The purpose of this study was to investigate the effects of individualized video-modeled Social Story interventions on the social communication skills of three children with High Functioning Autism/Aspergers Syndrome (HFA/AS). Using a multiple-baseline across participants design, video-modeled Social Stories were implemented and direct observations of the participants identified target behaviors were collected two times per week during unstructured school activities (e.g., recess). Overall, data demonstrated that video modeled Social Stories were effective for improving the rates of social communication for the participants, though modifications to allow access to social reinforcement was needed in two cases. In addition, all three participants demonstrated maintenance of skills at a two-week follow-up. However, generalization of skills was only observed for one participant.The present research provides no definitive claims of the effectiveness of a combined intervention for children with HFA/AS, Rather, it adds preliminary evidence that a combined intervention that teaches social communication skills and provides for a model of appropriate behavior may be a beneficial method of remediating social skill difficulties for many children and youth with HFA/AS.

The low physical activity levels of children today are a cause for serious concern. When examining certain populations of children, such as children with Autism Spectrum Disorder (ASD), there is a possibility of even lower overall physical activity levels. However, when exploring the current literature examining the physical activity levels of children with ASD compared to children without ASD there were conflicting results. Some studies indicate that the physical activity levels between children with ASD and children without ASD are similar. Others indicate that children with ASD were less active than their counterparts. Although many of the previous studies employed sound protocol designs including using objective measures for physical activity, these studies did not appropriately match the groups. A child's environment is one of the determining factors of their overall physical activity levels. Current literature indicates that parents have a significant influence on the physical activity levels of their children. In order to accurately compare the levels of physical activity between children with ASD and without ASD, using appropriate matching groups is crucial. The purpose of this study was to examine the current physical activity levels of children with ASD by matching groups based on similar environments and parental influences. A total of 16 children (8 pairs of siblings) participated in this study. Physical activity levels were examined by the activity counts using accelerometers, evaluating time spent in moderate to vigorous physical activity (MVPA), and determining if children with ASD met the physical activity recommendations more or less than their siblings. Results indicate no difference in daily physical activity levels and time spent in MVPA were found between siblings. A total of 5 of the 16 children met the recommended amount of physical activity. Only 3 out of the 8 children with ASD met the recommended amount of physical activity. This stresses their time spent in MVPA should be an area of concern for all children and interventions should attempt to increase their MVPA early on. In conclusion, children with ASD were no less active than children without disabilities; however the children are not meeting the current physical activity recommendations. This study also suggests that for children with ASD, it may not be the condition that limits their physical activity, but instead the environmental factors may influence their activity levels. / Graduation date: 2013

For more than two decades, special education teacher shortages and attrition have concerned policymakers and administrators who work to recruit and retain special educators. It is imperative, therefore, to investigate the possible causes underlying the decision of special educators to leave the field. The aim of this current study was to explore teacher commitment to model philosophy and burnout across two well-established preschool treatment models for children with ASD: TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children) and LEAP (Learning Experiences and Alternative Program for Preschoolers and their Parents). Additionally, these constructs were explored in Business As Usual (BAU) classroom models. Results indicated that LEAP teachers were significantly more committed to LEAP philosophy and practice relative to the TEACCH and BAU teachers and TEACCH teachers were not significantly more committed to TEACCH philosophy relative to the LEAP and BAU teachers. Additionally, BAU teachers are not significantly more committed to either LEAP or TEACCH, but do share commitment to both classroom approaches. Lastly, post hoc analyses provided support for a quadratic relationship between teacher commitment and aspects of teacher burnout. Implications for school districts and teachers working within the field of special education are discussed.

Even among the most high-functioning individuals with autism, there is a wide range of variation in outcome. This study examined within-child factors, such as temperament, that contribute to variation in social outcomes, the most salient area of deficit among individuals with high-functioning autism (HFA). Approach/withdrawal tendencies and effortful control were used to predict variation in symptoms and social skills. A unique multi-method approach employing self- and parent-report measures, physiological assessment, and social observation was used to determine whether temperament could be used to predict variation in social skills and symptom presentation. Results indicated that compared with an age- and gender-matched control group, the HFA group self-reported higher levels of negative affect and lower levels of surgency and were observed to exhibit higher levels of approach tendencies and lower levels of social skills. Across all participants, higher levels of effortful control were predictive of more adaptive social skills and higher levels of observed approach behavior were predictive of higher levels of anxiety. These results are discussed in relation to the variability in outcomes seen among individuals with autism and the implications for the development of interventions to enhance adaptive outcomes.

