You searched for subject:(Autism Spectrum Disorders).
Showing records 1 – 30 of
820 total matches.
◁ [1] [2] [3] [4] [5] … [28] ▶
University of Edinburgh
1.
Sawaya, Helen.
Executive Dysfunction in Children with Autism Spectrum Disorders: A Deficit in Set-shifting Ability?.
Degree: 2012, University of Edinburgh
URL: http://hdl.handle.net/1842/8488 
► Children with Autism Spectrum Disorders (ASD) display deficits in executive functioning, particularly in planning, set-shifting ability and abstract reasoning. Several studies have provided evidence for…
(more)
▼ Children with
Autism Spectrum Disorders (ASD) display deficits in executive functioning, particularly in planning, set-shifting ability and abstract reasoning. Several studies have provided evidence for a shifting deficit in
autism, particularly with a tendency to perseverate, though other studies have failed to support these findings. The trend in the literature appears to be that individuals with
autism display impairment in set-shifting on complex tasks that require higher-order cognitive processing, whereas they perform as well as their typically-developing (TD) counterparts on less complex tasks. The aim of this study was to investigate the ability of adolescents with
autism to discover a rule, switch to an alternate rule and apply it across different exemplars, using a sequencing task designed to tap into higher cognitive processes. The results showed that children with ASD had difficulty shifting rules within the first sequence, but applied the rule as accurately and quickly as the TD participants in the subsequent exemplars. This study supports the view that individuals with ASD have executive functioning impairment, but neither is it pervasive nor applicable to all executive function domains.
Advisors/Committee Members: McGonigle, Margaret.
Subjects/Keywords: Autism Spectrum Disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sawaya, H. (2012). Executive Dysfunction in Children with Autism Spectrum Disorders: A Deficit in Set-shifting Ability?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8488
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sawaya, Helen. “Executive Dysfunction in Children with Autism Spectrum Disorders: A Deficit in Set-shifting Ability?.” 2012. Thesis, University of Edinburgh. Accessed March 07, 2021.
http://hdl.handle.net/1842/8488.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sawaya, Helen. “Executive Dysfunction in Children with Autism Spectrum Disorders: A Deficit in Set-shifting Ability?.” 2012. Web. 07 Mar 2021.
Vancouver:
Sawaya H. Executive Dysfunction in Children with Autism Spectrum Disorders: A Deficit in Set-shifting Ability?. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1842/8488.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sawaya H. Executive Dysfunction in Children with Autism Spectrum Disorders: A Deficit in Set-shifting Ability?. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8488
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Rutgers University
2.
Gifford, Janace J.
Protective effects of antioxidant pretreatment in VPA-treated Nrf2 knockout mice.
Degree: MS, Psychology, 2018, Rutgers University
URL: https://rucore.libraries.rutgers.edu/rutgers-lib/56008/
► Genetic and environmental factors associated with oxidative stress have been implicated in the etiology of autism. The present study attempted to mimic the factors in…
(more)
▼ Genetic and environmental factors associated with oxidative stress have been implicated in the etiology of
autism. The present study attempted to mimic the factors in an animal model of
autism. Specifically, mice with a deletion of the Nrf2 gene, a master regulator for downstream enzymes associated with management of toxicant-generated reactive oxygen species, were administered valproic acid (VPA), a toxicant known to engender oxidative stress and one that has been associated with
autism in humans. Prior studies revealed that VPA treatment induces functional and pathological changes in mice akin to
autism. Further, previous work has established that pretreatment with antioxidants has the ability to protect mice from these VPA-induced functional deficits. The present study extended these observations to mice with alterations in NRF2 expression. On postnatal day 14 knockout (KO) and wild type (WT) mice were exposed to VPA (400 mg/kg) or saline and pretreated with either Trolox, a water-soluble form of vitamin E, or saline 1 hour prior to VPA. The behavioral tasks employed assessed maturation of normal social, cognitive, and motor skills and classified toxicant-induced deficits along a developmental timeline. Treatment with VPA resulted in deficits in mid-air righting and Morris water maze learning. Further, Trolox pretreatment prior to VPA provided partial protection from deficits associated with VPA treatment and this protective effect was more apparent in the Nrf2 KO mice. The results of the present study, at least in part, indicate the importance of Nrf2 during development as it might relate to
autism and, more generally, the effects of oxidative stress during early development as well as the potential protective effects of antioxidant pretreatment.
Advisors/Committee Members: Wagner, George C (chair), Kusnecov, Alexander W (internal member), Samuels, Benjamin A (internal member), School of Graduate Studies.
Subjects/Keywords: Autism spectrum disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gifford, J. J. (2018). Protective effects of antioxidant pretreatment in VPA-treated Nrf2 knockout mice. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/56008/
Chicago Manual of Style (16th Edition):
Gifford, Janace J. “Protective effects of antioxidant pretreatment in VPA-treated Nrf2 knockout mice.” 2018. Masters Thesis, Rutgers University. Accessed March 07, 2021.
https://rucore.libraries.rutgers.edu/rutgers-lib/56008/.
MLA Handbook (7th Edition):
Gifford, Janace J. “Protective effects of antioxidant pretreatment in VPA-treated Nrf2 knockout mice.” 2018. Web. 07 Mar 2021.
Vancouver:
Gifford JJ. Protective effects of antioxidant pretreatment in VPA-treated Nrf2 knockout mice. [Internet] [Masters thesis]. Rutgers University; 2018. [cited 2021 Mar 07].
Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/56008/.
Council of Science Editors:
Gifford JJ. Protective effects of antioxidant pretreatment in VPA-treated Nrf2 knockout mice. [Masters Thesis]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/56008/
Vanderbilt University
3.
Griffin, Megan Marie.
Participation in transition planning among high school students with autism spectrum disorders.
Degree: PhD, Special Education, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/12872
► Using a national dataset, this study investigated the predictors of attendance and participation in transition planning meetings among youth with autism spectrum disorders. The combination…
(more)
▼ Using a national dataset, this study investigated the predictors of attendance and participation in transition planning meetings among youth with
autism spectrum disorders. The combination of four variables predicted student attendance. Attendance was positively related to expressive communication skills, percentage of time in general education, and frequency of discussions at home about transition. Attendance was negatively related to parent involvement at school. The combination of five variables predicted active participation. Participation was positively related to self-advocacy skills, percentage of time in general education, and frequency of discussions at home about transition. Older students were less likely to participate actively than younger students, and African American students were less likely to participate than Caucasian students. Implications for research and practice are discussed.
Advisors/Committee Members: Dr. Erik W. Carter (committee member), Dr. Deborah D. Hatton (committee member), Dr. Julie L. Taylor (committee member), Dr. Carolyn Hughes (committee member), Dr. Robert M. Hodapp (Committee Chair).
Subjects/Keywords: transition planning; autism spectrum disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Griffin, M. M. (2012). Participation in transition planning among high school students with autism spectrum disorders. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12872
Chicago Manual of Style (16th Edition):
Griffin, Megan Marie. “Participation in transition planning among high school students with autism spectrum disorders.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 07, 2021.
http://hdl.handle.net/1803/12872.
MLA Handbook (7th Edition):
Griffin, Megan Marie. “Participation in transition planning among high school students with autism spectrum disorders.” 2012. Web. 07 Mar 2021.
Vancouver:
Griffin MM. Participation in transition planning among high school students with autism spectrum disorders. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1803/12872.
Council of Science Editors:
Griffin MM. Participation in transition planning among high school students with autism spectrum disorders. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/12872
Royal Holloway, University of London
4.
Lucas, Rebecca.
Reading between the lines : reading in typical and atypical development.
Degree: PhD, 2014, Royal Holloway, University of London
URL: https://pure.royalholloway.ac.uk/portal/en/publications/reading-between-the-lines-reading-in-typical-and-atypical-development(e9ffc947-409c-45e0-b79a-75cb924f7cc0).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792197
► This thesis presents a series of studies investigating the reading skills of children aged 7-14 with Autism Spectrum Disorders (ASD). The first three studies systematically…
(more)
▼ This thesis presents a series of studies investigating the reading skills of children aged 7-14 with Autism Spectrum Disorders (ASD). The first three studies systematically investigated whether there is an intimate relationship between oral language skill and both decoding and comprehension for children with ASD, as is the case for their typically developing (TD) peers. Study 1 assessed single word reading and attainment was influenced by language ability, whilst reading mechanisms were associated with ASD diagnosis. Study 2 investigated reading comprehension. Despite being able to read single words, many children with ASD and concomitant language impairments were unable to read connected text. However children with ASD who could read accurately and fluently at the sentence level did benefit from semantic coherence, but were less sensitive to syntactic coherence. Passage level reading comprehension was predicted by vocabulary knowledge; ASD status did not account for any unique variance. Study 3 explored one specific component of reading comprehension, namely the ability to make inferences. Inferencing skill aligned with language competence and participants with language impairments had an increased likelihood of a disproportionate difficulty with inferencing. For TD children, there is a relationship between reading development and the home literacy environment. Study 4 determined that child characteristics influence the HLE of children with ASD. Children with ASD and language impairment engage in shared book reading more frequently than their proficient ASD peers, however children with ASD (regardless of language phenotype) engage in shared book reading for a shorter duration than their TD peers. The thesis then transitions from how children with ASD 'learn to read' to whether those that can read subsequently 'learn through reading'. Study 5 presents the first evidence that the presence of orthography during vocabulary teaching facilitates the phonological, semantic and orthographic learning of children with ASD.
Subjects/Keywords: Autism Spectrum Disorders; Reading
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lucas, R. (2014). Reading between the lines : reading in typical and atypical development. (Doctoral Dissertation). Royal Holloway, University of London. Retrieved from https://pure.royalholloway.ac.uk/portal/en/publications/reading-between-the-lines-reading-in-typical-and-atypical-development(e9ffc947-409c-45e0-b79a-75cb924f7cc0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792197
Chicago Manual of Style (16th Edition):
Lucas, Rebecca. “Reading between the lines : reading in typical and atypical development.” 2014. Doctoral Dissertation, Royal Holloway, University of London. Accessed March 07, 2021.
https://pure.royalholloway.ac.uk/portal/en/publications/reading-between-the-lines-reading-in-typical-and-atypical-development(e9ffc947-409c-45e0-b79a-75cb924f7cc0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792197.
MLA Handbook (7th Edition):
Lucas, Rebecca. “Reading between the lines : reading in typical and atypical development.” 2014. Web. 07 Mar 2021.
Vancouver:
Lucas R. Reading between the lines : reading in typical and atypical development. [Internet] [Doctoral dissertation]. Royal Holloway, University of London; 2014. [cited 2021 Mar 07].
Available from: https://pure.royalholloway.ac.uk/portal/en/publications/reading-between-the-lines-reading-in-typical-and-atypical-development(e9ffc947-409c-45e0-b79a-75cb924f7cc0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792197.
Council of Science Editors:
Lucas R. Reading between the lines : reading in typical and atypical development. [Doctoral Dissertation]. Royal Holloway, University of London; 2014. Available from: https://pure.royalholloway.ac.uk/portal/en/publications/reading-between-the-lines-reading-in-typical-and-atypical-development(e9ffc947-409c-45e0-b79a-75cb924f7cc0).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792197
Queens University
5.
Best, Laura.
Early Social Behaviour in Young Children with Autism Spectrum Disorders
.
