A consistent gap in previous studies was sexuality education and sexual orientation, as well as how to disseminate the sexual education material in a format that would be useful to individuals with IDD, parents, and caregivers. This biographical study addresses the understanding of sexuality and sexual orientation of an individual with intellectual developmental disorder (IDD), as reported by his parents. Data were collected through face-to-face interviews, documents, and social media sites belonging to the participants. The theoretical framework for this study was social constructivism; a thematic analysis was used for data analysis. The six themes that emerged from this research study include: lack of certainty and confusion about disability; early childhood peer interaction, sexual education, exploration and bullying; family communication and supportive family structure; coming out; and, social media, privacy, and safety. Theme identification indicated that parents, caretakers, and individuals with IDD need more information including scripted, detailed sexuality and sexual orientation education, support in understanding and navigating social media dating sites, and information on dating etiquette. Findings may contribute to social change by providing a foundation for sexual education curricula to support the needs of individuals diagnosed with IDD.

In this submission, five articles are presented examining one theme: diagnosis of autism spectrum disorders (ASD) in children. Three articles provides perspectives on various social and medical factors that influence the diagnosis of ASD, and the others examine social and behavioural outcomes for children diagnosed with ASD. One article provides an in depth examination of the dilemmas of diagnosis from a parental perspective. The research utilized both qualitative and quantitative methods. A secondary analysis of a longitudinal birth cohort study revealed that there were a number of children who had autistic traits equally severe as those with clinical diagnosis. Further analysis exposed a possible gender bias in diagnosis. Outcomes for children with ASD diagnoses were worse than for those without diagnoses but with comparable behaviours as preschoolers. ASD diagnosis apparently had no positive effect on the developmental trajectory of prosocial behaviour. The implications of these results are discussed. Analysis of qualitative data collected in semi-structured interviews with parents of both diagnosed and undiagnosed children exposed dilemmas faced by parents as they contemplated an ASD diagnosis and highlighted parental action to de-stigmatise the condition after diagnosis had been applied. The body of work as a whole falls at the junction of clinical and educational psychology, developmental psychology, social psychology, social psychiatry, sociology and epidemiology. It draws attention to a number of social processes that contribute to ASD diagnosis. Overall, it is argued, the work supports the conceptualisation of ASD as both a biologically and socially determined condition.

Infants with older siblings on the autism spectrum (ASD-sibs) are at risk for socio-emotional difficulties. ASD-sibs were compared to children of typically developing siblings (TD-sibs) in the Face-to-Face/Still-Face (FFSF) at 6 months and the Early Social Communication Scales (ESCS) at 8, 10, 12, 15, and 18 months. ASD-sibs exhibited non-significant trends to smile less and display more neutral affect than TD-sibs during the FFSF. There was a significant status by gender interaction such that male ASD-sibs showed less smiling and lower affective valence compared to male TD-sibs. Additionally, ASD-sibs showed a lack of emotional continuity in the FFSF. ASD-sibs displayed less initiating joint attention, initiating behavioral requesting, and responding to joint attention over time than TD-sibs. Results are discussed with respect to the social orienting model of autism.

The purpose of this study was to examine the effects that aerobic exercise activities can have on various stereotypical behaviors found in children on the autism spectrum. Autism spectrum disorder (ASD) is a lifelong, developmental disability that can impact how an individual communicates, behaves, as well as moves. Physical activity has long been implemented in the treatment plans of children with diagnoses along the autism spectrum; However, specific data relating to the impact of aerobic activity is quite scattered. Aerobic activities require the body to be able to take oxygen from the air around it and circulate it through the blood as a form of energy production and can include exercises of low to high intensity. This strain on the cardiovascular system then stimulates behaviors for a child with ASD. By using systematic literature review methodology this study discusses the benefits that aerobic activities, in particular, can have on the many stereotypical behaviors found in children on the autism spectrum including, irregular sleep patterns, shortened attention spans, repetitive movements, as well as overall wellness and the health improvements that arise as a result of this physical activity. Results from this review indicate that there is a positive correlation between increased aerobic activities and a decline in stereotypical behavior in children on the autism spectrum, however, the long-term effects of this practice are not discussed in this literature review.

