Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 27-29). Also available online.

Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 61-66). Also available online.

Thesis (M.A.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains iii, 35 p. : col. ill. Includes abstract. Includes bibliographical references (p. 30-32). WVU users: Also available in print for a fee.

This nation-wide study investigated elementary school counselors (ESC) self-reported: (a) professional background and training; (b) general knowledge of autism spectrum disorders (ASD); (c) attitudes towards ASD; and (d) roles performed with students identified with ASD. Also investigated was the predictive relationships between professional background, training, knowledge, and attitudes on roles (counseling, consultation, curriculum, and coordination) performed with students identified with ASD. Descriptive statistics were utilized to address professional background, training, knowledge, attitude and characteristics of ESC participants. These variables were also examined in relationship to the four role types. Multivariate analyses of variance (MANOVA) and Pearson’s correlation coefficients were used to test for significant relationships. A series of four multiple regression analyses predicting each of the total roles scores for counseling, consultation, curriculum, and coordination were also conducted. Results of the study suggest (a) ESC have limited training experiences of ASD, leading to self-education about this population of students, (b) ESC possess general knowledge about ASD, (c) overall, ESC have positive attitudes towards ASD, and (d) ESC perform all conceptualized roles in the education of students with ASD. Regression models revealed eight predictors found to influence roles: total knowledge, attitudes, geographic setting, U.S. region, years practiced, conference training, self-education, and ASD caseload. Significantly associated with performing roles across all four domains was the number of students with ASD on ESC caseload.

The media has the ability to influence societal perceptions about important issues. This study involved a dual examination of content and effects of news media representations of a prominent health issue—autism spectrum disorder (ASD) that now affects 1 in 88 individuals (CDC, 2013). Study 1 examined the presence of attributions of ASD and signaling “stigma” cues in news media and Study 2 investigated the effects of attributions of ASD emphasized in news media on community members’ emotions, behavioral intentions, and behaviors toward the disability. Study 1 revealed associations between certain attributions and signaling “stigma” cues and indicated news circulation plays a role in the appearance of cause attributions and social skill deficit cues. The results also illuminated intriguing trends in the presence of certain attributions of ASD and signaling “stigma” cues in news media over the past 16 years. Study 2 shed light on the direct and indirect effects of attributions about ASD emphasized in news stories on community members’ emotions, behavioral intentions, and actual behaviors; these findings partially align with attribution theory. This research provides a holistic understanding about the presence and power of language emphasized in news stories about ASD. Implications and directions for future research are discussed.

Autism spectrum disorders (ASD) are characterised by impairments in social interaction and communication, and repetitive and compulsive behaviours. The heterogeneous nature of ASD is underpinned by complex genetic networks; hence there is no known single genetic cause of ASD. It is therefore imperative to identify both genetic and epigenetic loci associated with ASD or specifically ASD endophenotypes. This may aid in earlier interventions for ASD if molecular biomarkers were identified. The serotonergic system has a longstanding association with ASD, and the differential expression of the serotonin transporter gene (SLC6A4) is linked to particular ASD traits. This study focuses on a length polymorphic repeat region (5-HTTLPR) upstream of the SLC6A4 promoter, and SLC6A4 promoter DNA methylation. The short variant of 5-HTTLPR is directly linked to lowered SLC6A4 expression and is at higher frequencies in ASD populations. DNA methylation at the promoter of SLC6A4 is also known to affect SLC6A4 expression. This study hypothesis is that there is differential regulation of SLC6A4, through changes in 5-HTTLPR and DNA methylation, between an ASD and control cohort. This differential regulation was also predicted to differ between ASD endophenotypes based on severity levels categorised by ADOS-2 (Autism Diagnostic Observation Schedule-2). ASD children (n=50) were compared to an agematched control group (n=13), all of whom were characterised phenotypically by an ADOS-2 assessment. The 5-HTTLPR and SLC6A4 promoter DNA methylation were analysed using restriction fragment length polymorphic analysis and the EpiTYPER assay, respectively. Significant differences were found in SLC6A4 regulation between the ASD and control group. A significant increase in frequency of individuals homozygous for the 5-HTTLPR long variant in the control group was observed when compared to the ASD cohort (p=0.049); with the long allele conferring reduced risk of ASD. Overall DNA methylation at the SLC6A4 promoter region was significantly decreased in the ASD cohort (p=0.011), the moderate ASD endophenotype (p=0.004), language impaired endophenotype (p=0.003), as well as the more severe socially and repetitive and restricted behaviour groups (p=0.006 and 0.045, respectively), when compared to the control cohort. Reduced levels of DNA methylation at CpG 30 in the target region were found to be significantly associated with higher levels of repetitive behaviour (p=0.001). The data from this study implicates the involvement of the serotonin transporter in overall ASD aetiology, specifically within the language impaired and repetitive and restricted behaviour endophenotypes. The data highlight the importance of maintaining appropriate methylation levels in order to modulate SLC6A4 expression. The regulatory mechanisms that control DNA methylation at the SLC6A4 promoter are unknown and need to be identified to completely understand how dysfunction of the serotonergic system is involved in ASD.

