Clinicians and researchers have identified a pattern of "mixed" symptoms that are sometimes exhibited by individuals with bipolar spectrum disorders (BSDs). However, the criteria for these mixed states as outlined by the American Psychological Association have been criticized for being too stringent for most individuals that experience impairing episodes of mixed symptomatology (e.g., Akiskal, 1996). Mixed states are associated with a more impairing course of illness and suicidality. More research is needed on mixed states, and there is particularly little evidence for risk factors in recent-onset samples. The aims of this study were to 1) examine the prevalence of mixed states in a sample of individuals with recent-onset bipolar spectrum disorders, 2) examine the symptom structure of hypomanic and depressive episodes, and 3) examine some of the risk factors associated with mixed states. Participants in sample 1 were adolescents, initially aged 14-19, selected for exhibiting either moderate or high Behavioral Approach System (BAS) risk for first onset of BSDs. Participants in sample 2 were 18-24 year old undergraduates from Temple University recruited for having a bipolar spectrum diagnosis. Mixed states captured 37.10% of all episodes examined in sample 1, yet only 13 (10.48%) of these episodes met available research criteria for mixed mood episodes. Factor analysis yielded two adequate models that fit the data; one model had two factors that aligned with traditional depressive and hypomanic symptomatology, and another model had three factors that aligned with hypothesized overactivity, inhibited depression, and irritable risk taking components of bipolar disorder. Latent class analysis allowed for examining observed patterns of responses within individuals, and then grouping heterogeneous groups of individuals into classes based on similarities on dimensions of interest, performance within dimensions, or both (Nylund, Bellmore, Nishina, & Graham, 2007). The latent class analysis showed that three classes best defined bipolar spectrum individuals in sample 1: low impulsivity, aggressive, and substance problems classes were obtained. The `aggressive' class was significantly more likely than the `low impulsivity' class to experience any mixed symptomatology, although a continuous measure of mixed symptoms did not yield significant differences between classes. Overall, the results from the current study support findings suggesting that mixed mood states are more commonly experienced than originally believed. These results extend previous studies to include individuals with bipolar spectrum disorders, not solely bipolar I and II disorders. These findings also suggest that non-treatment-seeking samples may have different types of mixed mood states than those seeking treatment. These findings add support to the literature that individuals with BSDs and comorbid substance use diagnoses are at increased risk for chronic illness, and show that these individuals are also more likely to experience mixed mood states than those without comorbid substance use diagnosis. Treatment providers should be aware of the complications that are inherent in bipolar individuals with comorbid substance diagnoses, as they are more likely to experience more episodes as well as mixed symptoms. / Psychology

Mentalistic inference, the process of deducing others’ mental states from behaviour, is a key element of social interactions, especially when challenges arise. Just by observing an action or listening to a verbal description of it, adults and infants are able to make robust and rapid inferences about an agent’s intentions, desires, and beliefs. This thesis considers perspectives from Autism Spectrum Disorders (ASDs) and large language models, specifically GPT models. Individuals with ASDs struggle to read intentions from movements, but the mechanisms underlying these difficulties remain unknown. In a set of experiments, we employed combined motion tracking, psychophysics, and computational analyses to examine intention reading in ASDs with single-trial resolution. Single-trial analyses revealed that challenges in intention reading arise from both differences in kinematics between typically developing individuals and those with ASD, and a diminished sensitivity in reading intentions to variations in movement kinematics. This aligns with the idea that internal readout models are tuned to specific action kinematics, supporting the role of sensorimotor processes in shaping cognitive understanding and emphasizing motor resonance, a key aspect of embodied cognition. Targeted trainings may enhance and improve this ability. In a second set of experiments, we compared Theory of Mind, a core feature of mentalistic inference, in GPT models and a large sample of human participants. We found that GPT models exhibited human-level abilities in detecting indirect requests, false beliefs, and misdirection, but failed on faux pas. Rigorous hypothesis testing enabled us to show that this failure was apparent and was linked to a cautious approach in drawing conclusions rather than from an inference deficit. Collectively, the results presented in this thesis suggest that the convergence of insights from clinical research and advancements in technology is essential for fostering a more inclusive understanding of mentalistic inferences.

