The chronic and severe executive functioning (EF) and self regulation deficits experienced by children with fetal alcohol spectrum disorders (FASD) are well documented and EF and self regulation have been identified as core targets for intervention. The goals of this dissertation were to: (i) examine the effects of a self regulation treatment for children with FASD on a range of EF measures (ii) examine neural markers of treatment outcome and determine if functional magnetic resonance imaging (fMRI) can differentiate treatment responders from nonresponders; (iii) determine if treatment effects generalize to child compliance and qualitatively examine the treatment process. Twenty-five children with FASD participated. Using a wait-list control design children were assigned to an immediate treatment (TXT; n = 12) or delayed treatment control (DTC; n = 13) condition. All children received an evaluation of EF and fMRI at baseline and 12-week follow-up. Parents also completed questionnaires assessing EF and behavior as well as a feedback questionnaire upon completion of treatment. A subset of parents tracked compliance over the course of their child’s therapy. For the TXT group only, parent questionnaires were readministered at 6 month follow-up. At 12-week follow-up, children in the TXT group displayed significant improvements in inhibitory control and social cognition. Additionally, parents reported improved behavioral and emotional regulation. This improvement, along with a further improvement in parent-rated inhibitory control, was maintained at the 6-month follow-up. Neuroplastic changes were also observed as the TXT group showed increased BOLD response in the right prefrontal cortex (PFC) and left caudate on a task of inhibitory control. When treatment responders were compared to nonresponders a pattern of increased BOLD response was found bilaterally in the PFC and left caudate. Compliance tracking revealed that self regulation therapy generalized to improved child compliance at home. Qualitative analysis indicated that perceived clinician competence, caregiver insight about child’s problems and caregiver perceptions of child’s insight about their problems, were the most commonly endorsed themes by caregivers. Results from this research signify that children with FASD are responsive to psychotherapy and following a brief intervention, showed improvements in self regulatory abilities that generalize to other EF areas and parent-reported behaviors.

Objectives: 1) to determine if children and adolescents with autism spectrum disorder (ASD) encounter difficulties accessing dental, 2) to identify barriers that diminish access to dental care for this population. Methods: This descriptive study is based on a web-survey conducted at the Geneva Centre for Autism in Toronto between November 2008 and March 2009. Forty-nine multiple choice questions including open-ended fields were developed. Parents of children with ASD (ages 5–18) completed the survey. Results: The majority of participants visited a dentist regularly (71%) and had private dental insurance (64%). Parents/caregivers were more likely to have difficulties finding a dentist as unmarried parents (OR=3.7, P=0.075) or when their level of education was high school/less (OR=10.4, P=0.043). Conclusions: The majority of children/adolescents with ASD had access to dental care. Difficulties accessing dental care were related to family structure, parents’ education and their perception of dentists’ knowledge of ASD.

Increasing numbers of students with disabilities are being educated in mainstream schools in response to the international call for inclusive education. This study investigated the experiences of five students diagnosed with Autistic Spectrum Disorder (ASD) with challenging behaviours, and those who support them including parents, class and special education teachers, regarding inclusive education. At the time of the study, the five male students were all of upper primary school age, and attended state schools in Queensland, Australia. A multi-case study approach was adopted to better understand the nature of inclusion through engaging participants (students, class teacher, parents, and special education teachers) in "conversations" about their experiences of inclusion by means of semi-structured interviews. Students diagnosed ASD with challenging behaviours are testing the educational system as it attempts to meet their individual needs. This is due in part to the complexities associated with the disability of ASD and the many factors required in the delivery of effective inclusive practices. The findings of the research study reflected significant variance in the nature of inclusive schooling practices. Data collected from participants involved in a focus group interview and five case studies were used to describe the practices adopted in response to meeting the educational needs of individual students diagnosed ASD with challenging behaviours. There were five key findings that emerged from this study. Firstly, a range of practices was identified for each of the five children and these were posited along the continuum from inclusive to exclusive. Secondly, inclusive practices emerged from a number of interconnected processes including training, stakeholder collaboration, a school culture pursuing educational inclusion, and educator efficacy. Thirdly, educator efficacy appears to be the most crucial factor in the establishment of inclusive practices, without it exclusionary practices prevail. Fourthly, legislation and policy alone do not appear to result in the universal adoption of inclusive educational practices. Lastly, while all students had unique educational programming needs, this thesis found that there is a need for an appropriate model to be implemented to offer a foundation level of appropriate education interventions. Implications for educational policy and practice relevant to inclusive education were discussed.

Thesis (PhD)--University of South Australia, 2003.

Thesis (PhD)--University of South Australia, 1997

Bibliography: leaves 239-248. / viii, 248 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Shows that the normalised Fourier/Hartley spectral data can be used for imaging when the seismic source wavelet is unknown. / Thesis (Ph.D.)--University of Adelaide, Dept. of Geology and Geophysics, 1998

Thesis (Ph. D.)--Case Western Reserve University, 2008. / [School of Medicine] Department of Bochemistry. Includes bibliographical references.

Proefschrift--Amsterdam. / Bibliography: p. 110-112.

Thesis (Ph. D.)--University of Michigan, 1939. / Cover title. "Reprinted from the Physical review, vol. 56, no. 2, July 15, 1939." Includes bibliographical references.

Thesis (Ph. D.)--University of Michigan, 1934. / From Physical reviw, v.46, October 1, 1934.