Individuals with autism spectrum disorder (ASD) have difficulties in many areas of social cognition including face perception. Decades of research examining face processing abilities in ASD populations have yielded equivocal results. The current thesis includes a series of experiments intended to clarify the nature of the face processing deficits seen in ASD. In Study 1 I examined norm-based coding of facial identity in adults with ASD. I measured identity aftereffects in adults with and without ASD and found no significant group differences. In Study 2 I examined simple (Experiment 1) and opposing (Experiment 2) figural aftereffects for male and female faces and found no significant group differences as adults with ASD. In Study 3 I examined perceptual strategies employed by adults with ASD when processing emotional facial expressions and found that adults with ASD employ a rule-based strategy. Finally, in Study 4 I examined what drives face processing deficits in adults with ASD; deficits in processing emotional information in faces or a deficit in processing socially complex information in faces. I found that adults with ASD had a deficit in discriminating basic and complex emotional facial expressions, suggesting that emotion-perception demands are associated with poor face processing in ASD. The results of the studies demonstrate that adult with ASD show typical perceptual mechanisms underlying face perception, use an atypical perceptual strategies when processing facial expressions, and have a specific deficit in processing emotional expressions. / Thesis / Doctor of Philosophy (PhD)

Bakgrund Sömn är en förutsättning för en god hälsa och välbefinnande. Flertal individer med diagnosen autismspektrumtillstånd upplever någon form av sömnstörningar. Ett av sjuksköterskans professionella ansvar är att identifiera samt erbjuda individuella omvårdnadsåtgärder för att främja sömn. Konsekvenser av en otillräcklig sömn kan vara försämrade kärnsymtom hos individer med diagnosen autismspektrumtillstånd, negativ påverkan på hälsa och livskvaliteten samt resultera i onödiga vårdkostnader. Genom att identifiera omvårdnadsåtgärder om sömn relaterad till diagnosen autismspektrumtillstånd kan sjuksköterskan minska sömnstörningar och därmed främja sömn.  Syfte Syftet var att beskriva omvårdnadsåtgärder för att främja sömn för individer med autismspektrumtillstånd. Metod Denna icke-systematiska litteraturöversikt utfördes baserad på 19 vetenskapliga artiklar med både kvantitativ och kvalitativ design. Artiklarna inhämtades från databaserna PubMed och CINAHL under september och oktober 2021. Artiklarna kvalitetsgranskades utifrån Sophiahemmet Högskolas bedömningsunderlag. En integrerad analys utfördes där ett tema framkom med tillhörande tre subteman, vilket data sorterades in under.  Resultat I resultatet framkom ett tema, sömnhygien. Under temat beskrevs omvårdnadsåtgärder som främjade sömn hos individer med diagnosen autismspektrumtillstånd. Utifrån temat skapades tre subteman, sömninterventioner, utbildning och delaktighet. Resultatet påvisade även att anhöriga spelade en viktig roll i omvårdnaden för att främja sömn hos individer med diagnosen autismspektrumtillstånd.  Slutsats Omvårdnadsåtgärder innefattande olika sorters interventioner såsom fysisk aktivitet, rutiner samt hjälpmedel och utbildning var viktiga sömnbefrämjande faktorer för individer med diagnosen autismspektrumtillstånd. Det är även väsentligt att omvårdnadsåtgärderna är anpassade för att skapa ett sammanhang för den enskilda individen. Anhöriga spelade en stor roll som stöd i utförandet av omvårdnadsåtgärder. Individers delaktighet i sin vård framhölls som en viktig faktor för att minska sömnstörningar och därmed främja sömn. Förhoppningen är att den icke-systematiska litteraturöversikten kan bidra med mer kunskap för att främja sömn för individer med diagnosen autismspektrumtillstånd. / Background Sleep is a prerequisite for good health and well-being. Most individuals diagnosed with autism spectrum disorders experience some form of sleep disorder. One of the nurse's professional responsibilities is to identify and offer individual nursing measures to promote sleep. Consequences of insufficient sleep can be worsened core symptoms, negative impact on health and quality of life and result in unnecessary care costs. By identifying nursing care measures related to the diagnosis of autism spectrum disorder, the nurse can reduce sleep disorders and thus promote sleep.  Aim The purpose was to describe nursing interventions to promote sleep for individuals with autism spectrum disorders. Method This non-systematic literature review was performed based on 19 scientific articles with both quantitative and qualitative design. The articles were obtained from the databases PubMed and CINAHL in september och october 2021. The articles were quality reviewed from Sophiahemmet University's assessment basis. An integrated analysis was performed where a theme emerged with three sub-themes, wich the data were sorted under. Results  The result revealed a theme, sleep hygiene. The theme described nursing interventions that promoted sleep in individuals with diagnosed with autism spectrum disorders. Based on the theme, three subthemes were created, sleep interventions, education and participations. The results also showed that relatives played an important role in nursing to promote sleep in individuals with autism spectrum disorders. Conclusions  Nursing measures including various types of interventions such as physical activity, routines as well as aids and education were important sleep-promoting factors for individuals diagnosed with autism spectrum disorder. It was also essential that the nursing measures were adapted to create a context for the individual. Relatives played a major role in supporting the performance of nursing care. The individual's participation in their care is emphasized as an important factor in reducing sleep disorders and thereby promoting sleep. The hope is that the non-systematic literature review can contribute more knowledge to promote sleep for individuals diagnosed with autism spectrum disorders.