Degree: Psychology, 2012, Queens University
URL: http://hdl.handle.net/1974/7544
► The current studies addressed two questions regarding early social behaviour in children with Autism Spectrum Disorders (ASD) that have not yet been directly explored. In…
(more)
▼ The current studies addressed two questions regarding early social behaviour in children with Autism Spectrum Disorders (ASD) that have not yet been directly explored. In Study 1 we examined the hypothesis that impaired imitation in this group may reflect a diminished social motivation to engage, rather than a core deficit in imitation. Young children with and without ASD engaged in imitation tasks during which controlled manipulations of reward (social and non-social) were administered for target behaviours. Children with ASD displayed increased levels of imitation with the incentive of an external reward in comparison to when this reward was absent. There was no differential impact of social versus non-social rewards. Typically developing (TD) children performed similarly, irrespective of whether or not reward was administered. We suggest that young children with ASD may be capable of imitating when appropriate incentives are present. Study 2 explored the breadth of social challenges faced in young children with ASD by examining a later-developing domain of social functioning that may be compromised by early social difficulties. We explored the tendency of children with ASD to engage in helping, sharing, and comforting behaviour in situations where the need for the prosocial behaviour was displayed and in perceptually similar situations where the need was absent. Children with ASD displayed low levels of helping and sharing, but provided comfort at levels consistent with TD children. For both comforting and sharing, children with ASD successfully discerned situations where a need was present from when it was not and adjusted their behaviour accordingly. We suggest that children with ASD may require different ‘conditions’ to engage in social behaviours at the same level as their TD peers and suggest future research to this end.
Subjects/Keywords: Social Behaviour
;
Autism Spectrum Disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Best, L. (2012). Early Social Behaviour in Young Children with Autism Spectrum Disorders
. (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7544
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Best, Laura. “Early Social Behaviour in Young Children with Autism Spectrum Disorders
.” 2012. Thesis, Queens University. Accessed March 07, 2021.
http://hdl.handle.net/1974/7544.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Best, Laura. “Early Social Behaviour in Young Children with Autism Spectrum Disorders
.” 2012. Web. 07 Mar 2021.
Vancouver:
Best L. Early Social Behaviour in Young Children with Autism Spectrum Disorders
. [Internet] [Thesis]. Queens University; 2012. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1974/7544.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Best L. Early Social Behaviour in Young Children with Autism Spectrum Disorders
. [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7544
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Connecticut
6.
Knoch, Kelley.
Repetitive and Stereotyped Behaviors from Age 2 to Age 4: A Look at the Development of High- and Low-Level Repetitive Behaviors in Children with Autism Spectrum Disorders.
Degree: MA, Psychology, 2012, University of Connecticut
URL: https://opencommons.uconn.edu/gs_theses/309
► Restricted and repetitive behaviors (RRBs) are core features in autism spectrum disorders (ASD). Previous literature has subdivided RRBs into low and high levels. Low-level…
(more)
▼ Restricted and repetitive behaviors (RRBs) are core features in
autism spectrum disorders (ASD). Previous literature has subdivided RRBs into low and high levels. Low-level behavior is characterized by a repetition of movement, such as stereotyped movements, whereas high-level behavior includes insistence on sameness and rigid adherence to a routine. There is conflicting evidence frequency and severity of RRBs in early development in children with ASD. In the current study, we examined developmental differences in the frequency and severity of RRBs in children with ASD (n = 109) compared to children with developmental delays (DD) (n= 34). Participants were evaluated at age 2 and 4, and individual items from the
Autism Diagnostic Interview were categorized as low or high level and assessed for changes in frequency and severity over time. Consistent with the literature, results show an overall significant increase in the number of RRBs over time in children with ASD, but not those with DD. Specifically, the data showed an increase in high-level behaviors, with no significant change in the frequency of low-level behaviors. RRBs were then examined in relation to other developmental markers. In children with ASD, the severity of low-level RRBs was negatively correlated with level of intelligence and adaptive functioning, even when controlling for IQ. In addition, children with greater ASD symptom severity were more likely to display more severe RRBs. This suggested that both high- and low-level behaviors are present in 2-year-old children with ASD, who then experienced a significant increase in the frequency of high-level behaviors by age 4, suggesting that when making early diagnoses it is important to continue examining RRBs in relation to other social-communicative markers. Unlike at age 4 where group differences were obtained for both types of RRBs, differences in the frequency of only high-level behaviors were obtained at age 2, suggesting that simple repetitive behaviors do not differentiate 2-year-olds with ASD from those with DD. Furthermore, in children with ASD, the development of low-level repetitive behaviors are associated with lower levels of cognitive functioning, which may interfere with everyday tasks of social and communicative development and be positively related to ASD symptom severity.
Advisors/Committee Members: James Green, Kimberli Treadwell, Deborah Fein.
Subjects/Keywords: Autism Spectrum Disorders; Repetitive Behaviors
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Knoch, K. (2012). Repetitive and Stereotyped Behaviors from Age 2 to Age 4: A Look at the Development of High- and Low-Level Repetitive Behaviors in Children with Autism Spectrum Disorders. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/309
Chicago Manual of Style (16th Edition):
Knoch, Kelley. “Repetitive and Stereotyped Behaviors from Age 2 to Age 4: A Look at the Development of High- and Low-Level Repetitive Behaviors in Children with Autism Spectrum Disorders.” 2012. Masters Thesis, University of Connecticut. Accessed March 07, 2021.
https://opencommons.uconn.edu/gs_theses/309.
MLA Handbook (7th Edition):
Knoch, Kelley. “Repetitive and Stereotyped Behaviors from Age 2 to Age 4: A Look at the Development of High- and Low-Level Repetitive Behaviors in Children with Autism Spectrum Disorders.” 2012. Web. 07 Mar 2021.
Vancouver:
Knoch K. Repetitive and Stereotyped Behaviors from Age 2 to Age 4: A Look at the Development of High- and Low-Level Repetitive Behaviors in Children with Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Connecticut; 2012. [cited 2021 Mar 07].
Available from: https://opencommons.uconn.edu/gs_theses/309.
Council of Science Editors:
Knoch K. Repetitive and Stereotyped Behaviors from Age 2 to Age 4: A Look at the Development of High- and Low-Level Repetitive Behaviors in Children with Autism Spectrum Disorders. [Masters Thesis]. University of Connecticut; 2012. Available from: https://opencommons.uconn.edu/gs_theses/309
University of Miami
7.
McDonald, Nicole M.
Early Empathy Development and Cooperation in Toddlers at Risk for an Autism Spectrum Disorder.
Degree: MS, Psychology (Arts and Sciences), 2010, University of Miami
URL: https://scholarlyrepository.miami.edu/oa_theses/32
► People with autism spectrum disorders (ASDs) have difficulty empathizing with others, contributing to deficits in social interaction and communication. The degree of difficulty empathizing…
(more)
▼ People with
autism spectrum disorders (ASDs) have difficulty empathizing with others, contributing to deficits in social interaction and communication. The degree of difficulty empathizing may be related to the level of impairment associated with the ASD. Little is known about the early development of empathy prior to ASD diagnosis. A novel way of studying the early development of ASDs is to study the development of younger siblings of children with ASDs, who are at an increased genetic risk for these
disorders, and compare them to children with typically developing older siblings. The current study examined how empathic responding and cooperation, a measure of prosocial functioning, at 24 and 30 months of age differed between children who later received a diagnosis of
autism or pervasive developmental disorder-not otherwise specified, and those who did not. Overall, children engaged in more empathic responding at 30 months than at 24 months. As expected, children later diagnosed with
autism engaged in less empathic responding than children with no diagnosis. Additionally, lower empathic responding at 24 months predicted higher
autism symptomatology at 30 months. In terms of cooperation, children tended to engage in less noncompliant behavior at 30 months than at 24 months. However, no age differences were found for compliant behavior. Contrary to expectations, there were no diagnostic group differences in cooperative behavior nor was there a relation between empathic responding and cooperation. This was one of the first studies to investigate empathic responding in young children prior to diagnosis with an ASD. Results show that empathy deficits are present from an early age, and may be an important predictor for later diagnosis. Implications for these findings and future directions are discussed.
Advisors/Committee Members: Kristin Lindahl, Daniel Messinger, Mark Rowlands.
Subjects/Keywords: Autism Spectrum Disorders; Empathy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McDonald, N. M. (2010). Early Empathy Development and Cooperation in Toddlers at Risk for an Autism Spectrum Disorder. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/32
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
McDonald, Nicole M. “Early Empathy Development and Cooperation in Toddlers at Risk for an Autism Spectrum Disorder.” 2010. Thesis, University of Miami. Accessed March 07, 2021.
https://scholarlyrepository.miami.edu/oa_theses/32.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
McDonald, Nicole M. “Early Empathy Development and Cooperation in Toddlers at Risk for an Autism Spectrum Disorder.” 2010. Web. 07 Mar 2021.
Vancouver:
McDonald NM. Early Empathy Development and Cooperation in Toddlers at Risk for an Autism Spectrum Disorder. [Internet] [Thesis]. University of Miami; 2010. [cited 2021 Mar 07].
Available from: https://scholarlyrepository.miami.edu/oa_theses/32.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
McDonald NM. Early Empathy Development and Cooperation in Toddlers at Risk for an Autism Spectrum Disorder. [Thesis]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_theses/32
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Connecticut
8.
Moulton, Emily.
Early Characteristics of Children Who Lose Their Autism Diagnosis Between Age Two and Four.
Degree: MA, Psychology, 2014, University of Connecticut
URL: https://opencommons.uconn.edu/gs_theses/678
► Emerging literature indicates that a subset of children with a documented ASD lose their diagnosis and demonstrate cognitive and adaptive abilities within the average…
(more)
▼ Emerging literature indicates that a subset of children with a documented ASD lose their diagnosis and demonstrate cognitive and adaptive abilities within the average range. Multiple factors including symptom severity, cognitive and language abilities, adaptive skills and early intervention may help to predict these highly positive outcomes. Participants in the present study include 207 children diagnosed with an ASD by clinical best estimate at approximately age two (T1) and subsequently re-evaluated at approximately age four (T2). 171 (82.6%) children retained an ASD diagnosis (ASD-ASD) at re-evaluation and 19 children (9.2%) were determined to meet the following criteria for an “Optimal Progress” (OP): met criteria for an ASD using gold standard diagnostic procedures at T1, no longer meet criteria for any ASD at T2, and demonstrated functioning in the average range on standardized measures of cognition, language, communication and social skills. Results indicate that a number of early (T1) child-level factors help to predict OP: a diagnosis of PDD-NOS, fewer restricted, repetitive behaviors (RRBs), less severe
autism symptomatology and stronger adaptive skills (but not cognitive or language abilities). These early traits may reflect more intact central nervous system functioning, and/or may provide these children with a greater likelihood of benefiting from interventions and everyday interactions, and in turn, with a greater likelihood of demonstrating OP. In combination with the findings of the current study, future studies should attempt characterize the mechanisms at work in producing these outcomes, including the role of early intervention. In doing so, we can begin to promote an increase in the percentage of children attaining highly positive outcomes from ASD.
Advisors/Committee Members: Dr. Chi-Ming Chen, Dr. James Green, Dr. Marianne Barton.
Subjects/Keywords: Autism Spectrum Disorders; Developmental Trajectories
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Moulton, E. (2014). Early Characteristics of Children Who Lose Their Autism Diagnosis Between Age Two and Four. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/678
Chicago Manual of Style (16th Edition):
Moulton, Emily. “Early Characteristics of Children Who Lose Their Autism Diagnosis Between Age Two and Four.” 2014. Masters Thesis, University of Connecticut. Accessed March 07, 2021.
https://opencommons.uconn.edu/gs_theses/678.