Autism is a severe developmental disorder characterized by impairments in reciprocal social interaction and communication, coupled with repetitive stereotypic activities. Evidence from twin and family studies strongly suggest that genetic factors play a significant role in the etiology of autism. The factors involved in the development of autism are also thought to underlie related pervasive developmental disorders (PDD). The affected sib-pair method was used to screen nine autosomal candidate loci in 18 families, each of which have two or more children with autism or a related PDD. Candidate loci were selected on the basis that: (1) the locus is near genetic disorders or chromosomal abnormalities found to co-occur with autism; and/or (2) the gene encodes a protein which has been speculated to play a role in the pathophysiology of autism. Genotypes of the affected children and their parents were determined for the following microsatellite markers which are tightly linked to the candidate genes/regions: 13S118, DRD2, TH, HRAS-1, 22S343, D15S11, GABRB3, 16S291, and DBH. No significant concordance between affected siblings was observed for any of the loci tested. During the study, however, many of the families were found to be uninformative at the dopamine beta hydroxylase (DBH) microsatellite locus. A comparsion of DBH allele frequencies observed in the parents to published British values revealed a significant difference between the two groups (L2=13.16, df=5, p<0.05). Given this finding, and the knowledge that serum DBH activity is largely under the control of DNA sequences in or close to the DBH gene, serum DBH activities were measured in the parents and in an adult control group. Mean serum DBH activity was found to be significantly lower in parents with two autistic/PDD children compared to an adult control group (Student's t=-1.71, df=60, p<0.05). DBH alleles are defined by a polymorphic dinucleotide repeat and the presence or absence of a 19 bp sequence. Upon further analysis the frequency of alleles in which the 19 bp sequence is deleted was found to be significantly increased in the mothers with two autistic/PDD children, compared to both published frequencies (L2=11.99, df=1, p<0.001) and to a Canadian control group (L2=6.96, df=1, p<0.01). Subsequent investigation revealed that deletion of the 19 bp sequence is associated with lower mean serum DBH enzyme activity (nondeletion homozygotes 44.5±28.6 iu/L; heterozygotes 30.4±16.0 iu/L; and deletion homozygotes 20.5±15.3 iu/L; F=5.45, df=59, p<0.01). Based on these findings it is proposed that lowered maternal serum DBH activity provides a uterine environment which, in conjunction with genotypic susceptiblity of a fetus, results in autism or a related PDD. / Thesis / Master of Science (MS)

Este trabalho é resultado de uma pesquisa de cunho qualitativo, que teve como objetivos descrever os parâmetros que norteiam práticas em psicologia escolar frente às demandas relacionadas ao aluno com Transtornos Globais do Desenvolvimento. Apresenta a demanda, a compreensão desses transtornos dos pontos de vista médico e social, algumas possibilidades de atuação em psicologia e subsídios para a formação profissional. À luz de uma psicologia que se propõe crítica, discute-se a atuação de profissionais no trabalho junto a esses alunos, a escolas e equipes multidisciplinares. Ao final, discute um fazer do psicólogo, que espelha a diversidade, tanto da ciência psicológica, enquanto teorias e práticas, quanto da sociedade. Concluímos ser indispensável o trabalho do psicólogo nas escolas, porém nota-se a emergente necessidade de repensar as intervenções de modo que as mesmas possam contribuir coletivamente e efetivamente para a democratização do ensino e para a transformação social. / This work is the result of a qualitative research, which aimed to describe the parameters that guide the practice of school psychology to meet the demands related to the student with a Pervasive Developmental Disorder-PDD. Displays the demand, the understanding of disorders of the views medical and social, some possibilities of action in psychology, and subsidies for vocational training. In the light of a critical psychology that proposes, discuss the role of professionals in working with the student, school and multidisciplinary teams. At the end, making a show psychologist that reflects the diversity of both the psychological science as theories and practices, and the society. We concluded that the work of psychologists in schools is essential, but we can see the emerging need to rethink the interventions so that they can collectively and effectively contribute to the democratization of education and to social transformation

Even among the most high-functioning individuals with autism, there is a wide range of variation in outcome. This study examined within-child factors, such as temperament, that contribute to variation in social outcomes, the most salient area of deficit among individuals with high-functioning autism (HFA). Approach/withdrawal tendencies and effortful control were used to predict variation in symptoms and social skills. A unique multi-method approach employing self- and parent-report measures, physiological assessment, and social observation was used to determine whether temperament could be used to predict variation in social skills and symptom presentation. Results indicated that compared with an age- and gender-matched control group, the HFA group self-reported higher levels of negative affect and lower levels of surgency and were observed to exhibit higher levels of approach tendencies and lower levels of social skills. Across all participants, higher levels of effortful control were predictive of more adaptive social skills and higher levels of observed approach behavior were predictive of higher levels of anxiety. These results are discussed in relation to the variability in outcomes seen among individuals with autism and the implications for the development of interventions to enhance adaptive outcomes.

