No description available.

Synchrony is a multi-faceted construct, defined here as the mutual warmth and responsiveness between a mother and her child. As children with Autism Spectrum Disorders (ASD) struggle to navigate various aspects of social life, we expected that impairments in synchrony would be seen, but that mothers would show adaptability. Twenty-five children (10 met ASD criteria on a gold standard autism assessment) completed a brief cognitive assessment and nine semi-structured play tasks with their mother, adapted from the Marschak Interaction Method. Synchrony was not found to moderate the relationship between ASD severity and externalizing behaviors, as hypothesized. ASD severity did predict externalizing behaviors. While children in the ASD group were more negative during the observed play tasks, there were no group differences on mother or dyad scores. Despite power limitations, our findings suggest important future directions for examination of mother and dyad mechanisms that better explain these differences. / Master of Science

Autism spectrum disorder (ASD) diagnoses are on the rise, increasing the likelihood of having a student with ASD in the general education classroom. Students with ASD may be included in the general education setting; however, inclusive educational experiences are negative for many students with ASD. ASD awareness interventions have been implemented to help general education students improve their attitudes, behavioral intentions, and understand their peers with ASD. In the current study, empirical articles evaluating the effectiveness of ASD awareness interventions were identified and quantified. Two research questions were addressed: (a)Are ASD awareness interventions effective for general education students? and (b) Do ASDawareness interventions increase general education students’ attitudes, behavioral intentions, orknowledge of students with ASD? In addition, the following moderators: (a) age (b) gender (c) school level, and (d) message were evaluated. Results showed that ASD awareness interventionsare effective for general education students, and that ASD awareness interventions improveattitudes, behavioral intentions, and knowledge of ASD. In addition, age, school level, andmessage moderate the effectiveness of ASD awareness intervention.

No description available.

This study used thematic analysis to investigate the blogs of parents of children diagnosed with an Autism Spectrum Condition, with a particular focus on themes that emerge when parents write about themselves, their child and their family relationships. The first stage of the study involved a broad analysis of the first six months of entries presented within eight blogs. Themes which emerged during this stage included ‘Coping’, ‘Searching for an explanation - Meaning making’ and ‘Sense of belonging vs not belonging’. The second stage of the study involved a deeper analysis of two of the eight blogs, used as case studies, which were selected due to differing on aspects of the themes found during the first stage of analysis. Themes which emerged from the second stage were a superordinate theme of ‘Searching for an explanation - Meaning making’, with subordinate themes of ‘Relationship with ASC’ and ‘Relationship with society’. There were only brief mentions of family relationships within the blogs, except the relationship with the child and it seemed that parents often made sense of their experiences through their relationship with ASC and their relationship with society. Many of the parents who blogged reported changes in their relationship with society due to feeling that others do not understand and a sense of not belonging. It seemed that blogging provided a sense of belonging and a way of being understood for these parents, as well as a source of information to help parents explore ASC and their relationship with ASC. The themes that emerged may provide important information for clinicians and the implications of the research findings are discussed. The limitations of the study are noted and there are suggestions for future research.

Autism spectrum disorder (ASD) is pervasive neurodevelopment disorder characterized by a broad range of social abnormalities and deficit in motor skills, many times referred to as clumsiness. These abnormal social characteristics result in a restricted repertoire of activity and interests that also may affect the motor learning process. Therefore, fewer opportunities to practice motor skills can lead to a delay in achieving motor proficiency. It is well known that physical activity and motor proficiency are positively correlated and the amount of time spent in a physical activity is directly related to the level of expertise in neurotypical children. Hence, the specific aim of this study is to quantify the amount of physical activity in children with ASD and compare this value to that of non-diagnosed siblings (ASD siblings) and neurotypical controls (NT), as well as to compare the amount of physical activity between neurotypical controls and ASD siblings. In this study, it was hypothesized that: 1) children with ASD would have lower scores than their non-diagnosed sibling and also than the NT controls in the amount of physical activity; 2) non-diagnosed siblings and neurotypical children would not be different in the amount of physical activity; 3) children with ASD's general score on the motor skills assessments would be lower than the non-diagnosed siblings and lower than NT controls; 4) There would not be a difference in the general score on motor skills assessments between non-diagnosed siblings and neurotypical children and 5) the motor assessments scores would be positively correlated (p < 0.05) to the amount of physical activity. There were differences between ASD and NT groups regarding to the amount of physical activity and also regarding to the motor proficiency scores. Although those differences were not statistically significant, they definitely are clinically relevant as showed that the children on the autism spectrum presented a clear motor delay. Likewise, the correlation between amount of physical activity and motor proficiency was showed not to be significant. These results can be explained by the small sample size. Further studies with a larger sample size would be crucial to verify these hypotheses proposed in the present study. / text

