The aim of the present study was to evaluate the efficacy of the Early Intervention Research program (EIRP) for children with Autistic Disorder (AD) at the Flinders University of South Australia. Although based on traditional ABA programs, the EIRP differs in that each child's program is individualised and targets core deficit-linked behaviours (eg., imitation & joint attention), rather than targeting dominant secondary behaviours (i.e., stereotypic rituals & routines). Children underwent a 2 week 10x3 hour clinic-based intervention followed by an 18 week home-based intervention. It was hypothesised that by intensively targeting the core deficit-linked behaviours, these behaviours may be reduced or ameliorated to a point where one can minimise the onset of secondary behaviours. / Eighty-seven children (71 males and 16 females) with a mean age of 42 months participated. A within subjects quasi experimental staggered baseline repeated measures design was used (initial, pre-intervention, 2 week intervention and 20 week final). Analysis of test scores from initial to 20-week follow up assessments showed a general trend towards improvement of autistic symptom severity and an increase in adaptive functioning, beyond that which would have been predicted from baseline measures. / Thesis (MPsy(Clinical))--University of South Australia, 2006.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph.D.)--University of Rhode Island, 2007. / Includes bibliographical references (leaves 80-90).

Thesis (M.Med.Sc.)--University of Hong Kong, 2003. / Includes bibliographical references (leaves 68-76). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Jeff Sigafoos. Vita. Includes bibliographical references.

No description available.

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

published_or_final_version / Paediatrics and Adolescent Medicine / Master / Master of Research in Medicine

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

The overall purpose of this qualitative, constructivist, grounded theory study is to gain a clear understanding of the experience and process of transition for people with autism during the stage of emerging adulthood. Specifically, the objectives are: (a) to gain an understanding of the lived experiences and development processes of individuals with autism during their transition from youth to adulthood; (b) to construct a substantive theory of the experience and process of this transition, grounded in the experiences of people with autism and other stakeholders; (c) to identify any gaps or deficits in governmental or nongovernmental support that, if ameliorated, could ease an transition into adulthood of people with autism. This study employed qualitative analysis, using constructivist grounded theory. Data were obtained through in-depth interviews with two groups of participants, including parents of people with autism and professionals involved in service-providing organizations. Twelve interviews were conducted; two of the ten participants were second interviewed. Participants were selected from Saskatoon using the snowball method. It is revealed from this study that the main concern of people with autism was “resistance to change”. Properly managing their transition in to adulthood addresses this concern, helps them feel relaxed, and may prevent them from engaging in socially unacceptable behavior. The theory developed from this study describes 6 processes of effective transition: (a) make a plan; (b) introduce change gradually; (c) communicate effectively; (d) work in a team; (e) develop a supportive community; and (f) retain support staff. More individualized programs are needed for people with Autism Spectrum Disorders (ASDs), and existing funding policies should be reviewed. Also, they would benefit from vocational training, residential facilities, more funds, trained staff, and trained Education Assistants (EA). It is anticipated that the knowledge gained from this study will provide information on transition management. This research, therefore, is particularly beneficial to the people with autism and their families, as well as professionals working in this field. This study will also be useful in reviewing the policies and programs of government and nongovernment organizations in the field of autism. In its application, this study aims to contribute to both the research literature and existing programs on autism.