MLA Handbook (7th Edition):
Moulton, Emily. “Early Characteristics of Children Who Lose Their Autism Diagnosis Between Age Two and Four.” 2014. Web. 07 Mar 2021.
Vancouver:
Moulton E. Early Characteristics of Children Who Lose Their Autism Diagnosis Between Age Two and Four. [Internet] [Masters thesis]. University of Connecticut; 2014. [cited 2021 Mar 07].
Available from: https://opencommons.uconn.edu/gs_theses/678.
Council of Science Editors:
Moulton E. Early Characteristics of Children Who Lose Their Autism Diagnosis Between Age Two and Four. [Masters Thesis]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/gs_theses/678
Drexel University
9.
Gidaya, Nicole Bondad.
Effect of in utero exposure to beta-2 adrenergic receptor agonists and selective serotonin reuptake inhibitors on the risk for autism spectrum disorders.
Degree: 2013, Drexel University
URL: http://hdl.handle.net/1860/idea:6132
► Objective: This dissertation explored associations between two specific classes of drug exposures, beta-2 adrenergic receptor (B2AR) agonists and selective serotonin reuptake inhibitors (SSRIs) and the…
(more)
▼ Objective: This dissertation explored associations between two specific classes of drug exposures, beta-2 adrenergic receptor (B2AR) agonists and selective serotonin reuptake inhibitors (SSRIs) and the risk for ASD. Study Design: This project had two components: 1) a case-control study focused on estimation of exposure main effects from Denmark’s population-registers and 2) a candidate gene-environment interaction analysis using both exposure and genotype data from a large ongoing US autism case-control study. Methods: From the Danish registers, one case per ten controls was individually matched on birth month and year. Conditional logistic regression was used to estimate unadjusted and adjusted drug exposure odds ratios (OR) and 95% confidence intervals (CI). Estimates were calculated in each drug class for any exposure, any exposure by preconception or trimester, dose, and duration. Special attention was paid to confounding by indication, as well as a sensitivity analysis for exposure and indicating condition misclassification. The gene-environment interaction analysis was based on unmatched case-control data and explored whether effects of in utero B2AR agonist drugs used during pregnancy are modified by polymorphisms in the ADRB2 gene (Gly16 and Glu27 polymorphisms). Logistic regression was used to estimate adjusted ORs and 95% CI. Results: In parental age and child sex adjusted models we observed an increased risk for ASD associated with any in utero B2AR agonist drugs exposure (OR 1.3, 95% CI: 1.1- 1.5). Similarly, any exposure to SSRIs during pregnancy was associated with ASD (OR 2.0 [95% CI, 2.0 [1.6-2.6]) compared to the unexposed reference group. Lastly, for the gene-environment interaction analysis we found some suggestion that the ASD risk associated with prenatal B2AR exposure may be modified by ADRB2 genotype; although estimates were imprecise. Conclusion: The combination of low exposure prevalence during pregnancy and modest odds ratios we had observed for these two classes of drugs implies that the population attributable risks associated with both exposures will be fairly small. The possible increase in ASD risk from exposure to these medications must be weighed against effects of uncontrolled indications during pregnancy and the growing concern over the potential risk for the developing fetus and the mother as well as benefits of medication to mother and fetus despite possible ASD risk.
Ph.D., Public Health – Drexel University, 2013
Advisors/Committee Members: Newschaffer, Craig J., 1962-, School of Public Health.
Subjects/Keywords: Public health; Autism spectrum disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gidaya, N. B. (2013). Effect of in utero exposure to beta-2 adrenergic receptor agonists and selective serotonin reuptake inhibitors on the risk for autism spectrum disorders. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6132
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gidaya, Nicole Bondad. “Effect of in utero exposure to beta-2 adrenergic receptor agonists and selective serotonin reuptake inhibitors on the risk for autism spectrum disorders.” 2013. Thesis, Drexel University. Accessed March 07, 2021.
http://hdl.handle.net/1860/idea:6132.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gidaya, Nicole Bondad. “Effect of in utero exposure to beta-2 adrenergic receptor agonists and selective serotonin reuptake inhibitors on the risk for autism spectrum disorders.” 2013. Web. 07 Mar 2021.
Vancouver:
Gidaya NB. Effect of in utero exposure to beta-2 adrenergic receptor agonists and selective serotonin reuptake inhibitors on the risk for autism spectrum disorders. [Internet] [Thesis]. Drexel University; 2013. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1860/idea:6132.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gidaya NB. Effect of in utero exposure to beta-2 adrenergic receptor agonists and selective serotonin reuptake inhibitors on the risk for autism spectrum disorders. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/idea:6132
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Drexel University
10.
Cornell, Brett Thomas.
14-3-3 Proteins in Neuronal Migration and Neuromorphogenesis during Cortical Development and Neurodevelopmental Disorders.
Degree: 2017, Drexel University
URL: http://hdl.handle.net/1860/idea:7420
► The development of the human brain is a vastly complex process resulting in an elaborate network of over one hundred billion neurons, with each neuron…
(more)
▼ The development of the human brain is a vastly complex process resulting in an elaborate network of over one hundred billion neurons, with each neuron having thousands of synaptic connections. The proper organization of these cells and the formation of their processes is essential for the construction of a functional brain. Disruptions in this process result in a number of developmental disorders; including, epilepsy and autism spectrum disorder (ASD). 17p13.3 microduplication syndrome is a newly identified genetic disorder resulting in a variety of defects including ASD. Importantly, a minimum duplication region strongly associated with ASD has been classified and exclusively contains the gene encoding the protein 14-3-3[epsilon], strongly implicating the overexpression of 14-3-3[epsilon] in ASD. Using in vitro and in vivo techniques, we have found that 14-3-3[epsilon] binds to the microtubule binding protein doublecortin, preventing its degradation resulting in increased doublecortin protein levels. We also found that 14-3-3[epsilon] overexpression disrupts neurite formation by preventing the invasion of microtubules into primitive neurites, which can be rescued by the knockdown of doublecortin. Our findings provide the first evidence of cellular pathology in 17p13.3 microduplication syndrome. In addition the functions of 14-3-3[epsilon] in cortical development, in this work we have also analyzed the role of 14-3-3[gamma], another 14-3-3 isoform. Williams Syndrome (WS) is a neurodevelopmental disorder caused by deletions in the 7q11.23 chromosome locus resulting in intellectual disabilities. Typical WS patients present a 1.5-1.8Mb deletion whereas atypical patients have a larger than 1.8 Mb deletion, which includes the gene encoding 14-3-3[gamma]. Interestingly, atypical WS patients commonly exhibit epilepsy. Furthermore, there is a reciprocal duplication syndrome to WS, which also results in epilepsy and intellectual disabilities. Taken together with the fact that defects in neuronal migration typically result in epilepsy, we analyzed if the overexpression and knockdown of 14-3-3[gamma] causes neuronal migration defects. We found that the overexpression and the knockdown of 14-3-3[gamma] in utero results in delays in neuronal migration due to decreased neuronal migration velocity. Furthermore, we found no defects in neurogenesis when 14-3-3[gamma] levels are altered. These results indicate that balanced expression of 14-3-3[gamma] is required for proper neuronal migration.
Ph.D., Neuroscience – Drexel University, 2017
Advisors/Committee Members: Toyooka, Kazuhito, College of Medicine.
Subjects/Keywords: Autism spectrum disorders; Williams syndrome
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cornell, B. T. (2017). 14-3-3 Proteins in Neuronal Migration and Neuromorphogenesis during Cortical Development and Neurodevelopmental Disorders. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7420
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cornell, Brett Thomas. “14-3-3 Proteins in Neuronal Migration and Neuromorphogenesis during Cortical Development and Neurodevelopmental Disorders.” 2017. Thesis, Drexel University. Accessed March 07, 2021.
http://hdl.handle.net/1860/idea:7420.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cornell, Brett Thomas. “14-3-3 Proteins in Neuronal Migration and Neuromorphogenesis during Cortical Development and Neurodevelopmental Disorders.” 2017. Web. 07 Mar 2021.
Vancouver:
Cornell BT. 14-3-3 Proteins in Neuronal Migration and Neuromorphogenesis during Cortical Development and Neurodevelopmental Disorders. [Internet] [Thesis]. Drexel University; 2017. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1860/idea:7420.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cornell BT. 14-3-3 Proteins in Neuronal Migration and Neuromorphogenesis during Cortical Development and Neurodevelopmental Disorders. [Thesis]. Drexel University; 2017. Available from: http://hdl.handle.net/1860/idea:7420
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Rutgers University
11.
Prem, Smrithi.
Autism human neural precursor cells exhibit common defects in neurite outgrowth, cell migration, and mTOR signaling.
Degree: PhD, Neuroscience, 2018, Rutgers University
URL: https://rucore.libraries.rutgers.edu/rutgers-lib/59193/
► Autism spectrum disorders (ASD) are a group of developmental disorders characterized by deficits in social interaction and communication and the presence of repetitive and restrictive…
(more)
▼ Autism spectrum disorders (ASD) are a group of developmental
disorders characterized by deficits in social interaction and communication and the presence of repetitive and restrictive behaviors. Despite high prevalence (1:68), and large social and economic impacts, uncovering the mechanisms that contribute to ASD and finding therapeutics for treatment of the disorder has been thwarted by our inability to directly study human neurons, the limitations of animal models, and disorder heterogeneity.
Recent studies have found that ASD risk genes converge onto the cerebral cortex of the developing mid-fetal brain (8-24 weeks old). During this time, neural precursor cells (NPCs) in the developing brain are undergoing proliferation, migration, and differentiation to form neurons and the normal cytoarchitecture of the brain. Indeed, post-mortem and imaging studies in humans with ASD have uncovered structural changes that are suggestive of alterations in these basic developmental processes. However, genetic, imaging, and post-mortem analyses cannot give mechanistic insight into the alterations found in the ASD brain. For the past few decades, studies to uncover the mechanisms underpinning ASD have primarily been conducted in rodent models. However, rodent models, due to differences in physiology and genetics, are unable to truly recapitulate human neurodevelopment. Moreover, rodent models cannot be utilized to study the vast majority of cases of ASD which are idiopathic or polygenic. Therefore, to really understand ASD, we need to study developmental processes like proliferation, migration, and differentiation in human neural cells derived from individuals with idiopathic ASD. Yet, until the discovery of induced pluripotent stem cell (iPSC) technology such studies were impossible.
iPSCs are stem cells reprogrammed from mature somatic tissues (like white blood cells) that have the capability of forming almost any cell in the body including neurons. As iPSCs retain the genetic signature of the individuals from whom they are derived, we can for the first time, study the development and function of neural cells of people with genetically complex neuropsychiatric
disorders. The three iPSC studies of idiopathic ASD published thus far have uncovered common defects in synapse formation, dendritic spines, and neuronal activity in ASD neurons. Yet, despite studies indicating the importance of early neurodevelopment in ASD pathogenesis, most iPSC studies have focused on post-mitotic differentiated neurons and have largely neglected study of early developmental processes in NPCs. Therefore, the goals of my studies were to assess neurite outgrowth, migration, and signaling pathways in neural precursor cells derived from 6 individuals with ASD. Our cohort consists of three individuals with idiopathic ASD (I-ASD) and their unaffected brothers (Sib) as controls, 3 individuals with 16p11.2 deletion (16pDel) and ASD and unaffected controls from the NIMH.
Fascinatingly, despite the heterogeneity of ASD, all 6 patients in our cohort had…
Advisors/Committee Members: DiCicco-Bloom, Emanuel (chair), Millonig, James (internal member), Pang, Zhiping (internal member), Zhou, Renping (internal member), Cai, Li (outside member), School of Graduate Studies.