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in communication and socialization, as well as by repetitive and stereotyped behaviours and interests. The ASD phenotype is also characterized by impairments in cognition. A growing body of literature points to attention and executive functioning as being key elements of cognition that are impaired in individuals with ASD. It is very possible that these cognitive difficulties are related to the functional deficits in academic achievement, daily living skills and socialization that are experienced by individuals with ASD throughout their lifetime. Associations between these cognitive and functional abilities have been identified in TD populations; however, this relationship is not well understood in ASD. This is especially true for adolescents with ASD who are a vastly understudied population within the field. The research in this thesis aimed to investigate the nature of cognitive and functional impairments in high-functioning adolescents with ASD, and to better understand the relationship between these deficits. This study made use of a multi-method approach, by obtaining behavioural and parent-report data related to cognition and functioning for both ASD and TD populations. The results indicated that adolescents with ASD may have some impairment in executive functioning, particularly with shifting and planning abilities, and score significantly lower than TD adolescents on measures of academic achievement, adaptive behaviour and social skills. Surprisingly, no evidence was found for attentional deficits in the ASD group. Multiple regression analyses did not reveal any significant predictive relationships of attention and executive functioning with academic ability, adaptive behaviour, or social skills. Limitations of this research are discussed. The results may lend themselves to the development of theoretical frameworks for understanding functional abilities in adolescents with ASD. / Thesis (Master, Psychology) -- Queen's University, 2013-10-07 10:10:42.215

A pilot study of noncontingent reinforcement (NCR) was conducted using NCR statements to (a) decrease target behaviors, (b) increase unprompted praise statements from the teacher and decrease reprimands, and (c) increase proximity to the participants by the teacher implementing NCR. Data were collected using a single-subject research design on two participants and one teacher. The target behaviors were physical and verbal aggression and inappropriate gestures. Teacher behaviors targeted with this study were praise statements, reprimands, and proximity to students. The participants included were one 16-year-old student with an emotional behavior disability, one 18-year-old student identified with autism spectrum disorder (ASD) and an undergraduate student who was the teacher in this setting. The results were inconclusive regarding the students’ behavior due to confounding variables. However, regarding teacher behavior, the results demonstrated an increase in proximity and praise statements and a decrease in reprimands. This single-subject study provided empirical support that the NCR intervention positively altered teacher behavior.

Autism Spectrum Disorders (ASD) management is challenging. This pilot study investigated parents/caregivers’ perception of therapies and other interventions in their ASD children. Information for children attending NDS department of MATC in Winnipeg was collected from participants through questionnaire-guided interviews. Mixed quantitative/qualitative methods were employed to analyze data. A total of 12 participants completed the study and data from14 children were collected. All children attended school, 88% were males, and more than 50% reported eating/sleeping difficulties. ADHD comorbidity was reported in 69%. The prescription drug most commonly tried was risperidone 56%, which found effective in controlling aggressive behaviours. Melatonin mostly tried in children for sleep. Behavioural therapy was rated as the most effective intervention, but was often limited by coverage and waiting period’s issues. Common concerns voiced by participants were the lack of trained professionals, the limited understanding of ASD children’s needs and the uncertainty for the future of their children (financial/service support at older age). Future studies should be conducted in a larger population and a longer observation time to document the changing needs of ASD children. / May 2016

Repetitive behaviors are a core symptom of autism spectrum disorders. They represent a major barrier to learning and social adaptation, affect levels of engagement in life situations, communication, social interactions and sustain social connections. Repetitive behaviors are often managed using exercise-based interventions which have been suggested to reduce repetitive behaviors and benefit mental health and behavioral functioning of individuals with ASD. The purpose of this systematic review was to explore and critically review the findings of previous studies examining effects of various exercise-based interventions on reducing autistic repetitive behaviors in children with autism spectrum disorder. Searches were limited to peer-reviewed studies written in English and published between Jan.2008- Jan. 2019. Only studies focusing on physical exercise-based interventions aiming to decrease repetitive behaviors as a symptom of an autistic spectrum disorder were included. Quality of articles included in the review was assessed using the Joanna Briggs checklists. Two researchers were involved in the quality assessment process, and any discrepancies were resolved through discussion. 5 studies were included in the final review. All studies examined the effects of short term exercise interventions on repetitive behaviors in children with ASD. There was no consistency across studies regarding types or duration of interventions, sample sizes or demographics of participants. However, the findings of the studies examined in this review provide a moderate to strong evidence that exercise-based interventions decrease repetitive behaviors. The studies reviewed included clinically relevant findings that can be used and adapted to fit different needs of children in future interventions. However, additional research using stronger and more varied designs, would be needed to determine the most beneficial types of exercise- based interventions for decreasing repetitive behaviors.