Autism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined neural activation and functional connectivity with an EEG, in children ages 3 -5, during an eyesclosed baseline period. Discrete Fourier Transform was performed on artifact-free segments of EEG data to produce power density values. In addition, coherence measurements were examined to assess functional connectivity in the alpha bandwidth during the baseline recording. Children with autism spectrum disorder (ASD) demonstrated reduced alpha coherence in fronto-temporal regions and between right temporal sites when compared to typically developing (TD) children. In addition, the reduction in coherence was based on ASD severity, such that high-functioning children with ASD showed greater coherence than low-functioning children with ASD. Children with ASD also displayed reduced power in the alpha, beta, and theta frequency bandwidths in frontal, temporal, central, and occipital regions compared to TD children. Interestingly, delta power differentiated children based on developmental status such that high-functioning children with ASD demonstrated the greatest delta power, followed by TD children, and then low-functioning children with ASD. Finally, TD children demonstrated left anterior temporal EEG asymmetry in the alpha bandwidth, whereas children with high-functioning ASD exhibited left posterior temporal EEG asymmetry and right frontal EEG asymmetry. Thus, the results suggest that children with ASD exhibit atypical patterns of brain activity and functional connectivity compared to their typically developing counterparts. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-26T10:04:35Z No. of bitstreams: 1 Rosângela de Faria Correia.pdf: 808290 bytes, checksum: 71d83be864732bf2d2b6d9f46cea6724 (MD5) / Made available in DSpace on 2018-09-26T10:04:35Z (GMT). No. of bitstreams: 1 Rosângela de Faria Correia.pdf: 808290 bytes, checksum: 71d83be864732bf2d2b6d9f46cea6724 (MD5) Previous issue date: 2018-08-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation aims to do a reflection, from the clinical-institutional experience, together with a children diagnosed with autism. The crucial point of this study is about the clinical enigma, caused during the meeting with the patient, especially about difficults in language acquisition and absence of voice. In the autisms we can identify phenomena that reveal a difficult for the children to occupy the enunciation place, resulting a position of segregation. This way, considering the relation between the children with their objects, and more specifically with voice object, this research looks for presenting a clinical-theoric reading, articulating the concepts of subjective constitution, body constitution and establishment of pulsional circuits, emphasizing the importance of the voice as an object connected to the desire / A presente dissertação tem como objetivo fazer uma reflexão a partir da experiência clínica-institucional junto a uma criança com o diagnóstico de autismo. O eixo fundamental desse estudo passa pelo enigma clínico provocado durante os encontros com o paciente, especialmente sobre as dificuldades de aquisição da linguagem e a ausência da voz. Nos autismos, é possível identificar fenômenos que marcam um impedimento da criança em ocupar o lugar de enunciação, o que a coloca, muitas vezes, em uma posição de segregação. Dessa forma, considerando a relação da criança com seus objetos, e, mais especificamente, o objeto voz, essa pesquisa pretende apresentar uma leitura teórico-clínica, articulando os conceitos de constituição subjetiva, constituição do corpo e o estabelecimento dos circuitos pulsionais, enfatizando a importância da voz como objeto vinculado ao desejo

by Leung Hiu-shan. / Thesis submitted in: June 1999. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 55-58). / Abstracts in English and Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iv / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / LIST OF APPENDICES --- p.viii / INTRODUCTION --- p.1 / Weak Central Coherence of Autism --- p.1 / Cognitive Style of Field Dependence/Independence --- p.4 / Visual Illusions --- p.5 / Summary of Previous research & Objectives and Hypotheses of Present Study --- p.8 / METHOD --- p.12 / Participants --- p.12 / Stimuli --- p.13 / Procedure --- p.19 / RESULTS --- p.24 / EFT --- p.24 / RFT --- p.26 / Correlation between EFT and RFT --- p.26 / Visual illusions --- p.30 / "Relationship between EFT, RFT and Visual Illusions" --- p.34 / Percentage of Subjects Succumbed/Not succumbed to Geometric Illusions --- p.44 / DISCUSSION --- p.44 / REFERENCES --- p.55 / APPENDICES --- p.59

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 162-178). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 74-85). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71633.