Subjects/Keywords: Autism spectrum disorders; Neurons
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Prem, S. (2018). Autism human neural precursor cells exhibit common defects in neurite outgrowth, cell migration, and mTOR signaling. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/59193/
Chicago Manual of Style (16th Edition):
Prem, Smrithi. “Autism human neural precursor cells exhibit common defects in neurite outgrowth, cell migration, and mTOR signaling.” 2018. Doctoral Dissertation, Rutgers University. Accessed March 07, 2021.
https://rucore.libraries.rutgers.edu/rutgers-lib/59193/.
MLA Handbook (7th Edition):
Prem, Smrithi. “Autism human neural precursor cells exhibit common defects in neurite outgrowth, cell migration, and mTOR signaling.” 2018. Web. 07 Mar 2021.
Vancouver:
Prem S. Autism human neural precursor cells exhibit common defects in neurite outgrowth, cell migration, and mTOR signaling. [Internet] [Doctoral dissertation]. Rutgers University; 2018. [cited 2021 Mar 07].
Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59193/.
Council of Science Editors:
Prem S. Autism human neural precursor cells exhibit common defects in neurite outgrowth, cell migration, and mTOR signaling. [Doctoral Dissertation]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/59193/
Queens University
12.
Clifford, Tessen.
Support Groups for Parents of Children with Autism Spectrum Disorders: Predictors and Effects of Involvement
.
Degree: Psychology, 2011, Queens University
URL: http://hdl.handle.net/1974/6561
► Support groups are an effective source of support in a number of populations (e.g., Beaudoin & Tao, 2007; Preyde & Ardal, 2003; Singer, et al.,…
(more)
▼ Support groups are an effective source of support in a number of populations (e.g., Beaudoin & Tao, 2007; Preyde & Ardal, 2003; Singer, et al., 1999). Parents of children with autism spectrum disorders (ASD) are a particularly stressed group who can benefit from support (Blacher & McIntyre, 2006). These studies investigated: 1) predictors of participation in support groups for parents of children with ASD and 2) the effects of participation in an online support group for these parents.
One hundred seventy-eight parents completed a series of online questionnaires measuring their beliefs about support groups and ASD, coping style, social support, mood, parenting stress, and their child’s autistic symptoms and daily functioning. Parents who were currently using parent support groups (PSGs) reported using more adaptive coping strategies than both parents who had never used PSGs and parents who had used PSGs in the past. Parents who had used PSGs in the past reported that they did not find the groups as beneficial as parents who were currently using them, and parents who had never participated in PSGs reported several issues with accessibility that made it difficult to participate in PSGs.
A smaller group of parents (n = 36), who had participated in the first study, participated in an online support group designed for this study. An additional group of parents (n = 25), who had also completed the first study, served as a no-treatment control group. The parents in these two groups completed a subset of the questionnaires used in the first study following the 4-month support group, so that changes in mood, anxiety, parenting stress, and positive perceptions could be documented over time. No significant differences between the groups and across time were found. However, parents who participated in the group reported being satisfied with the support they received and finding the group helpful.
Overall, the results of these studies suggest that interventions for parents of children with ASD need to be individualized and focused on the needs of the parents. Further research is required to investigate the efficacy of online support groups for parents of children with ASD.
Subjects/Keywords: autism spectrum disorders
;
parents
;
support groups
;
autism
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Clifford, T. (2011). Support Groups for Parents of Children with Autism Spectrum Disorders: Predictors and Effects of Involvement
. (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6561
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Clifford, Tessen. “Support Groups for Parents of Children with Autism Spectrum Disorders: Predictors and Effects of Involvement
.” 2011. Thesis, Queens University. Accessed March 07, 2021.
http://hdl.handle.net/1974/6561.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Clifford, Tessen. “Support Groups for Parents of Children with Autism Spectrum Disorders: Predictors and Effects of Involvement
.” 2011. Web. 07 Mar 2021.
Vancouver:
Clifford T. Support Groups for Parents of Children with Autism Spectrum Disorders: Predictors and Effects of Involvement
. [Internet] [Thesis]. Queens University; 2011. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1974/6561.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Clifford T. Support Groups for Parents of Children with Autism Spectrum Disorders: Predictors and Effects of Involvement
. [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6561
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Georgia State University
13.
Sargent, Kayla.
The Role of Comorbid Anxiety Symptoms in Children and Adolescents with Autism Spectrum Disorders (ASD) on an Emotional Perception Task.
Degree: MA, Psychology, 2015, Georgia State University
URL: https://scholarworks.gsu.edu/psych_theses/138
► The focus of the present study is to investigate the relationship between anxiety symptoms and neural outcomes of emotion processing in children and adolescents…
(more)
▼ The focus of the present study is to investigate the relationship between anxiety symptoms and neural outcomes of emotion processing in children and adolescents with
autism spectrum disorders (ASD) and neurotypical controls. Eighteen child and adolescent participants (9 ASD, 3 female) completed questionnaires, behavioral testing, and an fMRI scan. Participants with ASD demonstrated significantly higher scores on parent-reported anxiety measures than typically developing (TD) participants; however, observed amygdala activations were not related to parent-reported anxiety scores and OFC activation was not observed during emotional stimuli for either group. ASD and TD participants demonstrated significant bilateral responses in the superior temporal sulcus during emotional stimuli. The current study was unable to demonstrate potential functional neuropathology in the amygdala as a mechanism for apparent differential diagnostic patterns in ASDs.
Advisors/Committee Members: Diana Robins, PhD, Tricia King, PhD, Robin Morris, PhD.
Subjects/Keywords: autism; anxiety; autism spectrum disorders; amygdala; fMRI
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sargent, K. (2015). The Role of Comorbid Anxiety Symptoms in Children and Adolescents with Autism Spectrum Disorders (ASD) on an Emotional Perception Task. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/138
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sargent, Kayla. “The Role of Comorbid Anxiety Symptoms in Children and Adolescents with Autism Spectrum Disorders (ASD) on an Emotional Perception Task.” 2015. Thesis, Georgia State University. Accessed March 07, 2021.
https://scholarworks.gsu.edu/psych_theses/138.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sargent, Kayla. “The Role of Comorbid Anxiety Symptoms in Children and Adolescents with Autism Spectrum Disorders (ASD) on an Emotional Perception Task.” 2015. Web. 07 Mar 2021.
Vancouver:
Sargent K. The Role of Comorbid Anxiety Symptoms in Children and Adolescents with Autism Spectrum Disorders (ASD) on an Emotional Perception Task. [Internet] [Thesis]. Georgia State University; 2015. [cited 2021 Mar 07].
Available from: https://scholarworks.gsu.edu/psych_theses/138.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sargent K. The Role of Comorbid Anxiety Symptoms in Children and Adolescents with Autism Spectrum Disorders (ASD) on an Emotional Perception Task. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_theses/138
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Drexel University
14.
Patrick, Kristina Elise.
Factors Related to Driving Abilities of Young Adults with Autism Spectrum Disorders.
Degree: 2016, Drexel University
URL: http://hdl.handle.net/1860/idea:6798
► Autism spectrum disorder (ASD) is associated with impairments in a variety of skills that are likely to impact driving performance, including social functioning, processing speed,…
(more)
▼ Autism spectrum disorder (ASD) is associated with impairments in a variety of skills that are likely to impact driving performance, including social functioning, processing speed, attention and working memory, and executive function. Although individuals with ASD and their parents report more difficulty with driving than typically developing (TD) peers (Cox et al., 2012; Daly et al., 2014), objective measurement of novice drivers with ASD is limited (Classen & Monahan, 2013; Cox et al., 2015). In the current study, 50 young adults with ASD (age range: 16-26) and TD controls matched on age, gender, IQ, and licensure history completed neurocognitive measures and several tasks on a virtual reality driving simulator. Drivers with ASD had significantly more difficulty with speed and lane management than TD controls. Engaging in secondary tasks (e.g., radio-tuning, social conversation) impacted driving behavior for both groups but difficulty was more pronounced for the ASD group, particularly during radio-tuning. Several neurocognitive variables were related to baseline driving behavior and to the impact of secondary tasks on driving behavior. Results suggest that many young adults with ASD will require increased training to become proficient drivers. Findings underscore the need for targeted driver training programs for this population, which may include a slow and graduated hierarchical approach to driving instruction, direct instruction in “unwritten” rules of the road, and coaching to anticipate unexpected events while driving.
Ph.D., Clinical Psychology – Drexel University, 2016
Advisors/Committee Members: Schultheis, Maria T..
Subjects/Keywords: Psychology; Autism Disorder; Autism spectrum disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Patrick, K. E. (2016). Factors Related to Driving Abilities of Young Adults with Autism Spectrum Disorders. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6798
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Patrick, Kristina Elise. “Factors Related to Driving Abilities of Young Adults with Autism Spectrum Disorders.” 2016. Thesis, Drexel University. Accessed March 07, 2021.
http://hdl.handle.net/1860/idea:6798.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Patrick, Kristina Elise. “Factors Related to Driving Abilities of Young Adults with Autism Spectrum Disorders.” 2016. Web. 07 Mar 2021.
Vancouver:
Patrick KE. Factors Related to Driving Abilities of Young Adults with Autism Spectrum Disorders. [Internet] [Thesis]. Drexel University; 2016. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1860/idea:6798.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Patrick KE. Factors Related to Driving Abilities of Young Adults with Autism Spectrum Disorders. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6798
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Rutgers University
15.
Pepa, Lauren A., 1986-.
Evaluating patters of treatment access and interest in parents and typically developing siblings of individuals with ASD.
Degree: PhD, Psychology, 2016, Rutgers University
URL: https://rucore.libraries.rutgers.edu/rutgers-lib/49277/
► A diagnosis of autism spectrum disorder (ASD) has a significant and pervasive effect on the family unit. Research on parents suggests that both mothers and…
(more)
▼ A diagnosis of autism spectrum disorder (ASD) has a significant and pervasive effect on the family unit. Research on parents suggests that both mothers and fathers experience more stress than parents of typically developing individuals and those with other developmental disabilities. This places parents at risk for negative psychosocial outcomes, including depression, anxiety, and marital dissatisfaction. Research on typically developing siblings is much more mixed, however the literature converges to suggest that siblings experience multiple stressors that can place them at risk for a negative outcome as well. Together, these findings indicate that families require high quality support services to address their needs. Over the past several decades, researchers and clinicians have investigated several support options for families, however there have been significant limitations in the ability to disseminate these valuable services to families in need. As such, it is important to measure service access and interest in families of individuals with ASD, and to investigate the factors that facilitate and limit engagement. The present study used an online survey to access 158 families from across the United States who had a child with ASD as well as one typically developing child. The questionnaires included information about family demographics, service engagement variables for parents and siblings, as well as psychosocial variables about the parent and the child with ASD. Parent psychosocial variables included measures of parent stress, psychiatric symptoms, and social support. Symptom severity for the child with ASD was also measured. Results indicated that service engagement varied considerably by demographic variables, including parent and child gender, race, parent education, and child age. Parent interest and perception of services did not correspond to service engagement in this sample. Instead, high ratings of perceived ASD symptom severity, higher levels of parent stress, greater social support, lower endorsement of psychiatric symptoms, and greater perception of parent finances all predicted engagement for both parents and siblings. This study yielded important information about the service needs of families of individuals with ASD, and factors that may contribute to their decision making. The implications of the present findings, limitations, and future directions are also discussed.
Advisors/Committee Members: Harris, Sandra L (chair).
