[pt] O rastreio dos sinais precoces do Transtorno do Espectro Autista é essencial para o encaminhamento para a intervenção precoce. Diante da escassez de instrumentos com tal finalidade no Brasil, foi desenvolvido o Questionário para Rastreio de Sinais Precoces do Transtorno do Espectro Autista (QR-TEA). Estudo preliminar indicou evidências de validade baseadas no conteúdo. Entendendo a validação de um instrumento como um processo contínuo e ininterrupto, a presente tese teve por objetivo analisar evidências de validade baseadas na estrutura interna e na relação com medidas externas. O resultado apontou plausibilidade da solução fatorial de dois fatores (χ²/gl = 1; RMSEA = 0,00, IC 90% = 0,00-0,06; CFI = 1,03; TLI = 1,03) e também de um fator geral (χ²/gl = 1,49; RMSEA = 0,06, IC 90% = 0,05-0,06; CFI = 0,95; TLI = 0,95). No modelo de dois fatores, a fidedignidade composta foi adequada (acima de 0,70) para ambos fatores e a medida de replicabilidade da estrutura fatorial sugeriu que os dois fatores podem ser replicáveis em estudos futuros (H > 0,80). O alpha de Cronbach obtido (0,80) também indicou que a consistência interna do instrumento é adequada. Os dados obtidos apontam ainda que o QR-TEA apresenta uma correlação forte, positiva e significativa com a CARS (ρ = 0,890; p<0,001), com o M-CHAT (ρ = 0,890; p<0,001) e com a SRS-2 (ρ = 0,874; p<0,001) e com as escalas Comunicação e Interação Social (ρ=0,769; p<0,001) e Padrões Restritos e Repetitivos (ρ=0,751; p<0,001) da SRS-2. Recomenda-se a condução de outros estudos para buscar novas evidências de validade e analisar outras propriedades psicométricas do QR-TEA. / [en] Screening for early signs of Autism Spectrum Disorder is essential for referral to early intervention. Given the lack of instruments for this purpose in Brazil, the Questionnaire for Screening Early Signs of Autism Spectrum Disorder (QR-TEA) was developed. A preliminary study indicated validity evidence based on content. Understanding the validation of an instrument as a continuous and uninterrupted process, this thesis aimed to analyze validity evidence based on internal structure and evidence of validity based on relationships with external measures. The results indicate plausibility of a factorial solution of two factors (χ² / gl = 1; RMSEA = 0.00, 90% CI = 0,00-0,06; CFI = 1.03; TLI = 1.03) and also of a general factor (χ² / gl = 1.49; RMSEA = 0.06, 90% CI = 0.05-0.06; CFI = 0.95; TLI = 0.95). In the two-factor model, the reliability was adequate (above 0.70) for both factors and the measure of replicability of the factor structure suggested that the two factors could be replicable in future studies (H>0.80). The internal consistency of the instrument assessed by Cronbach s alpha was also high (0,80). The results also indicate that QR-TEA has a strong, positive and significant correlation with the instruments CARS (ρ = 0.890; p <0.001), M-CHAT (ρ = 0.890; p <0.001) and SRS- 2 (ρ = 0.874; p <0.001, and also with the SRS-2 scales: Communication and Social Interaction (ρ = 0.769; p <0.001) and Restricted and Repetitive Patterns (ρ = 0.751; p <0.001). Further studies are recommended to seek new verification evidence and analyze other psychometric properties of the QR-TEA.

