The ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature (Bradley & Bryant, 1983; Catts & Kamhi, 2005; Englert & Thomas, 1987; Gillon & Dodd, 1995; Hiebert, 1980; Kroll, 1981; Ruddell & Ruddell, 1994); the relationship between inference generation in reading and social inference generation is not well understood. The present study investigated the efficacy of a language-focused reading inference strategy intervention (ACT & Check Strategy) on the general reading comprehension, inference generation in reading, social inference, and metacognitive ability of adults with AS. Twenty-five adults with AS were randomly assigned to either a treatment or a control group. The treatment group participants were divided into groups of 3-4 based on their availability and preferred location for treatment resulting in a total of 4 groups. Each group met in one-hour sessions twice a week for a total of six weeks. When controlling for pretest scores, the treatment group was found to perform significantly better on one measure of inference generation in reading and metacognitive ability compared to the control group. Significant differences between groups were not found in two measures of inference generation in reading comprehension or social inference ability.

This qualitative research study investigated the self-determination of community college students diagnosed with Asperger's syndrome (AS). Varying levels of self-determination were displayed within each of the five participants. However, despite the unique characteristics and experiences of the participants, five major and two minor themes related to the collegial experiences of these students were revealed. The major themes highlighted were that community college students with AS (a) enjoyed academic success, (b) found disability services and accommodations important, (c) chose majors based on personal interests, (d) relied on family members for support, and (e) had difficulty developing social connections on campus. The minor themes related to the particular importance of faculty and attendance at a community college to some of the students.

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In 1944 Hans Asperger, a Viennese physician, identified a neurological disorder which hinders a person’s ability to communicate and interact socially. Lorna Wing’s research reintroduced the disorder in 1981, but Asperger’s Syndrome was not recognized in the United States until 1994. This study, aimed at generating knowledge about the lived experience of individuals with Asperger’s, is grounded in hermeneutic phenomenology. The writings of Martin Heidegger (1962, 1971), Hans Gadamer (1975/2003), and Edward Casey (1993) provided the philosophical foundation that helped me to open up the phenomenon as I answered the question, “What is the lived-experience of individuals with Asperger’s Syndrome?” Van Manen’s (2003) six research activities served as a framework: (a) turning to a phenomenon which seriously interests us and commits us to the world; (b) investigating the experience as we live it rather than as we conceptualize it; (c) reflecting on the essential themes which characterize the phenomenon; (d) describing the phenomenon through the art of writing and rewriting; (e) maintaining a strong and oriented pedagogical relation to the phenomenon; and (f) balancing the research context by considering parts and whole. Individuals with “Asperger’s Syndrome” navigate the world in a manner that makes sense to them. These adults desire to build nearness in what has been coined a neurotypical world. Five adults with Asperger’s Syndrome were interviewed three times each, sharing their experiences in school, the workplace, and community, elaborating upon how they attempted to fit in with their neurotypical peers. They also shared strategies developed to build nearness and find place in the neurotypical society. Participants reported experiences such as wearing masks as a tool to gain insider status in the neurotypical world, and the sense of exhaustion this behavior involves. They described their experiences with terms such as “bully magnet” and “emotional traffic jam,” in illuminating the daily discomforts they face attempting to meet the expectations of social interaction. The experience of bullying particularly seems to have had a lifelong impact. Recommendations for further research include examining the effect of early diagnosis, and how early transition experiences contribute to social development. A study on the effects of bullying that Aspies encountered during their school years would also add valuable information to the literature. Finally, work is a significant part of every adult’s life. Recommendations for employers include exploring mentoring or natural supports to employees who disclose the disorder. Additional supports and resources would increase performance and job retention. / Ph. D.

In this investigative study the researcher studied the methods used to assess learners with Asperger syndrome in Grade R. A detailed, and in depth study was made of Inclusive Education and the current assessment methods, as well as research into which assessment methods have been proved successful when dealing with learners with Asperger syndrome. Derived from the literature study, interviews held and observations, the researcher concluded that learners with Asperger syndrome are very unique people, but need to be supported and helped to enable them to become worthy citizens within a community. Out of the information collected it became apparent during this intense study of a fairly limited scope, that it is very important that the facilitator has to create an unique development programme for each individual learner with Asperger syndrome. Only then each learner will be helped to develop to his or her full potential. The above facts generate recommendations towards the following: • The Department of Education • The primary school • The facilitator • The family • Further research / Teacher Education / M.Ed. ( Inklusiewe Onderwys)

An important area of research is emerging for adults diagnosed with autism spectrum disorders (ASD) with respect to the challenges they face in their social relationships. Social relationships include those that are romantic in nature such as dating, cohabitation and marriage. Researchers suggest that engaging in a healthy and happy romantic relationship has many physical and mental health benefits that contribute to improved quality of life. This study used a quasi-experimental group design to explore the effects of psychoeducation for adults with ASD. Study participants were assigned to one of two group conditions. One group received the Relationship Enhancement®(RE) program and the other received RE with supplements targeting specific social skills. Social skills, empathy and social support were measured pre and post intervention for participants both within and between groups. Significant differences were found in the assessment of all participants, in both groups, as measured by t-tests and effect sizes in the variables of social skills (t(37)=- 2.28-2.72, p=.028-.029, η2=.122) and empathy (t(37)=-2.31, p=.027, η2=.123). These differences indicate that all participants, in both groups improved in social skills and empathy from pre to post treatment. No significant differences were found among all group participants for the variable of social support. There were no significant differences between groups for the three variables measured (p>0.05). Overall, these results provide support for the use of RE and the targeted supplements to increase social skills and empathy among adults with ASD who are interested in engaging in romantic relationships. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