Subjects/Keywords: Autism spectrum disorders in children; Autism – Treatment
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pepa, Lauren A., 1. (2016). Evaluating patters of treatment access and interest in parents and typically developing siblings of individuals with ASD. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/49277/
Chicago Manual of Style (16th Edition):
Pepa, Lauren A., 1986-. “Evaluating patters of treatment access and interest in parents and typically developing siblings of individuals with ASD.” 2016. Doctoral Dissertation, Rutgers University. Accessed March 07, 2021.
https://rucore.libraries.rutgers.edu/rutgers-lib/49277/.
MLA Handbook (7th Edition):
Pepa, Lauren A., 1986-. “Evaluating patters of treatment access and interest in parents and typically developing siblings of individuals with ASD.” 2016. Web. 07 Mar 2021.
Vancouver:
Pepa, Lauren A. 1. Evaluating patters of treatment access and interest in parents and typically developing siblings of individuals with ASD. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2021 Mar 07].
Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49277/.
Council of Science Editors:
Pepa, Lauren A. 1. Evaluating patters of treatment access and interest in parents and typically developing siblings of individuals with ASD. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49277/
Drexel University
16.
Williams, Erin Bourke.
Music Therapy with an Individual with Autism Spectrum Disorder and a Co-Occurring Behavioral Health Diagnosis: A Contextualized Case Study.
Degree: 2019, Drexel University
URL: https://idea.library.drexel.edu/islandora/object/idea%3A9622
► This capstone thesis will provide a brief outline of the literature regarding the following subjects: autism spectrum disorder (ASD), including emotion regulation and co-regulation; co-occurring…
(more)
▼ This capstone thesis will provide a brief outline of the literature regarding the following subjects: autism spectrum disorder (ASD), including emotion regulation and co-regulation; co-occurring mood and behavior disorders, including anxiety, depression and bipolar disorder, and the use of music therapy with ASD and co-occurring behavioral health diagnoses. Then, the case study sessions will be described in order examine music therapy with an individual with ASD and a co- occurring behavioral health diagnosis. Finally, the author will provide discussion pertaining to the literature, reflections on the case study experiences, and recommendations for future practice with this population.
M.A., Music Therapy and Counseling – Drexel University, 2019
Advisors/Committee Members: Ierardi, Florence, Rich, Brendan, College of Nursing and Health Professions.
Subjects/Keywords: Music therapy; Autism spectrum disorders; Affective disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Williams, E. B. (2019). Music Therapy with an Individual with Autism Spectrum Disorder and a Co-Occurring Behavioral Health Diagnosis: A Contextualized Case Study. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Williams, Erin Bourke. “Music Therapy with an Individual with Autism Spectrum Disorder and a Co-Occurring Behavioral Health Diagnosis: A Contextualized Case Study.” 2019. Thesis, Drexel University. Accessed March 07, 2021.
https://idea.library.drexel.edu/islandora/object/idea%3A9622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Williams, Erin Bourke. “Music Therapy with an Individual with Autism Spectrum Disorder and a Co-Occurring Behavioral Health Diagnosis: A Contextualized Case Study.” 2019. Web. 07 Mar 2021.
Vancouver:
Williams EB. Music Therapy with an Individual with Autism Spectrum Disorder and a Co-Occurring Behavioral Health Diagnosis: A Contextualized Case Study. [Internet] [Thesis]. Drexel University; 2019. [cited 2021 Mar 07].
Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Williams EB. Music Therapy with an Individual with Autism Spectrum Disorder and a Co-Occurring Behavioral Health Diagnosis: A Contextualized Case Study. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
17.
Tanaka, Hiroki.
Automated Social Skills Training through Affective Computing : 感情コンピューティングを用いたソーシャルスキルトレーニングの自動化; カンジョウ コンピューティング オ モチイタ ソーシャル スキル トレーニング ノ ジドウカ.
Degree: 博士(工学), Nara Institute of Science and Technology / 奈良先端科学技術大学院大学
URL: http://hdl.handle.net/10061/10053
Subjects/Keywords: autism spectrum disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tanaka, H. (n.d.). Automated Social Skills Training through Affective Computing : 感情コンピューティングを用いたソーシャルスキルトレーニングの自動化; カンジョウ コンピューティング オ モチイタ ソーシャル スキル トレーニング ノ ジドウカ. (Thesis). Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Retrieved from http://hdl.handle.net/10061/10053
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tanaka, Hiroki. “Automated Social Skills Training through Affective Computing : 感情コンピューティングを用いたソーシャルスキルトレーニングの自動化; カンジョウ コンピューティング オ モチイタ ソーシャル スキル トレーニング ノ ジドウカ.” Thesis, Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Accessed March 07, 2021.
http://hdl.handle.net/10061/10053.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tanaka, Hiroki. “Automated Social Skills Training through Affective Computing : 感情コンピューティングを用いたソーシャルスキルトレーニングの自動化; カンジョウ コンピューティング オ モチイタ ソーシャル スキル トレーニング ノ ジドウカ.” Web. 07 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Tanaka H. Automated Social Skills Training through Affective Computing : 感情コンピューティングを用いたソーシャルスキルトレーニングの自動化; カンジョウ コンピューティング オ モチイタ ソーシャル スキル トレーニング ノ ジドウカ. [Internet] [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; [cited 2021 Mar 07].
Available from: http://hdl.handle.net/10061/10053.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
Council of Science Editors:
Tanaka H. Automated Social Skills Training through Affective Computing : 感情コンピューティングを用いたソーシャルスキルトレーニングの自動化; カンジョウ コンピューティング オ モチイタ ソーシャル スキル トレーニング ノ ジドウカ. [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; Available from: http://hdl.handle.net/10061/10053
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
University of Alberta
18.
Mitchell,Wendy L.
The Communication Profile in Young Adults with
Autism.
Degree: PhD, Faculty of Rehabilitation Medicine, 2015, University of Alberta
URL: https://era.library.ualberta.ca/files/cn583xv08x
► Autism spectrum disorders (ASD) are characterized by impairments in social-communication, and restricted, repetitive and stereotypical patterns of behavior, interests, and activities. There is a paucity…
(more)
▼ Autism spectrum disorders (ASD) are characterized by
impairments in social-communication, and restricted, repetitive and
stereotypical patterns of behavior, interests, and activities.
There is a paucity of research about the adult population as the
vast majority of research into ASD has focused on children and
adolescents. As impairments in social-communication are integral to
ASD speech-language pathologists (SLP) have a pivotal role to play
in the assessment and intervention of adults with ASD in an effort
to optimize their independence and productive participation. This
study focuses on the communicative profile of adults with ASD who
are considered high-functioning (i.e. those without intellectual
disability; HFASD). Impairments in social communication, also known
as pragmatics, are defining criteria for ASD. Although specific
pragmatic problems have been noted in adults with HFASD, the full
extent of their pragmatic difficulty remains undocumented, largely
because there are few comprehensive assessment tools. Difficulties
with syntax and vocabulary also have been reported, but since
findings are mixed, it is not clear whether young adults with HFASD
have difficulties in these language domains. In addition, our
standardized test instruments may not be sufficiently sensitive to
detect subtle difficulties with sophisticated syntax. If so, in
conversation, adults with HFASD might exhibit problems in
vocabulary and grammar that influence listeners’ impressions, but
that would not be detected by a standardized test. The objectives
of this study were to determine, in comparison to a control group,
whether subtle communication impairments of young adults with HFASD
would be detected by formal language assessments and/or language
sample analysis. The language sample was derived from a simulated
employment interview. Performance on the Communication
Checklist-Adult (CC-A) and the Nonliteral Language and Pragmatic
Judgment subtests from the Communication Assessment of Spoken
Language (CASL) was expected to reveal deficits in pragmatic skill,
while difficulties in syntax or vocabulary on the Test of
Adolescent and Adult Language – 4 (TOAL-4) were not expected.
Language sample analysis was expected to reveal subtle differences
in language that were not revealed on the conventional assessments.
Twenty adults with ASD were compared to 20 controls. Groups did not
significantly differ on sex, nonverbal abilities and educational
level. A standardized test battery was administered and a simulated
job interview with a professional recruitment consultant was
conducted to generate a language sample. Transcripts of the
language samples were used to generate indices of pragmatics
(Pragmatic Rating Scale, PRS), vocabulary (e.g., lexical diversity,
lexical sophistication and word errors), and syntax (e.g. mean
length of utterance and subordination index). Pragmatics: On the
CASL, the average standard score of participants with HFASD was
significantly lower than the mean standard score of the controls.
Even so, the mean subtest standard…
Subjects/Keywords: pragmatic language; communication; Autism Spectrum Disorders; adults
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
L, M. (2015). The Communication Profile in Young Adults with
Autism. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cn583xv08x
Chicago Manual of Style (16th Edition):
L, Mitchell,Wendy. “The Communication Profile in Young Adults with
Autism.” 2015. Doctoral Dissertation, University of Alberta. Accessed March 07, 2021.
https://era.library.ualberta.ca/files/cn583xv08x.
MLA Handbook (7th Edition):
L, Mitchell,Wendy. “The Communication Profile in Young Adults with
Autism.” 2015. Web. 07 Mar 2021.
Vancouver:
L M. The Communication Profile in Young Adults with
Autism. [Internet] [Doctoral dissertation]. University of Alberta; 2015. [cited 2021 Mar 07].
Available from: https://era.library.ualberta.ca/files/cn583xv08x.
Council of Science Editors:
L M. The Communication Profile in Young Adults with
Autism. [Doctoral Dissertation]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/cn583xv08x
Oregon State University
19.
Case, Layne (Layne Katherine).
The Effects of Video Modeling on Test of Gross Motor Development-3 Performance among Children with Autism Spectrum Disorder.
Degree: MS, Exercise and Sport Science, 2015, Oregon State University
URL: http://hdl.handle.net/1957/56185
► Children with autism spectrum disorder (ASD) have been reported to have motor skill delays and deficits. However, there have been challenges to these findings on…
(more)
▼ Children with
autism spectrum disorder (ASD) have been reported to have motor skill delays and deficits. However, there have been challenges to these findings on whether these deficits are due to lack of movement skills or inaccurate assessment methods. Due to relative strengths in processing visual stimuli as opposed to verbal stimuli within this population, instructional and assessment strategies that incorporate visual presentations are recommended. One visual support approach that has found to be successful among children with ASD is video modeling. Video modeling has been shown in the research to improve and maintain behaviors such as social and communicative skills, play skills, and self-help skills, but use is limited in physical activity and motor assessment settings. It is hypothesized that video modeling strategies may also improve motor performance by enhancing accuracy of motor skill assessments. Therefore, the purpose of this study was to examine the effects of video modeling on the assessment of motor skills among children with ASD. The Test of Gross Motor Development-3 (TGMD-3) was administered to measure motor skills of children in this study. Thirteen children with ASD (ages 11-16) and fifteen children without ASD (ages 3-11) participated in this study. Participants performed the TGMD-3 under two separate protocols (traditional condition and video modeling condition) in a counterbalanced order. The video modeling condition involved video demonstrations of the selected TGMD-3 skills made by the primary investigator and shown on an Apple iPad Air. The two testing conditions were completed on two distinct days within approximately 7 days of each other. Two repeated-measures one-way ANOVAs were used to examine the differences in gross motor scores between the testing conditions. Although gross motor scores of the video modeling condition among children with ASD increased by approximately 2 points, differences were not found to be statistically significant. Scores of children without ASD decreased by approximately 2 points following the video modeling condition, though differences were also not statistically significant. Two separate one-way repeated measures ANOVAs investigating the effectiveness of video modeling on total assessment duration revealed significant increases in assessment time using the video modeling condition, suggesting that the video modeling condition takes longer than the traditional condition. Lastly, two 2x3 (condition by preference) repeated measures ANOVAs revealed that both children with and without ASD perform better using the preferred condition (traditional versus video modeling) of the TGMD-3 though these differences were not significant. Future research is needed in order to further explore the effectiveness of video modeling strategies among children with ASD. Additionally, it is recommended that effective video modeling designs and procedures within motor assessment environments are provided in the literature.
