Philosophiae Doctor - PhD / The policy for Inclusive Education in South Africa, the White Paper 6, states that all children can learn with support. Research suggests that there is a lack of access to education and resources for children with ASD living in low socio-economic communities. Education support services are under-resourced and unable to deal with the enormous number of learners with special needs. Globally, there is an appalling lack of dedicated school and learning facilities for children affected by autism. In special needs schools, children with autism are placed in classes with children with other disabilities. This is often as a result of either little understanding of their learning needs or resource constraints such as no schools close by to accommodate autistic learners.

Autistic Spectrum Disorder (ASD) has traditionally been understood and treated bio‐medically. However, bio‐ecological and eco‐systems theory, as well as a vast body of literature, suggests that ASD has a systemic impact, unique to each context. This study aimed to understand the systemic and ecological experiences of parents’ to children with ASD in the South African context with regard to ASD and ASD intervention. Eight parents to children with ASD were interviewed using a semi‐structured interview schedule. The data were analysed using deductive thematic content analysis. The study found that, in the South African context, both Indigenous and Western Knowledge Systems impact on parents’ experiences of having a child with ASD. It further found that ASD had a systemic impact, and that current ASD intervention failed to target the needs across the system. Lastly, it found that stigma originates from both Indigenous and Western Knowledge Systems, and that information about ASD is of great importance to parents in the South African context.

Thesis advisor: Ruth McRoy / Thesis advisor: Linnie Green Wright / Autism spectrum disorder (ASD) prevalence rates have risen dramatically over the past decade and boys are five times more likely to be diagnosed than girls. Prior research on children with ASD includes samples that are overwhelmingly male, but does indicate that girls with high-functioning ASD may have distinct needs and profiles. This study begins to address this gap in the research through a qualitative study of eleven families with an adolescent daughter with high-functioning autism spectrum disorder. The family is the primary unit of analysis and the study focuses on the following: (a) families' experience with the diagnostic process (b) families' management of their daughter's adjustment to adolescence, and(c) the impact of the ASD on family well-being. Family stress theory was the conceptual framework used to guide the study. Using grounded theory with a supplemental quantitative data strand, the study involved forty in-depth semi-structured interviews. Parents completed the Stress Index for Parents of Adolescents (SIPA) and a demographic questionnaire. Findings indicate that parenting a daughter with ASD could be categorized as a chronic stressor. The majority of parents endorsed clinically significant levels of stress on the SIPA. The mean age of ASD diagnosis was 8.7 years, well above the most recent (2014) Centers for Disease Control findings (6.3 years). Delayed and misdiagnosis for girls with ASD resulted in significant stress for families and reduced access to appropriate intervention. A shift in perception of the ASD from an acute to a chronic stressor allowed families to move toward acceptance and adaptation. The study findings support the need for a family centered model of assessment and intervention. Social workers in schools and in early intervention programs can play a critical role in providing education and support for families. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

This study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all participants. Participants were able to maintain this skill set once the training package was removed. Spontaneous generalization was demonstrated by all participants for some lures. Generalization of social media safety skills was demonstrated across participants in a setting where they did not receive instruction. Limitations and implications for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Autism spectrum disorders (ASDs) are one of the complex, pervasive, and multifactorial neurodevelopmental conditions which affect one in 68 children. Scientific research has proven the efficiency of using technologies to improve communication and social skills of autistic children. The use of technological devices, such as mobile applications and multimedia, increase the interest of autistic children to learn while playing games. This thesis presents the re-engineering, extension, and evolution of an existing prototype Windows-based mobile application called Ying to become an Android mobile application which is augmented with facial and emotion recognition. This mobile app complements different approaches of traditional therapy, such as Applied Behavior Analysis (ABA). Ying integrates different computer-assisted technologies, including speech recognition, audio and visual interaction, and mobile applications to enhance autistic children’s social behavior and verbal communication skills. An evaluation of the efficacy of using Ying has been conducted and its results are presented in the thesis. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Autism spectrum condition (ASC) is a lifelong developmental condition. Along with restricted interests and deficits in social imagination, people with ASC have difficulty understanding the social world. Evidence suggests that ASC individuals have difficulty understanding the emotional expressions of others, particularly when these expressions have negative valence. It is suggested that ASC is not a discrete phenomenon. Instead research has shown that traits associated with autism are seen in varying levels throughout the general population. It is believed that ASC is a spectrum, with those who have the most difficulty obtaining a diagnosis. The traits of autism present in the general population are seen to be qualitatively similar to those seen in ASC. It is therefore suggested that the ASC can be explored and further understood by assessing people in the Wider Autism Spectrum (WAS) of ASC-traits who do not hold a diagnosis. This research contributes to the understanding of the WAS and how ASC-traits manifest in the general population. Additionally, the differences between ASC and the WAS can be assessed by comparing the performance of people with a diagnosis to those in the WAS who have high ASC-traits. Through understanding the differences between these populations we are better able to understand what drives the clinical impairments associated with ASC. The current thesis assesses facial emotion processing in people with ASC and those in the WAS in order to understand the differences and similarities that exist. This was conducted using several cognitive tasks that assess the underlying brain mechanisms associated with facial emotion processing. Directed by the social motivation theory of autism, the current work used visual adaptation paradigms to assess how the brain represents emotional expression information in those with ASC and people with high and low ASC-traits. Additionally, the dot-probe paradigm was employed to explore attentional orienting for emotional expressions in ASC and the WAS. Results found that WAS participants with high ASC-traits do not represent negative emotional expressions in the same way as those with fewer ASC-traits. When assessing attention mechanisms those with high autism-traits were more likely to bias attention towards emotional expression information. Results suggests that WAS individuals with high ASC-traits process emotional faces differently from their low ASC-trait counterparts and also have a different way of selecting which emotions to attend to in their environment. People with ASC had deficits in mental representation of emotional expression but did not show the same pattern of attention to emotional expressions seen in high ASC-trait WAS individuals. These results do not suggest the autism spectrum is linear. Results are discussed suggesting that those with high traits of autism have a profile of behaviour that cannot be explained by the social motivation theory whereas ASC results do follow predictions this theory makes.

