Thesis (M.Psych.Clin) - University of Queensland, 2003. / Includes bibliography.

Thesis (M.Psych.Clin.) - University of Queensland, 2004. / Includes bibliography.

Thesis (M.Psych.Clin.) - University of Queensland, 2004. / Includes bibliography.

Thesis (Ph.D.)--Tennessee Technological University, 2006. / Bibliography: leaves 89-94.

Learners with Asperger's Syndrome are educated in inclusive education settings. As a result of the recent trend of `inclusion' all teachers may be required to educate all learners in their regular classrooms. This research attempted to explore the nature of Asperger's Syndrome as well as inclusive education in order to develop practical guidelines for teachers of learners with Asperger's Syndrome in regular schools. The interview responses of eight parents of learners with Asperger's Syndrome as well as the observation of these learners are reported. The results of the interviews and observations, were corroborated with the literature study in order to outline guidelines which would ensure that teachers will cater for the needs of these learners and support their inclusion in the inclusive settings successfully. Results of this study indicated that knowledge of Asperger's Syndrome and guidelines for accommodating the impairments of these learners is the first step towards successful inclusion. / Educational Studies / Thesis (M. Ed.)

Children with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific categories of social skill: pragmatic behavior (e.g., effort to maintain conversation, latency to respond), speech and prosodic behavior (e.g., vocal inflection, voice volume), and paralinguistic conversational behaviors (e.g., facial orientation, motor movement). Children with Asperger's Disorder did not display predicted social skills deficits when compared to typically developing children. When compared to children with social phobia, children with Asperger's Disorder were rated as significantly more socially effective and were rated as more skilled on the molecular conversational behaviors that create an overall impression of social effectiveness. These results suggest that children with Asperger's Disorder display adequate social skill during brief social interactions. Furthermore, the social skills deficits present in children with social phobia are not the same deficits found in children with Asperger's Disorder. Implications of the findings are discussed.

Thesis (Ed.D.)--Boston University / The purpose of this study was to determine the effect of a modified form of Meichenbaum's (1985) Stress Inoculation Training (SIT) on the anxiety-induced challenging behavior and coping skills of middle school students with Asperger's Syndrome. Many individuals with Asperger's Syndrome (AS), most often described as a disorder on the autism spectrum, contend with significant anxiety in addition to the other social, sensory, linguistic, and behavioral components of the disorder. This anxiety can frequently lead to high rates of inappropriate and/or aggressive behavior. A single-subject multiple-baseline research design, replicated across three participants was used in this study. This was an AB design with a time-lagged control as the intervention was introduced across the participants. Three middle school students with Asperger's Syndrome participated in this study and all demonstrated a decrease in challenging behavior and an increase in adaptive coping skills during the course of the intervention. Two of the three students maintained these positive changes throughout the follow-up phase of the intervention. These two students continued to show behavioral improvement after the conclusion of the study.

No description available.

Thesis advisor: David P. Wacker, Stewart W. Ehly. Includes bibliographic references (p. 164-183).

M.Ed. / Asperger's Syndrome derives its name from Austrian Pediatrician Hans Asperger who described this syndrome in 1944. Asperger's Syndrome is a Pervasive Developmental Disorder on the Autism Spectrum and therefore shares many commonalities with autism, including restricted social abilities as well as repetitive behaviours. However, children diagnosed with Asperger's Syndrome have well developed language ability and their cognitive ability is not impaired. Due to their unique difficulties, learners with AS present very specific needs in terms of support in order for them to thrive within a mainstream learning environment. The aim of the stUdy is to investigate and describe the experiences of two learners diagnosed with Asperger's Syndrome in a mainstream secondary school In order to gain possible answers to the research questions posed, the researcher has attempted to gain an in-depth understanding of the cases who have volunteered for this study. This was done via a phenomenological casestUdy design using a variety of data sources in order to gain a holistic view of each case. The results of the study suggest that there is no single means of support that would be the answer to assisting these learners but that a combination of various methods should be used in order to fulfil the various needs they have, particLilarly within the South African context where this study has been conducted. A recommendation has therefore been made with the backdrop of the bioecological model and the South African context in mind. This recommendation involves a multi-model approach which seems most suitable in terms of meeting the myriad needs of these learners.