This mini-dissertation aims to explore the daily realities faced by caregivers of children with autism spectrum disorder and the implications thereof on the use of a cell phone application that can assist in easing the tension between the need for support and the lack of resources to secure that support whenever necessary. Bronfenbrenner’s bio-ecological systems theory, in addition to the assets-based approach, forms the basis on which the study is conceptualised. Using a qualitative approach, a case study research design was used to select the participant by means of purposive sampling. The research participant used the application that was selected for a period of ten days, after which a semi-structured interview was conducted as the primary mode of data collection. The data were then analysed, using inductive thematic analysis, after which themes and subthemes were derived. The findings of the study indicated that the research participant faces a meaningful lack of financial support and social support, and that the cell phone application was seen as a useful tool for supporting her child in spite of this. The study contributed to expanding the current research body on this topic. A major limitation was the sample size of the study being too small for the results to be generalised. Recommendations include that cell phone applications be designed with users’ cultural and language preferences in mind and that more studies of this nature be done. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

Autism spectrum disorders (ASDs) are characterized by phenotypic and genetic heterogeneity. Our analysis of functional networks perturbed in ASD suggests that both truncating and non-truncating de novo mutations contribute to autism. Moreover, we find that truncating mutations affecting the same exon lead to strikingly similar intellectual phenotypes in unrelated ASD probands and propose that exons, rather than genes, represent a unit of effective phenotypic impact for truncating mutations in autism. The phenotypic effects are likely mediated by nonsense-mediated decay of splicing isoforms and similar patterns may be observed in other genetic disorders. While multiple cell types and brain areas are affected, the impact of ASD mutations converge on a strongly interconnected system of neural structures that involve basal ganglia loops and the limbic system. We observe that distant projections constitute a disproportionately large fraction of the network composition, suggesting that the integration of diverse brain regions is a key property of the neural circuit. We demonstrate that individual de novo mutations impact several disparate components of the network and may further explain the phenotypic variability. Overall, our study presents a method that, to our knowledge, is the first unbiased approach using genetic variants to comprehensively discover and identify the neural circuitry affected in a psychiatric disorder.

INTRODUCTION: The process of sensorimotor gating is a neurological phenomenon referring to the brain’s ability to process and filter out stimuli in order to prevent an overflow of information. This phenomenon can be operationally measured by prepulse inhibition, which is the attenuation of a stimulus-induced startle response by introducing a milder preceding stimulus. Studies have shown that impairment of prepulse inhibition (PPI) has been correlated with diseases such as schizophrenia and autism spectrum disorder. Many brain areas, including the superior colliculus (SC), inferior colliculus (IC), mediodorsal thalamus (MD), basolateral amygdala (BLA), anterior cingulate cortex (ACC), and ventral hippocampus (VHPC), have been implicated in playing important roles in prepulse inhibition. While many studies have implicated GABA-A receptors in playing a role in PPI regulation, little work has been done on GABA-B receptors. An established rat model with induced prepulse inhibition impairment was used in this study. PPI impairment was induced via injection of the glutamate receptor antagonist dizocilpine. A subgroup of rats was also treated with the antihistamine pyrilamine to reverse the effects of dizocilpine. OBJECTIVES: The aims of this study are to: 1. Expand the understanding of prepulse inhibition in the context of neurological and developmental diseases such as autism spectrum disorder (ASD) and schizophrenia; 2. Identify potential significant differences within GABA-B receptor densities in the rat SC, IC, MD, BLA, ACC, or VHPC between treatment groups with and without dizocilpine and groups with and without pyrilamine. METHODS: Histological brain slides harvested from 36 Sprague-Dawley rats were provided by Dr. Edward Levin from Duke University’s Neurobehavioral Research Lab for this study. The brain slides were incubated in a radioligand solution specific for GABA-B receptors and exposed to autoradiograph film for approximately 12 weeks. The films were developed in a dark room and scanned electronically. GABA-B receptor densities were measured from the images and the data was analyzed using ANOVA and independent T tests. RESULTS: ANOVA testing revealed significant differences between treatment groups in the MD and VHPC. However, only the MD was found to have significant GABA-B receptor differences when comparing the dizocilpine and pyrilamine treatment groups to the control group. The VHPC was found to have significant differences in GABA-B receptor densities when directly comparing the dizocilpine group to the pyrilamine treatment group, rather than to the control group. There were no significant differences in GABA-B receptor densities as a result of either dizocilpine or pyrilamine treatment in the SC, IC, BLA, ACC, or VHPC. CONCLUSION: Changes in GABA-B receptor levels appear to play a role in both the impairment and rescue of PPI in the rat MD. It does not appear to play a role in the SC, IC, BLA, ACC, or VHPC for either the impairment or rescue of PPI function.

