing group in society.Currently estimated there is about 1% of the population in the western countries thathas autism spectrum disorder. These patients have special care needs in relation to theautism spectrum and as the number increases, more people will seek health care in thefuture. The nurse carries nursing responsibility, thereby the required knowledge andawareness of autism spectrum condition is essential for the nurse to meet the careneeds of a patient with ASD. The purpose of this study was to investigate the careneeds of people with autism spectrum disorders by conducting a literature study. Aninductive approach with a Hermeneutics as the methodology of interpretation is usedin the literature study. Five themes were revealed in the data processing; The need ofcommunication, The need for continuity, The impact of health facility environment,Relatives role, and The need for knowledge of the Nurse. The result highlights factorssuch as difficulties in communication and ignorance of health professionals, whichaffects the person's access to good health care and nursing of people with ASD. Thecurrent research is inadequate. Therefore the need for further research, knowledge andeducation for the nurse is essential to meet people with ASD and their need ofnursing.

A significant rise in the number of students with autism spectrum disorders (ASD) served in today's schools requires special education administrators to possess knowledge in this area. The purpose of this study was to determine the general knowledge of special education administrators concerning ASD and knowledge of educational programming, to explore their educational training and professional development experiences in ASD, to identify the training needs of special education administrators in ASD, and to determine if knowledge, training and experience in ASD predict litigation. Using survey methods, data were collected from a sample of 106 special education administrators in Texas. Data revealed special education administrators were most knowledgeable of general characteristics, common myths, and instructional strategies, and less knowledgeable of eligibility criteria. Knowledge regarding educational programming for learners with ASD produced mixed results. Logistic regression analysis revealed general autism knowledge, knowledge of educational programming, training, and experience in ASD were not factors predicting litigation. Although results indicated none of the factors explored in this study were predictors of litigation, areas of need regarding professional development were identified. Implications for future research are also discussed.

Programmatic change related to autism spectrum disorders (ASD) training in special education teacher education programs across the U.S. and institutional variables that influenced change were examined. Variables included institutions’ current coverage of autism content in coursework and institution enrollment. One faculty member from each identified institution was invited to participate in the study. Data were collected from 136 special education faculty using an exploratory survey instrument, the National Survey on ASD Preparation in Undergraduate Special Education Teacher Training Programs (NSAP). This study was designed around themes which emerged from empirical and pragmatic research findings conceptualizing prevalent issues in personnel preparation for ASD including critical knowledge and skills needed by teachers to effectively serve students with ASD. Results indicated a significant number of programmatic changes (66%) remain to be implemented in undergraduate special education programs at institutions participating in the study.

Orientador: Débora Deliberato / Banca: Rita de Cássia Tibério Araújo / Banca: Cátia Crivelenti de Figueiredo Walter / Resumo: A crescente inserção de crianças com Transtornos do Espectro do Autismo (TEA) nas escolas a partir de seus direitos regulamentados por lei evidencia a necessidade em estabelecer práticas inclusivas que favoreçam a aprendizagem e a participação destes alunos nas atividades escolares desde a Educação Infantil. Além disso, estudos têm discutido sobre os desafios que ainda são encontrados nas escolas ao receber alunos com TEA. Visto tais aspectos, o presente estudo teve por objetivo caracterizar a rotina de atividades do aluno com Transtorno do Espectro do Autismo no contexto da Educação Infantil. Os participantes da pesquisa foram sete alunos com diagnóstico de TEA, suas professoras e suas cuidadoras. A pesquisa foi realizada em escolas de Educação Infantil da rede municipal de ensino de uma cidade do interior de São Paulo. Para a coleta de dados, foram realizadas entrevistas com as professoras dos alunos utilizando um roteiro de entrevista semiestruturado previamente elaborado. Também foram realizadas observações dos alunos durante a rotina escolar, sendo estas registradas continuamente em diário de campo, nesta etapa também foi utilizada a Escala de Avaliação de Traços Autísticos (ATA) para contribuir com a caracterização dos alunos participantes. As entrevistas foram transcritas e incorporadas às informações das observações registradas em diário de campo, transformando-se em um texto único e submetido à análise de conteúdo. Após a organização dos dados, foram estabelecidos o... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The increasing inclusion of children with Autism Spectrum Disorders (ASD) in schools from their rights regulated by law highlights the need to include inclusive practices that favor student's learning and participation in the school activities of Children's Education. Furthermore, the studies were discussed on the challenges that are still found in host schools with ASD. Seen these aspects, the present study aimed to characterize a routine of student activities with Autism Spectrum Disorders in the context of a Preschool. The participants of the research were seven students diagnosed with ASD, their teachers and their caregivers. The research was carried out in preschools of the municipal of education of a city of the interior of São Paulo. For data collection, interviews were conducted with the students' teachers using a pre-elaborated semi-structured interview script. Student observations were also made during a school routine, and these were continuously recorded in the field field, also evaluated in an Scale of Autistic Traits (ATA) to contribute with a characterization of the participating students. As interviews were transcribed and incorporated into the information of the observations recorded in the field diary, transforming into a single text and submitted to content analysis. After organizing the data, the themes and sub-themes were established in relation to the research objectives. The material was sent to judges with experience in the area to better verify the representativeness of the data. The results of the analysis identified a characterization of the students' school routine from the sub-themes: 1) Student participation in classroom and outdoor activities; 2) Student participation in play activities in the classroom and in outdoor environments; 3) Student participation in adapted ... - (Complete abstract click electronic access below) / Mestre

