Prisoners have high rates of physical and mental morbidity and of re-offending. There have been concerns that autism spectrum disorders (ASDs) may be overrepresented and under-diagnosed in this population. The aims of this study were to examine the effectiveness of an instrument which was developed to screen for ASDs in prisons and to establish whether male Scottish prisoners differ from community controls with respect to facial emotion recognition, as measured by behavioural testing, and differ on a neural basis while performing complex social judgements, as measured using functional magnetic resonance imaging (fMRI). A total of 2458 prisoners (approximately 40% of the convicted prison population) were examined using the screening tool, of whom a further 127 were interviewed in depth and were assessed for facial emotion recognition ability. FMRI was used to examine haemodynamic changes in a small sample of liberated prisoners (9) during a social judgement (approachability) versus control (gender judgments) task. The screening tool had poor sensitivity (28.6%) and specificity (75.6%) and was not effective or useful in screening for ASDs in this population. Significant deficits in negative facial emotion recognition were found in the prisoner group in comparison with age- and sex-matched community controls. Region of interest analysis of fMRI data in the bilateral amygdala revealed significantly greater activation in the left amygdala in ex-prisoners versus controls during the social judgement task. The identification of these abnormalities in facial emotion recognition and social judgement are in keeping with current literature on antisocial populations. They may offer the opportunity for development of interventions aimed at reducing re-offending in the future.

Intensive Behavioural Intervention (IBI) is one of the most widely used treatments for children with an autism spectrum disorder (ASD). While IBI has been recognized as the treatment of choice for very young children with an ASD, its sensible use among school age children is a matter of dispute. The aim of this thesis was to determine the clinical effectiveness of IBI, as compared with no treatment or treatment-as-usual, for the management of cognitive functioning and adaptive skills in preschool and school age children with an ASD, as well as to examine predictors of treatment response. Peer-reviewed, English language publications were identified using MEDLINE, EMBASE, PsychINFO, CINAHL, and ERIC from 1995 to September 1, 2014. Grey literature and reference lists of published papers were also searched for relevant records. Retrieved citations were screened by two independent reviewers, and data extraction was performed by a single reviewer with verification by a second reviewer. The methodological quality and procedural fidelity of included studies was assessed by one reviewer, and a subset of included studies were pooled in a random-effects meta-analysis using the standardized mean difference (SMD) effect size. A total of 24 unique studies were selected for inclusion in this review, comprising a total of 1,816 participants. Findings revealed that IBI improves full-scale IQ (SMD ES = 0.66, 95% CI 0.46 to 0.85, p<0.00001; 13 studies) and adaptive skills (SMD ES = 0.57, 95% CI 0.33 to 0.82, p<0.00001; 12 studies) in preschool and school age children with an ASD, with seemingly higher clinical benefits in children aged under 4 years at intake. Better outcomes with IBI are predicted by children’s relatively younger age, increased cognitive and adaptive ability, as well as a milder severity of symptoms at treatment entry. Results warrant careful interpretation in light of several methodological limitations and inadequate monitoring of procedural fidelity.

Teaching children how to swim provides them with the necessary skills to maintain a physically active lifestyle. Many children with an Autism Spectrum Disorder (ASD) diagnosis have shown interest in participating in swimming lessons. Studies have demonstrated that teaching students with ASD how to swim has aided in their motor performance (Yanardag, Nurgil, & Akmanoglu, 2013), their ability to initiate social interactions with peers (Chu & Pan, 2012) and a reduction in stereotypical behaviours associated with ASD (Vonder Hulls, Walker, & Powell, 2006). In order to meet the needs of this unique group of students, swim instructors take part in a variety of training programs amongst other experiences to effectively prepare themselves to teach their students with ASD. This study consists of three individual case studies designed to examine the journeys that swim instructors have taken in order to effectively coach students with ASD how to swim, along with encouraging motor skill development, social interactions and reducing stereotypical behaviours. Two research questions guide this study: What are the experiences of swim instructors who work with children with ASD? What are the practical teaching strategies in swimming lessons that are effective for social skill development, reducing stereotypical behaviours and motor skill development in children with ASD? The findings of this study which focus on strategies of effective practice include: gestural communication, positive practice, contact communication, complexities of choice, and encouraging independence and confidence. Along with these findings, the instructors credit the following sources for their construction of knowledge: peer learning and mentorship, parental/caregiver support, and the value of certification and training. It is clear that instructors access a number of sources for their coaching development, but current swim instructor certification programs require revisions to increase instructor preparedness. This study contributes to current literature which focuses on coaching individuals with developmental disabilities. The findings may provide coaches with insight into strategies of effective practice for a more inclusive and equitable community.