A dissertation submitted to the Faculty Of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2018 / The study sought to explore and examine experiences of parents with regard to the education of their autistic children in special schools. Previous studies in this area looked at the inclusion of autistic children and focused on educators’ attitudes or perceptions. Thus this study intended to get parents’ perspectives, their ideas and views about the education of their children with autism spectrum disorder in special schools. To find out if they are satisfied, and explore what seem to be the concerns and challenges, the study adopted a qualitative case study design. Data were generated from nine mothers who had children attending special schools. They were purposively sampled from three special schools for children with intellectual impairment. Semi-structured interviews were conducted with mothers regarding their views and concerns about the education of their autistic children. A thematic content analysis was used to extract common themes from the collected data. Major findings were that most parents were happy and satisfied with the education of their children, though some lacked understanding and thorough knowledge about autism and special education. Parents raised concerns about lack of therapists in special schools when their ASD children need the intervention of speech and language therapists and occupational therapists. It was also found that parents struggle to access preprimary education for their children. It is recommended that special schools create forums where parents have a platform to voice their opinions and concerns. In conclusion, the study was able to give insight into parents’ experiences, views and concerns with regard to the education of autistic children. Knowing parents’ concerns and opinions may help improve the provision of education for autistic children. With the recent release of the Draft on National Strategy for Autism (September, 2017), perhaps parents’ hope for improvement in provision of education for autistic children might be realized

The purpose of this study was to investigate the effects of individualized social story interventions on the social communication skills of three children with Asperger's Syndrome (AS). Using a multiple baseline across participants desing, three social stories were implemented and direct observations of the participants' identified target behaviors were collected three times per week during unstructured school activities (e.g, recess). Data revealed an increase in the social communication skills of two of the three participants when the treatment was implemented. In addition, maintenance of treatment effects was observed in two participants. These data support recommendations for using social stories to teach social skills to children diagnosed with autism spectrum disorders.

Parenting is a stressful endeavor that can be even more difficult for parents of individuals with Autism Spectrum Disorders (ASD). Autism Spectrum Disorder (ASD) has become increasingly prevalent over the past 15 years, which has baffled researchers and frustrated parents. Respite can be important to help alleviate stress for parents of individuals with ASD, and serve as a break for them from the demands of parenting. The present study utilized a mixed methods design to study the effect of respite on caregiver well-being. Using quantitative data, the study examined the effects of a respite cruise vacation organized by a travel group called Autism on the Seas on various indices of well-being among 20 parents of children with ASD. Parents provided survey responses prior to the cruise (pre-cruise measure) and three months after the cruise (post-cruise measure). Variables included caregiver stress, caregiver self-efficiency, caregiver social network and family quality of life. It was hypothesized that the Autism on the Seas respite vacation experience would be related to increased well-being among caregivers, specifically decreased caregiver reports of stress, increased caregiver reports of social network, increased caregiver reports of family quality of life, and increased caregiver report of self-efficacy. The quantitative study found significant associations among the well-being variables, however no statistical difference between the caregivers’ reports of well-being on pre and post cruise measures. The qualitative component of the study aimed to describe perceptions of respite, barriers to respite-utilization, and aspects of respite that caregivers of children with ASD described as most beneficial. Six couples and one single father participated in the qualitative component of the study. Interview transcriptions were all analyzed through open coding and then axial coding to find data trends and themes. It was hypothesized that respite would bring positive experiences to caregivers, allowing caregivers to take time to maintain their own well-being psychologically and physically. The qualitative study revealed the themes of the centrality of trusted caregivers to parent’s willingness to accept respite, limited social networks of parent with children with ASD, and both caregiver well-being and child well-being and severity of ASD as important to parents’ use of respite programs such that parents of children with more severe ASD reported more trouble accessing respite care. Together, the study points to the need for future studies to investigate a broad range of types of respite programs for individuals with ASD and their families.

Children diagnosed with Autism Spectrum Disorder (ASD) are challenged with communicative skills, which can negatively influence their emotional development. As children with ASD in the local school were not demonstrating functional communication skills as measured by the Assessment of Social Skills for Children with Autism (ASSCM), music therapy was introduced as remediation. The purpose of this study was to determine the extent to which music therapy increased the ASSCM scores. This single subject design study was guided by Bronfenbrenner's ecological theory, which holds that individuals are impacted by various environmental systems around them. The research question addressed the extent to which 9 weeks of music therapy increased ASSCM scores of 6 children with ASD that participated in weekly music therapy. The deidentified secondary data showed initial ASSCM scores were 32 on a scale from 30 to 90. The scores of the 6 students that attended the weekly music therapy increased by 36 points. The Percentage of Data Points Exceeding the Median (PEM) effect size used in single subject studies to determine potential statistically significant performance improvement over time was 100%, meaning that all students exceeded the median pretest score. A professional development program was designed to assist the school district's special education teachers in the use of music therapy. Positive social change implications may include the ability for children with ASD to communicate with their peers and hence, integrating them into the classroom and school environment. After all, school is not only about learning academic subjects but an opportunity to interact and function in a social setting, increasing the social and emotional well-being of children.