Individuals with autism spectrum disorder (ASD) display deficits in communication and social interaction that can impact their ability to function in daily environments. To remediate these deficits, it is critical for professionals to use effective interventions. While there are many evidence-based practices (EBPs) identified for ASD (e.g., video modeling), the adoption of these EBPs may not occur automatically. Existing research suggests professionals have a generally favorable impression of video modeling. However, little research has examined opinions and applied use of video modeling, which was the purpose of the present study. Using survey methodology, data were collected from 510 professionals in various disciplines (e.g., special educators, speech-language pathologists [SLPs], and behavior analysts [BCBAs]). Data were analyzed primarily via factor analysis and multiple regression. Factor analysis was used to examine the underlying structure of the instrument, revealing two predominant factors: (1) interest in and (2) perceived accessibility of video modeling. Multiple regression was used to examine which demographic characteristics (e.g., age and years of experience) were associated with each factor. Results indicated that BCBAs and SLPs perceived video modeling as more accessible. In terms of interest, professionals who worked with preschool-aged students, who worked in a suburban location, and who had an extended family member with ASD showed higher interest in video modeling. Implications for practice and future research are discussed.

Synchrony is a multi-faceted construct, defined here as the mutual warmth and responsiveness between a mother and her child. As children with Autism Spectrum Disorders (ASD) struggle to navigate various aspects of social life, we expected that impairments in synchrony would be seen, but that mothers would show adaptability. Twenty-five children (10 met ASD criteria on a gold standard autism assessment) completed a brief cognitive assessment and nine semi-structured play tasks with their mother, adapted from the Marschak Interaction Method. Synchrony was not found to moderate the relationship between ASD severity and externalizing behaviors, as hypothesized. ASD severity did predict externalizing behaviors. While children in the ASD group were more negative during the observed play tasks, there were no group differences on mother or dyad scores. Despite power limitations, our findings suggest important future directions for examination of mother and dyad mechanisms that better explain these differences. / Master of Science

This study has explored how couples raising children on the autism spectrum negotiate intimacy in their marriages/committed partnerships as well as what contextual factors influence these process and how they change over time. Twelve couples currently raising children on the autism spectrum were interviewed conjointly regarding their experiences of intimacy negotiation. A methodological approached based on constructivist grounded theory was used to analyze the data collected from these couples. The results of this study indicate that intimacy negotiation for couples raising children on the autism spectrum is an interactive process in which both partners must work together to make several key cognitive and relational shifts. Couples were either aided or hindered in making these shifts by the degree to which contextual and environmental factors were experienced as resources or roadblocks. The result of the degree to which couples raising children with ASDs navigate the necessary cognitive and relational shifts, also taking into account the influence of any contextual factors on these processes, was found to be a couple's experience of intimacy. However, this study also found that intimacy was not a fixed point at which a couple one day arrived, but was instead an iterative process taking place over time and requiring work to develop and maintain. / Ph. D.

Autism Spectrum Disorders (ASD) are an urgent health concern as new reports indicate approximately 1 in 110 children are affected by ASD (Centers for Disease Control and Prevention, 2009). Although children with ASD struggle with social interactions, quantitative meta-analyses have revealed that traditional social skill interventions only produce minimal effects (Bellini, Peters, Benner, & Hopf, 2007). Due to these minimal effects, this study diverged from the common understanding of social skill deficits and introduced an autonomic nervous system circuit as one root of social behavior problems. Children with ASD show a "fight-flight" (i.e., sympathetic) state at baseline and to unfamiliar individuals (e.g., Bal et al., 2010). Research indicates, however, that music has the ability to calm cardiovascular functioning (Iwanaga, Kobayashi, & Kawasaki, 2005) and improve social behaviors in children with ASD (Whipple, 2004). This study recruited participants (N = 23) between 4-7 years old with a previously diagnosed ASD. Each participant was assigned to a Music group, n = 11, or an Audiobook group, n = 12. The 90-minute experimental session consisted of a receptive vocabulary assessment and psychophysiological monitoring during a baseline video, social engagement task, listening period, and a recovery video. A soothed autonomic state was measured by increased high frequency heart rate variability and decreased heart rate. Results indicated a significant soothing effect for the Music group. Moreover, the Music group evidenced a significant increase in social attention (e.g., joint attention and sharing emotions) relative to the Audiobook group. Mediation analyses may reveal partial mediation for the soothed autonomic state on the relationship between group and social attention improvements. Thus, these results suggest that social skill interventions may not be targeting a core element of social deficits (i.e., over-aroused autonomic state). / Master of Science