Affecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can lead to the development of an effective tool to complement traditional treatment of those with ASD. This thesis documents the re-engineering, extension, and evolu- tion of Ying, an existing web application designed to aid in the learning of autistic children. The original methodology of Ying combines expertise from other research areas including developmental psychology, semantic learning, and computer science. In this work, Ying is modifed to incorporate aspects of traditional treatment, such as Applied Behavior Analysis. Using cutting-edge software technology in areas like voice recognition and mobile device applications, this project aspires to use software engineering approaches and audio-visual interaction with the learner to enhance social behavior and reinforce verbal communication skills in children with ASD, while detecting and storing learning patterns for later study. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Indiana University-Purdue University Indianapolis (IUPUI) / Consistent under-reporting of autism cases by Indiana physicians to the Indiana Birth Defects and Problems Registry (IBDPR) has made quality autism-related data very difficult to obtain (Indiana Birth Defects and Problems Registry [IBDPR], 2011). As a result, the Indiana State Department of Health (ISDH) currently also utilizes data from billing information that it receives from hospital discharges. However, such cases must be investigated further because autism is often merely suspected as a possibility in the discharge data. A chart auditor must therefore review the child’s chart to determine if the condition is confirmed. Meanwhile, the Indiana Department of Education (IDOE) has a different diagnostic procedure from physicians for determining whether a student has an Autism Spectrum Disorder (ASD), which qualifies him or her for special education. A physician diagnosis of autism does not guarantee that a child will receive special education from public schools. With all of these current complications surrounding autism, announced changes in the definition of autism by the American Psychiatric Association (APA) will likely have effects on both the special education field and the public health field. There is a possibility that children who had previously received special education could cease to maintain their eligibility and may find it difficult to obtain benefits. The IDOE may find it necessary to reevaluate their criteria for determining special education eligibility. Additionally, public health officials may see the definition changes affect the number of autism cases they perceive their populations to have, thus impacting community and policy decisions. This study was performed as an attempt to investigate and compare the sources used by the IBDPR to obtain autism data, and determine whether or not the resulting data creates an accurate depiction of the autistic population of Indiana. It was also performed to speculate whether a stricter definition of autism will result in a higher quality of data for the IBDPR and a more consistent view on the disorder between the ISDH and the IDOE. Perhaps from such consistency and simpler definitions, future recorded data will more closely resemble that of reality, enabling the ISDH to utilize the IBDPR to its full extent. Using current definitions for an exploratory analysis of data from the past five years, a discrepancy clearly exists between the IBDPR and the reality of the population of Indiana.