ABSTRACT THE EFFECTS OF PRIMING ON SPONTANEOUS VERBAL LANGUAGE IN CHILDREN WITH AUTISM SPECTRUM DISORDERS by Michelle L. Ivey A multi-element design was used to investigate the effect of priming on spontaneous verbal communication in children with Autism Spectrum Disorders (ASD). Three children with ASD engaged in 20-minute thematic activity sessions (ACT) with the investigator. Prior to the ACTs, they met with another trained researcher for 10-minute presessions. Half of the presessions incorporated the conventions of priming with materials to be used in the upcoming ACT (i.e., related presessions; RP). During the other half of the presessions, participants were not primed for the upcoming ACT (i.e., unrelated presesessions; UP). The researcher conducted presessions so the investigator was blind to the condition. Procedural fidelity checks of the presessions, based on a checklist of the critical components of priming, revealed 100% adherence to procedures. Participants’ utterances during ACT were recorded, transcribed, and coded based on functionality. The dependent variables were spontaneous comments, requests, topic initiations, social information seeking, and total. Once the criterion of a 30% increase from the mean of the first 3 UP was achieved for three consecutive sessions, priming was withdrawn and then reinstated to demonstrate a functional relation. Additionally, Cohen's d was calculated to determine effect size for the intervention. Reliability was assessed for transcription and coding. There were fewer than 10 word disagreements on any transcript, which did not affect coding. A line by line comparison of the coding across the dependent variables yielded an average reliability of 85%. Visual inspection of the data and statistical analysis revealed that two of the three participants reached criterion for spontaneous comments (Cohen's d = .32 and .95), one reached criterion for total utterances (Cohen's d = 2.99), the other achieved the goal during the reinstatement following the withdrawal (Cohen’s d = 1.00). None increased requesting. Topic initiation and social information seeking did not occur with sufficient frequency for meaningful analyses. Similar to most interventions with individuals with ASD, priming was effective for increasing spontaneous verbal comments for some but not all of the participants. Priming was highly effective for two of the participants. This ground-breaking study creates momentum for further investigation and examination of the variables that affect benefit.

Literature shows that nutritional deficiency and feeding behaviors in neurodevelopmentally disabled children is secondary to an underdeveloped gastrointestinal tract. Fifty (50) parents with children with autism responded to a Nutritional Perception Assessment that they believe their children are at adequate nutritional status. They reported confidence in their nutritional knowledge, yet admitted to concern about the nutritional status of their children. The survey revealed that parents are not seeing a registered dietitian for their nutritional advice, leading to the question of soundness in nutritional information received. A marginal correlation was found between belief in adequate nutritional status of children and the use of credible sources for nutritional information, p=0.0429. Data from twenty-five 24-hour recalls was entered into the MyPyramid Food Tracker to determine nutritional status, which was compared to Daily Recommended Intakes (DRIs), showing adequate nutrient consumption.

Este trabalho é resultado de uma pesquisa de cunho qualitativo, que teve como objetivos descrever os parâmetros que norteiam práticas em psicologia escolar frente às demandas relacionadas ao aluno com Transtornos Globais do Desenvolvimento. Apresenta a demanda, a compreensão desses transtornos dos pontos de vista médico e social, algumas possibilidades de atuação em psicologia e subsídios para a formação profissional. À luz de uma psicologia que se propõe crítica, discute-se a atuação de profissionais no trabalho junto a esses alunos, a escolas e equipes multidisciplinares. Ao final, discute um fazer do psicólogo, que espelha a diversidade, tanto da ciência psicológica, enquanto teorias e práticas, quanto da sociedade. Concluímos ser indispensável o trabalho do psicólogo nas escolas, porém nota-se a emergente necessidade de repensar as intervenções de modo que as mesmas possam contribuir coletivamente e efetivamente para a democratização do ensino e para a transformação social. / This work is the result of a qualitative research, which aimed to describe the parameters that guide the practice of school psychology to meet the demands related to the student with a Pervasive Developmental Disorder-PDD. Displays the demand, the understanding of disorders of the views medical and social, some possibilities of action in psychology, and subsidies for vocational training. In the light of a critical psychology that proposes, discuss the role of professionals in working with the student, school and multidisciplinary teams. At the end, making a show psychologist that reflects the diversity of both the psychological science as theories and practices, and the society. We concluded that the work of psychologists in schools is essential, but we can see the emerging need to rethink the interventions so that they can collectively and effectively contribute to the democratization of education and to social transformation