Autism Spectrum Disorder (ASD) largely remains an unknown form of neurodevelopment disorder, despite the global trend of increasing prevalence. South Africans, in general, have little awareness and knowledge about this relatively rare form of neuro-developmental disorder which could so easily be misunderstood due to the major areas of difficulty experienced by children with ASD. The aim of this study is to explore African parents’ experiences in relation to having an atypically developing child who is eventually diagnosed with ASD. A qualitative approach was adopted in this study, so that the researcher could gain a “rich” description of the participants’ experiences of raising a child with ASD. The pathways and steps taken to arrive at this diagnosis and their reactions to the diagnosis were a central aspect of this research. Eight black South African parents (mothers and fathers) of children who have been diagnosed with ASD, were interviewed to ascertain their understanding of their both typical developmental patterns and their child’s atypical development, the experience of getting the diagnosis and the experience of how raising a child with ASD has been and is for them as African parents. The data obtained was analysed using thematic analysis. The results suggested that African parents experience and understanding of ASD is largely influenced by their frames of reference. Further, the parents turned to their traditional beliefs when faced with challenges. However, other interventions such as religion and finally the western practices were explored by the parents. This study therefore concludes that the African parents understanding and experiences of raising a child with ASD is initially influenced by the parents cultural frame of reference and later by western exposure. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The purpose of this study was to examine how participation in an academic and behavioral remediation summer camp impacts broad adaptive behavior in children with autism spectrum disorders. Adaptive behavior was measured by administering the Adaptive Behavior Assessment System, Second Edition (ABAS-II; Harrison & Oakland, 2002) to the parents of a sample of 23 children whose ages ranged from 5 years, 10 months to 11 years, 4 months. Adaptive behavior was assessed prior the beginning of camp and again during the last week of camp. Repeated measures ANOVA and repeated measures MANOVA were conducted to assess whether significant changes in adaptive behavior were observed. Results from these analyses indicated statistically significant changes in adaptive behavior were not observed, but the MANOVA indicated there was a significant interaction between time and gender. Although significant improvement in adaptive behavior was not observed, there also were no significant decreases in adaptive behavior. Additionally, clinical significance was assessed using reliable change indexes (RCI). These analyses suggested most children did not exhibit clinically significant changes in adaptive behavior. Results also were mixed with three children reportedly exhibiting clinically significant increases and two children reportedly exhibiting clinically significant decreases in adaptive behavior. Suggestions for future research include using a control or comparison group, obtaining larger sample size, using multiple measures of adaptive behavior, and obtaining observations of adaptive behavior from multiple sources. / Department of Special Education

This study explored school nurses knowledge of the diagnostic criteria and secondary conditions related to Autism Spectrum Disorders (ASD), their involvement in the identification and treatment of ASD, their knowledge of medication used to treat ASD, and their overall medication management of children with ASD. Participants included 100 school nurses, representing 18 states, who completed a survey on ASD. The response rate was 16.45%. The majority of school nurses were aware Autism and Asperger’s Disorder should fall under the classification of ASD within the school setting. They were less sure on whether PDD-NOS should be included as an ASD. A high percentage indicated they received training in the area of ASD from self-study rather than from formal coursework or supervised clinical experiences. Results found limited involvement of school nurses during the assessment and evaluation process. However, there was more involvement after children had been classified with an ASD, which was primarily limited to the administration of medication and medical treatments. School nurses reported being qualified to administer medication to children with ASD. They also reported being knowledgeable regarding the potential side effects of the medication they administered. The most common medication administered to children with ASD was stimulants. One anti-psychotic medication, Risperdal, appears to be administered fairly frequently by school nurses to children with ASD. Eighty percent surveyed did not report making any medication errors. The majority of school nurses were responsible for supervision of un-licensed personnel in the administration of medication. Besides nurses, secretaries/administrative assistants were the most common school employees administering medication within schools. / Department of Special Education

This study explored the effectiveness of an eight-week summer day camp that used applied behavior analysis (ABA) to decrease maladaptive behaviors and increase prosocial behaviors of children with autism spectrum disorders. Little is known about how children with autism spectrum disorders respond to ABA treatment in the camp setting. Using a multiple case study approach, behaviors were measured using direct observation techniques in a sample of 5 children ranging from 7 years, 5 months to 9 years, 1 month. Results were assessed using visual inspection of graphs and assessing trendlines of the data. Results of the study indicated that all five participants demonstrated at least two behaviors that changed in the intended direction (i.e., target behaviors decreased, replacement behaviors increased). Overall, for all five participants, 68% of behaviors changed in the intended direction. Among the behaviors that changed in the intended direction, 65% demonstrated a moderate rate of change within the eight weeks of camp. A number of possible explanations for these results, as well as for unfavorable findings, are discussed. Because this study was considered a preliminary investigation, these positive results support the need for future studies to further examine this relatively unexplored setting through replication. / Department of Educational Psychology

Given the broad public health concern, lack of reliability of diagnosis across providers and substantial resources needed to support individuals with Autism Spectrum Disorder, the current study serves to contribute to the field in informing the contexts of both research and clinical service. The utility of a standardized sensory-motor battery was investigated in regards to its ability (1) to determine what, if any, differences exist between ASD diagnoses or subgroups in both sensory functioning and motor functioning; and (2) to determine whether such discrepancies, if they exist, are capable of differentiating groups. Results from the quadratic discriminant analysis demonstrated that the factor scores derived from the Dean-Woodcock Sensory-Motor Battery significantly differentiated the ASD and nonclinical comparison groups. Factor 1 (Simple Sensory Skills) exhibited the strongest relationship, followed by Factor 2 (Cortical Motor and Complex Sensory Skills), then Factor 3 (Subcortical Motor Tasks and Auditory/Visual Acuity Skills). Findings from the study lend initial evidence of the use of the DWSMB as a potential measure to include within the two-stage diagnostic process for ASD. Use of the DWSMB as a screening measure may facilitate access to early intervention services given the primitive nature of sensory-motor tasks. In addition, the availability of the DWSMB as a standardized measure of sensory and motor functioning may promote increased sensitivity and specificity among diagnostic providers thus improving outcomes of individuals with ASD who can access services more readily with earlier, more reliable diagnoses. / Access to thesis permanently restricted to Ball State community only. / Department of Educational Psychology

In the present phenomenological study, mothers of children with Autism Spectrum Disorder (ASD) were interviewed using semi-structured, open-ended interview questions. The purpose of this study was to explore the stressors and joys, and parental coping associated with having a child with ASD, before and after out-of-home placement. A total of 9 mothers, six from British Columbia and three from Alberta, participated in the study. The findings suggest that along with stressors, parents experienced a multitude of joys throughout their caregiving experiences. Also, joys had an impact on caregiver's stress-coping process. This study, therefore, expanded upon current states of knowledge on the adaptational function of joys to caregivers of individuals with chronic conditions. In light of the findings, modified stress-coping process model based on the work of Lazarus and Folkman (1984), Folkman (1997), and Pearlin et al. (1990; 1980) is proposed. Also, findings shed light on mothers' lived-experiences leading up to and after out-of-home placement, illuminating an understudied aspect of caregiving for children with ASD.

Thesis (M. Sc.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 67-73). Also available via the World Wide Web.

Dissertation (Ph.D.)--Auburn University, 2009. / Abstract. Vita. Includes bibliographic references (p.95-102).

Thesis (PH.D.)--Michigan State University. Psychology, 2008. / Title from PDF t.p. (viewed on Aug. 11, 2009) Includes bibliographical references (p.155-164). Also issued in print.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lisa A. Dieker. Includes bibliographical references (p. 174-188).