Bakgrund: Autismspektrumtillstånd (AST) är ett samlingsnamn som bland annat innefattar autism hos barn, atypisk autism och Aspergers syndrom. Det är funktionsnedsättningar som påverkar tankesättet och kommunikationen med andra människor. Hur livet påverkas för den med AST kan variera beroende på svårighetsgrad och förutsättningar.  Syfte: Uppsatsens syfte var att beskriva föräldrars erfarenheter av att leva med ett barn inom autismspektrumtillstånd.  Metod: En kvalitativ litteraturstudie av nio artiklar, vilka återfanns i databaserna Cinahl, PubMed och PsycInfo och analyserades utifrån Fribergs 4-stegsmodell. Resultat: Utifrån analysen utformades tre teman och tio subteman. De teman som identifierades var: ändrade förutsättningar som förälder, en osynlig diagnos och att bemästra det nya livet. Konklusion: Bristen på kunskap om autismspektrumtillstånd i samhället framkom i litteraturstudien som den främsta orsaken till isolering och ensamhet bland föräldrarna. Det var viktigt för föräldrarna att bli sedda av vårdpersonal samt att personalen skulle se barnet som en egen individ. Sjuksköterskan har en viktig roll när det kommer till att stötta föräldrarna i deras föräldraskap genom att erbjuda kunskap men viktigast av allt förståelse för föräldrarnas upplevelser och känslor. / Background: Autism Spectrum Disorder (ASD) holds a spectrum of disorders (e.g. Childhood autism, Atypical autism and Asperger syndrome) which all have implications on the way of thinking and communicating to others. How life for the person with ASD is affected varies within the spectrum, due to the different severities.  Aim: The aim of the study was to describe parents’ experiences of living with a child with Autism Spectrum Disorder (ASD). Methods: A qualitative review of nine studies, wich were found in databases Cinahl, PubMed and PsycInfo and the analysis was based on Friberg’s 4-step model.  Results: The analysis resulted in three themes (changed conditions as a parent, an invisible diagnosis and to overcome the new life) and ten subthemes. Conclusion: The lack of knowledge of ASD in the society emerged in the review as the major reason for parents' feelings of isolation and loneliness. The parents also described how they wanted the professionals to see them and their child as individuals. The nurse has an important role in supporting the parents in their parenthood by offering knowledge but most important understanding of the parents experiences and feelings.

No description available.

No description available.

No description available.

With one in every 59 individuals now diagnosed with autism spectrum disorder (ASD), there is a significant increase in college enrollment for these students, yet, alarmingly, this population has the highest college dropout rate. Using Rawl's social justice theory as the frame, this qualitative study identified the perceptions of students with ASD, their college professors, and the director of the Office of Disability Accommodation (ODA). Perceptions were examined through open-ended surveys regarding awareness of autism, knowledge of student civil rights, and the availability and adequacy of resources provided through the ODA. In addition, the students with autism participated in semi-structured face-to-face interviews. The findings of this study are consistent with other studies in reflecting barriers experienced by students with ASD, such as poor transition planning, communication, and self-advocacy limitations. The variance among reported perceptions revealed a lack of awareness and continuity of resources and support for students with autism, hindering their successful transition from high school to and through post-secondary education. Both students and professors expressed a lack of knowledge of students' rights at the college level and of how to access needed accommodations. These findings reveal the need for a greater awareness of supports needed by students with ASD as they enter college. The findings provide implications for professionals who provide transition services for individuals with ASD.

