Theory of Mind (ToM) has repeatedly been defined as the ability to understand that others believe their own things based on their own subjective interpretations and experiences, and that their thoughts are determined independently from your own. In this study, we wanted to see if individual differences in ToM are capable of causing different perceptions of an individual's interactions with human like robotics and highlight whether or not individual differences in ToM account for different levels of how individuals experience what is called the "Uncanny Valley phenomenon" and to see whether or not having a fully developed theory of mind is essential to the perception of the interaction. This was assessed by inquiring whether or not individuals with Autism Spectrum Disorder (ASD) perceive robotics and artificially intelligent technology in the same ways that typically developed individuals do; we focused on the growing use of social robotics in ASD therapies. Studies have indicated that differences of ToM exist between individuals with ASD and those who are typically developed. Comparably, we were also curious to see if differences in empathy levels also accounted for differences in ToM and thus a difference in the perceptions of human like robotics. A robotic image rating survey was administered to a group of University of central Florida students, as well as 2 surveys - the Autism Spectrum Quotient (ASQ) and the Basic Empathy Scale (BES), which helped optimize a measurement for theory of mind. Although the results of this study did not support the claim that individuals with ASD do not experience the uncanny valley differently than typically developed individuals, there were significant enough results to conclude that different levels of empathy may account for individual differences in the uncanny valley. People with low empathy seemed to have experienced less of an uncanny valley feeling, while people with higher recorded empathy showed to experience more of an uncanny valley sensitivity.

Children diagnosed with Autism Spectrum Disorder (ASD) may not be meeting the recommended amounts of physical activity (PA) or obtain a sufficient amount of sleep, however, few studies have objectively compared PA, sedentary behavior, and sleep quality between typically developing (TD) youth, and youth with ASD. Therefore, the purpose of this study was to compare levels of PA, sedentary behavior, and sleep quality between youth with ASD and TD youth. Twenty-three children with ASD and 12 TD children wore the Actigraph GT9X accelerometer over seven days and nights to assess activity and sleep. Youth with ASD had significantly greater levels of sedentary behavior (p=.02), and had less sleep efficiency compared to TD youth (p=.0001). Additionally, TD youth were more likely to achieve the recommended levels of PA compared to youth with ASD (p=.003). Results suggest that youth with ASD have poorer health habits compared to TD youth. Interventions should be developed to target health behaviors in youth with ASD.

Introduction: Patients with autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) show more symptoms of ADHD. Since there are more adverse events caused by psychostimulants compared to non-psychostimulants, the use of a non-psychostimulant such as atomoxetine might prove more beneficial for younger patients and/or those with comorbid ADHD. Objective: The aim of this thesis is to determine the efficacy and tolerability of atomoxetine in ASD patients presenting with ADHD, by examining (a) differences in ADHD symptoms for participants receiving atomoxetine versus those receiving placebos, and (b) risk differences in adverse events between these participants. Methods: An electronic search of both PubMed.gov and ClinicalTrials.gov were conducted. To be deemed eligible, studies had to (a) be randomized, double-blind, placebo-controlled trials comparing atomoxetine with a placebo, (b) administer atomoxetine for at least 1 week, and (c) include data on either ADHD outcomes or adverse events. Effect sizes for ADHD outcomes were calculated using Cohen's d, whereas risk differences were calculated for adverse events. For each of these two meta-analyses, effect sizes were aggregated across studies using a random effects method. Results: Overall ADHD outcomes were better for participants who received atomoxetine than for participants who received placebo, =0.297. Participants who received atomoxetine also demonstrated better outcomes in terms of attention and hyperactivity-impulsivity symptoms, =0.345 and 0.393, respectively. Though there were more adverse events for patients taking atomoxetine than placebo, the results were not statistically significant. Discussion: This thesis extends the findings of previous meta-analyses of pharmacological treatments for ASD and ADHD, while addressing the concerns raised in the critique of existing meta-analyses presented in this thesis, e.g., limited studies, length of treatment weeks, and dichotomization of data. It provides evidence that atomoxetine improves ADHD symptoms, with an overall frequency of adverse events that did not sufficiently differ from placebo beyond chance.

Introduction: Adolescents with Autism Spectrum Disorder (ASD) demonstrate poor health-related behaviors, such as nutrition, compared to their typically developed (TD) counterparts. With the occurrence of the COVID-19 pandemic and mandatory stay-at-home orders, such health-related behaviors may be complicated and there is a need to focus on feasibility and acceptability of in-person and remote-based nutrition programs. Methods: Eleven high school students with ASD were recruited to participate in a modified nutrition program utilizing Zoom software during COVID-19. The duration was once a week for four weeks, and concepts reviewed included shopping for healthy food on a budget, introducing non-perishable but nutritious food items, and food preparation safety measures. Results: Ninety-seven percent of participants attended the remote-based nutrition program, while 87% attended the in-person nutrition program. While in-person demonstrated benefits including face-to-face interaction and hands-on cooking, the remote-based component demonstrated a high degree of feasibility and acceptability. Half of the students felt their health-related behaviors were negatively impacted by COVID-19 but reported that the implementation of the remote-based nutrition program positively impacted their nutrition choices. Conclusion: The enforcement of health-related behaviors in adolescents with ASD is significant especially during disaster-related situations. Future research should focus on efficacy and intertwining methods of in-person and remote-based learning of a nutrition or other health-related behavioral interventions in this population.