In this investigative study the researcher studied the methods used to assess learners with Asperger syndrome in Grade R. A detailed, and in depth study was made of Inclusive Education and the current assessment methods, as well as research into which assessment methods have been proved successful when dealing with learners with Asperger syndrome. Derived from the literature study, interviews held and observations, the researcher concluded that learners with Asperger syndrome are very unique people, but need to be supported and helped to enable them to become worthy citizens within a community. Out of the information collected it became apparent during this intense study of a fairly limited scope, that it is very important that the facilitator has to create an unique development programme for each individual learner with Asperger syndrome. Only then each learner will be helped to develop to his or her full potential. The above facts generate recommendations towards the following: • The Department of Education • The primary school • The facilitator • The family • Further research / Teacher Education / M.Ed. ( Inklusiewe Onderwys)

This study investigates the nature of Asperger's Syndrome and specifically the social impairments experienced by learners affected by this syndrome. The incorrect social language, narrow interests and repetitive routines, and the deficits of theory of mind, central coherence and executive functioning of learners with Asperger's Syndrome are also outlined, and an attempt is made to relate these impairments to the social difficulties that learners with Asperger's Syndrome may experience in any inclusive setting. Chapters two and three comprise an in-depth literature study on this specific subject, thus forming a basis for the empirical research reported in chapter five. A qualitative research design is used, first to gain information about and understanding of the nature of the social impairments that afflict learners with Asperger's Syndrome, and secondly to gauge the effectiveness of using social stories as a means to assist the social development of affected learners. More specifically, an ethnographic research design has been chosen for its flexibility which readily permits last-minute adjustments to suit any design, and also because it helps to give meaning to personal encounters. The sensitive nature of the topic is another important reason for choosing this approach (ie. interaction with the researcher could be "fine-tuned" to achieve the ends of this adapted interview situation effectively, circumspectly and safely without undue upset for all concerned). The interview responses of two mothers of learners with Asperger's Syndrome, as well as the observation of these learners are reported. The results of the interviews and observations are checked against the literature study for corroboration in order to bring about a more positive awareness of the impairments experienced by these learners. The technique of social stories was investigated as a method of enhancing the social development of learners with Asperger's Syndrome. Three specific social stories were developed for this research in order to test the effectiveness of this method. Positive outcomes were achieved after implementation of the stories. Results of this study indicated that knowledge and understanding of Asperger's Syndrome, as well as positive attitudes, are critical to ensure the acceptance and accommodation of learners with Asperger's Syndrome in the school environment and in society as a whole. Also, the issue of accommodating learners with Asperger's Syndrome in an inclusive setting should receive concerted attention since it can have major implications for their educational prospects. / Educational Studies / Thesis (D. Ed.)

This study investigates the nature of Asperger's Syndrome and specifically the social impairments experienced by learners affected by this syndrome. The incorrect social language, narrow interests and repetitive routines, and the deficits of theory of mind, central coherence and executive functioning of learners with Asperger's Syndrome are also outlined, and an attempt is made to relate these impairments to the social difficulties that learners with Asperger's Syndrome may experience in any inclusive setting. Chapters two and three comprise an in-depth literature study on this specific subject, thus forming a basis for the empirical research reported in chapter five. A qualitative research design is used, first to gain information about and understanding of the nature of the social impairments that afflict learners with Asperger's Syndrome, and secondly to gauge the effectiveness of using social stories as a means to assist the social development of affected learners. More specifically, an ethnographic research design has been chosen for its flexibility which readily permits last-minute adjustments to suit any design, and also because it helps to give meaning to personal encounters. The sensitive nature of the topic is another important reason for choosing this approach (ie. interaction with the researcher could be "fine-tuned" to achieve the ends of this adapted interview situation effectively, circumspectly and safely without undue upset for all concerned). The interview responses of two mothers of learners with Asperger's Syndrome, as well as the observation of these learners are reported. The results of the interviews and observations are checked against the literature study for corroboration in order to bring about a more positive awareness of the impairments experienced by these learners. The technique of social stories was investigated as a method of enhancing the social development of learners with Asperger's Syndrome. Three specific social stories were developed for this research in order to test the effectiveness of this method. Positive outcomes were achieved after implementation of the stories. Results of this study indicated that knowledge and understanding of Asperger's Syndrome, as well as positive attitudes, are critical to ensure the acceptance and accommodation of learners with Asperger's Syndrome in the school environment and in society as a whole. Also, the issue of accommodating learners with Asperger's Syndrome in an inclusive setting should receive concerted attention since it can have major implications for their educational prospects. / Educational Studies / Thesis (D. Ed.)