Children with fetal alcohol spectrum disorders (FASD) have deficits across many cognitive, behaviour and social domains. However, despite social difficulty being proposed as a main deficit following prenatal alcohol exposure, the nature of their deficient social behaviour is largely unknown. One process that may underlie difficulties in social functioning is poor social cognition, which refers to one’s understanding of the self, others and social world. The primary goal of this dissertation was to determine whether social cognitive deficits represent a core disability underlying the socio-behavioural problems of FASD using a bottom-up approach. The first level of this approach is represented by face processing. Global and independent face feature processing was compared between FASD and normal controls (NC) using experimental and clinical measures. Eye gaze processing was investigated next using experimental and clinical tasks. At the highest level of the bottom-up approach, social perspective taking, including theory of mind and empathy were examined, along with how these abilities related to parent-rated behaviour. Finally, the lowest level consisted of specific aspects of the social neural network. White matter in three limbic pathways was investigated using diffusion tensor imaging (DTI). Results generally supported the bottom-up approach of social cognition in FASD. These children showed impaired processing of face features, when matching mouth shapes and partially occluded identity, compared with NC. The FASD group was slower to process gaze and arrow cues, suggesting impaired attention shifting. Children with FASD also showed impairments in social perspective taking, including understanding false beliefs and empathy, and these impairments were related to parent-rated attention and social problems, and autistic-like traits. Deficits in theory of mind got worse with age in FASD and empathy showed distinct sex-related differences. Although no group differences were observed on DTI indices, groups did show different age-related changes in white matter. In conclusion, deficits at each level of the current bottom-up approach may underlie the social impairments in FASD and may contribute to their broader social behavioural phenotype. The results from this dissertation have potential to inform clinical practice and lead to more effective diagnostic and treatment approaches in FASD.

Background: Fetal alcohol syndrome (FAS) is a devastating disorder whose mechanisms may be best investigated using animal models. Here we present a novel zebrafish FAS model to investigate the effects of low to moderate alcohol exposure during early development on learning. Methods: At 24-hours postfertilization zebrafish embryos were exposed to low doses of ethanol (external concentrations = 0.00, 0.25, 0.50, 0.75 and 1.00% vol/vol) for a very short duration (2 hours). Upon adulthood associative learning in the zebrafish was tested in a plus maze. Results: This exposure led to no gross anatomical abnormalities or increased morbidity or mortality. Overall activity was not significantly affected by embryonic ethanol exposure. A trend towards a dose-dependent decrease in learning and memory performance was observed. Conclusions: We suggest that zebrafish will be an appropriate model with which one can analyze the behavioural effects of embryonic alcohol exposure and the mechanisms of the ensuing abnormalities.

Background: Fetal alcohol syndrome (FAS) is a devastating disorder whose mechanisms may be best investigated using animal models. Here we present a novel zebrafish FAS model to investigate the effects of low to moderate alcohol exposure during early development on learning. Methods: At 24-hours postfertilization zebrafish embryos were exposed to low doses of ethanol (external concentrations = 0.00, 0.25, 0.50, 0.75 and 1.00% vol/vol) for a very short duration (2 hours). Upon adulthood associative learning in the zebrafish was tested in a plus maze. Results: This exposure led to no gross anatomical abnormalities or increased morbidity or mortality. Overall activity was not significantly affected by embryonic ethanol exposure. A trend towards a dose-dependent decrease in learning and memory performance was observed. Conclusions: We suggest that zebrafish will be an appropriate model with which one can analyze the behavioural effects of embryonic alcohol exposure and the mechanisms of the ensuing abnormalities.