There are few studies reporting the voices of adolescents with autism, especially concerning their situation in school. Most studies are about children with autism and from the perspectives of their parents or teachers. This study aimed to investigate how adolescents with autism experience the social situation in mainstream upper secondary schools and what success factors and challenges they raise about their social situation. The theoretical framework leans on Aspelin's relational pedagogy and Noddings's ethic of care. The study was conducted using a qualitative method with semistructured interviews with five students. This study intended to contribute to method development about interviewing young people with autism. I used visual support, adapted to the age of the respondent, in the interview.According to the result of this study, the social needs of young students with autism do not look like students without difficulties. In today's schools, there are many opportunities for communication and interaction, which belongs to the difficulties of these students. Students with autism are, according to this study, often alone or in the periphery of the classroom, and they have a smaller contact network and fewer friends than others. The students express that they do not need or want an extensive network of contacts where they interact and communicate; they are satisfied in a small context. However, it is crucial that they have a small context, that they have friendships and that they feel accepted by the class. Without social support and friendship relations, there is a risk of exclusion and bullying. Other challenges are all situations where a social network is needed, and when they need "to make their voices heard", for example, in group work and discussions. Another challenging situation where a social network is needed is the lunch situation. It is vital that there is a teacher in the classroom who meets the students with care, who listens and understands, has basic knowledge of autism and who adapts according to the student's needs and day-to-day shape. Adaptations that are highlighted by the students as successful are the opportunity for individual tasks, to present in smaller groups and the opportunity to withdraw during the day. These adaptations need to be made in dialogue with the student.These findings imply that schools need routines for students with autism. The routines need to ensure that there is always someone in the organization who has an extra responsibility for the social situation of the student because the social situation of these students is complex and vulnerable. Schools need to work at the organizational level to create an allowing atmosphere; teachers need education in autism and understand the importance of careful treatment.

Activities of daily living (ADL) are fundamental to participation in daily life. Even if participation is necessary for person’s well-being and development, individuals with disabilities often are not participating in basic life domains. Children with autism spectrum disorder (ASD) can have an impact on many basic functional areas such as daily living skills. The daily living skills (DLS) contain the ability of children to participate in activities such as personal hygiene, dressing, household chores and money management that are important prerequisites for self-sufficiency and autonomy. The aim of this systematic literature review was to investigate the existence and the outcomes of intervention programs which can enhance daily living skills for children with autism spectrum disorder. A search for peer-reviewed articles evaluating such intervention programs and published between 2010 and 2020 was performed. The search in several databases resulted in eight articles. The findings were grouped based on the kind and the target activity of each intervention program. Most of the identified studies have reported effective outcomes using various intervention programs for the improvement of DLS such as picture prompting, video prompting, video-game training, self-monitoring, behavioural training and therapeutic horseback riding aiming in activities such as hygiene, clothing, cooking and money management.  The International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY) and the Occupational Therapy practice framework were used as a base for the discussion after the analysis. Despite the number of studies found, not enough research has been done to describe and evaluate interventions enhancing the performance in ADL. The findings of this review may serve as a resource for future researchers, who are working with children in need of special support.

Sub-Saharan Africa (SSA) has a scarcity of research on autism spectrum disorder (ASD) and available early interventions, as most of what is known about the disorder is from highincome countries. Early detection and intervention methods were found to have positive effects on developmental delays and to alleviate symptom severity in children with ASD or at risk of it. There is a need for scalable interventions in low-resource settings, which are characterised by a lack of highly-trained specialists, infrastructure and funding. This study explored the barriers and facilitators to implementing and sustaining a caregiver-coaching ASD early intervention, informed by the principles of the Early Start Denver Model (ESDM), adapted for South Africa and for delivery by non-specialists. The study also identified some changes that could be made to improve intervention adoption and sustainability. Nine multilevel stakeholders involved in the implementation of the caregiver-coaching intervention were purposively sampled, individual in-depth interviews were conducted, transcribed verbatim and thematically analysed. Major implementation facilitators included: ECD worker baseline ASD knowledge and experience; skills gained from the training received and coaching; clear in-session caregiver-coaching structure; value of strong team relationships; clear video illustration of intervention concepts; and the mastery and generalisation of skills by the ECD workers, ECD supervisors and caregivers. Implementation barriers included: the complexity of the intervention and coaching concepts; misalignment of ECD teacher training with the caregiver-coaching approach; logistical challenges; and mismatch of the video content with the South African context. Facilitators to sustain the intervention included: child outcomes; caregiver ‘buy-in;’ and competence; and the need for ongoing live supervision. Barriers to sustaining the intervention included: structural issues of poverty, transportation and unemployment. Positive child and caregiver outcomes could be offset by larger contextual and system-level issues such as poverty and the need for ongoing support, supervision and local coaching materials in South African languages. The results will inform tailoring of the intervention training and supervision approach for a larger pilot study.

