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Il existe actuellement peu de données sur l’apport du numérique dans le développement du langage chez des enfants porteurs de trouble du spectre autistique (TSA). Une recherche-action visant à évaluer l’évolution du langage et des particularités sensorielles et motrices est menée auprès de 20 enfants âgés entre 6 et 16 ans pendant 24 mois. La tablette numérique proposée en accompagnement individuel hebdomadaire a eu un effet positif sur le développement du langage et a participé à améliorer les comportements adaptatifs au quotidien des enfants. La proposition d’ateliers numériques sur la base de 4 curriculum numériques construits sur un modèle de type « bottom up” c'est-à-dire ciblant les apprentissages de la phonologie vers le lexique, la sémantique, la syntaxe et la pragmatique favorise la progression langagière et développementale des enfants. Les résultats vont dans le sens d’une corrélation positive entre une progression du langage et l’évolution des comportements adaptatifs au quotidien, et d’un apport bénéfique et significatif du numérique dans les accompagnements cognitifs des enfants avec TSA. / There is currently little data on the contribution of digital technology to language development in children with ASD. A research study was conducted over the course of 24 months among 20 children aged between 6 and 16 years to evaluate the language evolution and the sensory and motor characteristics. The digital tablet offered as a weekly individual intervention had a positive effect on language development and helped improve adaptive behaviors on a daily basis. The proposal for digital workshops based on 4 digital educational curriculum following on a bottom-up model, i.e. targeting the learning of phonology to vocabulary, semantics, syntax and pragmatics, promotes the linguistic and developmental progression of children. These results support a positive correlation between a progression of language and the evolution of adaptive behaviors in everyday life and in favor of a beneficial and significant contribution of digital in the cognitive interventions for children with ASD.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-04-11T17:14:37Z No. of bitstreams: 1 TeseGOB.pdf: 2831285 bytes, checksum: cacb5bec1f7db77498788d440d426c1e (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-19T20:09:36Z (GMT) No. of bitstreams: 1 TeseGOB.pdf: 2831285 bytes, checksum: cacb5bec1f7db77498788d440d426c1e (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-19T20:09:46Z (GMT) No. of bitstreams: 1 TeseGOB.pdf: 2831285 bytes, checksum: cacb5bec1f7db77498788d440d426c1e (MD5) / Made available in DSpace on 2017-04-19T20:14:36Z (GMT). No. of bitstreams: 1 TeseGOB.pdf: 2831285 bytes, checksum: cacb5bec1f7db77498788d440d426c1e (MD5) Previous issue date: 2016-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The autistic spectrum disorder (ASD) is characterized by inadequacies in social interaction, communication skills, learning and adaptability. The person with ASD should be exposed to conditions that stimulate its maximum development in order to promote the learning process in different contexts. In this sense, the hippotherapy can be an effective strategy in the child development process with ASD, since it favors different sensory systems. However, in order the learning process to become efficient, it is necessary to employ compensatory teaching strategies that provide access to information in order to provide effective opportunity to participate in the activity. The study aimed at analyzing the effectiveness of aid levels in the posture learning process in hippotherapy for children with ASD. As for the method, this study was single-subject design, type AB with replicas of designs with single subject; three children with ASD aged between four and nine years had participated in the study. Participants underwent hippotherapy intervention lasting four months, twice a week, corresponding to 31 individual sessions of hippotherapy. As data collection instrument was made anamnesis with the parents or guardians, the Assessment of Basic Learning Abilities, field diary and checklist. The checklist was based on 10 postures namely, mount, prone, side mount, inverted mount, inverted prone, standing in the stirrups, four supports, inverted four supports, kneeling and reversed kneeling. The data analysis on the progress of each participant was descriptive. Regarding the results, it was observed that all participants were able to perform the postures with verbal assistance at the late intervention, and the learning process mediated by the visualverbal, physical and verbal aids. The latter was predominant. We conclude that the aid was effective overall, once all participants have evolved compared to the baseline, they also respond more effectively to physical and verbal assistance to later the verbal one. Moreover, learning is favored by the association of various aids, as different sensory inputs were benefited; therefore, there is no universally more efficient method; each child has a peculiar way of relating to the world and hence to the learning processes. / O transtorno do espectro