Despite a large body of research has investigated child attachment during middle childhood, only a limited number of studies has focused on children with Autism Spectrum Disorder. Additionally. The few studies available on this topic have exclusively used self-reported measures to assess quality of attachment, overlooking the role of internal representations, which are considered to play a fundamental role since attachment is internalized. Therefore, no studies examined the way in which child attachment representations are associated with child diagnosis, parenting and caregiving environment in ASD. In the first study, we assessed attachment representations in children with ASD, Learning Disabilities (LD) and Typical development (TD). In particular, we investigated possible group differences on perceived attachment to parents, self-protective strategies and quality of attachment implicit representations using the Dynamic Maturational Model of Attachment and Adaptation (DMM). The Study 2 focused on the caregiving environment and its influence on child attachment implicit representations. To this aim, we assessed parenting stress and parental style in mothers and fathers of children with ASD and TD, examining whether parents of children with ASD differ from those of matched TD group. Secondly, we examined which caregiving environment dimensions contribute significantly in predicting at-risk attachment representations, assessing separately the contribution of maternal and paternal parenting stress and parental interactive social style. In the third study maternal and paternal attachment style were assessed to test the hypothesis of attachment continuity across generations. Firstly, we investigated whether parents of children of ASD reported higher level of attachment-related avoidance/anxiety compared to their TD counterpart. Next, the associations between attachment style of both mothers and fathers and quality of child attachment representations was tested, by examining the moderation effect of child ASD diagnosis. The Study 4 investigated the role of other potential child attachment predictors. Due higher co-occurrence of ASD and difficulties in identifying, describing and distinguishing one’s own feelings, the predictive effect of alexithymia on child explicit attachment representations was tested. Moreover, we also examined whether children with ASD reported higher level of alexithymia compared to controls. The Study 1 showed that children with ASD are able to develop secure and coherent attachment implicit representations, albeit with a lesser extent compared to typically developing children. They were able to engage the attachment interview, confirming the suitability of this method in this clinical sample. Importantly, children with ASD showed high-risk attachment implicit representations and greater presence of unresolved trauma and modifiers, despite no differences emerged on perceived attachment to parents. The lack of group difference on perceived attachment suggested that implicit and explicit attachment representations of children with ASD originate from different sources of information. It is plausible that low reflective functioning, impaired metacognition as well as altered psychobiological processes of children with ASD contributed to attachment maladaptive information processing. Secondly, we replicated the well-established finding of higher parenting distress in parents of children with ASD compared to controls also in fathers. Moreover, the Study 2 documented less didactic and limit/setting style in parents of children with ASD. In accordance to a bidirectional perspective, these parenting behaviors were interpreted as parental functional responses to adapt to child unusual social-communication. Interestingly, data revealed a significant effect of maternal parenting stress and social exchange style on child attachment implicit representations. Thus, the study supports the coexistence of both child-driven and parent-driven effects in the context of parent-child relationship in ASD. Similarly, the Study 3 documented that children with ASD who have an insecurely attached primary caregiver showed at-risk attachment implicit representations. In other words, the continuity of attachment security across generations revealed a clear effect in ASD, suggesting that these children may be more susceptible to this mechanism compared to controls. In addition, parents of children with ASD reported higher attachment-related avoidance in comparison to their TD counterpart. This difference could be associated to the significant couple adjustment associated to the impact of rear a child with ASD. In addition, the Study 4 showed that alexithymia, but not ASD predicts perceived attachment to parents highlighting the different nature of attachment explicit and implicit representation. Moreover, our results confirmed higher co-occurrence of alexithymia and ASD also in school-age, extending literature on adulthood. Our findings pointed out that children with ASD (without intellectual disability) showed higher rates of at-risk self-protective strategies (attachment pattern). These results may be related to several factors associated with ASD symptoms, such as the more frequent disruptions of interpersonal exchanges with the caregiver across development, the difficulties in social information processing and reflective functioning. The higher exposure to adverse childhood experience (e.g. bullying), may explained the higher occurrence of unresolved trauma in these children. Up to date, to the best of our knowledge, these are the first studies on group differences and parental predictors of attachment implicit representations in school-age children with ASD. Therefore, these studies brought initial data to ASD literature on attachment representations, suggesting that these children are at increased risk of developing maladaptive information processing. Limitations of the studies and clinical implications are discussed.

Introduction: Developmental dysphasia (DD) is a developmental language disorder with high prevalence, but also with low publication index and confusion of the terminology (including the Czech version of ICD - "speech" disorder instead of "language" disorder). The scientific view has passed the development from a symptom, through the specific nozologic unit to the current term Developmental language disorder (DLD) and its classification among a new category of diseases in ICD-11 (existing in DSM-5) called Neurodevelopmental disorders. Another disorder with the characteristic pathology in communication is the autism spectrum disorder (ASD) which is classified as a disease of the same category as DD. Compared to DD, it has a higher publication index, lower prevalence, and even more serious consequences. Three different domains that cause confusion, both in ASD and DD, are "speech", "language", and "communication". The same confusion applies to the current subtypes in ICD-11 with the term "functional language". In the Czech Republic there are very few studies dealing with the patients with DD, their profile of a clinic picture has not been processed so far. In spite of the increase of Czech research of ASD there is a missing speech, language, and communication profile of these individuals. This has...

