No previous studies have examined how those with Autism Spectrum Disorder (ASD) communicate or cope with symptoms of acute physical illness. Effective management of illness is important as it is related to an individual’s overall health and has implications for the spread of disease. I hypothesized that youth with and without ASD would demonstrate important differences in illness management. In the present study, I investigated parent- and self-perceptions of illness communication and coping behaviour in high-functioning (HF) youth with and without ASD. Participants were 24 youth with HFASD and 24 age-, sex- and IQ-matched controls, aged 9 to 17 years, and one of their parents. Data related to participants’ social communication, daily living skills, illness experience, and illness knowledge were also collected. Parent and self-reports of illness communication and coping behaviour were assessed using vignettes depicting characters with various ailments. Based on parent-reports, typically developing youth communicate illness using direct means (e.g., verbal reports) and utilize active (e.g., intervention-seeking) coping behaviours to manage ailments. In contrast, youth with HFASD were reported to use direct communication less frequently than controls. As such, parents of those with HFASD reported that they rely on observations of their children’s sick behaviour to determine when they are ill more frequently than parents in the control group. Youth in the control group were also reported to use more passive (e.g., emotionality, self-isolation, passive adherence) means of coping when ill with acute physical ailments, when compared to parent reports. Self-reports indicated that youth with HFASD perceived themselves as having significantly more “typical” illness behaviours (e.g., utilization of direct communication and active coping strategies) than their parents reported, whereas youth and parent reports in the control group were more consistent overall. Results of this study will provide important information for parents and practitioners that may subsequently be used to help children with ASD develop strategies for communicating about and coping with illness effectively. A model, emphasizing skill deficits that may prevent youth with HFASD from managing illness effectively, was also developed. Limited insight in the domain of health behaviour may be a particularly important focus for future interventions.

Individuals with autism spectrum disorders (ASDs) are impaired in cognitive processes and emotional regulation, and exhibit stereotyped behaviours. Dopamine (DA) modulates executive functions, learning, memory, emotional processing and social cognition; all of which are impaired in individuals with ASDs. Because DA modulates a number of processes that are impaired in individuals with ASDs, genes in the dopaminergic pathway are good candidates for genes influencing autistic behaviours. As our previous findings suggested a role for a dopamine-related gene in families with only affected males, this thesis describes a comprehensive study of five genes affecting DA synthesis, levels and function in mothers and affected males with ASDs in an initial TEST cohort of 112 male-only affected sib-pair families as well as a replication study in three additional male-only family cohorts. I genotyped three to five polymorphisms in the TH, SLC6A3, DRD1, DRD2 and PPP1R1B genes and performed population-based single marker case-control comparisons, family-based association tests, quantitative transmission disequilibrium tests as well as haplotype-based analyses and tests for gene-gene interactions. I found evidence for association of the DRD1 (P=0.0027-0.040), DRD2 (P=0.0002-0.007) and PPP1R1B (P=0.00042-0.001) genes with autism in affected males from the TEST cohort. Evidence for DA-related gene interactions were found between polymorphisms in DRD1, DRD2 and PPP1R1B (P=0.0094-0.012) in affected males relative to a comparison group. Furthermore, I found that polymorphisms in the TH and DRD1 genes were associated with the risk for mothers having sons with ASD in the TEST families (P=0.007-0.025) and putative risk alleles in DRD1 and DRD2 were preferentially transmitted from mothers (P=0.016) and fathers (P=0.023) respectively, to affected children. All findings remained significant following corrections for multiple testing. The TEST cohort findings were not replicated in other family cohorts. However, an examination of dysmorphology data for the different family sets revealed phenotypic differences and thus, genetic differences are to be expected. In summary, I found evidence for a contribution of DA-related genes in a specific family cohort with ASDs. Additional functional and phenotypic studies will enable a better understanding of the contributions and implications of these findings to our understanding of autism. / Thesis (Ph.D, Physiology) -- Queen's University, 2009-03-18 13:58:12.223

