The purpose of this exploratory study was to examine school psychologists' use of evidence- based practices (EBP), in general, and more specifically in the area of social skills training (SST) for students with autism spectrum disorders (ASD). Study participants, consisting of 498 school psychologists from across the nation, participated in an online survey that gathered information about their training, attitudes, and practices. The frequency with which specific EBP practices for social skills training for students with ASD was examined, as was prediction of use of these practices. Multiple-regression analyses revealed multiple independent variables that were predictors for overall use of EBP. Results indicated that over half of the participants provide SST for students with ASD. Although the majority of participants indicated that their graduate program included at least one course with information about ASD and EBP practices, in general, nearly half indicated that their coursework did not include any courses that directly addressed social skills training for students with ASD. Confirmatory factor analysis (CFA) was used to determine the extent to which the data fit the factor model. Participants' perception of the importance placed on EBP by their school district, scores on the openness subscale of the Evidence Based Practices Assessment Scale, perception of how well their graduate program prepared them in the EBP process, perception of whether they were adequately trained in the area of SST for students with ASD, and having a caseload evenly divided among settings were significant predictors of overall use of EBP.

Stimulus preference assessments have determined high and low preferred items that increase the rate of frequency of responding for various skills. Within applied settings, high preferred items may not attain the same reinforcing value across tasks which might decrease responding. The preference of the task might have an effect on reinforcer efficacy that is being presented. The purpose of the current study is to evaluate changes in reinforcer efficacy as a function of preference for the task. Three children diagnosed with ASD participated in the study. HP/LP items and HP/LP tasks were identified through paired-choice assessments, and each item was presented as a consequence for each task in a counterbalanced multi-element format. Results indicated that preference for the task had little effect of the rate of responding across items.

ABSTRACT PREPARING TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER: EVIDENCE-BASED PRACTICES AND TEACHER SELF-EFFICACY By Jane E. Strong A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: Evelyn Reed, Ph.D., Associate Professor Department of Special Education and Disability Policy School of Education There is a need for intensified, rapid, and special emphasis on training of teachers for students on the autism spectrum (NRC, 2001). The current movement in the field emphasizing the use of evidence-based practices in designing instructional methods should be emphasized during teacher preparation and professional development activities to increase teacher effectiveness. Further, it has been established that a teacher’s sense of self-efficacy (Bandura, 1979; Hoy & Tschannen-Moran, 1998) impacts his/her performance and that of his/her students. The purpose of this study was to discern and describe teachers’ perceptions of their self-efficacy following professional development that includes training in the use of evidence-based practices. This was accomplished through analysis of survey data, field based observations and interviews from teachers completing their Post-baccalaureate Graduate Certificate in Autism Spectrum Disorders at a large, urban university in a mid-Atlantic state. To add to the literature base about the influence of ASD-focused professional development, this study examined teacher perceptions of the professional training and the relationships between teachers’ knowledge and skill acquisition and self-efficacy.

Peut-on dissocier perception et mémoire auditives ? Intuitivement, il paraît impossible de mémoriser quelque chose que l’on n’a pas perçu. Pourtant, il existe des phénomènes auditifs pour lesquels la mémoire influence la perception. L’objectif de ce travail de thèse est de déterminer si la perception auditive et la mémoire auditive sont deux fonctions dissociables, sous-tendues par deux mécanismes différents. Deux études utilisant des stimuli auditifs différents (des bruits périodiques, et du rehaussement) ont été réalisées. Une population d’enfants et d’adultes autistes de haut niveau a été inclue aux participants. En effet, ces derniers présentent des particularités dans le traitement auditif. Ces particularités peuvent être interprétées à la lumière de capacités perceptives et/ou mnésiques, sans que rien ne permette de déterminer si l’une, l’autre ou les deux fonctions cognitives que sont la perception et la mémoire, sont impliquées. Les résultats conjugués de ces deux études indiquent que les participants porteurs d’autisme présentent un déficit développemental dans le traitement de la complexité temporelle quand leur mémoire auditive est préservée. Deux mécanismes différents semblent régir les deux grandes fonctions cognitives que sont la perception auditive et la mémoire auditive, qui seraient donc dissociées. / Can we separate auditory perception and auditory memory ? Intuitively, it seems impossible to remember something that was not perceived. However, there are auditory phenomena for which memory influences perception. The objective of this work is to determine whether the auditory perception and auditory memory are two separable functions, underpinned by two different mechanisms. Two studies using different auditory stimuli (periodic noise, and enhancement) were performed. A population of children and adults with high functioning autism was included. Indeed, they have features in auditory processing. These features can be interpreted in the light of perceptual and / or memory capacity without anything possible to determine whether one or the other or both cognitive functions such as perception and memory, are involved. The combined results of these two studies indicate that the participants with autism have a developmental deficit in processing temporal complexity when their auditory memory is preserved. Two different mechanisms seem to govern the two major cognitive functions such as auditory perception and auditory memory, which would therefore be separated.