autista (TEA) caracteriza-se por inadequações na interação social, habilidade comunicativa, aprendizado e capacidade de adaptação. A pessoa com TEA deve ser exposta a condições que estimulem o seu máximo desenvolvimento, de modo a favorecer o processo de aprendizagem em diferentes contextos. Nessa direção, a equoterapia pode ser uma estratégia efetiva no processo de desenvolvimento da criança com TEA, uma vez que favorece diversos sistemas sensoriais. Contudo, para que o processo de aprendizagem torne-se eficiente, faz-se necessário empregar estratégias de ensino compensatórias que viabilizem o acesso à informação de forma a proporcionar efetiva oportunidade de participação na atividade. O estudo objetivou analisar a efetividade dos níveis de auxílio no processo de aprendizagem de posturas em equoterapia por crianças com TEA. Quanto ao método, o presente estudo foi de delineamento de sujeito único, do tipo AB, com réplicas em delineamentos com sujeito único. Participaram do estudo três crianças com TEA, com idades entre quatro e nove anos. Os participantes foram submetidos a intervenção equoterápica com duração de quatro meses, duas vezes na semana, o que correspondeu a 31 sessões individuais de equoterapia. Como instrumento de coleta de dados, foi realizada uma anamnese com os pais ou responsáveis, um protocolo de Avaliação de Habilidades Básicas de Aprendizagem (sigla em inglês: ABLA – Assessment of Basic Learning Abilities), um diário de campo e uma checklist. A lista de checagem foi baseada em 10 posturas, sendo elas: montaria, decúbito ventral, montaria lateral, montaria invertida, decúbito ventral invertido, em pé sobre os estribos, quatro apoios, quatro apoios invertido, ajoelhado e ajoelhado invertido. A análise dos dados a respeito da evolução de cada participante foi descritiva. Com relação aos resultados, observou-se que todos os participantes foram capazes de realizar as posturas com auxílio verbal ao final da intervenção, sendo o processo de aprendizagem mediado pelos auxílios visual-verbal e físico-verbal, este último foi predominante. Conclui-se que, de maneira geral, os auxílios foram efetivos, pois todos os participantes evoluíram quando comparados à linha de base, como também responderam com maior efetividade ao auxílio físico-verbal para, posteriormente, responderem ao verbal. Além disso, a aprendizagem foi favorecida com a associação dos diferentes auxílios, pois diferentes entradas sensoriais foram beneficiadas; portanto, não há um método universalmente mais eficiente, pois cada criança tem uma maneira peculiar de relacionar-se com o mundo e, consequentemente, com os processos de aprendizagem.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2018-05-07T19:35:07Z No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Olhe a citação: NEVES, Paula Fernandes de Assis Crivello. Descortinando os propósitos da educação para as crianças com transtorno do espectro autista: em cena os serviços de apoio. 2018. 135 f. Dissertação (Mestrado em Educação) Universidade Federal de Goiás, Catalão, 2018. (FALTA O TRAÇO ANTES DO NOME DA UNIVERSIDADE on 2018-05-08T11:32:49Z (GMT) / Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2018-05-08T17:33:09Z No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-09T11:27:10Z (GMT) No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-09T11:27:10Z (GMT). No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Studying Autism Spectrum Disorder (ASD) is relevant as it (re)builds knowledge about how clinical and educational implications/relations in the Brazilian inclusion system. Inclusive education, special education and especially ASD are topics discussed very recently and still a field of many controversies, requiring further studies. It is considered a smaller amount of research related to ASD and education. Considering the educational service offered to children with ASD, this research questioned: which experiences of schooling and support services favor learning and development of children from 0 to 10 years old with ASD? Therefore, the main objective of this study was to analyze the educational attendance of children aged 0 to 10 years with ASD. Specific objectives were to describe how children with ASD are identified and referred to the educational service, to identify the support services that children with ASD participate in, and to describe the educational practices they experience in educational settings and in those support services that favor their learning and development. The epistemology, as well as the methodological choice of this research of qualitative character, is based on the historical-cultural approach of Vygotsky, which presents the discussions about the development of man from his social relations and interactions with the environment, through culture, constitution of history, mediation and language, highlighting the studies of this author on Defectology and Pedology. It was prioritized as instruments of data appropriation to observe the educational attendance that children from 0 to 10 years old with ASD participated in the common school, in the support services, and semi-structured interviews with parents and professionals involved in