Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 72-81).

Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.

This thesis suggests that the alliance between contemporary Psychology and Merleau-Ponty's Phenomenology provides a more complete analysis of the embodied experience of persons with Asperger's Syndrome (AS). This alliance would rely upon the first person experiences of those with AS in addition to the physiological analysis and observations provided by those in Contemporary Psychology. By examining the analysis provided by contemporary psychologists within in the framework of the philosophy of Merleau-Ponty, the 'whole' of the embodied experience of persons with AS will be revealed. The analysis of Dr. Simon Baron-Cohen, one of the foremost contemporary psychologists in the field of autism is examined. I will conclude that Baron-Cohen privileges interpersonal interaction while overlooking other types of interaction by an embodied being within the phenomenal world. First person accounts written by Temple Grandin, Ph.D. and Dawn Prince-Hughes, Ph.D., both persons with AS, are relied upon for the analysis of an alliance between the two disciplines. Critical to this examination is Merleau-Ponty' s Phenomenon of Substitution, the 'seat of illness', and the 'third term'. Also discussed will be issues of boundaries that serve to separate the neurotypical from those persons with AS. These boundaries serve to diminish the potential and accomplishments of those persons with AS while attempting to maintain the hierarchical supremacy of those who are neurotypical. / Thesis / Master of Arts (MA)

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.)

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Individuals with Asperger’s Disorder (AD) have difficulty with social interactions and understanding sarcasm. One source of these deficits is the deficient use of pragmatic language. Right hemispheric (RH) dysfunction has been linked to trouble understanding sarcasm and using pragmatic language. This study attempted to determine the role of the RH in sarcasm comprehension by using a computerized dichotic listening task. Participants with AD were matched with typically developing participants and completed a dichotic listening task, brief intelligence assessment and a perceived accuracy questionnaire. The results showed participants from both groups performed similarly on the dichotic listening task. Interestingly, those with AD did not appear to have insight into their ability to identify sarcastic or sincere tones while the typically developing group did. / Department of Psychological Science

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 32-40).

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

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