Syftet med denna studie är att utifrån några pedagogers beskrivningar bidra med kunskap om undervisning i läsförståelse för elever med intellektuell funktionsnedsättning och autismspektrumtillstånd i grundsärskolans årskurser 7-9 och på gymnasiesärskolans nationella program. Studien bygger på kvalitativa, semistrukturerade intervjuer med sex pedagoger verksamma inom grundsärskolan och gymnasiesärskolan och som undervisar i ämnet svenska. Resultaten analyseras utifrån begrepp hämtade från sociokulturell teori, nämligen fysiska och intellektuella redskap, den proximala utvecklingszonen samt scaffolding/ kommunikativa stöttor. Resultatet visar att pedagogerna ser läsförståelseförmågan som en grund för elevernas möjligheter till självständighet och delaktighet i samhället. Undervisning i läsförståelse ses som avgörande för elevernas läsförståelseutveckling. Skolans ansvar att tillgodose undervisning utifrån elevernas individuella behov och förutsättningar betonas. Organiseringen av undervisning utifrån elevernas individuella behov innebär att olika undervisningsmetoder, hjälpmedel och elevgrupperingsmetoder används. Lärarens aktiva roll, engagemang och förtrogenhet med olika metoder ses som grundläggande för framgångsrik undervisning. En gemensam uppfattning är att fortlöpande, intensiv och repetitiv undervisning ger bäst resultat. Pedagogerna i grundsärskolan och på gymnasiesärskolans individuella program uttrycker att tillgängliga tids- och personalresurser möjliggör en sådan undervisning, medan pedagogerna på gymnasiesärskolans nationella program menar att den schemalagda undervisningen i svenska är otillräcklig för att tillgodose fortlöpande undervisning. Baserat på det beskrivna behovet av fortlöpande, intensiv och repetitiv undervisning i läsförståelse, diskuteras i resultatdiskussionen om tidsresurserna är tillräckliga i aktuella elevgrupper på gymnasiesärskolans nationella program för en hållbar läsutveckling. Om man vidhåller att god läsförståelse är en grundläggande förutsättning för fullt deltagande i det moderna svenska samhället och att syftet med utbildning är att förbereda eleverna för ett ansvarsfullt liv i samhället, så är min mening att undervisning i läsförståelse i hög grad bör prioriteras inom såväl grundsärskolan som gymnasiesärskolan. / The purpose of this study – based on the accounts of qualified teachers – is to add to our understanding of teaching reading comprehension to pupils with intellectual disabilities and autistic spectrum disorders in Compulsory Schools for children with learning impairments grades 7-9 and those undergoing the Upper Secondary School national curriculum for pupils with learning disabilities. The study builds on qualitative, semi-structured interviews with six educators, all active within either Compulsory Schools for children with learning impairments or Upper Secondary Schools for pupils with learning disabilities, and all of  them Swedish language teachers. The results are analyzed on the basis of terms used in socio-cultural theory, namely physical and intellectual tools, the proximal development zone and ‘scaffolding’ (communicative supports). Results show that teachers see the ability of children to read and understand as fundamental to their prospects of becoming free individuals able to participate in society. Teaching pupils reading comprehension is viewed as pivotal to their ability to progressively understand what they read. Emphasis is laid on the responsibility of schools to provide education based on assessing the needs of each individual child. The organization of teaching structured around pupils’ individual needs means that a range of methods, aids and pupil groups is used.  The active role and personal involvement of the teacher along with his/her familiarity with a broad range of methods is seen as fundamental to successful teaching. The prevailing view is that on-going, thorough and repetitive teaching produces the best results. Teachers in Compulsory Schools for children with learning impairments along with those in Upper Secondary Schools running individual programs for pupils with learning disabilities assert that available resources in the form of time and staff make this kind of teaching achievable, while teachers in Upper Secondary Schools running national programs maintain that timetabled lessons in Swedish are insufficient to provide progressive teaching. Based on the need for on-going and repetitive teaching in reading comprehension as described above, I discuss if the time allotted to present pupil groups in Upper Secondary Schools’ national programmes is adequate for tenable reading comprehension teaching. If we maintain that good reading comprehension is a fundamental requisite for full participation in modern Swedish society and that the goal of this education is to prepare pupils for a responsible life in society, it is my opinion that teaching in reading comprehension should be given high priority in both Compulsory Schools for children with learning impairments and Upper Secondary Schools for pupils with learning disabilities.

