Since the start of the COVID-19 pandemic, tele-based methods of autism assessment have been relied upon to a previously unparalleled degree; however, the need for such advancements is not new. Observation-based measures are a crucial component of face-to-face autism diagnostic evaluations, but few validated observation tools exist for remotely assessing autism across childhood, particularly for older children and adolescents, providing minimal guidance in this arena. Sanchez and Constantino (2020) previously validated a brief, face-to-face, clinician-facilitated observation coded according to the Childhood Autism Rating Scale, Second Edition (CARS-2). During the pandemic, this measure was adapted as a remote observation (rCARS2 Observation), but has yet to be validated in this format. The current study validated the rCARS2 Observation against the "gold-standard," in-person Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). In this sample of 30 children ages 1.97 to 16.66 years (M = 7.35, SD = 4.00), ADOS-2 and rCARS2 Observation total scores were highly correlated (ρ = .644, p < .001). Receiver operating characteristic (ROC) curves optimized rCARS2 Observation cutoff scores to maximize sensitivity and specificity in predicting possible diagnostic classification (88.9% sensitivity, 80% specificity) and ADOS-2 classification (83.3% sensitivity, 70.6%, specificity). At optimal cutoffs, the rCARS2 Observation predicted the correct diagnosis in 82.8% of cases and the same classification as the ADOS-2 in 75.9% of cases. Validation of this instrument provides support for an accessible and efficient remote autism observation. This is crucial in ensuring uniform training and clinical procedures for tele-assessment of autism, to help mitigate long-standing barriers to service access (e.g., geography, cost, availability). / Doctor of Philosophy / During the COVID-19 pandemic, many in-person services, including assessments for an autism diagnosis, were forced to shift to telehealth. When an autism assessment is completed in-person, it requires an "observation-based" measure, meaning that a clinician directly observes a child's behavior, in addition to an interview with a parent or caregiver. Families have faced barriers to accessing in-person autism assessments even prior to the pandemic, including geography, transportation difficulties, shortage of autism-specific providers, and high cost of services. As such, tele-assessment of autism is an important tool to consider in helping families to access these services. However, observation-based autism assessment measures that can be completed through telehealth from families' homes are few and not well-understood. The current study explores a brief telehealth observation tool (the rCARS2 Observation) and compares it to the "gold-standard" autism observation-based tool (the ADOS-2) that is typically used during in-person assessments of autism. This study found that scores on this remote measure and the in-person measure were strongly related and the remote observation measure showed great promise for predicting a diagnosis of autism in this study. This is the first study to explore the rCARS2 Observation to understand how well it can evaluate children's autism characteristics from home as compared with an in-person assessment tool. The success of this remote observation measure in the current study is promising and suggests that this may be one remote tool that clinicians can use in combination with a parent- or caregiver-interview to evaluate a child for an autism diagnosis as a shorter and more accessible tool to overcome many barriers to accessing services.

The number of autistic college students has risen over the decades and many of them are choosing to attend a community college to begin their higher education experience. However, once in college, autistic students face a set of challenges that influence their academic experience. Despite similar and elevated IQ’s many of autistic college students are not graduating at the same rate as their peers. Research of autism and higher education is typically comprised of information provided by professionals. However, there has been a growing number of scholars who have included the perspective of autistic individuals. A narrative inquiry research method was used to record and examine the experiences of 5 autistic community college students. In-person interviews recorded experiences regarding the transition to community college, experience with support services, and input about their community college experience. The transition to community college for autistic students was influenced by multiple factors that included a student’s high school experience, family dynamics, and current life circumstances. Participants accessed a variety of academic and non-academic supports. Academic supports included tutoring, counseling, and accommodations. Non-academic support included the support from family, friends, teachers, staff, and campus organizations. Participant’s knowledge of available supports was influenced mostly by their family’s knowledge. Input from participants indicated that teachers and coaches play significant roles in the lives of participants. Participants felt that more knowledge of autism was needed among faculty and staff that could be created through personal one-on-one relationships. Findings from this study suggest that institutions consider the was that social exchange influenced pivotal transitions that college students undergo according to Tinto’s model of student departure. This research could be used by community college administrators, faculty, and staff to in their efforts to support autistic student. This could include dedicating resources for transition planning, proactively promoting support services throughout all phases of recruitment and enrollment, and the development of campus-wide training resources.

