No description available.

In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting. / Lisa Finn. / Thesis (M.Ed.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (MOccTher)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Prior to the commencement of this study, an abundance of information on the topic of autism spectrum disorders and its symptoms, its prevalence and the effect on the family’s psychosocial- and emotional wellbeing were available. However, studies to describe the impact of a child with autism spectrum disorder on the occupations of families were limited, especially within the South-African context, and the researcher could find no information describing the impact of such a child specifically relating to the daily occupations of their mothers. This qualitative study used a phenomenological approach to explore how mothers with children on the spectrum of autism experience the impact of the child on their own daily occupations, and the meaning they derive from these experiences. Purposive sampling was used in selecting eleven mothers whose children attended therapeutic and medical follow up at one of the tertiary public hospitals in the Western Cape. In-depth semi-structured interviews following an interview guideline were conducted with each of the participants. The interviews were audio taped, and thereafter transcribed verbatim. A process of open coding was used to analyze the transcribed interviews. The findings emerging from the data-analysis process, uncovered three themes, namely ‘mothering as an identity’, mothering as an occupation’, and ‘making sense and moving forward’. These themes emphasized the immense changes the mothers had to face with regards to their occupational engagement, as well as on a personal level due their children’s diagnosis of autism spectrum disorder. It also brought to light the factors influencing the experiences and actions of mothers, shaping their mothering identities, as well as their needs and barriers in terms of successful participation in their everyday occupations. The study reported on the occupational risk factors these mothers face, as well as the enabling elements with regards to successful and meaningful occupational engagement. Occupational therapists working with children should be especially conscious of the inseparable relationship between the occupations of the child they are treating, and the occupations of the primary caregiver when implementing therapy programs. Only through ensuring the successful and meaningful participation in occupations of both the mother and the child, the occupational therapist will be able to improve the health and well-being in the one or the other. Careful selection and collaborative goal setting when planning therapy programs are therefore essential. / AFRIKAANSE OPSOMMING: Verskeie studies het in die verlede rapporteer oor die diagnose, simptome en prevalensie van outisme spektrum steurnisse. Studies wat die impak van hierdie toestand op die emosionele en psigo-sosiale welstand van families ondersoek het, was ook volop. Beperkte inligting, veral binne die Suid-Afrikaanse konteks, was egter beskikbaar om die impak van ‘n kind op die spektrum van outisme op families se deelname in alledaagse aktiwiteite te ondersoek. Met die aanvang van hierdie studie, kon die navorser geen inligting vind wat spesifiek na die impak van ‘n kind met outisme op hulle moeder se deelname in alledaagse aktiwiteite ondersoek ingestel het nie. Hierdie kwalitatiewe studie het gebruik gemaak van ‘n phenomelogiese benadering om die ervarings van moeders, met ‘n kind op die spektrum van outisme, te ondersoek rakende die impak van hierdie kind op die deelname van hulle eie alledaagse aktiwiteite, asook die betekenis wat die moeders aan hierdie ervarings kon heg. Doelgerigte steekproeftrekking is gebruik in die seleksie van elf moeders wie se kinders terapeuties en medies opgevolg word by ‘n tersiêre publieke hospital in die Wes-Kaap. In-diepte, semi-gestruktureerde onderhoude is gevoer met elk van die deelnemers aan die hand van ‘n onderhoud riglyn. Die onderhoude is op band opgeneem, waarna dit verbatim getranskribeer is. ‘n Proses van oop kodering is gebruik om die getranskribeerde onderhoude te analiseer. Die resultate wat verkry is gedurende die data-analise proses, het die volgende temas uitgelig, naamlik ‘moederskap as indentiteit’, ‘moederskap as beroep’, en ‘om sin maak en aan te beweeg’. Hierdie temas het die geweldige veranderinge vir die moeders in terme van deelname aan hulle alledaagse aktiwiteite, sowel as op persoonlike vlak, beklemtoon. Die faktore wat die deelnemers se ervarings en aksies, en dus hulle identiteit as moeders beïnvloed het, was ook geïdentifiseer. Die resultate het ook die struikelblokke en behoeftes van hierdie moeders in terme van suksesvolle deelname aan hulle alledaagse aktiwiteite, aangedui. Die studie het die risiko faktore, sowel as die elemente wat benodig word vir suksesvolle deelname aan alledaagse aktiwiteite, uitgelig. Arbeidsterapeute werksaam in die veld van pediatrie, behoort bewus te wees van die onafskeidbare verhouding tussen die deelname aan alledaagse aktiwiteite van die kind wat hulle behandel, en dié van die primêre versorger. Slegs wanneer suksesvolle deelname aan aktiwiteite deur beide die kind én die moeder verseker word, kan die welstand en gesondheid in die een of die ander bevorder word. Die seleksie van terapie doelwitte in samewerking met die familie en primêre versorger, is dus kardinaal.