The current study investigates basic, relational concept development, as measured by the Boehm Test of Basic Concepts 3rd Edition – Preschool Version (BTBC3-P), in 51 preschool aged children (Mage = 49.26 months; SD = 8.53 months) with and without Autism Spectrum Disorder (ASD) attending the same Comprehensive Application of Behavior Analysis to Schooling (CABAS©) preschool. Relational concepts represent spatial, dimensional, temporal, quantitative, and class relationships between objects or people (i.e., above and behind). They predict academic achievement in grades two and three and are essential for following directions, making comparisons, sequencing, and classifying—the foundational skills for more complex problem solving (Boehm, 2013; Steinbauer & Heller, 1978). Relational concepts are difficult to learn, represent less tangible and stable relationships, and are often acquired incidentally (Boehm, 2001). Research in Applied Behavior Analysis (ABA) has found that incidental learning generally does not occur until a child masters the naming capability (Greer & Longano, 2010). Naming is a phenomenon that involves a circular understanding whereby a child can see a nonverbal term (i.e., a picture or a word), name that term, hear themselves naming the term, and then select the appropriate representation of that term without direct instruction (Horne & Lowe 1996). Naming is the mechanism through which success in traditional classroom settings is possible, such that once a child has attained the naming capability, that child can learn through observation or by asking questions if he/she sees or hears something novel (i.e., “What is pesto?” Greer & Longano, 2010; Greer & Speckman, 2009). Considering the widespread use of ABA to help children with ASD develop language, this study investigated relational concept acquisition using an ABA (i.e., Verbal Behavior Development Theory [VBDT]) framework. Overall, preschool children with ASD knew significantly fewer total concepts, quantitative concepts, and spatial concepts than their typically developing (TD) counterparts. In addition, the more VBD cusps and capabilities a child attained, the more concepts he/she correctly identified (R2 VBD= .054 with diagnosis held constant). Further, regardless of diagnosis and student progression of VBD, naming was a significant predictor of total concepts known (R2 naming = .114), as well as of concepts known not covered in the C-PIRK© curriculum (R2 naming = .099) used at the preschool. The latter finding supports previous studies that identify naming as a prerequisite to incidental learning. A secondary aim of this dissertation investigated the actions of the examiner required to keep children motivated and on task by creating an Assessor’s Tactic Checklist that lists a number of behavioral techniques to build motivation and increase assessment validity. Overall, diagnosis and naming were related to the number of assessor’s tactics used, with those children with ASD and children without naming requiring significantly more types of tactics than those without (approximately two more types for ASD and two and a half more types for those without naming). Implications for future studies include exploring the rate of concept learning pre and post naming acquisition as well as working to uncover the mechanisms through which naming affects concept acquisition. There is also an identified need for continued exploration into the usefulness of an Assessor’s Tactic Checklist. Strengths and weaknesses of the study are also addressed.