Orientador: Vera Lucia Messias Fialho Capellini / Banca: Rosângela Gavioli Prieto / Banca: Neusa Maria Dal Ri / Resumo: O presente estudo refere-se à formação do aluno com deficiência visando à sua participação no grêmio estudantil, o que representa um desafio à escola, quando se pensa uma educação na perspectiva Inclusiva e de Gestão Democrática. Nesse sentido os objetivos deste estudo foram: analisar o efeito de um programa de formação com atividades didático-pedagógicas no desenvolvimento da autonomia e da participação no grêmio estudantil e, de forma específica, mapear a participação de alunos com deficiência nos grêmios estudantis das escolas de uma Secretaria Municipal de Educação, em uma cidade do interior de São Paulo; identificar esses alunos em turmas de quarto ano do ensino fundamental I; analisar a participação deles nas atividades didático-pedagógicas sobre grêmios; descrever sua participação no grêmio estudantil, verificar os indicativos de participação nas atividades, na concepção dos alunos com deficiência; e elaborar uma cartilha digital com atividades didático-pedagógicas para estimular a participação desses alunos no grêmio estudantil. O percurso metodológico foi realizado por meio de uma pesquisa de cunho qualitativo e delineamento a partir da pesquisa-intervenção, que contou com seis fases para sua construção. A primeira fase caracterizou-se pelo mapeamento nas escolas, por meio de análise de materiais e com questionários sobre a existência de alunos público-alvo da educação especial (PAEE) no grêmio estudantil, entre 2013 e 2017. A segunda pautou-se em identificar em quai... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study refers to deals with the education of students with disabilities, aiming at their participation in the student council, which represents a challenge to the school, when one thinks an education in a perspective of Inclusive Education and Democratic management. In this sense the objectives of this study were: analyze the effect of a training program with didactic-pedagogical activities in the development of autonomy and participation in the student council and in a specific; to map the participation of students with disabilities in the school student council of a Municipal Education System in a country town of São Paulo; to identify these students in fourth year classes of elementary school I; to analyze their participation in didactic-pedagogical activities; to describe their participation in the student council; to verify the indicatives of participation in the activities, in the conception of students with disabilities and to elaborate a digital booklet with didactic-pedagogical activities to stimulate the participation of these students in the student council.The methodological course was carried out through a qualitative research and design from the intervention research, which had 6 phases for its construction. The first phase was characterized by mapping in schools, through material analysis and questionnaires on the existence of target public students of special education (PAEE) in the student council, between 2013 and 2017. The second phase was to ide... (Complete abstract click electronic access below) / Mestre

La césarienne est un mode d’accouchement alternatif recommandé lorsque la vie de la mère ou du fœtus pourrait être mise en danger par l’accouchement naturel. Ces dernières années, de nombreuses études ont rapporté que la césarienne augmentait le risque de développer des troubles tels que l’autisme. Pourtant, ces études sont controversées à cause des nombreux facteurs impliqués dans la naissance par césarienne à prendre en compte. Pour résoudre ce problème, nous avons utilisé des souris nées par césarienne et évalué des paramètres liés à l’autisme. En évaluant leur sociabilité, communication verbale et comportements répétitifs, nous avons trouvé que la césarienne n’induit qu’une modification précoce et transitoire de la communication. La césarienne n’affecte pas non plus l’activité cérébrale même si de petites