Advisors/Committee Members: Yun, Joonkoo (advisor), MacDonald, Megan (committee member).
Subjects/Keywords: assessment; Children with autism spectrum disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Case, L. (. K. (2015). The Effects of Video Modeling on Test of Gross Motor Development-3 Performance among Children with Autism Spectrum Disorder. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/56185
Chicago Manual of Style (16th Edition):
Case, Layne (Layne Katherine). “The Effects of Video Modeling on Test of Gross Motor Development-3 Performance among Children with Autism Spectrum Disorder.” 2015. Masters Thesis, Oregon State University. Accessed March 07, 2021.
http://hdl.handle.net/1957/56185.
MLA Handbook (7th Edition):
Case, Layne (Layne Katherine). “The Effects of Video Modeling on Test of Gross Motor Development-3 Performance among Children with Autism Spectrum Disorder.” 2015. Web. 07 Mar 2021.
Vancouver:
Case L(K. The Effects of Video Modeling on Test of Gross Motor Development-3 Performance among Children with Autism Spectrum Disorder. [Internet] [Masters thesis]. Oregon State University; 2015. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1957/56185.
Council of Science Editors:
Case L(K. The Effects of Video Modeling on Test of Gross Motor Development-3 Performance among Children with Autism Spectrum Disorder. [Masters Thesis]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/56185
Leiden University
20.
Bodrij, F. F.
Social attention and empathy in high functioning women with autism spectrum disorders.
Degree: 2014, Leiden University
URL: http://hdl.handle.net/1887/29327
► Women with autism spectrum disorders (ASD) have become focus of research only recently, thus far there is little knowledge about the female phenotype of ASD…
(more)
▼ Women with
autism spectrum disorders (ASD) have become focus of research only recently, thus far there is little knowledge about the female phenotype of ASD in relation to social information processing. This study focused on social cognition in high functioning women with ASD with specific focus on social attention and empathy. Participants consisted of 31 women with ASD and 29 non-clinical controls. Social attention was assessed by measuring eye fixation patterns using eye tracking while participant watched four movie clips of children expressing specific emotions. Empathic abilities were assessed using the informant reported Interpersonal Reactivity Index (IRI). Results show deceased fixation duration on the face and mouth in women with ASD compared to non-clinical controls, no differences were found in fixation duration on the eyes, objects and outside the areas of interest. In addition, women with ASD had a reduced ability to take the other’s perspective, a reduced ability to imagine the actions and feelings of (fictional) characters, and experienced more personal distress in stressful situations compared to non-clinical controls. In women with ASD, a negative correlation was found between personal distress and total fixation duration to the face. It is concluded that women with ASD have a deviant attention in social situations and reduced cognitive empathic abilities, but have more distress in social situations al well. It is suggested that an attentional deployment hypothesis might explain the findings. These findings stress the need for adjusting diagnostic assessment and treatment of women with ASD to the female phenotype of ASD.
Advisors/Committee Members: Rijn, S. van (advisor).
Subjects/Keywords: autism spectrum disorders; women; social attention; empathy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bodrij, F. F. (2014). Social attention and empathy in high functioning women with autism spectrum disorders. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/29327
Chicago Manual of Style (16th Edition):
Bodrij, F F. “Social attention and empathy in high functioning women with autism spectrum disorders.” 2014. Masters Thesis, Leiden University. Accessed March 07, 2021.
http://hdl.handle.net/1887/29327.
MLA Handbook (7th Edition):
Bodrij, F F. “Social attention and empathy in high functioning women with autism spectrum disorders.” 2014. Web. 07 Mar 2021.
Vancouver:
Bodrij FF. Social attention and empathy in high functioning women with autism spectrum disorders. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1887/29327.
Council of Science Editors:
Bodrij FF. Social attention and empathy in high functioning women with autism spectrum disorders. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/29327
Reykjavík University
21.
Herdís Ásta Pálsdóttir 1997-.
The establishment of auditory discrimination in children with autism
.
Degree: 2020, Reykjavík University
URL: http://hdl.handle.net/1946/36433
► Earlier studies have indicated that individuals with autism may perform poorly on some auditory discrimination tasks. In this study three participants, one child with autism…
(more)
▼ Earlier studies have indicated that individuals with autism may perform poorly on some auditory discrimination tasks. In this study three participants, one child with autism and two typically developed children in the age 6 – 11 years old were trained to establish auditive discrimination through successive- and simultaneous discrimination training. The training was done in five experimental conditions, establishing the response, successive discrimination of one auditive stimulus, simultaneous discrimination of one auditory stimulus, successive discrimination of two auditive stimuli, and simultaneous discrimination of two auditory stimuli. Results lead to successful discrimination in all experimental conditions for typically developing children. Because of the extraordinary circumstances of the global pandemic the data collection for the participant diagnosed with autism was abrupted.
Key words: autism, auditory discrimination, simultaneous discrimination, successive discrimination, children; Fyrri rannsóknir hafa gefið til kynna að einstaklingar greindir með einhverfu standa sig oft verr í verkefnum tengdum aðgreiningu hljóðáreita, en þessi færni er gríðarlega mikilvæg í daglegu lífi. Í þessari rannsókn voru þrír þáttakendur á aldrinum 6 – 11 ára, einn einstaklingur greindur með einhverfu og tvö börn án þroskaskerðinga. Rannsóknin fólst í því að þjálfa börnin í aðgreiningu hljóðáreita, þar sem áreitin voru ýmist birt samtímis eða á eftir hvort öðru. Þjálfunin fór fram í fimm verkefnalotum þar sem börnunum var kennt að ýta á hnapp í aðstæðum þar sem ákveðið hljóðáreiti var til staðar og að ýta ekki á hnappinn þegar áreitið var ekki, eða þegar annað áreiti var til staðar. Fyrsta lotan var kennsla á hnappinn, önnur var aðgreining þar sem hljóð áreiti og þögn var birt á eftir hvort öðru, þriðja var aðgreining þar sem hljóð áreiti og þögn var birt á sama tíma, fjórða var aðgreining á milli tveggja hljóðáreita sem birt voru á eftir hvort öðru og fimmta var aðgreining á milli tveggja hljóðáreita sem birt voru samtímis. Rannsóknin leiddi til árangursríkrar aðgreiningu hljóðáreita hjá börnum í samanburðarhópi í öllum tilraunaraðstæðum. Hinsvegar, vegna COVID-19 heimsfaraldrinum varð gagnasöfnun hjá þáttakanda sem greindur er með einhverfu röskuð.
Lykilorð: Einhverfa, aðgreining hljóðáreita, aðgreining hljóðáreita sem birt eru samtímis, aðgreining hljóðáreita sem birt eru eftir hvort öðru, börn
Subjects/Keywords: Sálfræði;
Einhverfa;
Hávaði;
Autism spectrum disorders;
Noise
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
1997-, H. . P. (2020). The establishment of auditory discrimination in children with autism
. (Thesis). Reykjavík University. Retrieved from http://hdl.handle.net/1946/36433
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
1997-, Herdís Ásta Pálsdóttir. “The establishment of auditory discrimination in children with autism
.” 2020. Thesis, Reykjavík University. Accessed March 07, 2021.
http://hdl.handle.net/1946/36433.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
1997-, Herdís Ásta Pálsdóttir. “The establishment of auditory discrimination in children with autism
.” 2020. Web. 07 Mar 2021.
Vancouver:
1997- HP. The establishment of auditory discrimination in children with autism
. [Internet] [Thesis]. Reykjavík University; 2020. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1946/36433.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
1997- HP. The establishment of auditory discrimination in children with autism
. [Thesis]. Reykjavík University; 2020. Available from: http://hdl.handle.net/1946/36433
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Western Kentucky University
22.
Simpson, Jessica Nashia.
Toward a Sociology of Autism.
Degree: MA, Department of Sociology, 2018, Western Kentucky University
URL: https://digitalcommons.wku.edu/theses/3072
► Autism Spectrum Disorders (ASDs) are characterized by difficulties in social interaction and communication. Recent studies within the social sciences have espoused a need to…
(more)
▼ Autism Spectrum Disorders (ASDs) are characterized by difficulties in social interaction and communication. Recent studies within the social sciences have espoused a need to reconceptualize
autism out of the domain of the intrapersonal and into the realm of the sociocultural. Semi-structured in-depth interviewing was used to examine the selfperceptions and experiences of twelve people who identified as on the
autism spectrum. Social scientists have tended to grant the topic of
autism to the domain of psychology; as a result autistic perception has been stigmatized resulting in the exclusion of autistic perspectives in knowledge production on the lived experiences of autistic actors.
The first-hand accounts examined in this study lend support to the idea that symbolic interactionism provides a more nuanced framework for studying how autistic perception influences autistic experience in contrast to the functionalist-reductionist approach of cognitive psychology. From this perspective we can position autistic differences in disposition and interaction as socioculturally situated rather than as solely a result of individual cognitive impairment. The application of microsociological concepts to autistic perception and interaction has the potential to expand knowledge on both autistic experience and the social construction of normative order.
Advisors/Committee Members: Amy Krull (Director), Doug Smith, Steve Groce.
Subjects/Keywords: symbolic interactionism; autism spectrum disorders; Social Psychology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Simpson, J. N. (2018). Toward a Sociology of Autism. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3072
Chicago Manual of Style (16th Edition):
Simpson, Jessica Nashia. “Toward a Sociology of Autism.” 2018. Masters Thesis, Western Kentucky University. Accessed March 07, 2021.
https://digitalcommons.wku.edu/theses/3072.
MLA Handbook (7th Edition):
Simpson, Jessica Nashia. “Toward a Sociology of Autism.” 2018. Web. 07 Mar 2021.
Vancouver:
Simpson JN. Toward a Sociology of Autism. [Internet] [Masters thesis]. Western Kentucky University; 2018. [cited 2021 Mar 07].
Available from: https://digitalcommons.wku.edu/theses/3072.
Council of Science Editors:
Simpson JN. Toward a Sociology of Autism. [Masters Thesis]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/theses/3072
University of Connecticut
23.
Canfield, Allison R.
"Story Goodness" in Adolescents with Autism Spectrum Disorders.