Children with fetal alcohol spectrum disorders (FASD) have deficits across many cognitive, behaviour and social domains. However, despite social difficulty being proposed as a main deficit following prenatal alcohol exposure, the nature of their deficient social behaviour is largely unknown. One process that may underlie difficulties in social functioning is poor social cognition, which refers to one’s understanding of the self, others and social world. The primary goal of this dissertation was to determine whether social cognitive deficits represent a core disability underlying the socio-behavioural problems of FASD using a bottom-up approach. The first level of this approach is represented by face processing. Global and independent face feature processing was compared between FASD and normal controls (NC) using experimental and clinical measures. Eye gaze processing was investigated next using experimental and clinical tasks. At the highest level of the bottom-up approach, social perspective taking, including theory of mind and empathy were examined, along with how these abilities related to parent-rated behaviour. Finally, the lowest level consisted of specific aspects of the social neural network. White matter in three limbic pathways was investigated using diffusion tensor imaging (DTI). Results generally supported the bottom-up approach of social cognition in FASD. These children showed impaired processing of face features, when matching mouth shapes and partially occluded identity, compared with NC. The FASD group was slower to process gaze and arrow cues, suggesting impaired attention shifting. Children with FASD also showed impairments in social perspective taking, including understanding false beliefs and empathy, and these impairments were related to parent-rated attention and social problems, and autistic-like traits. Deficits in theory of mind got worse with age in FASD and empathy showed distinct sex-related differences. Although no group differences were observed on DTI indices, groups did show different age-related changes in white matter. In conclusion, deficits at each level of the current bottom-up approach may underlie the social impairments in FASD and may contribute to their broader social behavioural phenotype. The results from this dissertation have potential to inform clinical practice and lead to more effective diagnostic and treatment approaches in FASD.

Syftet med uppsatsen är att undersöka om och i så fall hur syskon till barn med funktionsnedsättning påverkas psykosocialt. Undersökningen baseras på kvalitativa intervjuer och litteratur samt rapporter relevanta för ämnet. De intervjuade har redovisat sin syn på hur de anser att barn påverkats av att växa upp som syskon till barn med funktionsnedsättning inom autismspektrumtillstånd. Resultatet påvisar att syskon under sin uppväxt blir utsatta för en mer stressrelaterad situation än jämnåriga och blir mer åsidosatta än barn i övrigt. Undersökningen visar också att syskon till barn med diagnos inom autismspektrum får med sig karaktärsdrag såsom större empati, mognad och ansvar. Att få kunskap över sitt syskons funktionsnedsättning visar sig vara av stor betydelse för hur barn hanterar sin livssituation. Genom uppmärksamhet och professionell hjälp såsom samtal och stöd blir syskon bättre rustade att klara den situationen de befinner sig i. / The purpose of this essay is to examine whether if siblings of children with disabilities are affected psychosocially or not. The study is based on qualitative interviews, literature and reports relevant to the topic. Respondents have presented their views on how they think children are affected by growing up as siblings to children with disabilities in autism spectrum disorders. The result demonstrates that siblings, while growing up are being exposed to a more stress-related situation than their peers and are more neglected than children in general. The survey also found that siblings of children with a diagnosis within the autism spectrum may bring character traits such as greater empathy, maturity and responsibility. Gaining knowledge of their sibling's disability proves to be of great importance for how the children manage their lives. Through attention and professional assistance such as conversation and support the siblings are better equipped to cope with the situation, which they´re in.

Cognitive functioning has historically been used to predict adaptive outcomes of individuals with autism spectrum disorders; however, research shows that it does not adequately predict these outcomes. Therefore, the current study explored the role of emotion perception in the adaptive functioning of individuals with ASDs. Emotion perception was assessed using the DANVA-2, which has audio and static face stimuli, and the DAVE, dynamic, audio-visual emotion movies. Adaptive functioning was assessed using the Vineland-II Socialization, Communication, and Daily Living domains. Results indicated that individuals with ASDs demonstrated significant impairments in both adaptive functioning and emotion perception compared to typical individuals. Findings did not demonstrate a relationship between emotion perception and adaptive functioning, controlling for IQ. Future research should broaden the approach when investigating possible mechanisms of change for adaptive outcomes to include exploration of social perception more broadly, of which emotion perception is one component, and its relationship with adaptive outcomes.