altérations morphologiques éphémères sont observées à la naissance. Par conséquent, la césarienne conduit à des modifications à court terme non suffisantes pour induire l’autisme. / Cesarean section (C-section) is an alternative mode of delivery which is recommended when the mother or the fetus’ life might be endangered by natural childbirth. In recent years, epidemiological studies have reported that C-section delivery might increase the probability to develop disorders such as autism. However, these reports remain controversial due to the numerous factors involved in birth by C-section. To tackle this issue, we used mice delivered by C-section and looked at parameters associated with autism. We evaluated sociability, communication and repetitive behaviors in our mice and found that C-section only induces transient and early modifications in their communication. Also, we did not find changes in brain activity, even if small temporal morphological alterations were present after C-section. Therefore, C-section delivery leads to short-term modifications that are not sufficient to induce autism.

Autism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined neural activation and functional connectivity with an EEG, in children ages 3 -5, during an eyesclosed baseline period. Discrete Fourier Transform was performed on artifact-free segments of EEG data to produce power density values. In addition, coherence measurements were examined to assess functional connectivity in the alpha bandwidth during the baseline recording. Children with autism spectrum disorder (ASD) demonstrated reduced alpha coherence in fronto-temporal regions and between right temporal sites when compared to typically developing (TD) children. In addition, the reduction in coherence was based on ASD severity, such that high-functioning children with ASD showed greater coherence than low-functioning children with ASD. Children with ASD also displayed reduced power in the alpha, beta, and theta frequency bandwidths in frontal, temporal, central, and occipital regions compared to TD children. Interestingly, delta power differentiated children based on developmental status such that high-functioning children with ASD demonstrated the greatest delta power, followed by TD children, and then low-functioning children with ASD. Finally, TD children demonstrated left anterior temporal EEG asymmetry in the alpha bandwidth, whereas children with high-functioning ASD exhibited left posterior temporal EEG asymmetry and right frontal EEG asymmetry. Thus, the results suggest that children with ASD exhibit atypical patterns of brain activity and functional connectivity compared to their typically developing counterparts. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Os transtornos do espectro autista (TEA) são caracterizados por dificuldades na interação social e na comunicação, interesses restritos e comportamentos estereotipados. Trata-se de doença complexa, podendo estar relacionada a fatores ambientais, genéticos ou a ambos. A heterogeneidade genética dos TEA pode ser explicada pela presença de variantes raras patogênicas únicas (modelo monogênico) bem como pela combinação de alelos raros (modelo oligogênico) ou ainda pela combinação de alelos comuns de baixo risco (poligênicos). Há um esforço mundial na tentativa de se identificar variantes que conferem risco e, nos últimos anos, a identificação de variantes raras tem sido mais bem sucedida. As estimativas indicam que 10% dos indivíduos dentro do espectro do autismo possuem uma síndrome de padrão de herança mendeliana dentre elas a síndrome do cromossomo X frágil cujo mecanismo molecular se explica pela mutação completa no gene FMR1. A partir dos anos 2000 aproximadamente, alguns trabalhos na literatura sugeriram que a pré-mutação do gene FMR1, associada à síndrome do tremor e ataxia e a insuficiência ovariana primária associada ao X frágil (FXTAS e FXPOI), pudesse estar relacionada ao TEA. Essa ligação, no entanto é incerta, sendo por isso, o foco deste trabalho. Para tanto, foi realizada uma revisão bibliográfica buscando dados na literatura que comparassem pacientes portadores da pré-mutação com controles quanto à manifestação dos TEA. Foi levantada a frequência de portadores da pré- mutação no gene FMR1 entre 1056 probandos do grupo de pesquisas em transtornos do espectro autista do Centro de Pesquisas sobre o Genoma Humano e Células Tronco. Nesses pacientes foram também realizados exames complementares. Efetuou-se também um levantamento de eventuais casos de TEA entre os