Degree: MA, Psychology, 2014, University of Connecticut
URL: https://opencommons.uconn.edu/gs_theses/614
► Individuals with autism spectrum disorders (ASD) are characterized by pragmatic language deficits, as difficulties with social communication are a universal deficit across the wide…
(more)
▼ Individuals with
autism spectrum disorders (ASD) are characterized by pragmatic language deficits, as difficulties with social communication are a universal deficit across the wide presentation the
autism spectrum. The current studies examined narrative production as a measure of pragmatic language in adolescents with high-functioning
autism (HFA), “optimal outcomes” (OO; i.e. individuals who have lost their previous diagnosis of ASD), and typical development (TD) using the informative “story goodness” coding system and real-world narrative quality ratings. In Study 1, adolescents with HFA and TD (mean age of 15) were compared on these measures of narrative quality. While the groups were similar in their narrative organization as measured by story grammar, the lower completeness scores of the HFA narratives trended towards significance. Raters naïve to diagnoses and study hypotheses rated the HFA group as having significantly lower scores of Story Cohesiveness and trended towards significantly lower scores of Story Goodness. In Study 2, the narrative quality of adolescents with HFA, OO, and TD (mean age of 13) was compared. While group differences were not seen on measures of story completeness or story grammar, naïve raters did detect group differences between HFA and TD in all four rating domains: Story Goodness, Story Cohesiveness, Story Accuracy, and Story Oddness, and between OO and TD in Story Goodness and Story Cohesiveness. In both Study 1 and Study 2, group differences emerged between HFA and TD in a broad measure of narrative quality, with the HFA group receiving significantly lower scores on this metric. These findings highlight the presence of pragmatic deficits in adolescents with HFA that are salient in the “real world” despite their comparable performance to their TD peers in other language domains. Furthermore, the findings support prior research that indicates while individuals with OO are similar to their TD peers across several domains (i.e. cognitive, achievement, and adaptive functioning), subtle pragmatic deficits remain in these individuals as evident in their narrative performance.
Advisors/Committee Members: Deborah Fein, Carl Coelho, Inge-Marie Eigsti.
Subjects/Keywords: autism spectrum disorders; optimal outcome; language; narratives
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Canfield, A. R. (2014). "Story Goodness" in Adolescents with Autism Spectrum Disorders. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/614
Chicago Manual of Style (16th Edition):
Canfield, Allison R. “"Story Goodness" in Adolescents with Autism Spectrum Disorders.” 2014. Masters Thesis, University of Connecticut. Accessed March 07, 2021.
https://opencommons.uconn.edu/gs_theses/614.
MLA Handbook (7th Edition):
Canfield, Allison R. “"Story Goodness" in Adolescents with Autism Spectrum Disorders.” 2014. Web. 07 Mar 2021.
Vancouver:
Canfield AR. "Story Goodness" in Adolescents with Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Connecticut; 2014. [cited 2021 Mar 07].
Available from: https://opencommons.uconn.edu/gs_theses/614.
Council of Science Editors:
Canfield AR. "Story Goodness" in Adolescents with Autism Spectrum Disorders. [Masters Thesis]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/gs_theses/614
University of Miami
24.
Ibanez, Lisa V.
Developmental Trajectories of Attention and Their Impact on Language and Severity in the Infant Siblings of Children with an Autism Spectrum Disorder.
Degree: PhD, Psychology (Arts and Sciences), 2010, University of Miami
URL: https://scholarlyrepository.miami.edu/oa_dissertations/412
► Children with Autism Spectrum Disorders (ASD), and their infant siblings (ASD-siblings), exhibit deficits in their ability to shift visual attention, and to initiate and…
(more)
▼ Children with
Autism Spectrum Disorders (ASD), and their infant siblings (ASD-siblings), exhibit deficits in their ability to shift visual attention, and to initiate and respond to joint attention. The current study examined early associations between visual attention and joint attention, and between these types of attention and later language ability and ASD severity in ASD-siblings (n = 31). This study investigated the possibility that ASD-siblings, who are at-risk for atypical development, differed from infants who have an older sibling(s) with no evidence of an ASD (Comparison-siblings; n = 23) on the following: 1) means of visual and joint attention, 2) the associations between these constructs, and 3) developmental trajectories of joint attention. Early visual attention was measured using infants' gazes at and away their parents' faces during the Face-to-Face Still-Face Protocol at 6 months. Initiating joint attention (IJA) and responding to joint attention (RJA) were measured during the Early Social Communication Scales at 8, 10, 12, 15, and 18 months. Language ability was measured with the Mullen Scales of Early Learning language at 24 and 36 months. ASD severity was measured on the
Autism Diagnostic Observation Schedule at 30 months. Results indicated that ASD-siblings and Comparison-siblings were comparable in their gaze shifting and mean durations of gazes away from their parents' faces. These two components of visual attention were associated with parent behaviors, and the type of chair infants sat in. There were group differences in IJA at 10 months and RJA at 8, 15, 18 months, with ASD-siblings performing fewer behaviors than Comparison-siblings. There were developmental associations between visual and joint attention, and joint attention and later language and ASD severity. ASD-siblings differed from Comparison-siblings in their RJA development. ASD-siblings also had lower language ability and greater ASD severity than Comparison-siblings. The current study's limitations included low statistical power, and a difficulty inherent to prospective studies, which are at a disadvantage because a high proportion ASD-siblings may not develop an ASD. Nevertheless, the findings have clinical implications for the development of interventions targeting RJA behaviors within the first year of life.
Advisors/Committee Members: Daniel S. Messinger, Alexandra Quittner, Marygrace Yale Kaiser, Michael Alessandri, Shannon K. de l'Etoile.
Subjects/Keywords: Early Attention; Autism Spectrum Disorders; Infant Siblings
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ibanez, L. V. (2010). Developmental Trajectories of Attention and Their Impact on Language and Severity in the Infant Siblings of Children with an Autism Spectrum Disorder. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/412
Chicago Manual of Style (16th Edition):
Ibanez, Lisa V. “Developmental Trajectories of Attention and Their Impact on Language and Severity in the Infant Siblings of Children with an Autism Spectrum Disorder.” 2010. Doctoral Dissertation, University of Miami. Accessed March 07, 2021.
https://scholarlyrepository.miami.edu/oa_dissertations/412.
MLA Handbook (7th Edition):
Ibanez, Lisa V. “Developmental Trajectories of Attention and Their Impact on Language and Severity in the Infant Siblings of Children with an Autism Spectrum Disorder.” 2010. Web. 07 Mar 2021.
Vancouver:
Ibanez LV. Developmental Trajectories of Attention and Their Impact on Language and Severity in the Infant Siblings of Children with an Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Miami; 2010. [cited 2021 Mar 07].
Available from: https://scholarlyrepository.miami.edu/oa_dissertations/412.
Council of Science Editors:
Ibanez LV. Developmental Trajectories of Attention and Their Impact on Language and Severity in the Infant Siblings of Children with an Autism Spectrum Disorder. [Doctoral Dissertation]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/412
University of Toronto
25.
Stover, Katherine.
A Comparison of Parenting Daily Hassles in Parents of Children with Autism and Typically Developing Children.
Degree: 2017, University of Toronto
URL: http://hdl.handle.net/1807/79034
► Parenting a child with autism spectrum disorder (ASD) is known to be highly stressful and has been reported to be more difficult than parenting children…
(more)
▼ Parenting a child with autism spectrum disorder (ASD) is known to be highly stressful and has been reported to be more difficult than parenting children with different types of disability, or with no disability; however, the daily hassles that contribute to the increased stress for this specific group have not been studied systematically. The main goal of this research was to determine what areas of daily strain are most prevalent in the lives of parents with young children with autism. Participants were 16 parents of a child with ASD and 16 parents of a child without ASD (child age range: 47-78 months). Parenting daily hassles and demographic features were assessed using questionnaires. We investigated which specific daily hassles uniquely characterize the lives of parents of children with ASD in comparison to the hassles characterizing the lives of parents of typically developing children. Parents of children with ASD experienced greater levels, frequency, and intensity of daily hassles, particularly in relation to hassles associated with diagnostic criteria of ASD including social communication difficulties and restricted and repetitive patterns of behaviour. Further, additional factors such as marital status influenced parenting daily hassles, with parents of children with ASD experiencing greater levels of daily hassles when raising a child as a single parent. Determining the aspects of daily life that are most difficult for parents of children with ASD can inform policy priorities and decisions about the types of supports would be most helpful.
M.A.
Advisors/Committee Members: Brian, Jessica, Applied Psychology and Human Development.
Subjects/Keywords: Autism Spectrum Disorders; Parenting Daily Hassles; 0621
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Stover, K. (2017). A Comparison of Parenting Daily Hassles in Parents of Children with Autism and Typically Developing Children. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/79034
Chicago Manual of Style (16th Edition):
Stover, Katherine. “A Comparison of Parenting Daily Hassles in Parents of Children with Autism and Typically Developing Children.” 2017. Masters Thesis, University of Toronto. Accessed March 07, 2021.
http://hdl.handle.net/1807/79034.
MLA Handbook (7th Edition):
Stover, Katherine. “A Comparison of Parenting Daily Hassles in Parents of Children with Autism and Typically Developing Children.” 2017. Web. 07 Mar 2021.
Vancouver:
Stover K. A Comparison of Parenting Daily Hassles in Parents of Children with Autism and Typically Developing Children. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/1807/79034.
Council of Science Editors:
Stover K. A Comparison of Parenting Daily Hassles in Parents of Children with Autism and Typically Developing Children. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79034
Deakin University
26.
Aday, Melis.
Special interests and mental health in autism spectrum disorders.
Degree: School of Psychology, 2011, Deakin University
URL: http://hdl.handle.net/10536/DRO/DU:30041720
► Special interests (SIs) in autism spectrum disorders are a prevalent though relatively under-researched phenomenon. There was partial support for the hypotheses and factors influencing the…
(more)
▼ Special interests (SIs) in
autism spectrum disorders are a prevalent though relatively under-researched phenomenon. There was partial support for the hypotheses and factors influencing the relationship between SIs and mental health were identified. Findings contribute to a better understanding of SIs including their importance for individuals with ASD.
Advisors/Committee Members: McGillivray, Jane.
Subjects/Keywords: autism spectrum disorders; attachment behaviour; adolescent psychopathology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Aday, M. (2011). Special interests and mental health in autism spectrum disorders. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30041720
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Aday, Melis. “Special interests and mental health in autism spectrum disorders.” 2011. Thesis, Deakin University. Accessed March 07, 2021.
http://hdl.handle.net/10536/DRO/DU:30041720.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Aday, Melis. “Special interests and mental health in autism spectrum disorders.” 2011. Web. 07 Mar 2021.
Vancouver:
Aday M. Special interests and mental health in autism spectrum disorders. [Internet] [Thesis]. Deakin University; 2011. [cited 2021 Mar 07].
Available from: http://hdl.handle.net/10536/DRO/DU:30041720.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Aday M. Special interests and mental health in autism spectrum disorders. [Thesis]. Deakin University; 2011. Available from: http://hdl.handle.net/10536/DRO/DU:30041720
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Columbia University
27.
Shuffrey, Lauren Christine.
Electrophysiological Marker of a Potential Excitatory/Inhibitory Imbalance in Children with Autism Spectrum Disorder.
Degree: 2017, Columbia University
URL: https://doi.org/10.7916/D8M3374G
► Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction and the presence of stereotypic behaviors or restricted interests. To explore…
(more)
▼ Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction and the presence of stereotypic behaviors or restricted interests. To explore possible consequences of an excitatory/inhibitory (E/I) imbalance on the visual system in ASD, we investigated spatial suppression in 16 children with ASD and 16 neurotypical comparison children from 6 - 12 years of age using a visual motion processing task during high-density electroencephalography (EEG) recording in order to derive the N1 event related potential (ERP). Consistent with prior behavioral research, neurotypical participants displayed spatial suppression in conditions of large, high-contrast sinusoidal gratings as indexed by delayed N1 response latency. As predicted, children with ASD displayed weakened surround suppression, i.e. shorter N1 response latency to large, high-contrast sinusoidal gratings. However, this study also unexpectedly revealed that children with ASD showed longer N1 latencies in response to small, high-contrast sinusoidal gratings as compared to neurotypical control children. Although there were no statistically significant differences between children with ASD and NT children for N1 peak amplitude, there was a strong negative correlation between N1 amplitude represented in absolute values for large, high-contrast sinusoidal gratings and hyper-responsiveness item mean scores on the Sensory Experiences Questionnaire for children with ASD, but not for NT children. As predicted, no significant differences were found within or between groups in the low-contrast experiment. Our results are indicative of weakened spatial suppression and deficits in contrast gain in children with ASD, suggestive of an underlying E/I imbalance in ASD.