Personer med autismspektrumtillstånd (AST) är en växande grupp i samhället. Inuläget beräknas 1 % av befolkningen i västerländska länder ha ettautismspektrumtillstånd. Patienterna har speciella omvårdnadsbehov relaterat tillautismspektrumet och då antalet ökar kommer fler personer att söka sig till hälso- ochsjukvården. Sjuksköterskan bär omvårdnadsansvaret, där av behövs kunskap ochmedvetenhet om autismspektrumtillståndet för att kunna möta derasomvårdnadsbehov. Syftet med studien var att undersöka omvårdnadsbehovet hospersoner med autismspektrumtillstånd. För att besvara syftet genomfördes enlitteraturstudie. Vid en induktiv ansats med en hermeneutisk analysmetod användes ilitteraturstudien. I databearbetningen framkom fem teman Behov av kommunikation,Behov av kontinuitet, Vårdmiljöns påverkan, Anhörigas roll och Behov av kunskaperhos sjuksköterskan I resultatet framkom att faktorer som kommunikationssvårighetermed och okunskap hos vårdpersonal påverkade tillgång till god vård och omvårdnadför personer med AST. Den aktuella forskningen är otillräcklig. Därför behövs merforskning, kunskap och utbildning för att sjuksköterskan ska kunna mötaomvårdnadsbehovet hos personer med AST. / People with autism spectrum disorders (ASD) are a growing group in society.Currently estimated there is about 1% of the population in the western countries thathas autism spectrum disorder. These patients have special care needs in relation to theautism spectrum and as the number increases, more people will seek health care in thefuture. The nurse carries nursing responsibility, thereby the required knowledge andawareness of autism spectrum condition is essential for the nurse to meet the careneeds of a patient with ASD. The purpose of this study was to investigate the careneeds of people with autism spectrum disorders by conducting a literature study. Aninductive approach with a Hermeneutics as the methodology of interpretation is usedin the literature study. Five themes were revealed in the data processing; The need ofcommunication, The need for continuity, The impact of health facility environment,Relatives role, and The need for knowledge of the Nurse. The result highlights factorssuch as difficulties in communication and ignorance of health professionals, whichaffects the person's access to good health care and nursing of people with ASD. Thecurrent research is inadequate. Therefore the need for further research, knowledge andeducation for the nurse is essential to meet people with ASD and their need ofnursing.

A significant rise in the number of students with autism spectrum disorders (ASD) served in today's schools requires special education administrators to possess knowledge in this area. The purpose of this study was to determine the general knowledge of special education administrators concerning ASD and knowledge of educational programming, to explore their educational training and professional development experiences in ASD, to identify the training needs of special education administrators in ASD, and to determine if knowledge, training and experience in ASD predict litigation. Using survey methods, data were collected from a sample of 106 special education administrators in Texas. Data revealed special education administrators were most knowledgeable of general characteristics, common myths, and instructional strategies, and less knowledgeable of eligibility criteria. Knowledge regarding educational programming for learners with ASD produced mixed results. Logistic regression analysis revealed general autism knowledge, knowledge of educational programming, training, and experience in ASD were not factors predicting litigation. Although results indicated none of the factors explored in this study were predictors of litigation, areas of need regarding professional development were identified. Implications for future research are also discussed.

Programmatic change related to autism spectrum disorders (ASD) training in special education teacher education programs across the U.S. and institutional variables that influenced change were examined. Variables included institutions’ current coverage of autism content in coursework and institution enrollment. One faculty member from each identified institution was invited to participate in the study. Data were collected from 136 special education faculty using an exploratory survey instrument, the National Survey on ASD Preparation in Undergraduate Special Education Teacher Training Programs (NSAP). This study was designed around themes which emerged from empirical and pragmatic research findings conceptualizing prevalent issues in personnel preparation for ASD including critical knowledge and skills needed by teachers to effectively serve students with ASD. Results indicated a significant number of programmatic changes (66%) remain to be implemented in undergraduate special education programs at institutions participating in the study.