the educational attendance of these children. From the appropriation of the data, the analysis was finalized listing categories from discursive analysis. The considerations show that the educational practices experienced by children in these spaces of support service are, in addition to clinical and therapeutic care, spaces of pedagogic learning, which have contributed to the development of these children. In addition, educational activities at school did not appear to favor social interactions, development, and learning of children with ASD. It was noticed that the teachers, in their educational practices, did not worry about activities that met the specific demands of these children and complained about lack of knowledge and training for this. Education must fulfill in its trajectory a social-historical function that understands the total formation of the children from the mediation of the teacher. In conclusion, inclusion is one of the most powerful tools that unveils the real purposes of the school, but there are still many challenges to be faced. / Estudar o Transtorno do Espectro Autista (TEA) é relevante na medida em que (re)constrói conhecimentos sobre as implicações/relações clínicas e educacionais no sistema de inclusão brasileiro. A educação inclusiva, a educação especial e especialmente o TEA são temáticas discutidas muito recentemente e ainda é campo de muitas controvérsias, necessitando de maiores estudos. Considera-se um quantitativo menor de pesquisas relacionadas ao TEA e à educação. Tendo em vista o atendimento educacional oferecido às crianças com TEA, esta pesquisa questionou: quais as vivências de escolarização e serviços de apoio favorecem a aprendizagem e o desenvolvimento das crianças de 0 a 10 anos com TEA? Portanto, o objetivo principal deste estudo foi analisar o atendimento educacional de crianças de 0 a 10 anos com TEA. Os objetivos específicos foram descrever como as crianças com TEA são identificadas e encaminhadas para o atendimento educacional, identificar os serviços de apoio que as crianças com TEA participam e descrever as práticas educativas vivenciadas por elas nos espaços educativos e nesses serviços de apoio que favoreçam a sua aprendizagem e desenvolvimento. A epistemologia, bem como a escolha metodológica desta pesquisa de caráter qualitativo, está pautada na abordagem histórico-cultural de Vigotski, que apresenta as discussões sobre o desenvolvimento do homem a partir das suas relações sociais e interações com o meio, por meio da cultura, constituição da história, mediação e linguagem, ressaltando os estudos desse autor acerca da Defectologia e da Pedologia. Priorizou-se como instrumentos de apropriação dos dados a observação dos atendimentos educacionais que as crianças de 0 a 10 anos com TEA participavam na escola comum, nos serviços de apoio, e entrevistas semiestruturadas com pais e profissionais envolvidos no atendimento educacional dessas crianças. A partir dos dados apropriados, a análise foi balizada elencando categorias a partir da análise discursiva. As considerações apontam que as práticas educativas vivenciadas pelas crianças nesses espaços de serviço de apoio são, para além de atendimentos clínicos e terapêuticos, espaços de aprendizagem pedagógica, que têm contribuído para o desenvolvimento dessas crianças. Além disso, as atividades educativas na escola não pareceram favorecer as interações sociais, o desenvolvimento e a aprendizagem das crianças com TEA. Percebeu-se que as professoras, em suas práticas educativas, não se preocupavam com atividades que atendessem as demandas específicas dessas crianças e se queixam de falta de conhecimento e formação para isso. A educação precisa cumprir em sua trajetória uma função sócio-histórica que compreenda a formação total das crianças a partir da mediação do professor. Para concluir, a inclusão é uma das ferramentas mais poderosas que descortinam os reais propósitos da escola, mas ainda há muitos desafios a serem enfrentados.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-04-10T19:39:12Z No. of bitstreams: 1 alinebisottidornelas.pdf: 28770579 bytes, checksum: a3c470619bd879d5ded475ef852a70b9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-11T11:16:11Z (GMT) No. of bitstreams: 1 alinebisottidornelas.pdf: 28770579 bytes, checksum: a3c470619bd879d5ded475ef852a70b9 (MD5) / Made available in DSpace on 2018-04-11T11:16:12Z (GMT). No. of bitstreams: 1 alinebisottidornelas.pdf: 28770579 bytes, checksum: a3c470619bd879d5ded475ef852a70b9 (MD5) Previous issue date: 2018-03-09 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Indivíduos com Transtorno do Espectro Autista apresentam desempenho deficiente em atividades que demandam atenção conjunta, imitação e leitura de intenções, o que afeta principalmente seu comportamento social e comunicação. A ecolalia, repetição das palavras exatas de um discurso anterior (KANNER, 1943), está relacionada a tal condição cognitiva (CARPENTER; TOMASELLO, 2000). A fala ecolálica de indivíduos com autismo possui, em sua maioria, função comunicativa (SCHULER, 1979; PRIZANT; RYDELL, 1984; PRIZANT; DUCHAN, 1987; RYDELL; MIRENDA, 1991; FERNANDES, 2003; DOBBINSON; PERKINS; BOUCHER, 