Autism Spectrum Disorder (ASD) is a low-incidence disorder with high impacts on individuals, families, and society. School-based speech-language pathologists (SLPs) have tremendous responsibilities toward individuals with ASD, but pre-service SLPs are not adequately trained to fulfill these expectations. In order to reduce the widespread financial and social impact of ASD, school-based SLPs need to complete effective training to prepare them for the selection of established social-communication practices. One framework for the selection of individualized intervention is the Ziggurat Model (Aspy & Grossman, 2008). The following study used mixed methods to investigate the research question: “Does the ASD knowledge base of ASHA-certified school-based SLPs change when they complete an online training module based upon Aspy and Grossman’s Ziggurat Model? If so, what are those changes?” A pre-test post-test control group design demonstrated a significant difference in the experimental group’s and the control group’s pre-test post-test change scores, as demonstrated by an independent samples t-test (p=.039, 18df). Qualitative data analysis resulted in six themes. While the online training of Aspy and Grossman’s Ziggurat Model used in this study was an effective method with which to train school-based SLPs in using a comprehensive framework, more rigorous research is needed on this model relative to the selection of intervention.

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: In this research voyage of discovery, we story the voices of me (the research inquirer), my family and a teacher about our experience with a young woman with Autism Spectrum Disorder – my youngest sister Leyna.1 This is our attempt to give Leyna and (dis)ability a voice. Their voices have been silenced from research for too long. I try to explain a narrative research lens as a foundation for this document – one that views autism not as a disorder, but as a difference that needs to be embraced. People often live their lives according to the problem stories they tell themselves, and do not see the alternative stories that surround them every day. On this voyage I therefore tell our story to document the inspirational experiences that people with autism bring about in the lives of those supporting them. Little research that focuses on alternative stories about autism has been done on a global scale. Moreover, little research has been done on autism specifically in the South African context. This thesis relates the stories of the people involved in caring for my sister with autism. It brings a message of hope and suggests possibilities for future research voyages about autism. 1 Pseudonym / AFRIKAANSE OPSOMMING: In hierdie navorsingsontdekkingsreis vertel ons 'n storie deur verskeie stemme te laat hoor: ek, die navorsingsondersoeker, my gesin en 'n onderwyseres vertel 'n storie oor ons ervaringe met 'n jong vrou met Outisme Spektrum Versteuring – my jongste suster Leyna.2 Hierdie is ons onderneming om vir Leyna en gestremdheid 'n stem te gee. Te veel stemme is al te lank deur navorsing stilgemaak. Ek probeer die narratiewe navorsingslens te verduidelik as 'n grondslag vir hierdie dokument – een wat outisme nie as 'n versteuring sien nie, maar eerder as 'n verskil wat aangegryp en gerespekteer moet word. Mense leef dikwels hul lewens uit op grond van die probleemgesentreerde stories wat hulle aan hulself vertel, en sien nie die alternatiewe stories raak wat hulle daagliks omsluit nie. In hierdie reis vertel ek dus ons storie om die inspirerende ervarings wat mense met outisme in die mense wat hulle ondersteun teweeg bring, te dokumenteer. Min navorsing wat op die alternatiewe stories oor outisme fokus is tot op hede op 'n globale skaal gedoen. Verder is daar nog min navorsing oor outisme spesifiek in die Suid-Afrikaanse konteks gedoen. Hierdie studie vertel die stories van die mense wat betrokke is in die versorging van my suster met outisme. Hiermee word 'n boodskap van hoop gebring en moontlikhede voorgestel vir toekomstige navorsingsreise oor outisme. 2 Skuilnaam is gebruik

Les enfants atteints d’un trouble du spectre de l’autisme (TSA) présentent souvent des difficultés à généraliser leurs apprentissages à des nouveaux stimuli, contextes et individus (Brown & Bebko, 2012; Happé & Frith, 2006; Lovaas, Koegel, Simmons, & Long, 1973; Plaisted, O'Riordan, & Baron-Cohen, 1998). Pour cette raison, il est important d’utiliser des techniques promouvant la généralisation au sein des programmes d’intervention leur étant destinés. Cette recherche visait à évaluer l’efficacité de deux des techniques les plus fréquemment utilisées dans les programmes d’intervention comportementale intensive (ICI), soit l’enseignement séquentiel et l’enseignement simultané, afin de déterminer si l’une d’elles était systématiquement plus efficace que l’autre pour promouvoir la généralisation des concepts chez les enfants ayant un TSA. Des devis expérimentaux à cas unique ont été utilisés pour évaluer les effets des deux techniques sur la généralisation de quatre enfants ayant un diagnostic de TSA et recevant des services d’ICI en clinique privée. Pour deux participants, la méthode enseignement simultané a démontré une plus grande efficacité quant à la généralisation des concepts enseignés. Pour les deux autres, les deux techniques se sont avérées aussi efficaces. Bien que préliminaires, les résultats suggèrent qu’il serait préférable d’appliquer la méthode enseignement simultané lors de l’enseignement de concepts chez les enfants ayant un TSA en contexte d’ICI. / Children with autism spectrum disorder (ASD) often show difficulties in generalizing what they have learned to new stimuli, contexts or persons (Brown & Bebko, 2012; Happé & Frith, 2006; Lovaas, Koegel, Simmons, & Long, 1973; Plaisted, O'Riordan, & Baron-Cohen, 1998). For this reason, it is important to implement strategies to promote generalization within programs intended for this population. This study aimed to compare the effectiveness of two of the most commonly used strategies in intensive behavioral intervention (IBI), serial training and concurrent teaching, to determine whether one was systematically more effective than the other at promoting generalization in children with ASD? Single-case experimental designs were used to assess the effects of the two strategies with four children with an ASD diagnosis receiving services in a private clinic. For two participants, concurrent teaching was more effective to promote generalisation of the learned concepts. For the remaining two participants, the two strategies were equally effective. Albeit preliminary, the results suggest that it may be preferable to introduce exemplars concurrently when teaching concepts to children with ASD within IBI programs.