portadores da pré-mutação em outra casuística, composta de famílias de afetados pela síndrome do X frágil, no laboratório de genética humana do Departamento de Biologia Evolutiva - Instituto de Biociências - USP O primeiro levantamento revelou uma frequência de 0.19% de pré-mutados na casuística composta por pacientes com TEA (2:1055), semelhante à da população em geral. O segundo levantamento não revelou nenhum paciente com TEA entre os pré- mutados. Além disso, os dois pacientes pré-mutados na primeira casuística são portadores de uma CNV patogênica. Este estudo não apóia, portanto, uma relação causal entre TEA e a pré-mutação do gene FMR1 / Autism spectrum disorders (ASDs) are characterized by impairments in social interaction and comunication as well as restricted interests and stereotyped behaviors. ASD is a complex disease that may be related to environmental factors, genetic factors or both. Genetic heterogeneity in ASD may be explained by rare pathogenic variants (monogenic model), by a combination of rare alleles (oligogenic model) or by other combinations of low-impact common alleles (polygenic model). Researchers are working to identify risk variants and have been more successful in finding rare variants in recent years. Monogenic disorders (Mendelian disorders), such as fragile X syndrome, are found in 10% of ASD patients. Fragile X syndrome is caused by full mutation in the FMR1 gene and account for a fraction of ASD cases. FMR1 premutation is related to two different conditions: fragile X-associated tremor/ataxia syndrome (FRAXTAS) and fragile X-associated primary ovarian insufficiency (FXPOI). In the last two decades some researchers have associated premutation with behavior problems. However the association between premutation and ASD remains unclear and thus it was the focus of this investigation. This study includes an extensive review of articles that compare ASD manifestations in premutation carriers and controls. The study also estimated the premutation frequency in 1056 male patients from the ASD cohort at the Human Genome and Stem Cell Research Center. Complementary tests were performed on these patients to rule out any other genetic alterations that could explain clinical presentations of ASD. Moreover, a survey was performed of possible ASD cases among premutation males from fragile X families in the database of the Human Genetics Laboratory at the Biology Department of the Biosciences Institute. A frequency of 0.19% of premutation carriers was detected in the sample of ASD patients(2:1055), which is similar to the general population. No ASD patients were detected among the premutated males. Furthermore the two pre-mutated patients in the first sample harbored a pathogenic CNV. Therefore this study do not support an association between the FMR1 premutation and ASD

Young people with Autism Spectrum Disorders (ASD) are more prone to experience anxiety disorders at a greater level compared to their neurotypical developing counterparts, causing lifelong impairments in family, social, academic and adaptive functioning. Early interventions in childhood have been designed to minimize these stressful events and to optimize children’s developmental outcomes. Cognitive behavioural therapy (CBT) is considered a first-line intervention of anxiety. The review aimed to synthesize empirical literature on modified CBT interventions from 2009 until 2019 focusing on reducing anxiety in children and adolescents with ASD. A systematic review of the literature was conducted in five databases. As a result, 10 articles were included to review. Modifications found were: a) audiovisual support and written materials, b) parental partic-ipation, c) sessions length, d) language, e) sensory and motor accommodations, f) emphasis into the behav-ioural component, g) enhancement of individual’s attention and participation, h) facilitating materials to access the content of CBT, and i) participants’ specific interests and worries. The interventions showed significant reductions in youth anxiety levels. Future research should focus on addressing which specific modifications contribute to anxiety reduction since to date, there is no evidence comparing standard CBT to modified CBT interventions. Moreover, there is a lack of anxiety-assessment instruments specially designed for individuals with ASD. In addition, considering the longstanding prevalence of male autistic rates, ASD diagnostic instru-ments should be revised to reduce bias that can mislead to an inattentive ascertainment of females with ASD.