published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Previous research has indicated success using Social Stories with preschoolers with mild levels of autism. The purpose of this study was to determine if Social Stories implemented in the home setting would be effective with preschool children diagnosed with moderate to severe autism. Social Stories were implemented with 3 male preschool-aged participants. Two were classified as in the moderate range and one was in the severe range of autism. A variety of socially inappropriate behaviors were addressed including inappropriate dinnertime behaviors, transitioning to bedtime, and inappropriate touching. Data revealed no significant change in target behaviors (dinnertime behaviors and transitioning to bedtime) exhibited by moderately functioning preschool children. However, data did reveal a decrease in the frequency of inappropriate touching from the child who fell in the severe range of functioning. It is not clear from the current research whether it was the severity level of autism or the types of target behaviors that may have resulted in a lack of success using the Social Story intervention.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 85-98). Also available via the Internet.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Jan. 20, 2010). Advisor: Lyle Barton. Keywords: Differential Reinforcement of Other behaviors; DRO; behavior intervention; autism; single subject design. Includes bibliographical references (p. 135-149).

Thesis (Ph. D.)--Virginia Commonwealth University, 2003. / Prepared for: College of Humanities and Sciences. Includes bibliographical references (leaves 127-138). Also available online via the internet.

Thesis (Ph. D.)--Drexel University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 124-134).

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 125-135) Also available in print.

The purpose of this research is to explore the perceptions of educators who teach learners with autism, on their own emotional well-being. The eight educators who participated were from special schools in KwaZulu-Natal. These schools cater for learners with autism and the participants work hands-on with learners with autism. The research design and methodology employed is qualitative in nature, and adopts the phenomenological approach, which incorporates focus group interviews, individual interviews, and lesson observations of some educators after the interviews. The following questions were asked at the interviews: 'Tell me about teaching learners with autism' and 'How does it influence your well-being?' The research methodology selected elicited rich responses that led to the emergence of three main themes namely: first, these themes are everyday challenges working with learners with autism, second, educators' perceptions of the support of other role players and third, the impact that teaching learners with autism has on the workplace wellness of the educator. Conclusion and recommendations are presented, as well as recommendations for future research. Drawing from the themes, a conclusion is made that teaching learners with autism is stressful, that educators need training and support to cope with the demands of autism, and to help manage workplace wellness. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2008.

The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal Reading Inventory (IRI; Burns & Roe, 2002) in a sample of 21 children ranging from 6 years, 0 months to 13 years, 1 month prior to and after attending a summer camp for children with autism around a Midwestern city. Repeated measures MANOVAs were used to analyze WRAT4 and IRI assessment results. MANOVA results indicated there were no significant changes on any of the tests of the WRAT4 over time after a Bonferroni correction. MANOVA results further indicated there was no interaction between gender and time. A nonparametric sign test also was conducted to examine changes in the WRAT4 tests. Results of the nonparametric sign test did not reveal significant changes in the WRAT4 tests; however, the Sentence Comprehension test did approach significance. Although participants did not make statistical gains on the WRAT4, they also did not demonstrate a decline in academic skills as measured by the WRAT4. Participants demonstrated less consistent results on the word lists of the IRI as well as the passage comprehension component of the IRI. The number of children who declined or improved on the IRI overtime appeared to be random. A qualitative analysis of four participants selected based on age and gender did not reveal any hypotheses for the differences in performance on the IRI over time. Suggestions for future research include replicating the study with a larger sample, children with multicultural backgrounds, and controlling for the cognitive abilities of the participants. / Department of Educational Psychology