Autism is a life-long neurological disease that manifests differently in every autistic person. Children with autism have difficulties with four developmental areas, namely: language and communication, social interaction, imagination, and sensory issues. These behaviours make it extremely difficult to care for, or teach, autistic children as these children often present with behaviours that are psychologically, cognitively and physically challenging. As there is only one government subsidised school with the expertise and support structures to teach and care for autistic children in the Eastern Cape, parents often have no option, but to place such children in residential care in order for the children to receive the expert teaching they need. As a result, hostel housemothers are often placed in parental roles as they provide much of the parenting on a daily basis. Many of these caregivers have their own families that also need support and care. This may place additional burdens on these employees that could lead to a variety of psychological and physical conditions, depending on their resilience, and ability to handle frequent stressful situations. It is for this reason that this study is imperative, as it will uncover the stressors experienced by the hostel housemothers who play such a pivotal role in the lives of autistic children. The results of the study will serve to inform possible future interventions. This is a qualitative study. Participants were obtained through purposive sampling, and data was analysed through a thematic analysis approach. The Salutogenesis theory of Antonovsky was used, which particularly looks at stressors, tension, breakdown, and Salutogenesis. The study has generated, in the researcher, an understanding of how hostel housemothers cope with the stressors of caring for autistic children, and intends to do the same for readers.

The transition to secondary school is important for all students. For students with autism spectrum disorder (ASD), who have difficulty with changes in routine (WHO, 1992), it is especially important that the transition is carefully managed. This report aims to contribute to the understanding of this process. The first study involved a systematic investigation and critique of literature on this transition with a specific focus on students with ASD. The second study comprised the development, implementation and evaluation of a transition programme for nine students with ASD. All were in their final year at mainstream primary schools in a Scottish city. The final study followed up the progress of eight of these students during their first year at secondary school. The empirical studies utilised a range of process and outcomes measures, including questionnaires, semi-structured interviews and discussion activities. There was a paucity of scholarly literature on the transition of students with ASD indicating the need for further research. The programme received positive student and parent evaluations and there was some evidence of impact using outcome measures. Feelings of anxiety mixed with excitement were associated with the transition. Students reported higher than normal anxiety levels before and after transfer, although there was evidence of a slight reduction over this period. Students and parents provided a positive evaluation of the students’ social functioning in secondary school, in contrast to the mixed perspective of secondary school staff. Findings are discussed with reference to the literature. Limitations of the present research are considered. Finally, implications for practice and possible areas for future research are proposed.

Previous studies have reported altered glutamate (Glu) concentrations in the blood and brain of individuals with autism spectrum disorder (ASD) compared to neurotypical controls (NC), but the direction (increased or decreased) of metabolite differences is still unclear. Moreover, the relationship between Glu and both brain function and clinical manifestations of the disorder require further investigation. Within this study, we investigated metabolite concentrations within the dorsal anterior cingulate cortex (dACC), a brain region functionally associated with inhibitory executive control tasks and also part of the salience network. There were 19 participants with ASD and 20 NCs between the ages of 23 and 58 years who participated in this study. A study clinician administered the Autism Diagnostic Observation Schedule (ADOS) to individuals with ASD to further confirm their diagnosis. In addition, all participants in this study completed assessments of general intelligence and attention, which included an inhibitory executive control task. Researchers also acquired in vivo single-voxel proton magnetic resonance spectroscopy (1H-MRS) in the dACC to quantify both Glu and combined Glu and glutamine (Glx) concentrations. We hypothesised that these metabolite concentrations would be altered (decreased or increased) in adult participants with ASD compared to NCs and would correlate with inhibitory performance and ASD severity in individuals with ASD. Participants also underwent a resting-state functional magnetic resonance imaging (fMRI) scan to assess the relationship between functional connectivity and Glu and Glx concentrations. We also hypothesised that there would be an altered relationship between local Glu and Glx concentrations and seed-based functional connectivity in adults with ASD compared to NCs. There were no significant group differences in Glu or Glx concentrations between individuals with ASD and NCs. Furthermore, we did not find any relationship between metabolite concentrations and either inhibitory performance or clinical symptoms of the disorder. This evidence suggests that increased or decreased Glu and Glx concentrations were not a core marker of altered brain function in the dACC in this group of adult individuals with ASD. When individuals taking psychotropic medications were excluded from the analysis, there was a significant interaction between age and group for Glx concentrations. This evidence weakly suggests disease-specific variations in Glx concentrations over the lifespan of an individual with ASD. Nevertheless, this result did not survive correction for multiple comparisons and requires further replication. In our final experiment, we reported that Glu concentrations were negatively correlated with right and left dACC seed-based resting-state functional connectivity to the left medial temporal lobe only in individuals with ASD. We also reported an interaction between groups in the association between Glx concentrations and both left and right dACC functional connectivity to other salience network regions including the insular cortex. This evidence suggests that local Glu and Glx concentrations were incongruent with long-distance functional connectivity in individuals with ASD. This analysis was largely exploratory, but further investigation and replication of these relationships may further explain the pathophysiology of the disorder as well as provide a useful marker for therapeutic intervention.