Mothers who have children with a previous Asperger's syndrome diagnosis had to go through a process to maintain or obtain services for their child when the fifth edition of the Diagnostic and Statistical Manual of Mental Health Disorders (DSM-5) removed the diagnosis. Prior to and since the release of the DSM-5 in 2013, there has been an expression of concern in the literature about how this diagnostic change would affect services for children with a previous Asperger's syndrome diagnosis. Current research has not sufficiently explored the experiences mothers have had with this process. The purpose of this hermeneutical phenomenological study was to explore the experiences of mothers since this diagnostic change. Data were collected and saturation was reached at 6 participants using semistructured interviews. Interpretive phenomenological analysis was used to interpret the experiences of these mothers which produced 3 main themes related to the process of obtaining a new diagnosis, insurance-funded services, and educationally-funded services. The results included both subthemes and superordinate themes that highlighted the need for more stakeholder education, difficulty navigating systems, the need for advocacy, concerns about new diagnoses and loss of services, and the public's perception and the stigma associated with the Asperger's syndrome diagnosis both before and after this diagnostic change. Study results may assist with improving counselors and other stakeholder's knowledge about the importance of the mothers' experiences when there is a diagnostic change of this nature. Also, counselor educators can instill the importance of diagnostic accuracy and supporting all stakeholders when teaching new counselors.

A lack of knowledge about individuals with autism spectrum disorder (ASD) can create stereotypes, which serve as barriers to interaction. Television is a component in the development of social attitudes in teenagers. Using social learning theory as a framework, the purpose of this quantitative 2-group, posttest only, experimental design was to determine whether observational learning could be effective in generating positive teen attitudes toward peers with ASD. Senior high school students (N = 130) completed the Attitude Toward Disabled Persons (ATDP) Survey to determine whether observing a video clip can positively affect the attitudes of teens about their peers with ASD. A t test for independent sample groups was used to compare mean scores on the ATDP. According to study findings, 18-year-old students who watched a video clip of a panel of teens with ASD had more positive attitude scores (M = 74.91, SD = 8.4) than did the 18-year-old students who watched an innocuous video clip (M = 48.57, SD = 9.1), t (128) = 17.14, p < .0001. This finding was in alignment with the research on the impact of media on teen attitudes. The media representation of persons with disabilities may facilitate social change by helping to reduce negative stereotypes and to promote positive attitudes about person with specific disabilities. Positive attitudes toward teens with ASD can lead to positive social interactions between teens with and without ASD. In addition, this research may produce social change by fostering social experiences and opportunities for teens with ASD to learn social behaviors and social language by modeling their typical peers.

"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Occupational Therapy Department, College of Allied Health and Nursing, Nova Southeastern University." Objective. The purpose of this study was to predict the length of employment (in months) from a common occupational profile as derived from the MBTI and WAIQ scores. This study employed the MBTI and the WAI instruments to gather information about subjects' personality types and temperament traits. These measures were used to predict length of employment for individuals with AS/HFA. Methods. A convenience sample of N=83 adults self -disclosed with AS/HFA completed the MBTI and WAI instruments. Backward Elimination Multiple Regression was used for data analysis. Results. A standard multiple regression analyses with average months on the job as the dependent variable and WAIQ, Gender (GND), age (AGE) and the subscales for the MBTI as the predictors was conducted. R for regression was significantly different from zero, F (7,75) = 8.20, p< .001. The statistically significant predictors were WAIQ (t = - 2.18, p < .05), GND (t=-3.14 p < .05), and AGE (t = 5.79, p < .001). A backward elimination model was conducted for the same predictors and dependent variable. After step 4, R = 0.65, F(4,78) = 14.17, p < .001. The statistically significant predictors were WAIQ (t = - 2.20, p < .05), GND (t=-3.40 p < .05), AGE (t = 6.39, p < .001), and SNS (t = -2.17, p < .05). A backward elimination model was also conducted on average months on the job (dependent variable) with the WAIQ and MBTI subscores as predictors. After step 7, with the remaining variables in the equation, R = 0.52, F(4,78) = 7.06, p < .001. The predictors that emerged statistically significant were Activity Raw score (t = - 2.76, p < .01), Sociability Raw score (t=1.70, p = .06), Assertiveness Raw score (t = -3.62, p < .01), and SNS (t = -2.17, p < .01). Conclusion. The data supports the identification of an Occupational Profile for adults with AS/HFA. The results support the development of interventions to assist individuals with AS/HFA in the workplace to potentially increase the likelihood of successful job performance as measured by length of employment.