The current literature reports that oral language development is not a realistic goal for autistic cochlear implant users (ACI). This is curious, due to the general success of cochlear implants and the fact that many autistic individuals develop strong spoken language skills. Therefore, this study aimed to examine clinician and caregiver insights into spoken language development in the ACI population with the aim of elucidating the factors that influence the poor outcomes reported in the literature. We predicted that cochlear implant function would not be the limiting factor in ACI language development, but that device use and sensory atypicalities might have significant impacts. Participants were two speech-language pathologists (SLPs), six audiologists (AuDs), and one dually certified SLP/AuD. Additionally, six mothers and their ACI children participated in the study. All participants, excepting one ACI parent, took a survey and then participated in a 30–60-minute interview about their experience either caring for or working with ACIs and their insights into their language development. We also collected language samples in ACI participants. Quantitative analysis included computing descriptive and inferential statistics, where appropriate, concerning language abilities, sensory processing, anxiety, and survey responses regarding factors associated with cochlear implant (CI) use. We also engaged in qualitative thematic analysis of caregiver and clinician interviews. Quantitative and qualitative results were then integrated to triangulate findings. In important ways, our results are inconsistent with current literature concerning ACIs. For instance, caregiver and clinician statements, as well as quantitative results suggested that it was very possible for ACIs to develop spoken language, when given the right conditions. Qualitative themes that shed light on the factors important to positive language-related outcomes in ACIs included: a) finding (and advocating for) access to care; b) sensory processing difficulties; c) differentiating between autism and hearing loss, and the spectra of both conditions. One specific and novel finding showed that sensory profiles—especially sensory seeking versus sensory averse—may have a significant impact on a child’s oral language development following cochlear implantation and should be considered when counseling families on possible outcomes. These findings provide new insight into and concrete future directions for supporting the ACI population.

This thesis focuses on the activities of the Special Education Centre, as provided to parents of children and pupils with autistic spectrum disorders in the region of Cheb, Czech Republic. The theoretical part summarizes - using the specialized literature available - basic information on the issue of autism, its complex assessment and diagnosing, and special education care with focus on the same. It specifies the forms of consulting services in the Czech Republic and the special education centre's services aimed at pupils with autistic spectrum disorders. The research part of the thesis contains the characteristics of the examined array and using a specific questionnaire, it collects information on the satisfaction of parents of pupils with autistic spectrum disorders with the special education centre's offer of services. It also analyses the degree of implementation of the individual strategies and maps out the possibilities of expanding the offer of special education care.

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

Occupational Therapy is amongst the top three interventions sought for young children with ASD in South Africa. Due to scarce local research on OT for ASD, this study explored the nature as well as perceptions of OTs on intervention for ASD. Using a qualitative exploratory study design, semi-structured interviews were conducted with twenty OTs in public and private health, as well as special needs education. Thematic analysis was used to analyse transcribed data. OTs descriptions and perceptions of assessment, direct and indirect intervention as well as challenges facing families and undergraduate and qualified OTs in South Africa were explored. Assessment for ASD utilised play based skilled observations with limited use of standardised tests. Developmental approaches were preferred to behavioural ones, with the majority of OTs referencing the Sensory Integration (SI) framework for assessment and therapy, even if they were not SI certified practitioners. The value of SI in reframing a child’s behaviour for parents was significant. The South African Model of Creative Ability was a unique local application to practice for ASD. Intervention in education was most ASD specific, including AAC and visual approaches due to a comprehensive programme and greater levels of team collaboration. A family focussed practice was most evident in private and public health. Direct individual therapy was predominant, with all sectors struggling to provide the intensity of therapy recommended for ASD, due to unique contextual challenges. Undergraduate training is insufficient preparation for working with ASD and a need for local OT specialists was identified. Implications for research and practice are discussed. / M.O.T. University of KwaZulu-Natal, Durban 2013.

Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices (EBPs) in the planning and implementation of transition services. EBPs for effective transition planning and implementation have been documented in the literature but do not appear to be fully utilized in practice to achieve desired student outcomes, reflecting a research-to-practice gap. EBPs have the potential to produce positive outcomes at the high school level, if implemented with fidelity. Special education personnel, especially administrators, play a vital and unique role in transition planning. They can either facilitate or hinder the process. This phenomenological study investigated the perceptions of public school administrators regarding the extent of their awareness of EBPs to ensure the successful transition of students with ASD and associated barriers. Semi-structured interviews were conducted with 10 secondary-level public school administrators. Major themes identified through analyzing the qualitative data included (a) a positive vision for students with ASD, (b) characteristics of a good transition program, (c) administrators' roles in the transition process, (d) barriers to EBP implementation, (e) strategies to reduce barriers, and (f) ownership of what administrators can do to remedy the problem. Lastly, the study generated recommendations to assist school districts with improving transition services for students with ASD.

Thesis (MSc)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: 3D virtual environments can be used as therapy tools in patients with autism spectrum disorders (ASDs); however, the development of such tools is time-consuming. A 3D virtual environment development platform for such tools has been developed specifically for the South African context, because of the language and culture sensitivity of these therapy tools. The 3D virtual environment development platform has a Lua scripting interface for specifying logic in the virtual environments. Lua is a textual programming language, and presents a challenge to ASDs therapists’ ability to create therapy tools without engaging an expert programmer. The aim of this research was to investigate the design and implementation of a visual programming environment to support non-expert programmers in scripting within the 3D virtual environment development platform. Various visual program representation techniques, reported in the literature, were examined to determine their appropriateness for adoption in our design. A visual programming language based on the “building-block” approach was considered the most suitable. The research resulted in the development of a visual script editor (VSE), based on an open source framework called the OpenBlocks library. The VSE successfully alleviated the syntax burden that textual programming languages place on non-expert programmers. The fitness of purpose of our VSE was exemplified in a sample 3D virtual environment that was scripted using the VSE. Despite the success, we argue that the applicability of the “building-block” approach is limited to domain-specific programming languages due to the absence of visual expressions for defining user-defined types, and for specifying hierarchy. / AFRIKAANSE OPSOMMING: Geen opsomming

The purpose of this study is to highlight how some teachers in the compulsory school for learning disabilities describe how they enable communication for pupils with autism spectrum disorders and intellectual disabilities. The study is a qualitative study based on two group interviews with three informants in each group. The informants are all working in the compulsory school for pupils with learning disabilities. The empirical data has been analyzed from a socio-cultural perspective, focusing on the concepts of mediation, appropriation, proximal development zone and scaffolding. The result shows that the teachers enable communication for students with autism spectrum disorders and intellectual disabilities in various ways, especially with visual support and augmentative and alternative communication (AAC) tools. The study shows that it is important to have knowledge about autism spectrum disorders and intellectual disability and how the disabilities affect communication with the pupils. My hope is that this study can contribute with knowledge of how communication is made possible for pupils with autism spectrum disorders and intellectual disabilities. / Syftet med denna studie är att belysa hur några pedagoger i grundsärskolan inriktning träningsskola beskriver hur de möjliggör kommunikation för elever med autismspektrumtillstånd och intellektuell funktionsnedsättning. Studien är en kvalitativ undersökning som bygger på två gruppintervjuer med tre informanter i varje grupp. Informanterna arbetar alla i grundsärskolan inriktning träningsskola. Empirin har analyserats ur ett sociokulturellt perspektiv med fokus på begreppen mediering, appropriering, proximala utvecklingszonen och scaffolding. Resultatet visar att pedagogerna möjliggör kommunikation för elever med autismspektrumtillstånd och intellektuell funktionsnedsättning på olika sätt, framför allt med visuellt stöd och alternativ kompletterande kommunikation (AKK) hjälpmedel. I studien framgår att det är viktigt att ha kunskap kring autismspektrumtillstånd och intellektuell funktionsnedsättning och hur funktionsnedsättningarna påverkar kommunikationen hos eleverna. Min förhoppning är att denna studie kan bidra med kunskap kring hur kommunikation möjliggörs för elever med autismspektrumtillstånd och intellektuell funktionsnedsättning.