Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2004. / Also available in print.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 92-96).

Thesis (M.S.)--University of Louisville, 2009. / Department of Surgery. Vita. "May 2009." Includes bibliographical references (leaves 57-63).

Thesis (M.Ed.(Educational Psychology))--University of Pretoria, 1979. / Includes bibliographical references.

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 77-80). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11876

Thesis (M.M.) Florida State University, 2005. / Advisor: Alice-Ann Darrow, Florida State University, College of Music. Title and description from dissertation home page (viewed 5-16-2007). Document formatted into pages; contains 85 pages. Includes biographical sketch. Includes bibliographical references.

Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 69-75). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19701

Current diagnostic criteria for autism are guided by the 'Triad of Impairments' (Wing & Gould, 1979), of which 'social impairment' forms an individual category. Social difficulties have been observed in children with autism under the age of two years and the difficulties continue throughout adulthood. Few studies have used computer-based training packages (CBTP's) to facilitate social competency in individuals with autistic spectrum disorder (ASD). The present study was completed in two phases: Phase I -compared 14 individuals with ASD (IQ ý: 70), ten individuals with no disabilities (ND) and eight individuals with mild mental retardation (MR; IQ 50-70) on their ability to identify appropriate and inappropriate social interactions using 12 scenarios on a tailor-made DVD. Phase H- the ASD group was divided into two groups. Eight individuals were trained using six of the scenarios from Phase I and eight new scenarios. Following training, both groups with ASD re-viewed the 12 scenarios shown in Phase I. The results showed that individuals with ASD were less able_to identify appropriate and inappropriate social skills than individuals with MR (t (18) = 4.9, p<00 1) or ND (t (13) = 7.5, p<00 1). The severity of the autistic symptoms negatively impacted on performance (r (14) =- . 83, p<. 001). The training group significantly improved their performance (z = -2.52, p= . 05) on both trained (z = -2.207, p= . 027) and untrained scenarios (z = -2.032, p . 042). The untrained group scores showed no significant difference between Phase I and Phase II. The current study identified that individuals with autism have more difficulty understanding inappropriate and appropriate behaviour than their MR and ND peers. However the DVD was an effective method of training a component of social competency for this population. Within the trained group, ability improved on untrained as well as trained scenarios, this suggests a generalisation of skills rather than rote learning or practice effects. Future studies would benefit from addressing how to generalise this skill from computers to 'real-life' situations.

The present study examined stimulus control in autistic children. A matching-to-sample procedure was employed in all experiments. In the first part of Experiment I, autistic and control subjects were trained to discriminate between a vertical line and a line tilted at an angle of 33 degrees from vertical. Following training, subjects were given a generalization test to determine the degree of dimensional control by line tilt. In the second part of Experiment I, subjects were trained to discriminate between a vertical line and lines tilted progressively closer to vertical. Experiment II was also a test for the degree of dimensional control by the line tilt. In Experiment I, the autistic subjects took a greater number of trials than the controls to reach the criterion of 24 consecutive correct trials. However, the difference in the number of trials taken by the two groups was not large. There was also little difference between the autistic and control subjects in part two of Experiment I. All of the autistic subjects successfully discriminated between a vertical line and a 2 degree line tilt to a criterion of eight consecutive correct trials. In the generalization tests in Experiments I and II, there was little difference between the autistic and control subjects in dimensional stimulus control. In Experiment III, the autistic subjects were examined for acquisition of a multidimensional discrimination. Both autistic and control subjects were trained to match a standard stimulus with one of four comparison stimuli that were varied in shape and in the presence and absence of a star within the shape. The autistic subjects took a greater number of trials than the controls to reach the criterion of eight consecutive correct trials. However, the difference between the autistic and control subjects in the number of trials taken to reach criterion was not large. In summary, the study found little difference between autistic and control subjects in the acquisition of simple or multidimensional discrimination. As well, there was little difference between the autistics and the controls in dimensional stimulus control. The results of the study suggest that the autistic child's problem is not one of stimulus selectivity. / Arts, Faculty of / Psychology, Department of / Graduate