Stimulus preference assessments have determined high and low preferred items that increase the rate of frequency of responding for various skills. Within applied settings, high preferred items may not attain the same reinforcing value across tasks which might decrease responding. The preference of the task might have an effect on reinforcer efficacy that is being presented. The purpose of the current study is to evaluate changes in reinforcer efficacy as a function of preference for the task. Three children diagnosed with ASD participated in the study. HP/LP items and HP/LP tasks were identified through paired-choice assessments, and each item was presented as a consequence for each task in a counterbalanced multi-element format. Results indicated that preference for the task had little effect of the rate of responding across items.

Very little is known about the ability of low-functioning children with autism (LFA) to engage in collaborative activities. Children with autism have deficits in other-awareness, joint attention and imitation, skills considered fundamental in social cognition and associated with the ability to collaborate. Research has focused on identifying the impairments of LFA children's social interactional abilities in controlled experimental contexts with adult partners. However, there is a paucity of research investigating if LFA children can participate in collaborative activity with peers, and if so what form the collaborative behaviour takes. Children with autism are highly motivated to interact with technology and technology is evolving fast offering opportunities to apply it to research. Therefore, we used innovative technology and a novel software architecture called Separate Control of Shared Space (SCoSS) on three types of shareable computer technology to aid our investigation of other-awareness and collaboration in LFA children. Paper 1, describes two studies using a dual-control laptop to present picture-sorting tasks to children paired with an adult and peer. SCoSS was more effective at facilitating other-awareness in TD and LFA children than a standard interface. Crucially, LFA children showed no active other-awareness without the supportive interface. Paper 2 presented two different picture-sorting problems for pairs of LFA children to solve. This yielded a model of collaborative problem-solving based on a sequence of three prerequisite capacities. Paper 3 successfully applied the SCoSS framework to picture-sequencing tasks delivered via tablet technology. As in paper 1, pairs of LFA children were only actively aware of a peer using linked dual-tablets, analogous to SCoSS. In summary, the thesis presents evidence that the other-awareness of LFA children can be facilitated by technology to support collaborative problem-solving, providing a more complete profile of their abilities and offers evidence that LFA are sensitive to the type of collaborative partner.

Conclusion: The results suggest that ASD children have deficits in attentional and inhibitory control. Frontal dysfunction and weak ACC engagement in ASD were supported as the underlying neuronal inefficiency. / Methods: 20 children with high-functioning ASD [Mean Age (SD): 10.75 years old (2.07 years); Mean IQ (SD): 101.4 (16.8)] and age- and IQ-matched normal children (NC) [Mean Age (SD): 9.80 years old (1.88 years); Mean IQ (SD): 110.7(17.8)] were investigated electrophysiologically during performance of a visual Go/NoGo task. An electrophysiological source localization method was employed to further analyze the data. Several different neurospsychological tests were also performed to provide behavioral measures on attention and inhibition. / Objectives: To investigate neurophysiologic abnormalities in frontal and anterior cingulate cortex underlying attentional and inhibitory control in children with Autism Spectrum Disorder (ASD). / Results: ASD children showed a significantly task-related lower frontal theta activity. This effect was associated with a significantly reduced activation of the anterior cingulate cortex (ACC). Both groups also differ significantly regarding the behavioral aspects of attention and inhibition. / Leung, Shuk Yin Connie. / "November 2009." / Adviser: Chan Sue-Yin Agnes. / Source: Dissertation Abstracts International, Volume: 72-01, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 65-85). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

The purpose of this study was to explore the impact of child-centered play therapy (CCPT) on the social competence, empathy, and self-regulation of children diagnosed with autism spectrum disorder (ASD). The constructs of social competence, empathy, and self-regulation were measured using the Social-Emotional Assets Rating Scale (SEARS). This study utilized a single-case design; the researcher collected data throughout the duration of the study, including baseline, treatment, and follow-up phases. The sample included 5 children ranging from ages 6 to 8 years old: 3 Caucasian males, 1 African-American female, and 1 Latin-American female. Mothers of the participants completed the parent form of the SEARS once per week throughout all phases of the study. During the treatment phase of the study, the children participated in CCPT approximately 2 times per week for 30 minutes each time. Visual analysis of the data indicated play therapy was beneficial for three participants, as they demonstrated improvements in social competence, empathy, and self-regulation. Two participants responded to the intervention with mixed results. Discussion includes implications for clinical practice and future research as well as limitations of the study.

