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Effectiveness of a relationship development intervention program for aloof-autistic children呂畇俠, Lui, Wan-hap. January 2006 (has links)
published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences
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Emotional responsiveness and expressiveness of young children with autism梁希然, Leung, Hei-yin. January 2006 (has links)
published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences
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An investigation of play in young children with autism鄧嘉雯, Tang, Ka-man, Traci. January 2006 (has links)
published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences
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An exploratory study of flexibility of emotional expression, stress and psychological well-being of parents of ASD children楊先鳴, Yeung, Sin-ming. January 2006 (has links)
published_or_final_version / abstract / Clinical Psychology / Master / Master of Social Sciences
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The relationship of pragmatic language deficits and cognitive impairments in high-functioning autismLam, Yan, Grace., 林茵. January 2003 (has links)
published_or_final_version / Psychiatry / Doctoral / Doctor of Philosophy
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A study of the application of microcomputers to aid language development in children with autism and related communication problemsGreen, Stephen James January 1990 (has links)
No description available.
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The response of the child with autism to preferred prosody during instruction.Lamers, Kirsty A, mikewood@deakin.edu.au January 1998 (has links)
It has been found that incorporating preferences leads to improvements in target skills for children with autism. No studies have been found, however, that assess the preferences of children for prosody of teacher instruction. Prosody has been defined by fluency of speech, modification of pitch and stress of syllables. This research assessed the preference for, and effectiveness of, prosody of instruction by teachers of children with autism. The preferences of children with autism for monotone, conversational and enthusiastic voice prosodies were assessed. The children's teachers made recording of their own voice reading a story passage in the three selected prosodies. The children with autism were requested to listen to these recordings and select a preferred prosody over thirty three trials. Chi square analyses were conducted to determine the significant preferences from these trials. The selections of prosody of the children with autism were compared with the selections of typical children of the same age. Significant preferences were found for three children with autism and seven typical children. The three children with autism with significant preferences were observed in their classrooms. Teachers were cued with flashcards to use the different prosodies and the children's responses were recorded. An additional twenty instructions were recorded in which the teachers were not given a cue for voice prosody Chi square and Fisher's exact tests indicated that children's preferences did not influence their responses to prosody during classroom instruction. In other words the response in class was not related to prosody preference. Overall children were more likely to not respond to the monotone prosody. The enthusiastic and conversational prosodies were equally effective. Therefore it was concluded that continued and varied use of enthusiastic and conversational prosodies during classroom instruction would be effective for children with autism. It was recommended that future research focus on evaluating the effectiveness of variety of prosody for children with autism.
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An exploratory study of flexibility of emotional expression, stress and psychological well-being of parents of ASD childrenYeung, Sin-ming. January 2006 (has links)
Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 23, 2007) Includes bibliographical references (p. 59-65).
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Examining factors that affect social behavior among children with autism spectrum disordersEagle, Rose. January 2006 (has links)
Thesis (M.A.)--State University of New York at Binghamton, Psychology Department, 2006. / Includes bibliographical references.
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The potential of family dinner : an observational study comparing social communication patterns in families of children with autism and families of typically developing children /Jones, Christopher David. January 2006 (has links)
Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 89-96).
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