2003; STERPONI; SHANKEY, 2014). Entendemos as produções ecolálicas funcionais como tipos de interação fictiva, que consiste na utilização de reportações discursivas, ou do padrão de interação, como estratégias comunicativas. A interação fictiva implica o uso de um domínio cognitivo baseado em interações face a face aplicado a outras funções no processo comunicativo, o frame de conversa, diferentes da meramente reportativa. Essas construções têm sido identificadas em vários gêneros discursivos, em diferentes línguas e em casos de afasia de Broca (PASCUAL, 2006; 2014; PASCUAL; SANDLER, 2016). O presente trabalho tem como objetivos: mapear as ocorrências de interação fictiva na fala ecolálica, sua tipologia e desenvolvimento nos casos de crianças com Transtorno do Espectro Autista; comparar os resultados com dois grupos controle, o primeiro correspondendo idade cognitiva com as crianças com TEA e o segundo, idades cronológicas. Para isso, foram realizados dois estudos: um estudo empírico, com a gravação audiovisual interações semiespontâneas entre cinco crianças autistas (quatro meninos com TEA severo e uma menina com TEA moderado) e suas terapeutas em sessões semanais durante um mês, totalizando quatro sessões para cada criança. Com base nos achados do primeiro estudo, foram elaboradas duas tarefas para elicitação de dados, também aplicadas nas mesmas crianças com TEA pelas terapeutas. As crianças dos grupos controle realizaram interações semelhantes no primeiro estudo e as mesmas atividades no segundo estudo, com suas mães. Observou-se que as crianças com autismo utilizaram não só ecolalias com repetição ipsis litteris do discurso anterior, mas também ecolalias mitigadas, em que houve acréscimo de palavras no enunciado ecolálico para que este se adequasse ao contexto; também houve produção de paráfrases e até mesmo algumas ocorrências mais criativas utilizando padrão pergunta-resposta. Essas construções eram utilizadas para acesso ao léxico, sanar dificuldade de estruturação gramatical e referenciar personagens ou pessoas. As crianças do grupo controle 1 (de dois a quatro anos de idade) também utilizaram construções de interação fictiva com repetição de discurso anterior quando se deparavam com dificuldades gramaticais e discursivas. As crianças do grupo controle 2 (de seis a doze anos), utilizaram as construções de interação fictiva de modo mais criativo, com poucas ocorrências de repetição, e como opção discursiva, em vez de estratégia adaptativa. Os resultados sugerem que as construções de interação fictiva foram mais eficazes e mais frequentes que outras estratégias no grupo de crianças com TEA. A utilização do frame de conversa parece ser, então, de grande importância para que esse grupo seja capaz de se engajar no discurso e buscar estratégias comunicativas com seus interlocutores. / Individuals with Autistic Spectrum Disorder have poor performance in activities that demand joint attention, imitation and intention reading, which mainly affects their social behavior and communication. Echolalia, the repetition of the exact words from a prior discourse (KANNER, 1943), is related to such cognitive condition (CARPENTER; TOMASELLO, 2000). The echolalic speech of individuals with autism has, in general, a communicative function (SCHULER, 1979; PRIZANT; RYDELL, 1984; PRIZANT; DUCHAN, 1987; RYDELL; MIRENDA, 1991; FERNANDES, 2003; DOBBINSON; PERKINS; BOUCHER, 2003; STERPONI; SHANKEY, 2014). We understand functional echolalic productions as fictive interaction constructions, which consists in the use of discursive reportations, or the pattern of interaction, as communicative strategies. The fictive interaction implies the use of a cognitive domain based on face-to-face interactions applied to other functions in the communicative process, the conversation frame, differently from the merely reportive one. These constructions have been identified in several discursive genres, in different languages and in cases of Broca's aphasia (PASCUAL, 2006; 2014; PASCUAL; SANDLER, 2016). The present work has as objectives: mapping the occurrences of fictive interaction in the echolalic speech, its typology and development in the cases of children with Autisic Spectrum Disorder; compare the results with two control groups, the first corresponding cognitive ages with children with ASD and the second, chronological ages. Two studies were carried out: an empirical study, with audiovisual recording of semi-spontaneous interactions between five autistic children (four boys with severe ASD and one girl with moderate ASD) and their therapists in weekly sessions during one month, totaling four sessions for each child. Based on the findings of the first study, two data elicitation tasks were also developed, applied in the same children with ASD by the therapists. The children in the control groups performed similar interactions in the first study and the same activities in the second study with their mothers. It was observed that children with autism used not only ipsis literal repetitions of the previous discourse, but also mitigated echolalias, in which there was an addition of words in the echolaliclic statement so that it adapted to the