Children and adolescents with autism commonly struggle with social interactions. In particular, it has been found that children and adolescents with autism struggle with verbal irony in face-to-face interactions where there are many competing cues that require their attention (i.e., body language, facial expressions, intonation). This study made use of Bubble Dialogue (Cunningham et al., 1992), a form of computer-mediated communication, to examine how children and adolescents with high-functioning autism and Asperger’s syndrome (HFA/AS) comprehended verbal irony when these competing cues were removed from social interactions. Speaker attribute information has been shown to be beneficial in aiding typically developing children with successful verbal irony comprehension. In this study, participants with HFA/AS and matched typically developing participants were presented with Bubble Dialogue scenarios where speaker attribute was manipulated such that speakers were labelled as a peer, an adult, or without a speaker attribute label. Participants were presented with scenarios where the speaker made either an ironic criticism or a literal compliment in order to assess whether or not the information about the speaker influenced their comprehension and interpretation of speaker belief, speaker intent and speaker humour. Participants with HFA/AS provided responses along similar themes to their typically developing counterparts for both literal compliments and ironic criticisms in each speaker attribute condition. Participants with HFA/AS performed similarly to typically developing participants on their interpretations of speaker belief, speaker intent, and speaker humour. These findings suggest that, within the context of computer-mediated communication, children with HFA/AS are able to perform as well as typically developing participants on measures of verbal irony comprehension.

Although motor deficits are presumed to be common in Asperger Syndrome (AS), the causes and characteristics of these deficits are unknown. This study addressed whether one or more of several variables discussed in the literature on Developmental Coordination Disorder, such as timing deficits. motor planning, and visual perception of movement, could account for clumsiness in AS. There were 14 AS participants (7 to 23 years old), and an age and gender matched group of 16 normal controls with no group If differences. Participants completed tests of timing perception and production. motor planning, visual perception of static forms, random moving dot kinematograms, biological motion, and postural stability in a moving virtual reality environment. Participants with AS were more erratic in their timing production, though there were no differences in the mean inter-response intervals of the two groups. There were also no differences in the perception of rhythms or in reaction time in responding to the perception task. Timing deficits therefore appear to implicate the motor system more than a central timing mechanism, and could be consistent with dysfunction within the extrapyramidal system. There were no group differences on a motor planning task, which may relate to the demands of the task. Participants with AS were less able to perceive biological motion. appearing less sensitive to normal movements than the control group, and less stable in virtually moving rooms, especially at the initiation of movement. While social experience could account for deficits in human movement perception. it could not account for hypersensitivity to virtual movement, potentially implicating abnormalities in the dorsal visual stream. Each of these group differences (i.e., timing variability, perception of biological motion, and stability in a virtual environment) was correlated with severity of motor deficits, measured using a clinical examination. The study is the largest to directly examine the components of motor dysfunction in a group of children with AS and also extends the age range into older adolescence, suggesting that motor dysfunction does not improve significantly with maturation into adulthood. Although a single causal factor is unlikely to accurately characterize motor deficits in AS. it is possible that the visual deficits could be the result of the interaction of the visual and motor systems, and that they may be a symptom. rather than a cause of motor dysfunction.

Thesis (M.S.W.)--Smith College School for Social Work, 2008. / Typescript. Includes bibliographical references (leaves 50-52 ).