Attachment theory is concerned with the relational ‘tie’ that exists between a mother and her child, which is said to play an imperative role in a child’s mental development and future attachment relationships. Although there is extensive research on attachment theory on an international scale, there is a paucity of information with regard to this in the South African context. The object of this study is to investigate mothers’ experiences of attachment with their child who has an Autistic Spectrum Disorder (ASD). In addition this research aims to investigate whether this attachment relationship between a mother and her ASD child differs, or is the same across diverse socio-economic groups in the South African context. This research was qualitative in nature, which elicited rich, descriptive and personal accounts of mothers’ experiences of attachment with their ASD child across diverse socio-economic groups. Twelve participants from advantaged and disadvantaged communities from Johannesburg and the greater Johannesburg area were invited to participate in this study. Data was gathered through semi-structured interviews and analysed using thematic content analysis. Seven themes emerged from this study which explored mothers’ experiences of attachment with their ASD child. In addition, similarities and differences were found in mothers experiences of attachment across the diverse socio-economic groups.

In study one, the executive functioning of 19 high-functioning (HFA) and 19 low-functioning (LFA) children with ASD were compared to 28 children with normal development using a battery of neuropsychological tests. Results not only confirmed previous knowledge that children with ASD had significant executive dysfunctions compared with children with normal development, but also extended it to show that LFA children were significantly more impaired than HFA children. Study two built on this knowledge and examined whether immunological abnormalities are associated with the differential executive dysfunctions in 18 HFA and 19 LFA children. Results indicated that LFA children showed greater executive dysfunctions as well as higher levels of total lymphocyte, T lymphocyte and suppressor/cytotoxic T lymphocyte levels than HFA children. In addition, executive dysfunctions were significantly associated with the three lymphocyte levels, lending support to the notion that immunological factors may play a role in the cognitive dysfunctions in individuals with ASD. Study three further examined whether the differential executive dysfunctions and immunologic levels in LFA and HFA children are associated with their neural connectivity. Results on 17 HFA and 14 LFA children showed that LFA children had significantly elevated theta coherence in the anterior network, as well as at the left intra-hemispheric and right-to-left inter-hemisphere connections than HFA children. LFA children also had significantly elevated immunologic level specifically in suppressor/cytotoxic T lymphocytes. Furthermore, the executive dysfunctions, disordered neural connectivity, and abnormal immunologic levels were found to be associated. / Recent evidence suggests that deficient executive functions are fundamental to the cognitive deficits in Autism spectrum disorders (ASD). It has been suggested that individuals with ASD have disrupted neural connectivity including that in the frontal lobes that mediate executive functions. With reports of immunologic abnormalities in children with ASD, it is plausible that such abnormalities disrupt the neural connectivity in the brains of individuals with ASD. There is, however, relatively little empirical evidence to support the notion. This dissertation reports on three studies to examine whether the executive dysfunction in children with ASD is associated with their immunologic abnormalities and disordered neural connectivity. / These findings have provided some initial evidence to support the notion that immunologic factors may play a role in causing neuronal damage in the anterior region of the brains of children with ASD, which is manifested in their disordered neural connectivity of that region, and their executive dysfunctions mediated by that same region. / Han, Yvonne Ming Yee. / Adviser: Agnes Chan. / Source: Dissertation Abstracts International, Volume: 73-01, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 103-132). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Autism Spectrum Disorder (ASD) is a prevalent neurological syndrome observed even in childhood stages. Children with autism have a certain range of deficits on social interaction, communication and coordination. Exercise program has been commonly adopted as an intervention for ASD children on developing both of their motor and social skills, as well as maintaining a certain fitness level. This project is a systematic review and meta-analysis study which summarizes the recent fifteen years (2000-2015) of control-trial exercise-based interventions for ASD children and evaluates their effectiveness from three aspects (according to the outcome measures): 1) Exercise Performance & Sport/Skill-related Fitness (EXE); 2) Physiological & Biometric Indicator (PHY); and 3) Social Cognition & Psychological Well-being (SOC). The results showed a positive effect in all three aspects: .763, .412, and .505 respectively. Further studies were recommended on investigating the mechanism explaining the psycho-social and physiological effects of exercise programs on ASD children.