context; there was also production of paraphrases and even some more creative occurrences using question-answer pattern. These constructions were used to access the lexicon, to solve difficult grammatical structuring and to refer to characters or people. Children in the control group 1 (two to four years old) also used fictional interaction constructions with repetition of previous discourse when faced with grammatical and discursive difficulties. Children in the control group 2 (six to twelve years old) used fictive interaction constructions in a more creative way, with few occurrences of repetition, and as a discursive option rather than an adaptive strategy. The results suggest that fictive interaction constructions were more effective and more frequent than other strategies in the group of children with ASD. The use of the conversation frame seems to be of great importance for this group to be able to engage in discourse and come up with communicative strategies with its interlocutors.

This diploma thesis deals with respite service and issues with providing respite services to parents of children and adults with autism and mental retardation. The opening chapters focus on autistic spectrum disorder in combination with mental retardation and potential challenging behaviour. This work describes therapeutic process for persons with autism and mental retardation and it also describes the issues with providing social service to these persons. This thesis focuses mainly on respite services. The empirical part describes the availability of respite services for families with autistic person and mental retardation in the Czech Republic.

This diploma thesis focuses on the teaching of foreign languages, specifically the French language of pupils and students with autism spectrum disorders (ASD) in Primary and Secondary schools in the Czech Republic. The aim of the thesis is to present general recommendations for work with pupils and students with ASD, suitable forms of lesson planning, possible complications and optimal form of cooperation with an assistant teacher. It focuses on description and definition of autism spectrum disorders, especially Asperger syndrome. A significant part is devoted to typical manifestations during adolescence and resolving challenging situations that may occur in education in connection with these disorders. The following part is devoted to communication and difficulties, which manifests in pupils with ASD mainly during social interaction. The practical part of the thesis examines current training of foreign language teachers, their readiness to work with pupils with ASD and analyzes teachers 'experience and methods of work with a focus on perception of differences in approach. A qualitative questionnaire survey was used as a research method. When selecting respondents, the main criterion was the experience with foreign language teaching of a pupil with ASD in secondary school. The questions were chosen...

To better understand the difficulties and strengths associated with both high and low functioning individuals with an autistic spectrum disorder (ASD), the hyper-systemising theory has been proposed by Baron-Cohen and colleagues. It explains the social and communication difficulties in autism and Asperger syndrome (AS) by reference to delays and deficits in empathy, whilst explaining the areas of strength by reference to intact or even superior skill in systemising (Baron-Cohen, 2002). The evidence for hypersystemising alongside hypo-empathising in autism, suggests a corresponding desire to systemise the social world. Based on this theory, the use of technology in supporting the development of social and communication skills in children with an ASD is discussed. Technology and computers rely on strict, predictable systems made up of sets of rules that can be programmed, determined and understood. Use of such technology to assist in the development of social skills in an individual with an ASD utilises an existing area of strength and engages a person in an often existing area of interest and/or obsession. This thesis describes an exploratory study using non-humanoid robots with a group of young people with either high-functioning autism (HFA) or AS, which aimed to use robots as a focus of shared attention in a more naturally occurring and systemisable environment; thus promoting more implicit learning of social skills for this clinical group. Ten children attended the ‘robot club’ for eight sessions enabling a design using a series of single case studies pooled together for multiple and individual base line comparisons. The results indicate improvements as rated by parents and the young people themselves (although not by teachers), with some evidence of statistical and clinically significant changes, for example, in communication skills specifically and with general difficulties associated with autism. The results were found to be affected by total number of sessions attended, but not by age or academic functioning. Possible implications of the findings are presented in line with theory and for clinical practise. Limitations of the study are discussed and suggestions for future research made.