Drawing on theories about and previous research on second language (L2) motivation and   students with special needs, the present study adopts a content analysis approach to examine how L2 English teachers, in Swedish secondary schools, motivate students within Autism Spectrum Disorder (ASD) to develop their English language. This topic was investigated by interviewing three teachers at different schools with experience of working with ASD students. A semi-structured interview format was used. The findings revealed that the teachers used many different methods in order to motivate their students. They deliberately planned for their students to feel included in the plan for their respective education in English and often connected assignments to individual students’ interests. Further, they praised their students’ positive qualities and tried to work so that the students saw that there was a ‘profit’ from completing each assignment. Furthermore, the investigation revealed that different study materials could be useful for students within ASD. One of the teachers had received advice from The National Agency for Special Needs Education and Schools to apply to the teaching of students in special needs education; she found the suggested advice complex.

The question of which strategies for teaching daily living skills (DLS) are most effective for students with autism spectrum disorder (ASD) requires increased attention. Special education elementary teachers may not have the instructional strategies necessary to teach DLS to students with ASD. DLS instruction for students with ASD is important because these skills are essential to functioning in school as well as society. The aim of this study was to identify elementary special education teachers' perceptions about their ability to teach DLS to students with ASD. The study's conceptual framework was rooted in a synthesis of ideas from current refereed literature, along with Bandura's social cognitive theory. Purposeful sampling identified 10 participants for individual interviews. Findings indicated 2 themes that emerged from Bandura's (1993) self-efficacy theory: lack of competency to teach DLS and teachers' beliefs about DLS instruction. Thematic and open coding indicated the following themes: lack of time, lack of administrative support in formally addressing DLS deficits, and strategies influencing DLS acquisition. The results indicated that special education elementary teachers did not feel efficacious about their ability to teach DLS to students with ASD and did not feel that they had time and support to provide DLS instruction to students with ASD. This study suggests a need for ongoing, sustainable professional development opportunities for special education teachers related to teaching DLS to students with ASD. Social change implications include improved teacher practice focused on increasing DLS performance for students with ASD so that they will be able to independently perform DLS in various environments, along with increased awareness and comprehension of the value of teacher voice in DLS instructional practices for students with ASD. From ProQuest: https://search.proquest.com/docview/1964903175/.

This applied dissertation was designed to provide online multimedia training materials for parents of children, ages 2-11, with Autism Spectrum Disorders (ASD), who use or need Augmentative and Alternative Communication (AAC). Many children with ASD have communication difficulties, and the best path to communication competence is through some form of AAC. Parents can have an enormous impact on their children’s ability to learn and use AAC effectively. By implementing a few supportive strategies, they can help their children become successful communicators. Implementing strategies in a home-based learning environment is important to provide generalization of skills across settings. Typically, parents do not have access to AAC learning materials to facilitate their child’s AAC learning and language growth. Barriers to accessing this material may be time, accessibility, stress, transportation, or financial constraints. Online education is becoming increasingly more popular and is looked upon as a means to obtain information in an efficient manner. Using specific AAC strategies to enhance receptive and expressive language, parents will be taught how to increase their child’s language skills during this natural routine. Along with input from content-area experts, training materials have been created to help parents better understand ways to support AAC learning at home. Parent participation allows for the materials, which focus on two key strategies, Aided Language Stimulation (ALgS) and Communication Temptations, to be field tested. The information provided by the content experts resulted in changes to the online multimedia training materials in order to determine content validity, evaluate the design, and assess the feasibility. The results indicated that the participant’s knowledge and self-efficacy did significantly increase from the pretest to the posttest after completing the online multimedia training materials. Additionally, the participant’s self-efficacy from The Usage Rating Profile – Intervention Revised (URP-IR) significantly increased after viewing the online multimedia training materials and the URP-IR is a reliable assessment to utilize when measuring self-efficacy.

This applied dissertation study was designed to inform and advance knowledge regarding research in the area of the effectiveness of functional communication training (FCT) in reducing challenging behaviors among individuals with autism spectrum disorder (ASD) who were nonverbal, by using a quantitative single subject approach. The researcher specifically focused on determining which modality, Picture Exchange Communication System (PECS) or manual sign language, would be the most effective as a replacement behavior to bring about a reduction in challenging behaviors. Previous researchers in the field of FCT did not address this area, thus leaving a gap in the research. The participants for the study were three children with ASD between the ages of 4 and 6. Prior to the start of the study, multiple assessments were administered to assess the function of challenging behaviors, level of functioning, imitation skills, and preferences. The intervention phases consisted of randomly alternating between a session of PECS and manual sign daily with each session consisting of 10 trials. Baseline data was collected to assess preexisting skill level to mand for items. The intervention trials continued until the participants reached mastery level in either modality. Results demonstrated that only PECS was effective for both the participants who completed the study, and for the participant who mastered both manual signing and PECS, PECS had a quicker acquisition rate. Implications from the findings suggest that FCT is an effective intervention in reducing challenging behaviors, and that PECS might be more effective for quick reductions of challenging behaviors. The study is a valuable addition to the current FCT research as it aligns with and extends findings from previous research.

