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Elementary students who demonstrate accuracy and speed in handwriting are better equipped to generate higher quality, longer composition. Unfortunately, students with autism spectrum disorder (ASD) tend to encounter significant difficulties with legibility, size, and speed of handwriting. The present study used a single-subject, multiple-baseline design across participants to examine the effects of CASL (Center for Advancing Student Learning) Handwriting intervention on handwriting accuracy and speed for three early elementary students with ASD. The dependent variable was correct letter points (CLP) and error letter points (ELP) as measured on a 90-s sentence copy probe. The intervention was delivered over eighteen, 20-min sessions which included alphabetic knowledge activities, explicit instruction in handwriting, and timed practice with goal-setting, praise, performance feedback, and self-graphing. After starting intervention, all students showed immediate increases in overall handwriting accuracy. Throughout intervention, handwriting accuracy continued to improve for each student, and handwriting speed increased for 2 of 3 students. However, the observed gains fell short of high levels of accuracy needed to achieve fluency as a learning outcome. Results extend prior research on handwriting intervention for students with ASD, the CASL Handwriting Program, behavioral fluency theory, the Instructional Hierarchy, explicit instruction, and timed practice.

Le Syndrome de Prader Willi (SPW) est une pathologie neurodéveloppementale d’origine génétique présentant un tableau clinique complexe et évoluant avec l’âge.Elle est caractérisée par des déficits sensori-moteurs présents dès la naissance se manifestant par une hypotonie, une absence du réflexe de succion et des troubles respiratoires incluant des apnées obstructives et centrales constituant la première cause de mortalité. Les patients présentent un certain degré d’altération cognitive et un déficit de comportement associé aux troubles du spectre autistique (TSA). Des déficits sensoriels, se manifestent dès la naissance et sont caractérisés par un seuil élevé à la douleur, une altération de la thermosensibilité et de la thermorégulation se manifestant par des épisodes d’hyper- ou d’hypothermie pouvant être fatals chez le nourrisson. Ces déficits sont une caractéristique fondamentale du diagnostic des TSA et sont retrouvées chez 90% des patients autistes. Mon travail de thèse a consisté à étudier la physiopathologie de la fonction respiratoire et la thermosensibilité néonatales et leur altération dans la pathologie neurodéveloppementale. Ces études ont été rendues possibles grâce à l’utilisation de deux modèles murins:les Ndn-/- et Ml2+/-p.Ndn est impliqué dans le SPW et l’étude des souris Ndn-/-,a permis de décrypter l’origine des déficits sérotoninergiques responsables des troubles respiratoires.Ml2,est impliqué dans le SPW et le syndrome de Schaaf Yang (SSY) et l’investigation des souris Ml2+/-p a mis en évidence l’existence d’un déficit de thermosensibilité néonatale et démontré l’implication du système ocytocinergique dans la modulation de cette fonction sensorielle. / Prader Willi Syndrome (PWS) is a neurodevelopemental genetic disease with a symptomatology which evolves with age. This pathology is mainly characterized by sensory motor defects at birth such as severe infantile hypotonia with poor suck and failure to thrive and respiratory disturbances including both obstructive and central sleep apnea which represent the most common cause of death. PWS patients also have some cognitive impairment and behavioral disturbances, overlapping with autism spectrum disorder (ASD). Sensory deficits, are already present at birth and are characterized by high pain threshold and a defect in thermosensibility and thermoregulation manifested by episode of hypo- or hyperthermia which can be fatal in newborns. Moreover, these deficits are a core aspect of ASD affecting 90 % of children. My thesis work consisted in studying the pathophysiology of respiratory function during the early postnatal stages as well as neonatal thermosensitivity and its alteration in neurodevelopmental pathology. These studies were made possible by the use of two mouse models: Ndn-/- and Magel2+/-p mice. Ndn is involved in PWS and summarizing the respiratory disorders found in patients. Ml2 is involved in both SPW and Schaaf Yang syndrome (SYS), a recently discovered pathology overlapping with ASD. Ndn-/-mice allowed me to decipher the underlying mechanism behind the serotonin deficits responsible for respiratory disorders, thus allowing me to develop an effective therapeutic strategy. The investigation of Ml2+/-p mice revealed neonatal cool sensitivity deficit and demonstrated the involvement of the oxytocinergic system in the modulation of this sensory function.