Thesis (D.Psych.) - University of Queensland, 2006. / Includes bibliography.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Asperger Syndrome is a developmental disorder and is characterized by problems in social interaction. These problems make it difficult for the child with Asperger Syndrome to have normal relationships. This particular syndrome has an enormous impact on the development of the child in middle childhood. This study is directed by the premise that the relationship of the child with Asperger Syndrome in middle childhood with members of the peer group can be improved with the help of parents and teachers. Due to this fact, guidelines are provided. The lack of a good relationship with the peer group experienced by the child with Asperger Syndrome was formulated as the research problem. The aim of the study was to advance the relationship between the child with Asperger Syndrome in middle childhood and members of his peer group. In order to achieve this goal, qualitative research was used and semi-structured interviews were conducted with participants. The data obtained was analyzed, verified against existing literature, and used to compile the guidelines. / Asperger Sindroom is 'n ontwikkeiingsteuring en word gekenmerk deur probleme in sosiale interaksie wat normale verhoudings vir die kind met Asperger Sindroom bemoeilik. Hierdie sindroom het 'n enorme impak op die ontwikkeling van die kind in die middelkinderjare. Hierdie studie is gerig deur die uitgangspunt dat die verhouding van die kind met Asperger Sindroom in die middelkinderjare met lede van die portuurgroep verbeter kan word met hulp van ouers en onderwysers. Daarom word riglyne in hierdie studie beskryf. Die gebrek aan gesonde verhoudinge met die portuurgroep wat deur die kind met Asperger Sindroom ervaar word is as navorsingsprobleem geformuleer. Die doel van studie was om die kind met Asperger Sindroom in die middelkinderjare se verhouding met die portuurgroep te bevorder. Ten einde hierdie doel te bereik, is die navorsingsproses deur kwantitatiewe navorsing gerig en semi-gestruktureerde onderhoude met deelnemers gevoer. Die data wat bekom is kon deur middel van data-analise en literatuurkontrole aangewend word om riglyne saam te stel. / Social Work / M. Diac. (Play Therapy)

xiv, 115 p. : ill. (some col.) / This dissertation presents the findings of a Type 2 translational research study to develop and test the feasibility and social validity of a social skills intervention for middle/secondary students with Asperger's Syndrome (AS) / High Functioning Autism (HFA). Utilizing a technology adoption model (TAM), this dissertation project sought to develop and test the feasibility of a three-tiered social skills curriculum/training program to promote social competency in teens with AS/HFA across multiple settings: school, home, and community. The TAM was developed in 2004 by Gardner and Amoroso to provide a more rigorous methodology by which to assess the acceptance of the technology by consumers. The development of an intervention that includes parental input in a repeated measurement of social validity and efficiency over time, together with the inclusion of a unique population parameter (parental groups) within a repeated measure, reinforced the appropriateness of the decision to use a Type 2 translational research model. This study consisted of two distinct phases. Phase 1 of the development process was conducted using separate focus participant groups: Group A (students with AS/HFA), Group B (parents/caregivers of students with AS/HFA), and Group C (educators of teens with AS/HFA). Phase 2, a small pilot study utilizing the newly created curriculum, was conducted using complete triads. This triad consisted of a student with AS/HFA, the student's parent/caregiver, and an educator of said student. These groups (ultimately triads) developed and refined a school-facilitated social skills intervention that utilized the goals and objectives of the student and her/his family in conjunction with existing opportunities within the community to design, implement, track, and modify a social skills program that was functional for the unique needs of the student. Findings suggest the Social Skills Triad curriculum may be a viable alternative method for teens with AS/HFA to develop and master social skills across settings over time that are meaningful to students, their families, and the home/school communities in which they function. / Committee in charge: Dr. Jeffrey Sprague, Chair; Dr. Kenneth Merrell, Member; Dr. Debra Eisert, Member; Dr. Gordon Hall, Outside Member