Autistic individuals experience marginalization and stigmatization, and are often not connected to mainstream services or organizations fostering peer relationships (Boundy, 2008; Jaarsma & Welin, 2012; Robertson, 2010). Therefore, the accomplishments of the online Autistic community in building a community for self-advocacy, peer-support, friendships, and identity development (Brownlow & O'Dell, 2006; Kidney, 2012) are important to recognize, empirically examine, and promote (Blume, 1997a; Davidson, 2008). Utilizing a community-based participatory research approach (CBPR; Israel, Schulz, Parker, & Becker, 1998) the Academic Autistic Spectrum Partnership in Research and Education (AASPIRE; www.aaspire.org) conducted the AASPIRE Internet Use, Community, and Well-Being Study, and collected data from 151 autistic adults and 173 non-autistic adults. The current study utilized data from the AASPIRE Internet Use, Community, and Well-Being Study on involvement in the online Autistic community, communication preferences, Autistic identity, and self-determination. The aims and rationale for the study were to contribute to the small body of quantitative literature on the online Autistic community, including expanding on findings that support positive outcomes of involvement in the online Autistic community (Kidney, 2012), and whether communication preference influences the relationships. The study also sought to examine the fit of an integrated model of associations among involvement in the online Autistic community, Autistic Identity, and self-determination in autistic adults who do and do not prefer online communication. Additionally, the study aimed to promote positive Autistic research and the voices of autistic participants and CBPR partners by challenging common misperceptions about autistic individuals and community/social interactions, understand the impact of communication preference, and inform policy and education designed for autistic individuals. The study used data to develop a multi-dimensional construct of involvement in the online community as well as explore the Autistic Identity Scale. The main findings included positive relationships between involvement in the online Autistic community and Autistic identity (r=.33, p<.01), as well as between involvement and self-determination (r=.38, p<.01) in autistic adults. Exploratory analyses yielded mixed results in the cross-sectional sample that was relatively limited in demographic diversity and small considering the number and type of analyses (n=324). Main findings include no moderating impact of preference to communicate online or population type (autistic or non-autistic) on the significant relationships between (1) involvement in the online community and self-determination or (2) involvement in the online community and Autistic identity. However, exploring the relationships among the variables with structural equation modeling, analyses indicated that no significant relationship exists between involvement in the online Autistic community and self-determination in autistic adults who do not prefer online communication. Findings indicate the need for further research on the complex impact of communication preference in larger samples of autistic adults. Despite sample limitations and mixed results from exploratory analyses, the findings mostly support the associations of involvement in the online Autistic community with Autistic identity and self-determination. The discussion addresses implications of the findings for theory, research, and action. For example, findings may influence how autistic individuals are provided education about and access to new media for fostering community, or lead to the development of online interventions or techniques for the promotion of positive outcomes in autistic individuals.

The diploma thesis follows the bachelor thesis "School and Counselling Trajectory of a Child with Asperger's Syndrome", where the experience of children with this diagnosis and their parents with school attendance was described. This time it is viewed from the perspective of primary school teachers who have experience with a pupil with Asperger's syndrome. For data collecting a semi-structured interviews about Asperger's syndrome were used and a qualitative method was chosen. Based on the analysis of the results, the following areas were found: "how it all started", what it means to have a pupil with Asperger's syndrome in the classroom, conflicts, what helps, experiencing inclusion of a child with Asperger's syndrome by his class teacher, "…so one wonders, if it's worth it". The results most often included the individuality of the child and the lack of time and space on the part of teachers in meeting the individual needs of included children, the importance of support from the teaching assistant and also the importance of cooperation with the child's family. The work also includes the theoretical definition of the inclusion of pupils with Asperger's syndrome into regular primary school. KEYWORDS Asperger's syndrome, teachers, primary school, experience, autism spectrum disorders