Autism Spectrum Disorder (ASD) largely remains an unknown form of neurodevelopment disorder, despite the global trend of increasing prevalence. South Africans, in general, have little awareness and knowledge about this relatively rare form of neuro-developmental disorder which could so easily be misunderstood due to the major areas of difficulty experienced by children with ASD. The aim of this study is to explore African parents’ experiences in relation to having an atypically developing child who is eventually diagnosed with ASD. A qualitative approach was adopted in this study, so that the researcher could gain a “rich” description of the participants’ experiences of raising a child with ASD. The pathways and steps taken to arrive at this diagnosis and their reactions to the diagnosis were a central aspect of this research. Eight black South African parents (mothers and fathers) of children who have been diagnosed with ASD, were interviewed to ascertain their understanding of their both typical developmental patterns and their child’s atypical development, the experience of getting the diagnosis and the experience of how raising a child with ASD has been and is for them as African parents. The data obtained was analysed using thematic analysis. The results suggested that African parents experience and understanding of ASD is largely influenced by their frames of reference. Further, the parents turned to their traditional beliefs when faced with challenges. However, other interventions such as religion and finally the western practices were explored by the parents. This study therefore concludes that the African parents understanding and experiences of raising a child with ASD is initially influenced by the parents cultural frame of reference and later by western exposure. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Autistic Spectrum Disorders have shown to be some of the most disruptive and bizarre childhood developmental disorders, affecting all relationships within the family (Glass, 2001). The sibling relationship is possibly one of the most important relationships in childhood development, affecting cognitive and emotional adjustment (Dunn, 2000; Sanders, 2004). While the effects on parents of having a child with an Autistic Spectrum Disorder are well documented, there is very little qualitative research that explores the experience from the sibling‟s perspective. Using Family Systems Theory as a framework for understanding, the question asked in this study was: “What is the experience of having a sibling with an Autistic Spectrum Disorder?” The study made use of a phenomenological approach, which was useful in exploring the „lived world‟ of the participant. Making use of semi structured interviews, a focus group and various projective techniques and one participatory technique, three participants shared their thoughts, feelings and experiences of having a younger sibling with an Autistic Spectrum Disorder. Interpretive analysis guided by the Hermeneutic circle was used to analyze the data. The results showed a complex and protective relationship that also evoked feelings of frustration and embarrassment in the participants. While the relationship was difficult, there was no indication that the participants faced any emotional or adjustment difficulties. Furthermore, the effective coping mechanisms that were utilized by the participants were highlighted. The study also aimed to provide recommendations for care-givers and professionals, as well as future research in this area. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Most toddlers with Pervasive Developmental Disorder (PDD) and Autism are non-compliant, have language delays and immature play; however, some have intact information processing ability, while others do not. Play data from two treatment outcome studies of children with PDD and Autism, and one normative longitudinal study were analysed to (1) compare play of normally developing children to delayed children with intact versus impaired processing; (2) investigate differential impact of a parent-implemented cognitive-behavioural treatment on children with intact versus impaired processing; and (3) investigate the use of information processing, and non-verbal play measures, including sustained attention, for use with children with delays. Both children with intact and those with impaired processing, but particularly children with impaired processing, displayed immature play relative to normally developing children. With treatment, sophistication of play improved substantially for children with intact processing and less for children with impaired processing confirming the usefulness of both information processing and play as alternative assessment procedures for children who are non-verbal and non-compliant.

In South Africa basic education is a right for all children (Constitution of the Republic of South Africa, 1996) and mainstream education for learners with so called mild disabilities such as High Functioning Autism or Asperger’s Syndrome (HFA / AS) is available according to government policy (White Paper 6, South African Department of Education, 2001b). The aim was to explore barriers to admission to mainstream primary school education for learners with HFA / AS. A mixed methods research design with two phases was used. Twenty-eight government primary schools in two circuits of a KZN school district completed a questionnaire; five parents of children with HFA / AS took part in a focus group discussion and an autoethnographic essay was written by the researcher. The data were analysed with descriptive statistics and thematic analysis. Some schools and the majority of parents were unaware of the learners’ educational rights. Gaps in the implementation of policy exist, which contributed significantly to the barriers to admission for learners with HFA / AS. Main barriers were lack of knowledge and misconceptions about HFA / AS amongst school staff, lack of training for school staff, lack of government funding, lack of unity between parents and teachers/schools and negative attitudes towards inclusion of learners with HFA / AS. Suggested ways of overcoming the barriers to admission included small classes, class assistants or facilitators, improved unity and communication between parents and teachers and greater government support. With solutions addressed in the future, learners with HFA / AS can access suitable education in order to become contributing adults to society (Attwood, 2007). / Thesis (M.O.T.)-University of KwaZulu-Natal, Durban, 2014.

Using a mixed-method, this study examined the quality of life in families of children with autism in comparison with families of children who do not have autism. Participants consisted of parents of 17 children with Autism aged 6 to 12 years old and parents of 17 children who did not have Autism. The former group was recruited through intervention programs for children with Autism and their families in British Columbia, as well as Ontario. Among the families of children with autism. the incidence ratio of male to female children (4:1 to 5:1, based on DSM-IV, APA, 2000) is reflected by the number of families had male versus female children with autism. The latter were recruited through letters sent home with children from their schools and local after-school care programs in Victoria, B.C. Participants completed a survey package consisting of: the Quality of Life Inventory (QofLl), Family Environment Scale (FES), Family Support Scale (FSS). Child Behavior Checklist and a demographics questionnaire. Parents of children with autism also completed a questionnaire detailing the interventions their child has received and their degree of satisfaction with these interventions. Qualitative open-ended responses were also completed by all participants. The quantitative results reflected few significant group differences. Families of children who do not have Autism reported statistically significant greater satisfaction with their neighbourhoods and communities and annual household income than did families of children with Autism. Within families of children with Autism, those with higher annual household incomes had access to more interventions and of longer durations. They also reported shorter waiting periods to access such programs than did those with lower household incomes.