Submitted by Ana Carla Vieira null (anacarlaunesp@gmail.com) on 2016-09-05T18:15:48Z No. of bitstreams: 1 Dissertação Final Ana Carla Vieira.pdf: 1462557 bytes, checksum: c6e00a69b5841b9452c818053e821046 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-09-09T13:28:31Z (GMT) No. of bitstreams: 1 vieira_ac_me_bauru.pdf: 1462557 bytes, checksum: c6e00a69b5841b9452c818053e821046 (MD5) / Made available in DSpace on 2016-09-09T13:28:31Z (GMT). No. of bitstreams: 1 vieira_ac_me_bauru.pdf: 1462557 bytes, checksum: c6e00a69b5841b9452c818053e821046 (MD5) Previous issue date: 2016-07-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A educação sexual é um processo contínuo por meio do qual se aprende sobre aspectos da sexualidade; uma dimensão ampla e complexa que se desenvolve ao longo da vida das pessoas em suas interações com elementos sociais, culturais, econômicos, históricos e biológicos. Pessoas com deficiências como o Transtorno do Espectro Autista ou Síndrome de Asperger (TEA/SA) são comumente infantilizadas e a expressão de sua sexualidade é permeada de mitos. Além disso, geralmente não recebem educação sexual, resultando em falta de conhecimento sobre o assunto, vivências afetivas e sexuais limitadas e situações de vulnerabilidade. Mas como os familiares assumem a educação sexual de seus filhos com TEA/SA? O que pensam sobre a sexualidade deles? Para responder essas questões, a presente pesquisa, do tipo qualitativa-descritiva, teve por objetivo investigar as opiniões e ações de sete mães sobre a sexualidade de seus filhos com TEA/SA com idades entre 10 e 22 anos. A coleta de dados ocorreu por meio entrevistas realizadas a partir de um roteiro, gravadas e transcritas na íntegra para posterior análise a partir da organização de categorias temáticas. Os resultados indicaram que quase não há educação sexual por parte das mães: algumas se utilizam de explicações metafóricas, outras recorrem a psicólogos ou não falam sobre o assunto. Afirmaram não ter acesso a materiais que pudessem auxiliá-las nesta educação sexual, e que os profissionais da saúde e da educação de seu entorno não conversaram ou colaboraram neste sentido. A infantilização dos filhos foi um aspecto importante desvelado nos relatos. Também acreditavam que os desejos sexuais de pessoas com TEA/SA seriam parecidos com os de pessoas neurotípicas, mas que os déficits em habilidades sociais relacionados ao transtorno prejudicavam imensamente seus relacionamentos sociais, afetivos e sexuais. A maioria delas viu o filho se masturbando, evidenciando déficits na discriminação entre comportamentos públicos e privados, e relataram dependência por parte deles para atividades de autocuidados diários. Uma mãe citou que o filho se envolveu em situações de risco por não compreender as regras sociais. Os dados coletados retificam os encontrados na literatura especialmente com relação à falta de intervenções sobre o assunto e às dificuldades sentidas pelas famílias para tratá-lo. Além disso, os dados convergem com estudos que indicam as características associadas ao TEA/SA como obstáculos para o desenvolvimento sexual, como déficits em habilidades sociais e comunicação. Conclui-se que a orientação por parte de profissionais voltada às famílias de pessoas com TEA/SA pode contribuir para a viabilização de uma educação sexual emancipatória, assim como o treino de habilidades sociais para os jovens pode potencializar seu desenvolvimento. É preciso reconhecer o direito das pessoas com TEA/SA de expressarem sua sexualidade na sociedade inclusiva e, portanto, deve-se garantir o acesso à educação sexual ao longo de todo seu desenvolvimento humano. / Sexual education is an ongoing process through which is learned about sexuality aspects; a wide and complex dimension that develops over the people‟s lives in their interactions with social, cultural, economic, historical and biological elements. People with disabilities such as Autism Spectrum Disorder or Asperger Syndrome (TEA/SA) are commonly childlike and the expression of their sexuality is fraught with myths. Also, they do not generally receive sexual education, resulting in lack of knowledge about the subject, limited emotional and sexual experiences and situations of vulnerability. But how does the family take the sexual education of their children with TEA/SA? What do they think about their sexuality? To answer these questions, this qualitative-descriptive research, aimed to investigate the opinions and actions of seven motherson the sexuality of their children with TEA/SA aged between 10 and 22 years. The data were collected through interviews guided from a script, recorded and fully transcribed for further analysis from the organization of thematic categories. The results indicated that there is almost no sexual education by mothers: some of them make use of metaphorical explanation, other ones turn to psychologists or does not talk about it. They said they did not have access to materials that could assist them on this sexual education, and that health and education professionals of their surroundings does not talk or collaborate in this direction. The infantilization of children was an important aspect unveiled in the reports. Also they believed that the sexual desires of people with TEA/SA would be similar to the neurotipical people, but that deficits in social skills related to the disorder greatly harm their on the social, emotional and sexual relationships. Most of them saw their sons masturbating, showing deficits in discrimination between public and private behaviors, and reported dependence on their part to daily self-care activities. A mother mentioned that her son was involved in risky situations because he does not understand social rules. The finding data rectifies those found in the literature especially regarding the lack of intervention on the matter and the difficulties experienced by families to treat it. Furthermore, the data converges with studies that indicate characteristics associated with TEA/SA as obstacles to the sexual development such as deficits on social and communication skills. It is concluded that the guidance by professionals directed to the families of people with TEA/SA can contribute to the viability of an emancipatory sexual education as well as social skills training for young people can enhance their development. It must be recognized the right of people with TEA/SA to express their sexuality in an inclusive society and, therefore, it should guaranteed the access to sexual education throughout their human development.