Children with autism spectrum disorder (ASD) often do not use their leisure time appropriately. Previous studies have shown that children with ASD tend to engage in inappropriate actions and maladaptive behaviors (such as engaging in stereotypy and tantrums) that decrease their quality of life. Establishing age-appropriate leisure skills is important for these children as these skills have been recognized as fulfilling habilitative needs, and can increase the quality of life and social acceptance and decrease the amount of stress for these individuals. The present study used a multiple baseline across-participants design to investigate whether children with ASD can learn and maintain the skill of photography. Eight children (5 boys and 3 girls, ages 5-16) with ASD were taught using behavioral skills training to engage in an appropriate leisure skill–taking pictures. When mastery criterion was met during training (participants were able to take two consecutive pictures following the six operationally defined steps), participants completed a follow-up three weeks later to examine whether they were able to maintain the skill. Six out of the eight participants were able to successfully learn how to take pictures. This study furthers the current literature on teaching leisure skills to children with ASD and future studies can focus on expanding appropriate leisure skills that are taught to children with ASD, as well as measuring the effects (i.e. social, therapeutic) of learning photography, in addition to other leisure skills.

Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains including popular media, social sciences, education, and medicine. The purpose of this dissertation was to design and provide initial psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers actively serving in the United States were collected in two separate phases. A 13-item scale was created to measure police officer self-efficacy for working with individuals with ASD. Results from both phases indicated that the scale represented a unidimensional construct. Police officer knowledge of ASD was significantly and positively related to self-efficacy. Knowing more about officers’ knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts.

The present study assessed if embedding high probability responding (high-p) into an attentional cue, versus a general attentional cue (GA), would result in students with moderate and severe disabilities displaying differential responding for grade level science vocabulary word identification. Using an adapted alternating treatments design, three students with autism spectrum disorder received an intervention involving a GA cue and one with a high-p to determine which is more efficient. Hypothesized results are that the attentional cue with a high-probability motor sequence would be more effective for teaching vocabulary word identification.

The purpose of this review was to determine whether the use of sensory-based alternative seating to increase the appropriate behaviors of individuals with disabilities is an evidence-based practice (EBP). Articles located on this topic were descriptively analyzed, and What Works Clearinghouse (WWC) guidelines were applied to determine each study’s methodological rigor, level of evidence, and whether, taken together, there is enough research to support alternative seating as an EBP. A total of 37 studies of the effects of sensory-based alternative seating on individuals with disabilities were found. These studies included a total of 44 participants, between 3 to 9 years of age. Based on WWC guidelines, six of the 37 studies, or 16%, met standards for rigor, and of those, only one study showed evidence of a positive effect on the target behavior. The results and their implications for teachers/practitioners, and future research are discussed.

The purpose of this study was to evaluate the effectiveness of teaching self-instructional skills to navigate to a mobile device to access video prompts to teach novel behaviors to two adults with autism spectrum disorder (ASD) in a vocational setting. This study used a multiple probe across conditions design to evaluate effectiveness. In baseline, the researcher directed the participants to complete a novel task and collected data on correct steps completed. In technology training the researcher used a system of least prompts procedure to teach participants to initiate the use of the mobile device, navigate to an app, navigate to the specific behavior schedule, watch video prompt, navigate to the next step, and complete the modeled behaviors. After mastery of technology training, researcher evaluated performance of novel tasks following self-instruction to access video prompts on the mobile device. Participant’s fidelity of navigation skills was assessed, however was not included in mastery criterion. Both participants learned to self-instruct to independently access video prompts on a mobile device. One participant self-instructed using the mobile device and video prompts to correctly complete novel tasks.