Compared to non-immigrant families of children with autism spectrum disorders (ASD), immigrant families tend to experience more challenges securing an evaluation, obtaining a diagnosis, and accessing services for their child/children diagnosed with ASD. Several studies investigated the experiences of various groups of immigrant families. They found that the delays can be attributed to cultural differences in the way families interpret the meaning of ASD and their perceptions of the causes and treatment for ASD. Additionally, a lack of knowledge about ASD and fear of the stigma associated with ASD impacted immigrant parents' willingness to seek a diagnosis. However, few studies examined how Caribbean immigrants living in the United States experience a diagnosis of ASD for their child/children. This qualitative study explored Caribbean immigrant families' perceptions and experiences with ASD. A semi-structured, in-depth interview was used to collect data on families' experiences about symptoms, causes, and treatments of ASD, as well as their sources of support. The data were coded and analyzed using interpretative phenomenological analysis (IPA. Four themes were identified and discussed: A new world, emotional and physical burden caring for a child with ASD, attitudes about ASD in native cultures, and adapting to the new situation.

With one in every 59 individuals now diagnosed with autism spectrum disorder (ASD), there is a significant increase in college enrollment for these students, yet, alarmingly, this population has the highest college dropout rate. Using Rawl's social justice theory as the frame, this qualitative study identified the perceptions of students with ASD, their college professors, and the director of the Office of Disability Accommodation (ODA). Perceptions were examined through open-ended surveys regarding awareness of autism, knowledge of student civil rights, and the availability and adequacy of resources provided through the ODA. In addition, the students with autism participated in semi-structured face-to-face interviews. The findings of this study are consistent with other studies in reflecting barriers experienced by students with ASD, such as poor transition planning, communication, and self-advocacy limitations. The variance among reported perceptions revealed a lack of awareness and continuity of resources and support for students with autism, hindering their successful transition from high school to and through post-secondary education. Both students and professors expressed a lack of knowledge of students' rights at the college level and of how to access needed accommodations. These findings reveal the need for a greater awareness of supports needed by students with ASD as they enter college. The findings provide implications for professionals who provide transition services for individuals with ASD.

Bright Mosaic is a 30-minute documentary about a comprehensive autism center for children with an organic and unconventional approach. The Bright Mosaic Autism Therapy Center's exceptional curriculum consists of a mix of Montessori practices, natural sciences, applied behavior analysis, occupational therapy, speech therapy, physical therapy, play therapy, music therapy, sensory integration, daily life skills and art. Bright Mosaic mixes observational and participatory styles in an effort to portray an exceptionally skilled and passionate team who fights a tough daily battle to prepare their children for the life ahead of them.

Research has indicated that while the number of students diagnosed with autism spectrum disorder (ASD) in schools is increasing, the ability of teachers to support them is trailing behind. A previous review of the literature reported that the social well-being, functional or life skills, and academic achievement of students with ASD were positively impacted by the knowledge and skills of co-teachers related to both, the knowledge of ASD and co-teaching. However, data regarding how to put these components into practice have yet to be effectively disseminated to co-teachers directly responsible for student learning in their classrooms, thus creating a research-to-practice gap. This research explored the knowledge and perceptions of co-teaching dyads on the process, relationships, and challenges concerning co-teaching students with ASD. Co-teaching dyads participated in semi-structured interviews where perceptions were qualitatively analyzed to identify themes and determine the needs of co-teachers. Findings revealed numerous difficulties in effectively and efficiently co-teaching students with ASD, primarily due to the nature of administrative policies and procedures. Utilizing the diffusion of innovation theory, the findings helped to generate a plan to enable instructional decision-makers to disseminate the appropriate knowledge and strategies to co-teachers for effective and efficient delivery of educational services for students with ASD.