Subjects/Keywords: Neurosciences; Children with autism spectrum disorders; Electrophysiology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Shuffrey, L. C. (2017). Electrophysiological Marker of a Potential Excitatory/Inhibitory Imbalance in Children with Autism Spectrum Disorder. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8M3374G
Chicago Manual of Style (16th Edition):
Shuffrey, Lauren Christine. “Electrophysiological Marker of a Potential Excitatory/Inhibitory Imbalance in Children with Autism Spectrum Disorder.” 2017. Doctoral Dissertation, Columbia University. Accessed March 07, 2021.
https://doi.org/10.7916/D8M3374G.
MLA Handbook (7th Edition):
Shuffrey, Lauren Christine. “Electrophysiological Marker of a Potential Excitatory/Inhibitory Imbalance in Children with Autism Spectrum Disorder.” 2017. Web. 07 Mar 2021.
Vancouver:
Shuffrey LC. Electrophysiological Marker of a Potential Excitatory/Inhibitory Imbalance in Children with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Mar 07].
Available from: https://doi.org/10.7916/D8M3374G.
Council of Science Editors:
Shuffrey LC. Electrophysiological Marker of a Potential Excitatory/Inhibitory Imbalance in Children with Autism Spectrum Disorder. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8M3374G
University of Bath
28.
Batchelder, Laurie.
Characterising the components of empathy : implications for models of autism.
Degree: PhD, 2015, University of Bath
URL: https://researchportal.bath.ac.uk/en/studentthesis/characterising-the-components-of-empathy-implications-for-models-of-autism(fa4a42e8-86a2-4f83-a0d2-16dfdeb7f6de).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687360
► Empathy is vital for relationships in the social world. Although definitions vary, theory and research has delineated empathy into cognitive and affective components. Recent ideas…
(more)
▼ Empathy is vital for relationships in the social world. Although definitions vary, theory and research has delineated empathy into cognitive and affective components. Recent ideas propose there are further aspects that are important to empathy, such as the ability versus the drive to empathise within both the cognitive and affective components. Various self-report indexes have been developed to measure empathy, yet current measures do not reflect all theories about empathy. The aim of this thesis was to develop and validate a new empathy questionnaire that included further components more consistent with recent ideas and theories about empathy. This thesis further aimed to use this questionnaire to investigate the components of empathy in autism, which is characterised in part by empathy deficits. The first study investigated the structure of empathy in the commonly-used Empathy Quotient (EQ) short-form to examine which empathy components it indexes. Results showed cognitive, affective and social skill components were extracted from the EQ-short, but also revealed ability and drive aspects captured within affective empathy but not within cognitive empathy components. This suggested items of the EQ-short incorporates some, but not all, components proposed to be important to empathy. Consequently, a new self-report empathy questionnaire called the Empathy Components Questionnaire (ECQ) was developed in order to fully capture all components of empathy. A five-factor solution was developed and confirmed for the ECQ across multiple independent samples in studies two through five, revealing five components of cognitive ability, cognitive drive, affective ability, affective drive, and affective reactivity. A final study revealed individuals with autism had lower self-reported cognitive empathy, affective drive and affective reactivity compared to controls, but comparable scores between groups for affective ability. This thesis produced a new measure of empathy more in-line with recent theories, which provided understanding about empathy and how it differs in autism.
Subjects/Keywords: 616.85; Empathy; autism spectrum disorders; questionnaires
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Batchelder, L. (2015). Characterising the components of empathy : implications for models of autism. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/characterising-the-components-of-empathy-implications-for-models-of-autism(fa4a42e8-86a2-4f83-a0d2-16dfdeb7f6de).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687360
Chicago Manual of Style (16th Edition):
Batchelder, Laurie. “Characterising the components of empathy : implications for models of autism.” 2015. Doctoral Dissertation, University of Bath. Accessed March 07, 2021.
https://researchportal.bath.ac.uk/en/studentthesis/characterising-the-components-of-empathy-implications-for-models-of-autism(fa4a42e8-86a2-4f83-a0d2-16dfdeb7f6de).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687360.
MLA Handbook (7th Edition):
Batchelder, Laurie. “Characterising the components of empathy : implications for models of autism.” 2015. Web. 07 Mar 2021.
Vancouver:
Batchelder L. Characterising the components of empathy : implications for models of autism. [Internet] [Doctoral dissertation]. University of Bath; 2015. [cited 2021 Mar 07].
Available from: https://researchportal.bath.ac.uk/en/studentthesis/characterising-the-components-of-empathy-implications-for-models-of-autism(fa4a42e8-86a2-4f83-a0d2-16dfdeb7f6de).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687360.
Council of Science Editors:
Batchelder L. Characterising the components of empathy : implications for models of autism. [Doctoral Dissertation]. University of Bath; 2015. Available from: https://researchportal.bath.ac.uk/en/studentthesis/characterising-the-components-of-empathy-implications-for-models-of-autism(fa4a42e8-86a2-4f83-a0d2-16dfdeb7f6de).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687360
University of Bath
29.
Benton, Laura.
Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process.
Degree: PhD, 2014, University of Bath
URL: https://researchportal.bath.ac.uk/en/studentthesis/participatory-design-and-autism(0e59a1ef-979b-416b-a403-68a9278d21da).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616877
► Child-computer interaction researchers are increasingly recognising the benefits of directly involving children in the design of new technology. This has resulted in the development of…
(more)
▼ Child-computer interaction researchers are increasingly recognising the benefits of directly involving children in the design of new technology. This has resulted in the development of several design methods for involving children in the technology design process, using approaches such as Participatory Design (PD). More recently there has been a greater focus on involving children with diverse needs, as technology can often be particularly beneficial within the education of these children. One such group is children with Autism Spectrum Disorders (ASD) and in recent years there has been a sharp rise in the amount of technology being developed specifically for this population. However, the needs and preferences of this user group can differ from the general child population due to the specific characteristics of ASD, with these differences making it more challenging for adult designers to develop appropriate technologies. This thesis therefore seeks to establish the potential of using PD to involve children with ASD within the technology design process through the development of a new PD method, which aims to support the typical difficulties of children with ASD at the same time as utilising their characteristic strengths. A qualitative approach has been followed in order to understand firstly the ability of children with ASD to undertake typical design tasks; secondly the degree children with ASD are able to participate in the design process; and thirdly the ability of children with ASD to collaborate within a design team. The results reveal that children with ASD can undertake typical design tasks, but some children may require additional support to generate and communicate their design ideas. It is shown that a flexible approach should be taken with regard to the involvement of children with ASD within the technology design process, and the importance of the adaptability of the adult’s role in supporting the children’s participation and collaboration is additionally highlighted. This research has led to the development of a new PD method, IDEAS, which is tailored to the specific needs of children with ASD through the incorporation of flexible structured and supportive features.
Subjects/Keywords: 616.85882; Participatory design; autism spectrum disorders; children
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Benton, L. (2014). Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/participatory-design-and-autism(0e59a1ef-979b-416b-a403-68a9278d21da).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616877
Chicago Manual of Style (16th Edition):
Benton, Laura. “Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process.” 2014. Doctoral Dissertation, University of Bath. Accessed March 07, 2021.
https://researchportal.bath.ac.uk/en/studentthesis/participatory-design-and-autism(0e59a1ef-979b-416b-a403-68a9278d21da).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616877.
MLA Handbook (7th Edition):
Benton, Laura. “Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process.” 2014. Web. 07 Mar 2021.
Vancouver:
Benton L. Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process. [Internet] [Doctoral dissertation]. University of Bath; 2014. [cited 2021 Mar 07].
Available from: https://researchportal.bath.ac.uk/en/studentthesis/participatory-design-and-autism(0e59a1ef-979b-416b-a403-68a9278d21da).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616877.
Council of Science Editors:
Benton L. Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process. [Doctoral Dissertation]. University of Bath; 2014. Available from: https://researchportal.bath.ac.uk/en/studentthesis/participatory-design-and-autism(0e59a1ef-979b-416b-a403-68a9278d21da).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616877
Hong Kong University of Science and Technology
30.
Li, Zhifang LIFS.
A study on the interaction of USP8 with neuroligin2.
Degree: 2016, Hong Kong University of Science and Technology
URL: http://repository.ust.hk/ir/Record/1783.1-100477
;
https://doi.org/10.14711/thesis-b1626277
;
http://repository.ust.hk/ir/bitstream/1783.1-100477/1/th_redirect.html
► Synaptogenesis is initiated by adhesive contact between pre-and postsynaptic membrane and is essential for neuronal network formation in the brain. Abnormal synaptogenesis could lead to…
(more)
▼ Synaptogenesis is initiated by adhesive contact between pre-and postsynaptic membrane and is essential for neuronal network formation in the brain. Abnormal synaptogenesis could lead to brain disorders such as Autism. Neuroligins, a family of postsynaptic adhesion proteins, are thought to play an important role in synapse generation via trans-interaction with presynaptic proteins neurexins. Mutations of neuroligins were found in patients with Autism. Neuroligin2, a member of neuroligin family, is exclusively expressed at the inhibitory synapses and regulates the formation of inhibitory synapses. To understand the mechanism underlying neurologin2’s function, we performed IP-MS and found that neuroligin2 interacted with the ubiquitin specific peptidase 8 (USP8), which could remove ubiquitin from its substrates to regulate protein trafficking or degradation. We performed immunoprecipitation to verify that USP8 interacted with neruoligin2 specifically. We also determined the regions that responsible for their interaction. Overexpression and knockdown experiments were then performed to demonstrate that USP8 could robustly regulate neuroligin2 ubiquitination. Our data also suggested that USP8 could control inhibitory synapse formation by regulating the endocytosis of neuroligin2.
Subjects/Keywords: Ubiquitin
; Protein kinases
; Autism spectrum disorders
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Li, Z. L. (2016). A study on the interaction of USP8 with neuroligin2. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-100477 ; https://doi.org/10.14711/thesis-b1626277 ; http://repository.ust.hk/ir/bitstream/1783.1-100477/1/th_redirect.html
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Li, Zhifang LIFS. “A study on the interaction of USP8 with neuroligin2.” 2016. Thesis, Hong Kong University of Science and Technology. Accessed March 07, 2021.
http://repository.ust.hk/ir/Record/1783.1-100477 ; https://doi.org/10.14711/thesis-b1626277 ; http://repository.ust.hk/ir/bitstream/1783.1-100477/1/th_redirect.html.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Li, Zhifang LIFS. “A study on the interaction of USP8 with neuroligin2.” 2016. Web. 07 Mar 2021.
Vancouver:
Li ZL. A study on the interaction of USP8 with neuroligin2. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2016. [cited 2021 Mar 07].
Available from: http://repository.ust.hk/ir/Record/1783.1-100477 ; https://doi.org/10.14711/thesis-b1626277 ; http://repository.ust.hk/ir/bitstream/1783.1-100477/1/th_redirect.html.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Li ZL. A study on the interaction of USP8 with neuroligin2. [Thesis]. Hong Kong University of Science and Technology; 2016. Available from: http://repository.ust.hk/ir/Record/1783.1-100477 ; https://doi.org/10.14711/thesis-b1626277 ; http://repository.ust.hk/ir/bitstream/1783.1-100477/1/th_redirect.html
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] [5] … [28] ▶
. 
Open Access Theses and Dissertations