Sammanfattning Syftet med studien är att undersöka hur några lärare, speciallärare och specialpedagoger organiserar läsförståelseundervisning för elever med autismspektrumtillstånd för att identifiera framgångsfaktorer. Studien har utgått från forskningsfrågorna: 1.  Hur kan läsförståelseundervisning organiseras för att barn med AST i åldrarna 6-10 år ska få tillgång till en gynnsam undervisning och utveckla sin läsförståelse?  2. Hur kan grundlärare samverka med speciallärare och specialpedagoger på svenska grundskolor för att erbjuda elever med AST i åldrarna 6-10 år en gynnsam läsförståelseundervisning?  Studien har en kvalitativ ansats med semistrukturerade intervjuer med 2 specialpedagoger, 2 speciallärare och 2 klasslärare på grundskolor i södra Sverige. Intentionen är att bidra med kunskaper kring framgångsfaktorer som framkommit i lärares och speciallärares/specialpedagogers berättelser. Materialet analyserades utifrån en tematisk analys. Analysen har en deduktiv ansats och utgick från ett sociokulturellt perspektiv där lärande sker genom samspel och kommunikation med andra. Resultatet visar att samtliga lärare belyser vikten av att vara tydlig och explicit i sin undervisning för att hantera utmaningar med de exekutiva förmågorna. Resultatet visar även att flera respondenter beskriver samlärandet som en gynnsam metod för att hantera svårigheter med att koppla läsningen till egna erfarenheter, där eleverna kan lära av varandra och ta del av varandras erfarenheter. Vikten av en god samverkan mellan klasslärare, specialpedagog och speciallärare framkommer även av studiens resultat. / Abstract The purpose of this study is to examine how some teachers, special teachers and special educators organize their teaching regarding reading comprehension for students with Autism spectrum disorder in order to identify success factors. The study is based on the following research questions:  1. How do we organize reading comprehension teaching for students with ASD aged 6-10 in order to generate the most favourable conditions to develop their reading comprehension? 2. How can the collaboration between teachers, special teachers and special educators look like at Swedish schools in order to offer students with ASD aged 6-10 a favourable teaching in reading comprehension? The study has a qualitative approach with semi-structured interviews with 2 special educators, 2 special teachers and 2 teachers at elementary schools in the south part of Sweden. The intention is to contribute with knowledge of success factors which the respondents have pointed out in their answers. Thematic analysis was used during analyzing the data. The analysis has a deductive approach and is based on a sociocultural perspective in which learning takes place through interaction and communication with others. The results showed that all teachers described the importance of being explicit in their teaching in order to handle challenges with the executive abilities. Another similarity was that several respondents described co-learning as a beneficial method for dealing with difficulties in connecting the reading to their own experiences, in which students can learn from each other and take part in each other’s experiences. Moreover, the result also indicated the importance of a well-functioning collaboration between teachers and teachers with special pedagogical knowledge.

京都大学 / 新制・課程博士 / 博士(医学) / 甲第25198号 / 医博第5084号 / 新制||医||1072(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 阪上 優, 教授 松村 由美, 教授 山本 洋介 / 学位規則第4条第1項該当 / Doctor of Agricultural Science / Kyoto University / DFAM

Applied behavior analysis (ABA) is the gold standard treatment for autism spectrum disorder (ASD), and caregivers can learn to use ABA strategies to teach skills to their children with ASD. However, some families may not be able to access synchronous training due to cost, time, or location. Asynchronous modalities, such as DVDs or internet modules, remove some of these barriers. Other asynchronous options like podcasts need additional efficacy research. We evaluated a brief podcast about positive reinforcement with three caregivers and their children with ASD. We measured correct implementation of positive reinforcement and percentage correct on a multiple-choice quiz. The caregiver's implementation of positive reinforcement was assessed with a confederate and their child before and after listening to the podcast. If the caregiver's performance did not reach the mastery criterion, we provided modeling and coaching. Two of the caregivers implemented positive reinforcement at mastery after listening to the podcast. One caregiver needed modeling and coaching. All three responded correctly to more questions on the quiz after the podcast. These preliminary data suggest that a podcast may teach ABA strategies like positive reinforcement to caregivers of children with ASD, which could reduce some barriers to accessing training.

Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are heterogeneous neurodevelopmental disorders with similar functional impairments. Specifically, working memory (WM) deficits have been found in studies of both ADHD and ASD and social competence has been identified as an area in which these individuals also struggle. The purpose of this study was (a) to identify which components of working memory (WM; based on Baddeley's 2000 model) are deficient and (b) to explore how WM deficits contribute to social problems in individuals with varying levels of ADHD symptoms and ASD traits. It was hypothesized that visuospatial (VS) WM deficits would be evident in the three analogue clinical groups, phonological (PH) WM and central executive (CE) deficits would be more evident in groups with high ADHD symptoms, all three analogue clinical groups would have lower social competence, and WM abilities would moderate the relationship between ADHD symptoms and social competence. In Phase I, 1311 undergraduate students participated in an online survey on general psychopathology, ADHD symptoms, and ASD traits. From this sample, a subgroup (n = 60) completed Phase II, an in-lab session that included WM tasks, a brief cognitive assessment, and social conversation task. Although WM deficits were not identified for any group, all participants demonstrated worse performance on the VS WM task than the PH WM task. However, WM abilities did not moderate the relationship between ADHD symptoms and social competence. Exploratory analyses were conducted with similar results. Limitations and suggestions for future research are discussed. / Ph. D.

The default mode network (DMN) is active in the absence of task demands and during self-referential thought. Considerable evidence suggests that the DMN is involved in normative aspects of social cognition, and as such, disruptions in the function of DMN would be expected in disorders characterized by alterations in social function. Consistent with this notion, work in autism spectrum disorder (ASD) and social anxiety disorder (SAD) has demonstrated altered activation of several core regions of the DMN relative to neurotypical controls. Despite emergent evidence for alterations within the same brain systems in SAD and ASD, as well as a behavioral continuum of social impairments, no study to date has examined what is unique and what is common to the brain systems within these disorders. Therefore, the primary aim of the current study is to precisely characterize the topology of neural connectivity within the DMN in SAD and ASD and neurotypical controls in order to test the following hypotheses through functional and structural connectivity analyses of the DMN. Our analyses demonstrate increased coavtivation of the dorsomedial prefrontal cortex in ASD and SAD compared to controls, as well as over and under connectivity in structural brain connectivity in ASD. These results may reflect general deficits in social function at rest, and disorder specific alterations in structural connectivity in ASD. / Master of Science

Early detection and intervention are crucial for optimal outcomes in autism spectrum disorder (ASD), but access to services is often lacking in rural communities. In fact, the average age of ASD diagnosis in rural communities is later than elsewhere, increasing the risk of missed early intervention and subsequently poorer outcomes. Caregivers in Southwest Virginia report that major barriers to ASD services include few providers with expertise in ASD, unaffordability of services, and geographic isolation; limited parent training or education about ASD emerges as a particular paucity in this region. To address these barriers, the current pilot study assessed the feasibility of delivering ASD assessment through a mobile clinic (n = 15). During COVID-19, the study shifted to pilot an ASD teleassessment protocol (n = 15). Participants included 30 children between 1.7 and 14.9 years of age and one or both caregivers. Following a diagnostic feedback session, caregivers of children who received an ASD diagnosis (n = 28) were randomized to either attend psychoeducation sessions or receive comparable materials about ASD, with the goal of improving caregiver ASD knowledge and empowerment to seek and provide care for their child. Although flexibility in scheduling was necessary to accommodate families’ schedules, both delivery formats exhibited high feasibility and strong caregiver satisfaction. The primary reason for rescheduling mobile assessments was weather-related, whereas teleassessments were rescheduled due to family emergencies and work-related conflicts. Caregiver empowerment in the domains of family and the community improved after receiving assessment and psychoeducation services, as did total ASD knowledge (η2 = .114–.235, p < .05). / M.S. / Children with autism spectrum disorder (ASD) tend to achieve better outcomes with early intervention, which requires early assessment and diagnosis. However, families in rural areas typically have greater difficulty accessing such services, due to limited providers, high cost of services, and geographic distance from provider offices. This often results in children from rural regions being diagnosed with ASD at a later age than elsewhere, thereby missing opportunities for effective and timely treatment. To overcome these barriers, the current pilot study evaluated two novel service delivery formats: (1) mobile assessment through the Mobile Autism Clinic prior to the COVID-19 pandemic (n = 15); and (2) tele-assessment via a secure video platform during the pandemic (n = 15). Participants included 30 children between 1.7 and 14.9 years of age and one or both caregivers. After completing an assessment, caregivers attended a feedback session to review diagnoses and recommendations. If their child received an ASD diagnosis (n = 28), caregivers then either completed additional educational sessions about ASD or received similar informational materials, with the goal of improving caregiver knowledge and empowerment. Although flexibility in scheduling was necessary to accommodate families’ schedules, both delivery formats demonstrated high feasibility and strong caregiver satisfaction. The primary reason for rescheduling mobile assessments was weather-related, whereas teleassessments were rescheduled due to family emergencies and work-related conflicts. Caregiver empowerment within their family and community improved after receiving assessment and psychoeducation services, as did total ASD knowledge.