Orientador: Débora Deliberato / Banca: Rita de Cássia Tibério Araújo / Banca: Cátia Crivelenti de Figueiredo Walter / Resumo: A crescente inserção de crianças com Transtornos do Espectro do Autismo (TEA) nas escolas a partir de seus direitos regulamentados por lei evidencia a necessidade em estabelecer práticas inclusivas que favoreçam a aprendizagem e a participação destes alunos nas atividades escolares desde a Educação Infantil. Além disso, estudos têm discutido sobre os desafios que ainda são encontrados nas escolas ao receber alunos com TEA. Visto tais aspectos, o presente estudo teve por objetivo caracterizar a rotina de atividades do aluno com Transtorno do Espectro do Autismo no contexto da Educação Infantil. Os participantes da pesquisa foram sete alunos com diagnóstico de TEA, suas professoras e suas cuidadoras. A pesquisa foi realizada em escolas de Educação Infantil da rede municipal de ensino de uma cidade do interior de São Paulo. Para a coleta de dados, foram realizadas entrevistas com as professoras dos alunos utilizando um roteiro de entrevista semiestruturado previamente elaborado. Também foram realizadas observações dos alunos durante a rotina escolar, sendo estas registradas continuamente em diário de campo, nesta etapa também foi utilizada a Escala de Avaliação de Traços Autísticos (ATA) para contribuir com a caracterização dos alunos participantes. As entrevistas foram transcritas e incorporadas às informações das observações registradas em diário de campo, transformando-se em um texto único e submetido à análise de conteúdo. Após a organização dos dados, foram estabelecidos o... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The increasing inclusion of children with Autism Spectrum Disorders (ASD) in schools from their rights regulated by law highlights the need to include inclusive practices that favor student's learning and participation in the school activities of Children's Education. Furthermore, the studies were discussed on the challenges that are still found in host schools with ASD. Seen these aspects, the present study aimed to characterize a routine of student activities with Autism Spectrum Disorders in the context of a Preschool. The participants of the research were seven students diagnosed with ASD, their teachers and their caregivers. The research was carried out in preschools of the municipal of education of a city of the interior of São Paulo. For data collection, interviews were conducted with the students' teachers using a pre-elaborated semi-structured interview script. Student observations were also made during a school routine, and these were continuously recorded in the field field, also evaluated in an Scale of Autistic Traits (ATA) to contribute with a characterization of the participating students. As interviews were transcribed and incorporated into the information of the observations recorded in the field diary, transforming into a single text and submitted to content analysis. After organizing the data, the themes and sub-themes were established in relation to the research objectives. The material was sent to judges with experience in the area to better verify the representativeness of the data. The results of the analysis identified a characterization of the students' school routine from the sub-themes: 1) Student participation in classroom and outdoor activities; 2) Student participation in play activities in the classroom and in outdoor environments; 3) Student participation in adapted ... - (Complete abstract click electronic access below) / Mestre

The present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to measure observed power and asymmetry using EEG data in order to understand the neural activity that underlies the social aspects of ASD. Participants with ASD showed slower processing speed and decreased emotion sensitivity. On tasks that involved the recognition of expressions on the participants’ mothers’ faces, differences were less apparent. These results suggest that children with ASD are capable of recognizing facial displays of emotion after repeated exposure, this should be explored further in future research. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

Autism spectrum disorders (ASD) are a group of related neurodevelopmental diseases displaying significant genetic and phenotypic heterogeneity. Despite recent progress in ASD genetics, the nature of phenotypic heterogeneity across probands is not well understood. Notably, likely gene-disrupting (LGD) de novo mutations affecting the same gene often result in substantially different ASD phenotypes. We find that truncating mutations in a gene can result in a range of relatively mild decreases (15-30%) in gene expression due to nonsense-mediated decay (NMD), and show that more severe autism phenotypes are associated with greater decreases in expression. We also find that each gene with recurrent ASD mutations can be described by a parameter, phenotype dosage sensitivity (PDS), which characterizes the relationship between changes in a gene’s dosage and changes in a given phenotype. Using simple linear models, we show that changes in gene dosage account for a substantial fraction of phenotypic variability in ASD. We further observe that LGD mutations affecting the same exon frequently lead to strikingly similar phenotypes in unrelated ASD probands. These patterns are observed for two independent proband cohorts and multiple important ASD-associated phenotypes. The observed phenotypic similarities are likely mediated by similar changes in gene dosage and similar perturbations to the relative expression of splicing isoforms. We also identify patterns of developmental and cell type-specific expression that additionally contribute to the variability of several autism phenotypes.

京都大学 / 0048 / 新制・課程博士 / 博士(社会健康医学) / 甲第22009号 / 社医博第95号 / 新制||社医||10(附属図書館) / 京都大学大学院医学研究科社会健康医学系専攻 / (主査)教授 中山 健夫, 教授 村井 俊哉, 教授 川村 孝 / 学位規則第4条第1項該当 / Doctor of Public Health / Kyoto University / DFAM