The purpose of this study was to explore the impact of child-centered play therapy (CCPT) on the social competence, empathy, and self-regulation of children diagnosed with autism spectrum disorder (ASD). The constructs of social competence, empathy, and self-regulation were measured using the Social-Emotional Assets Rating Scale (SEARS). This study utilized a single-case design; the researcher collected data throughout the duration of the study, including baseline, treatment, and follow-up phases. The sample included 5 children ranging from ages 6 to 8 years old: 3 Caucasian males, 1 African-American female, and 1 Latin-American female. Mothers of the participants completed the parent form of the SEARS once per week throughout all phases of the study. During the treatment phase of the study, the children participated in CCPT approximately 2 times per week for 30 minutes each time. Visual analysis of the data indicated play therapy was beneficial for three participants, as they demonstrated improvements in social competence, empathy, and self-regulation. Two participants responded to the intervention with mixed results. Discussion includes implications for clinical practice and future research as well as limitations of the study.

Title: Specifics of motor development in children with autism spectrum disorder Objectives: The aim of this thesis is to summarize the accessible literary sources about possibilities of early diagnostic of autism spectrum disorders, characteristic features of motor development and presence of movement and other abnormalities during early development in children who were later diagnosed with some disorder of autism spectrum. Methods: The study is divided into two main parts. In the first part, general information about autism spectrum disorders is presented. The ethiopatogenesis, characteristic features and different types of autism spectrum disorders are described. The second, descriptively analitical part, contains a brief description and resume of many studies, which deal with early identification of autism spectrum disorder, with examination of features of autism spectrum disorder in early development and motor abnormalities in individuals with autism spectrum disorder or high risk infants. Results: The results of this study indicate, that there are differences in social behaviour, motor development and specific autistic features already in the early development of children later diagnosed with autism spectrum disorder. Among motor abnormalities in early development in this children there are...

In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting. / Lisa Finn. / Thesis (M.Ed.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Introduction This present research was a cross-sectional study examining the outcome and adjustment of 64 individuals at their early adulthood (18 to 28 years old).They all had normal intelligence but were diagnosed as having autism spectrum disorder (ASD) as children. / Method The participants of this study were recruited from a child psychiatric clinic or from the community. All were Chinese living in Hong Kong. All except five were males, aged from 18 to 28, with mean age at 21.7 years (SD=2.5). All had a full IQ score of 75 or above (mean full IQ was 96.4 (SD=13.1, range 75-129), verbal IQ 96.3 (SD=13.7, range 73-128) and performance IQ 97.3 (SD=14.7, range 72-139). They and/or their parents were administered a range of tests or interviews to assess their current outcome and adjustment at early adulthood. / Results and Discussion The participants of this study were under-achieved both in educational attainment and employment when compared to population age peers. 32% (21 out of 64) were found no longer meeting a diagnosis of autism in adulthood, but only seven participants out of the 32% fell below the clinical range in all three domains of autistic deficits. The majority still had impairment in at least one aspect of the triad of autistic deficits. Their intellectual functioning had been stable with a small increase in mean verbal IQ. The overall outcome in terms of a composite score consisting of work, friendship, independence, autistic-type stereotyped repetitive behaviours, and language use was relatively better than those of past studies in Western countries in that 42% had a 'good' outcome. It was argued however that the relatively positive outcome was attributed in part to the results of supportive and facilitative environmental factors such as a large labour market, a buoyant economy, and technological advances, including the mass availability of computers. The participants of this study also experienced more general psychological disturbances other than autism than the general population. Finally, as in previous Western studies, childhood IQ, especially verbal IQ, proved to be a robust predictor of adult outcome in most areas. Results of the present study confirm the findings of Western studies that despite improvement in some individuals at early adulthood, significant impairment still persisted for the majority, reconfirming that ASD as largely a chronic disorder. The need for services tailored to adult problems of autism was called for. / Poon Mak, Sui Man. / Adviser: Patrick Leung. / Source: Dissertation Abstracts International, Volume: 72-11, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 249-258). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendices in Chinese.