Previous research has demonstrated mixed evidence on impaired memory functioning in autism spectrum disorder (ASD), with the only consensus that there appears to be much heterogeneity. In addition, no research to date has examined the stability of memory in ASD. This study examined the stability of memory function in ASD compared to typically developing age-matched controls. Participants were administered the Test of Memory and Learning (TOMAL) twice, three years apart, in an established longitudinal NIH-supported investigation of ASD. Based on available research contrasting memory development in healthy individuals versus those with ASD, it was hypothesized that memory performance in the control group would be stable across time and that, compared to the control group, the autism group would demonstrate less stable memory function as measured by the TOMAL. Repeated Measures ANOVA and Reliable Change Index calculations of TOMAL Index and Subtest scores largely supported these hypotheses. The control group remained stable across time on all TOMAL indices and the ASD group showed improvement on the Composite Memory Index, Verbal Memory Index, and Delayed Memory Index but not the Non Verbal Memory Index. Clinical and research implications are discussed.

As the prevalence of autism spectrum disorders (ASD) continues to rise, families and educators are challenged with providing intensive, evidence-based practices in the least restrictive environment. Evidence exists for a variety of effective intervention approaches. Selection of appropriate interventions requires consideration of the individual needs of the child and family. An activity-based approach to early intervention combines strategies from a variety of evidence-based practices and allows for intensity of instruction through distributed opportunities for practice. Brief teaching interactions are elicited within the context of typical routines and activities throughout the day. Thus, intervention can be provided in inclusive classroom settings as well as at home, without disrupting the ongoing activities and routines. The purpose of the study was to determine the effects of collaborative planning for an activity-based approach to early intervention for children with ASD across school and home settings. Dependent measures included the combined rate of learning opportunities delivered by the teacher and parent across settings as well as the combined rate of the child's correct demonstrations for an Individualized Education Plan (IEP) goal. Teacher and parent perceptions of the value and effectiveness of collaborative planning for an activity-based approach to early intervention were also assessed using pre- and post-survey responses as well as information from a final interview. Participants were a preschool-aged boy with ASD, his mother, and his preschool teacher. A single subject, multiple-probe design was selected to analyze the effect of collaborative planning for an activity-based approach to intervention for a young child with ASD across school and home settings. The teacher and parent selected three matched routines that typically occur both at school and at home as the context for embedding activity-based learning opportunities to address a selected IEP goal. Results indicated that following collaborative planning meetings for each of the routines, there was both an increase in the collective learning opportunities delivered at school and at home, as well as a simultaneous increase in child outcomes for the targeted IEP objective in both settings. Responses from the teacher and parent pre- and post-surveys and final interviews provided social validation for the ease and practicality of collaborative planning for activity-based intervention. Both the teacher and parent felt confident in supporting the child's IEP goal within the context of typical daily routines. The teacher also expressed that the collaborative planning helped her to really focus on the child's individualized goal. Furthermore, both the teacher and the parent affirmed the intervention's potential for generalization. Collaborative planning to embed children's goals within the context of typical routines both at school and at home allowed for a collective increase in learning opportunities and related child performance on an individualized goal that may not have otherwise been possible. By including the parent as an active an equal decision maker in the educational planning process, intervention at school was enhanced and carried over into the home. The use of collaborative planning for activity-based intervention with both the teacher and the parent strengthened the power of instruction for an IEP goal by providing multiple and varied learning opportunities throughout the day and across settings, ultimately increasing child outcomes.

Background: Autism spectrum disorders (ASD) are a group of neuro-developmental disorders that are characterized by impaired social interaction, communication, and restricted or repetitive behavior. Children with an ASD also display significant sensory experiences due to sensory disintegration. This integrative review of literature examines the sensory experiences of children with an ASD and determines nursing interventions that will enable them to better cope within the hospital setting. Method: an extensive search of databases and current literature on sensory experiences of children with an ASD and interventions that facilitate coping. Results: Children with an ASD experience a wide range of sensitivity and defensiveness toward stimuli that differs on an individual basis. There is no current research that reflects nursing interventions for children with an ASD, therefore interventions from other heath care occupations were examined and applied to nursing. Conclusion: Further research is needed to better understand sensory defensiveness and research is needed in the area of nursing interventions to enable the best nursing care of children with an ASD.