The present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to measure observed power and asymmetry using EEG data in order to understand the neural activity that underlies the social aspects of ASD. Participants with ASD showed slower processing speed and decreased emotion sensitivity. On tasks that involved the recognition of expressions on the participants’ mothers’ faces, differences were less apparent. These results suggest that children with ASD are capable of recognizing facial displays of emotion after repeated exposure, this should be explored further in future research. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

Autism spectrum disorders (ASD) are a group of related neurodevelopmental diseases displaying significant genetic and phenotypic heterogeneity. Despite recent progress in ASD genetics, the nature of phenotypic heterogeneity across probands is not well understood. Notably, likely gene-disrupting (LGD) de novo mutations affecting the same gene often result in substantially different ASD phenotypes. We find that truncating mutations in a gene can result in a range of relatively mild decreases (15-30%) in gene expression due to nonsense-mediated decay (NMD), and show that more severe autism phenotypes are associated with greater decreases in expression. We also find that each gene with recurrent ASD mutations can be described by a parameter, phenotype dosage sensitivity (PDS), which characterizes the relationship between changes in a gene’s dosage and changes in a given phenotype. Using simple linear models, we show that changes in gene dosage account for a substantial fraction of phenotypic variability in ASD. We further observe that LGD mutations affecting the same exon frequently lead to strikingly similar phenotypes in unrelated ASD probands. These patterns are observed for two independent proband cohorts and multiple important ASD-associated phenotypes. The observed phenotypic similarities are likely mediated by similar changes in gene dosage and similar perturbations to the relative expression of splicing isoforms. We also identify patterns of developmental and cell type-specific expression that additionally contribute to the variability of several autism phenotypes.

This diploma thesis represents inclusive education of a pupil with ASD in a common type of primary school. It deals with the definition of the autism spectrum disorder concept and relates it with the difficulty of educating pupils who have this diagnosis. The thesis describes the adjustment of educational conditions and possible differences in approach of pedagogical staff to these pupils. Attention is further focused on inclusion and its specifics. The practical part of the diploma thesis gathers pedagogical staff opinions on the education of a pupil with ASD and also the strategies which are applied in his education by these members of staff. Qualitative reserach is realized through pedagogical documentation research and through individual interviews with participants of the educational process, especially with teachers and teaching assistants. The aim of the work is to determine the opinion spectrum of pedagogical staff in a common school type towards educating a pupil with ASD. The focus of the work presents interviews and analysis with teachers. Findings based on open coding showed that the education of a pupil with ASD in a common type of primary school is a challenging process for the pedagogical staff, who require better preparation, support and mutual cooperation among the participants....

Legal mandates and best practice recommendations for the education of students with autism spectrum disorders (ASD) emphasize the importance of systematic, ongoing observational data collection in order to monitor progress and demonstrate accountability. The absence of such documentation in decision-making on instructional objectives indicates a weakness in bridging the research-to-practice gap in special education. Utilizing a multiple baseline design across participants, the current study evaluated the effects of a prototypical teacher training program (i.e., workshop, checklist, in-classroom training with feedback, and maintenance with a thinned schedule of feedback) on the frequency of data collection on core deficits of ASD and the use of data-based decision-making. Results indicate increases in daily mean frequency of data collection following intervention. Maintenance and generalization indicates variable responding across participants. Effect size (Cohen's d) indicates a large, clinically significant effect of the training program. Results are discussed in relation to training models, maintenance, and future research.