The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.

Notre système visuel extrait d'ordinaire l'information en basses fréquences spatiales (FS) avant celles en hautes FS. L'information globale extraite tôt peut ainsi activer des hypothèses sur l'identité de l'objet et guider l'extraction d'information plus fine spécifique par la suite. Dans les troubles du spectre autistique (TSA), toutefois, la perception des FS est atypique. De plus, la perception des individus atteints de TSA semble être moins influencée par leurs a priori et connaissances antérieures. Dans l'étude décrite dans le corps de ce mémoire, nous avions pour but de vérifier si l'a priori de traiter l'information des basses aux hautes FS était présent chez les individus atteints de TSA. Nous avons comparé le décours temporel de l'utilisation des FS chez des sujets neurotypiques et atteints de TSA en échantillonnant aléatoirement et exhaustivement l'espace temps x FS. Les sujets neurotypiques extrayaient les basses FS avant les plus hautes: nous avons ainsi pu répliquer le résultat de plusieurs études antérieures, tout en le caractérisant avec plus de précision que jamais auparavant. Les sujets atteints de TSA, quant à eux, extrayaient toutes les FS utiles, basses et hautes, dès le début, indiquant qu'ils ne possédaient pas l'a priori présent chez les neurotypiques. Il semblerait ainsi que les individus atteints de TSA extraient les FS de manière purement ascendante, l'extraction n'étant pas guidée par l'activation d'hypothèses. / Our visual system usually samples low spatial frequency (SF) information before higher SF information. The coarse information thereby extracted can activate hypotheses in regard to the object's identity and guide further extraction of specific finer information. In autism spectrum disorder (ASD) however, SF perception is atypical. Moreover, individuals with ASD seem to rely less on their prior knowledge when perceiving objects. In the present study, we aimed to verify if the prior according to which we sample visual information in a coarse-to-fine fashion is existent in ASD. We compared the time course of SF sampling in neurotypical and ASD subjects by randomly and exhaustively sampling the SF x time space. Neurotypicals were found to sample low SFs before higher ones, thereby replicating the finding from many other studies, but characterizing it with much greater precision. ASD subjects were found, for their part, to extract SFs in a more fine-to-coarse fashion, extracting all relevant SFs upon beginning. This indicated that they did not possess a coarse-to-fine prior. Thus, individuals with ASD seem to sample information in a purely bottom-up fashion, without the guidance from hypotheses activated by coarse information.

The first part of the thesis summarizes theoretical knowledge of the areas that relate to the characteristics of pervasive developmental disorders, as well as chapter focused on family and compensatory mechanisms with the diagnosis and the adoption of a child. Next chapter describe helping professions and it is a brief introduction of specific professions with who I have the opportunity to meet and get to know that their work and the methods used with a target group of preschool children with ASD. I consider the importance of an early intervention in terms of working with the family and the child to be important, therefore, I focus on diagnostic methods and organization APLA Prague and Central Bohemia. I had the opportunity to attend several practices in this organization and I got to know methods of working with clients with autism. Overall, this practice must be assessed as very beneficial. System and work of the organization is actually a good example for practice. I will try to describe this organization in the form of case studies and interviews with families. I then will focus on the social support of families and the financial opportunities that are offered to these families. The next chapter is about social services which are services of social prevention, care and counseling. These...

The rhythmic text is irreplaceable in the life of every preschool child. The main pointof the theses is to find a way to make this development tool approach to children with autism spectrum disorder. Theses characterize rhythmic texts and discusses their importance in a child's life. It occused with personal and social education of preschool children. Based on the Rámcový vzdělávací program pro předškolní vzdělávání. We pay attention to the way visualized creating rhythmic texts and the possibility of their use in the kindergarten. We found that visualized poems and songs can affect not only the speed and accuracy of their learning, but also can become helpers in introducing methods of augmentative and alternative communication, as well as a means for developing games and creating new opportunities for social inclusion of children with autistic spectrum disorder.

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