<p dir="ltr">This study investigates healthcare decision-making dynamics among adults diagnosed with autism spectrum disorder (ASD) without intellectual disability (ID), focusing on the influence of the egocentric norm concept and comparing it to neurotypical (NT) individuals. Employing a quasi-experimental design and meticulously developed vignettes, the research gathers quantitative and qualitative data from Prolific survey responses, exploring nuances in decision processes. The findings reveal substantial disparities in response patterns between individuals with ASD without ID and NT counterparts, emphasizing the significance of the egocentric norm. Factor analysis and structural equation modeling support the validity of the questions and highlight egocentric norms’ impactful role in health-related decisions.</p><p dir="ltr">Qualitatively, themes within both groups illuminate unique decision-making processes, including enduring support from significant others, autonomy trends, and reliance on digital resources. The study contributes nuanced insights for healthcare practitioners, policymakers, and educators, emphasizing the need for tailored interventions that resonate with the distinctive decision-making dynamics of individuals with ASD without ID. While acknowledging limitations related to sample characteristics and reliance on self-reported data, the study provides an in-depth understanding of the interplay between the egocentric norm, Reasoned Action Approach (RAA) concepts, and other influential factors in healthcare decision-making.</p>

Adults with autism spectrum disorder (ASD) and intellectual disability (ID) are the majority of population in residential settings. Many clients in residential settings engage in problem behavior that interferes with their daily routine and work requirements. Restricted and repetitive behavior are one of the features of ASD diagnosis, typically in the form of invariable responding and predictable responses. Differential reinforcement has been used to produce and maintain response variability. I evaluated the utility of a fixed ratio 1 (FR1) schedule on variability to increase the diversity of activity selections in the treatment of problem behavior occasioned by the interruption of routines. Chase engaged in problem behaviors in his bathroom routine, no matter by himself or with his housemate. Results demonstrated a reinforcement-based treatment increased both variable and novel selections while decreasing the rate of self injurious behavior.

The literature on the experience of siblings of children with autism spectrum disorder (ASD) has been growing in recent years. However, most studies have been conducted in Western countries. This study aimed to address this gap by conducting a thematic analysis on childhood experiences of typically developed (TD) siblings of children with ASD in Iran, exploring their challenging and positive experiences along with the support they received and would have needed. In this regard, five adult TD siblings who grew up with an ASD sibling in Iran were interviewed about their childhood experiences. The analysis of the interviews resulted in six main themes: Experience of distress and personal growth, Complex sibling dynamics: challenges and joys, Challenges within the family, Informal support as the main resource, Inadequate formal support, and Social and cultural barriers This study indicated that the Iranian TD siblings experienced emotional difficulties, challenges in interactions with their ASD siblings, and challenges in their families. Despite these issues, positive outcomes such as personal growth and enhanced empathy were also reported. This study also underscored the critical role of both informal and formal support systems, highlighting a significant gap in professional support and a lack of societal understanding of ASD within the Iranian context. Recommendations include developing formal supports adjusted to the unique needs of TD siblings considering their social and cultural context.

Preschool teachers face challenges when working with children with autism spectrum disorder (ASD). Currently, there are extensive studies on preschool based early interventions (EIs), but there are limited studies conducted to examine the challenges faced by preschool teachers when implementing EI with children with ASD. There is no available study in this regard in Sri Lanka. Thus, this study aimed to investigate the preschool teachers’ challenges associated with preschool based EIs for children with ASD and the strategies preschool teachers use to overcome these challenges in Sri Lanka. A qualitative approach was employed, and four Sri Lankan preschool teachers were interviewed. Thematic analysis was done, and four major themes were identified: institutional challenges, challenges to professionalism, parental challenges, and inclusive practices for identified challenges. This study discussed the preschool teachers’ challenges in implementing these interventions at different levels in Bronfenbrenner's bio ecological model and the adaptive strategies they utilized to overcome these challenges in relation to their intrinsic motivation as in Self determination Theory(SDT). Future studies were highlighted including the need for evaluating the effectiveness of adapted strategies.