Rationale: Previous studies have reported low employment rates for adults with autism spectrum disorders (ASD). The challenges to finding and maintaining work have been attributed to their social, communication, behavioural and sensory processing difficulties. Numerous studies report that children with ASD experience abnormal responses to sensory stimuli, whereas estimates for adults remain unclear. Furthermore, little is known about how sensory processing patterns affect employment. Objectives: The purposes of this study were a) to describe the self-reported sensory processing patterns in high-ability adults with ASD and compare them to adults without ASD; and b) to explore the role that sensory processing patterns play in the workplace for high-ability adults with ASD. Methods: A sequential mixed methods approach was used. In Phase I, 20 participants with and 20 without ASD completed the Adolescent/Adult Sensory Profile (AASP) and employment details. In Phase II, 10 of the 20 participants with ASD described their work experiences during phone interviews. Participants with ASD were recruited from autism societies in Ontario and Québec. Results: Significant differences were found in all four subscales of the AASP between the high-ability adults with ASD and those without ASD. The adults with ASD obtained significantly higher scores on the Low Registration, Sensation Avoiding and Sensory Sensitivity subscales than the comparison group, and significantly lower scores on Sensation Seeking. Approximately half of the adults with ASD were employed, but few were experiencing sustained employment. Participants described using avoidant, replacement and preventative coping strategies to overcome overwhelming sensations at work. Enhanced sensory processing had the potential to improve work performance. Participants chose alternative work environments based on their sensory preferences and challenges. Disclosing their ASD diagnosis proved to be a delicate process, resulting in differential consequences on accommodations and workplace relationships. Conclusions: High-ability adults with ASD displayed different sensory processing patterns compared to individuals without ASD. Most of these adults showed an awareness of their sensory needs. Sensory processing patterns impacted on work choice, performance and satisfaction. Accommodations that modified the physical environment and occupational tasks promoted an optimal work fit for individuals with sensory issues. Self-employment offered a means of self-accommodation. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2009-08-28 14:26:16.084

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ABSTRACT Based on my experience and research, I believe more educational resources are needed for teaching students with Autism Spectrum Disorder (ASD). I have combined interviews of participants --two certified and currently practicing art teachers working in the public school setting, two adaptive art specialists, and two art therapists-- with relevant information from my Review of Literature to compile an initial set of practices and adaptive techniques specifically for art teachers to use in constructing a successful learning environment in the art classroom for students with ASD. According to my review of literature, three factors necessary for creating a successful learning environment for students with ASD are preparation, collaboration, and instruction. To examine these factors, I focused my interviews on these topics. Results were aligned with the initial research as those interviewed described a need for more complete and applicable training, more opportunities for collaboration, and information about possible strategies to use with students with ASD in the art classroom. INDEX WORDS: Art Education, Autism Spectrum Disorder, Art Therapy, Adaptive Art

The overall aim of this case study is to find the conditions for pupils in the nine-year compulsory school with Autism Spectrum Disorder (ASD) who are instructed in the ordinary classroom. The study explores what kind of support the schools offer these pupils. The study also examines the views of the teachers´, special educators´, principals´ and municipal representatives on what kind of support these pupils need and ought to be offered.The methods used were qualitative interviews and a questionnaire study.The theoretical basis of the study is the three different perspectives of special pedagogy. These perspectives represent three different views on the disorders of pupils.The overall result shows that the municipality offers little support for schools. The study shows that there is little collaboration between schools and ASD-specific support outside school. This study indicates that there is a lack of knowledge about ASD to meet the needs of these students. The conclusion is that schools need substantial knowledge about ASD to work in an including way with these students in a successful way. The study raises a question about the municipal system of allocation of resources.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school. The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils’ reading comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon. The pupils also had to complete a questionnaire about their reading habits, how they go about understanding the texts better, and how they work with texts in Swedish lessons. The pupils were interviewed to yield a little more information about how they comprehended the two different types of text. The study was conducted at two high schools geared to pupils with ASD, including a total of twelve pupils. Four of these pupils were also interviewed. The result of the reading comprehension tests show that the majority of the pupils found it easier to answer the questions about the factual text. The pupils who read a lot and are interested in reading achieved better results in both text assignments. There was a clear association between the pupils who have difficulties concentrating and finishing a book and their results on the reading comprehension tasks, which can be explained by their functional impairment. The result of the pupils’ questionnaire showed that they use different strategies when reading factual texts and literary texts. There were also differences in how the pupils work with different texts in school, both individually and together with other pupils, depending on which type of text it is. The help that pupils receive from their teachers can be limited by the pupils’ functional impairment, but according to the study this help is significant for the pupils’ reading comprehension, especially of literary texts.