Background: Autism Spectrum Disorder (ASD) is a developmental disorder characterized by difficulties with communication, problems with social interactions, and repetitive patterns. A greater proportion of children with ASD tend to experience nutritional difficulties and feeding issues compared to neurotypical (NT) children; however, limited research has been examined that compares nutritional behaviors between children with ASD and NT youth. Purpose: The purpose of this study was to examine the differences in gastrointestinal issues, weight concerns, and mealtime behaviors in youth with ASD and NT youth. Data was utilized from the 2019 National Survey of Children’s Health which consisted of items related to children’s health and well-being. Parent-reported variables on dietary behaviors, child weight concerns, mealtime behaviors, and food insecurity were compared between children with ASD and NT youth using chi-square analyses. Results: A total of 868 (weighted sample of 2,068,404) children with ASD and 28,441 (weighted sample of 72,451,623) NT children were included in the analysis. A greater percentage of parents of children with ASD reported weight-related concerns about their child (pp=0.57). Conclusion: Children with ASD experience more nutrition-related difficulties than NT youth although there were no differences in family mealtime patterns. Future research should examine food insecurity in families of children with ASD and its relationship with nutritional difficulties in this population.

Syftet med studien är att jämföra tidigare forskning med praktiska erfarenheter som verksamma lärare i årskurs 4-6 har av att anpassa sin undervisning inom SO-ämnena för elever med autism, för att tillföra kunskap till studenter, verksamma lärare och andra pedagoger. Studien är en kvalitativ intervjustudie med semistrukturerade intervjuer. I studien intervjuas fyra lärare, varav tre arbetar på samma skola. Studiens resultat visar att lärarna utgår från relationen med eleverna när de väljer undervisningsmetod eftersom alla elever är olika, och man behöver utgå från varje individs behov och intressen. Metoder som används av lärarna är bland annat bildstöd, kooperativt lärande, teknologibaserad undervisning genom ipad eller dator, repetitioner och rutiner. Dessutom diskuteras läroplanen och kunskapskraven i relation till elever med autism, och resultatet visar att deltagarna i studien anser att kraven är alldeles för höga och att elever med autism inte kan nå upp till dem.

Neurodevelopmental disorders (NDD) refer to conditions that can be present during a child’s early developmental period, and are typically characterized by challenges in a child’s personal, social, academic, or occupational functioning. Autism spectrum disorder (ASD) is an example of NDD, impacting 1 in 66 children in Canada. While interventions vary across this heterogeneous group of impairments, everyday functioning is an important outcome to families. However, this concept of functioning needs further examination with respect to whether and how it is incorporated within the instruments and concepts used in family-centred services (FCS), and how this is understood by parents. This thesis is composed of two studies: a narrative review identifying function-focused measures published in the literature for children with NDD; and a qualitative study examining how parents of children with ASD perceive their child’s abilities in relation to family-centred services. Fourteen clinical measures were described in the review based on how they utilized the International Classification of Functioning, Disability, and Health (ICF) to describe child functioning. In the qualitative study, five themes (Parenting Approaches, Accepting My Child, Managing Child’s Challenges, Doing the Right Thing for My Child, and “The Disability Tag”) were identified as influential factors that can affect how parents perceive their child’s abilities and functioning. As the cultural shift within interventions for children with NDD continue to move beyond the historically prominent deficit-focused lens, and towards the integration of neurodiverse abilities, this study enables us to understand better how concepts of function-focused care are operationalized in family-centred services and intervention systems. / Thesis / Master of Science Rehabilitation Science (MSc) / To support the shift in health care that focuses on the abilities of children with neurodevelopmental disorders (NDD) rather than their ‘problems’ or ‘deficits,’ we need to further understand how family-centred services (FCS) can better fit this change in thinking. This thesis explores paediatric health care focused on addressing ‘everyday abilities’ for children with NDD in research and clinical practice over two studies. Study #1 reviews some of the current ways that everyday functioning is measured in paediatric health care, examining 14 clinical tools developed for children with NDD. Study #2 reports key patterns that describe the experiences of parents of children with autism, in regards to how they think about their child’s abilities, and the care their child receives. Overall, this thesis studied new ways that we can explore the abilities of children with NDD in FCS, specifically concerning how parents and clinicians describe and measure functioning.

With the increase in the prevalence rate of children with autism in the U.S. there is a growing need for empirically based treatments to address the many deficits that children with autism manifest. Social Stories™ is one such treatment that has grown in popularity to address social deficits in children with autism. However, no meta-analysis done in recent years has found Social Stories™ to be an effective treatment, stating weak and inconsistent research methodologies as one of the primary issues in the studies examined. The current study sought to examine the use of Social Stories™ using best practice research standards for single subject design. A total of 4 elementary aged students with a special education eligibility of autism participated in the study. Results of the study revealed an increase in pro-social skills for all 4 participants and a promising future for further Social Story™ research and the quest to recognize it as an effective, empirically based treatment for children with autism. Furthermore, teachers reported that they found Social Stories™ to be an effective, feasible intervention, that helped them to better understand their students’ social deficits.

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