Topic: Motion Composition for children with Autistic Spectrum Disorder Objectives: The aim of this thesis has been to find out the degree of mastery for individual performance of Motion Composition performed by children with Autistic Spectrum Disorder. Methods: Observation method was supplemented with video-recording that was conducted monthly. This was used to determine the degree of self-reliance. Also, feedback from other individuals has been used. Results: Outcomes of this survey indicate that children with Autistic Spectrum Disorder (ASD) are able to individually perform Motion Composition. Some children need more time to perform perfectly, but they are able to memorize components of Motion Composition, arrange them in the correct order and after some rehearsal they are able to perform Motion Composition correctly. The level of performance for individual components is raised proportionally when children can see visual execution of each element and also hear its description. Evaluated results of a second scientific question, which was related to the level of performance difficulty of individual components of Motion Composition for children with ASD, have brought unanticipated results. We anticipated that isometric exercises would be the most difficult components of Motion Composition. According...

Many people would argue that New Zealand has had a poor reputation for providing support services for the families of people with an Autistic Spectrum Disorder (ASD). The limited support services available for families in this country were highlighted during the trial and the manslaughter conviction of Janine Albury-Thomson. Albury-Thomson was found guilty of the manslaughter of her autistic daughter, Casey (MOH, 1999). The sentencing judge called for an independent inquiry to be held to examine the extent of support services that were available for families affected by the disorder with a view to identifying any gaps that may exist and ascertaining whether or not government policy could be blamed (Norris, 1998). More than twelve years have now elapsed since the Albury-Thomson trial and research was needed to ascertain the experiences of families raising a child with ASD. This research examines the experiences of families who have a child who has an ASD diagnosis. Research participants were families of people with Autism Spectrum Disorder who reside in the Canterbury/West Coast area. The research explored the support needs of families and the informal and formal supports that are available to them in this region. This research was conducted in three parts, with each part having a distinct method of data collection allowing triangulation of research findings. Part one was a survey questionnaire distributed via a range of mediums using a snowball sampling method. The second data set was made up of two case studies that were undertaken with a semi-structured interview approach. The third set of data was elicited via a semi-structured interview process from five local service providers that provide services to those with ASD and their families. A qualitative methodology was adopted to analyse research findings. This methodological approach was selected because it gave participants the opportunity to tell their stories about the diagnostic pathway they travelled and their experiences using available services. This research has social policy relevance as it was designed to examine the participant’s experiences while using services and resources available for the families of people with ASD in the Canterbury/West Coast area. Participants told of various social, emotional, and practical impacts and of the experiences they encountered while using the various services available. While the level of awareness of ASD has increased, the diagnosis process proved to be problematic for some when using the public health system. Consistent with a 2001 study commissioned on behalf of the Autistic Association of New Zealand, participants in this study who sought a diagnosis through the public health system found it to be a protracted process. Participants attributed delays to a lack of resources or staff that had a limited knowledge of ASD and saw these factors as barriers to obtaining a diagnosis within an acceptable time frame. A more timely diagnosis was reportedly received when the private health system was used. With regards to support offered by the agencies involved with ‘day to day’ contact with families it was found that overall, competent, experienced people worked for the existing agencies and they were capable of offering support where needed. However specific issues were identified by participants including a perception that case managers failed to understand their situation because they were unfamiliar with the implications of having a family member with ASD. Significantly, family members and service providers both identified a concern about a lack of suitable accommodation that can be utilised by a person with ASD. Because there is limited research into the support needs of families of a child with ASD this research provides an important insight into the needs of a fairly marginalised, and sometimes socially isolated, group. Implications for ongoing service provision and support of families are discussed in the thesis.