Doctor of Philosophy / This study defines Theory-of-Mind as the ability to experience one’s own mind and understand the minds of others to the extent necessary to make sense of human behaviour and the world. Since the concept of Theory-of-Mind was first applied to people with ASD (Baron-Cohen, Leslie & Frith, 1985), lack of Theory-of-Mind has been used to explain their cognitive difficulties (National Research Council, 2003), along with social, communicative and imaginative impairments (Frith, Happé & Siddons, 1994). Previous studies have tended to think of Theory-of-Mind in terms of a simple binary of deficit or credit; to exclude the voices of people with ASD; to emphasise the cognitive aspects of Theory-of-Mind over its affective aspects; and to emphasise understanding the minds of others over experiencing one’s own mind. This study aims to address these issues by investigating Theory-of-Mind as subjectively experienced by students with ASD and objectively understood by their teachers. It is the first attempt in the study of Theory-of-Mind to include the voices of individuals with ASD along with the professional views of their teachers. This study takes an interdisciplinary approach, supported by philosophy of mind and special education. A grounded theory approach and a mixed methods research design combine to build and strengthen a theory of Theory-of-Mind. For Theory-of-Mind as subjectively experienced, 20 senior secondary and post secondary school students with ASD from Republic of Korea were interviewed and student-produced documents were reviewed to draw out their inner experiences. The Korean Wechsler Adult Intelligence Scale and the Korean Vineland Social Maturity Scale were employed to assess IQ and social competence. For Theory-of-Mind as objectively understood, their teachers’ beliefs regarding their students with ASD were sought through in-depth interviews, a review of teacher-produced documents and administration of a newly developed Teacher Questionnaire. This study reports differences between Theory-of-Mind as subjectively experienced and objectively observed, and variations within the components of Theory-of-Mind. The role of imagination in Theory-of-Mind and the relationships between Theory-of-Mind components, IQ and social competence are discussed. As a result, a Theory-of-Mind continuum model and Theory-of-Mind Typology is proposed.

Doctor of Philosophy / This study defines Theory-of-Mind as the ability to experience one’s own mind and understand the minds of others to the extent necessary to make sense of human behaviour and the world. Since the concept of Theory-of-Mind was first applied to people with ASD (Baron-Cohen, Leslie & Frith, 1985), lack of Theory-of-Mind has been used to explain their cognitive difficulties (National Research Council, 2003), along with social, communicative and imaginative impairments (Frith, Happé & Siddons, 1994). Previous studies have tended to think of Theory-of-Mind in terms of a simple binary of deficit or credit; to exclude the voices of people with ASD; to emphasise the cognitive aspects of Theory-of-Mind over its affective aspects; and to emphasise understanding the minds of others over experiencing one’s own mind. This study aims to address these issues by investigating Theory-of-Mind as subjectively experienced by students with ASD and objectively understood by their teachers. It is the first attempt in the study of Theory-of-Mind to include the voices of individuals with ASD along with the professional views of their teachers. This study takes an interdisciplinary approach, supported by philosophy of mind and special education. A grounded theory approach and a mixed methods research design combine to build and strengthen a theory of Theory-of-Mind. For Theory-of-Mind as subjectively experienced, 20 senior secondary and post secondary school students with ASD from Republic of Korea were interviewed and student-produced documents were reviewed to draw out their inner experiences. The Korean Wechsler Adult Intelligence Scale and the Korean Vineland Social Maturity Scale were employed to assess IQ and social competence. For Theory-of-Mind as objectively understood, their teachers’ beliefs regarding their students with ASD were sought through in-depth interviews, a review of teacher-produced documents and administration of a newly developed Teacher Questionnaire. This study reports differences between Theory-of-Mind as subjectively experienced and objectively observed, and variations within the components of Theory-of-Mind. The role of imagination in Theory-of-Mind and the relationships between Theory-of-Mind components, IQ and social competence are discussed. As a result, a Theory-of-Mind continuum model and Theory-of-Mind Typology is proposed.