abstract: The purpose of this research project is to explore which musical mode, major and minor, is more effective to motivate children with Asperger's syndrome. To determine the more effective mode, the researcher has conducted experiments with seven students, two female and five male, with Asperger's syndrome on motivation for participation. Simple dance movements were used as a method of measurement for their motivation. The subjects' task was copying the researcher's simple dance with music, in major or minor mode, or with no music. There were three conditions, no music, major music, and minor music. However, the first dance of the experiments that had no music condition was not measured as it was a pre-test. All of the subjects followed the dance movements three times. The second and third dances of the experiments that were major or minor music conditions were used to determine which musical mode is more effective. To determine subjects' motivation from major and minor music, there were three areas of measurement; competency (level of execution) of movements, facial expression, and concentration on the dance for each experiment. All of the experiments were video-recorded for the evaluation. As a tool of measurement, a seven-point Likert scale was used. In addition, there were three evaluators: a professional music therapist, MT-BC; an undergraduate music therapy student at ASU; and a music education student of master's degree at ASU. In the evaluation on the measurements, the scores of the major music condition were slightly higher than the scores of the minor music condition in all three areas; competency of movements, facial expression, and concentration on the dance. However, the differences of the results in all three areas were not statistically significant. / Dissertation/Thesis / MP3 file of major mode / MP3 file of minor mode / M.M. Music Therapy 2013

M.Ed. / A few pupils attending schools for extraordinary education have been diagnosed as children with Asperger 'syndrome. The change in diagnostic criteria in the DSM-IV and accompanying redefining of Asperger syndrome brought about an increase in diagnosing as well as a greater awareness of this syndrome. The most important characteristic of Asperger syndrome is the serious and continuous effect it has on the child's social interaction. This syndrome affects the whole functioning of the child and these children demand much more of their educators. There is, however, no clarity concerning the specific problems the parents of children with Aspergersyndrome encounter and educational psychologists are not sure to what extent the parents of these children are in need of guidance in the handling of their children's educational and developmental problems. Because of the above-mentioned uncertainties the following research questions are asked: How do parents of children with Asperger syndrome experience their children's dysfunctional social dynamics? What guidelines can be given to the educational psychologist when advising parents on how to handle their children with Asperger syndrome? By means of a literary study the educational situation of the child with Asperger syndrome is explored first. The diagnosing, typical symptoms and associated characteristics of these children, educational involvement with these children and parental guidance from an educational psychological perspective, is mentioned. The research done in this study is qualitative, exploratory, descriptive and contextual and aims to bring about insight and understanding in the experience and needs of parents with children who have Asperger syndrome. The research method used, was the interviewing of parents of children with Asperger syndrome and the data received was analysed by means of an inductive and descriptive method of analysis. Four themes were determined: (1) the parents' experience of the social disfunction of their children with Asperger syndrome, (2) the influence that a child with Asperger syndrome has on relationships inside and outside the nuclear family, (3) the more complicated and demanding educational involvement of a parent of a child with Asperger syndrome and (4) the need for and realization of parental support and guidance of parents of children with Asperger syndrome. A number of guidelines, based on the themes identified by the analysis of the data have been developed for educational psychologists in their guidance of these parents. To conclude - research has indicated that the educational psychologist guiding the parents of children with Asperger syndrome ought to, have the necessary therapeutic skills, be a knowledgable specialist in the field of Asperger syndrome (and pervasive developmental disorders), be objective and professional and have the required knowledge and skills concerning teacher-guidance and group-leadership. It has also been established that parents of children with Asperger syndrome don't always have the educational skills to comply with their child's special needs and thus, in need off parental guidance. The parents, however, find themselves in an unique family unit which results in the fact that parental guidance cannot be prescribed in an encompassing model but has to be adapted to the practical- and emotional needs of each individual family unit.