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You searched for subject:(High functioning autism). Showing records 1 – 30 of 76 total matches.

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Leiden University

1. Martini, Sophie Frédérique. Comprehension and processing of passives in Dutch-speaking children and adults with high-functioning autism.

Degree: 2016, Leiden University

 Most research on language in autism spectrum disorders (ASD) has focussed on social and communicative impairments, whereas grammatical impairments are less explored. This study delves… (more)

Subjects/Keywords: high-functioning autism; passives; eye-tracking

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APA (6th Edition):

Martini, S. F. (2016). Comprehension and processing of passives in Dutch-speaking children and adults with high-functioning autism. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/42319

Chicago Manual of Style (16th Edition):

Martini, Sophie Frédérique. “Comprehension and processing of passives in Dutch-speaking children and adults with high-functioning autism.” 2016. Masters Thesis, Leiden University. Accessed October 27, 2020. http://hdl.handle.net/1887/42319.

MLA Handbook (7th Edition):

Martini, Sophie Frédérique. “Comprehension and processing of passives in Dutch-speaking children and adults with high-functioning autism.” 2016. Web. 27 Oct 2020.

Vancouver:

Martini SF. Comprehension and processing of passives in Dutch-speaking children and adults with high-functioning autism. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1887/42319.

Council of Science Editors:

Martini SF. Comprehension and processing of passives in Dutch-speaking children and adults with high-functioning autism. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/42319


Texas Tech University

2. Wright, Holly D. Perceptions of friendship among children with high-functioning autism and typically developing children.

Degree: MS, Human Development and Family Studies, 2014, Texas Tech University

 Typically developing children’s friendships involve functions of intimacy, reciprocity, and affection. These functions may not be the same for children with high-functioning autism (HFASD). Therefore,… (more)

Subjects/Keywords: High-functioning autism; Friendship; Typically developing children

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APA (6th Edition):

Wright, H. D. (2014). Perceptions of friendship among children with high-functioning autism and typically developing children. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/58822

Chicago Manual of Style (16th Edition):

Wright, Holly D. “Perceptions of friendship among children with high-functioning autism and typically developing children.” 2014. Masters Thesis, Texas Tech University. Accessed October 27, 2020. http://hdl.handle.net/2346/58822.

MLA Handbook (7th Edition):

Wright, Holly D. “Perceptions of friendship among children with high-functioning autism and typically developing children.” 2014. Web. 27 Oct 2020.

Vancouver:

Wright HD. Perceptions of friendship among children with high-functioning autism and typically developing children. [Internet] [Masters thesis]. Texas Tech University; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2346/58822.

Council of Science Editors:

Wright HD. Perceptions of friendship among children with high-functioning autism and typically developing children. [Masters Thesis]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/58822


Wilfrid Laurier University

3. Redquest, Brianne; Fletcher, Paula, Dr. An in-depth analysis of the health and wellbeing of individuals with autism spectrum disorder.

Degree: 2019, Wilfrid Laurier University

 Over five studies, this thesis aimed to investigate the overall health and wellbeing of individuals with autism spectrum disorder (ASD). The primary objectives were to:… (more)

Subjects/Keywords: Autism Spectrum Disorder; High functioning; Low functioning; Children; Youth; Disability Studies

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APA (6th Edition):

Redquest, Brianne; Fletcher, Paula, D. (2019). An in-depth analysis of the health and wellbeing of individuals with autism spectrum disorder. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/2113

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):

Redquest, Brianne; Fletcher, Paula, Dr. “An in-depth analysis of the health and wellbeing of individuals with autism spectrum disorder.” 2019. Thesis, Wilfrid Laurier University. Accessed October 27, 2020. https://scholars.wlu.ca/etd/2113.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Redquest, Brianne; Fletcher, Paula, Dr. “An in-depth analysis of the health and wellbeing of individuals with autism spectrum disorder.” 2019. Web. 27 Oct 2020.

Vancouver:

Redquest, Brianne; Fletcher, Paula D. An in-depth analysis of the health and wellbeing of individuals with autism spectrum disorder. [Internet] [Thesis]. Wilfrid Laurier University; 2019. [cited 2020 Oct 27]. Available from: https://scholars.wlu.ca/etd/2113.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Redquest, Brianne; Fletcher, Paula D. An in-depth analysis of the health and wellbeing of individuals with autism spectrum disorder. [Thesis]. Wilfrid Laurier University; 2019. Available from: https://scholars.wlu.ca/etd/2113

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Windsor

4. Scott, Selena. Social Functioning in Nonverbal Learning Disorder and High Functioning Autism: A Pilot Study.

Degree: PhD, Psychology, 2016, University of Windsor

 The variant of autism spectrum disorder (ASD) in which there is no evidence of a comorbid intellectual disability (often informally referred to as high functioning(more)

Subjects/Keywords: Differential Diagnosis; High Functioning Autism; Nonverbal Learning Disorder; Psychosocial Functioning; Social Competence; Social Functioning

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APA (6th Edition):

Scott, S. (2016). Social Functioning in Nonverbal Learning Disorder and High Functioning Autism: A Pilot Study. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5781

Chicago Manual of Style (16th Edition):

Scott, Selena. “Social Functioning in Nonverbal Learning Disorder and High Functioning Autism: A Pilot Study.” 2016. Doctoral Dissertation, University of Windsor. Accessed October 27, 2020. https://scholar.uwindsor.ca/etd/5781.

MLA Handbook (7th Edition):

Scott, Selena. “Social Functioning in Nonverbal Learning Disorder and High Functioning Autism: A Pilot Study.” 2016. Web. 27 Oct 2020.

Vancouver:

Scott S. Social Functioning in Nonverbal Learning Disorder and High Functioning Autism: A Pilot Study. [Internet] [Doctoral dissertation]. University of Windsor; 2016. [cited 2020 Oct 27]. Available from: https://scholar.uwindsor.ca/etd/5781.

Council of Science Editors:

Scott S. Social Functioning in Nonverbal Learning Disorder and High Functioning Autism: A Pilot Study. [Doctoral Dissertation]. University of Windsor; 2016. Available from: https://scholar.uwindsor.ca/etd/5781


University of Miami

5. Burrows, Catherine. The Role of Valence in Self-referenced Memory in Children with and without Autism Spectrum Disorder.

Degree: MS, Psychology (Arts and Sciences), 2014, University of Miami

 Individuals with autism have consistently demonstrated atypical processing of and memory for self-referenced information compared to their typically developing peers, yet the underlying cause of… (more)

Subjects/Keywords: autism; high functioning autism; self-referenced memory; self-concept

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APA (6th Edition):

Burrows, C. (2014). The Role of Valence in Self-referenced Memory in Children with and without Autism Spectrum Disorder. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/524

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):

Burrows, Catherine. “The Role of Valence in Self-referenced Memory in Children with and without Autism Spectrum Disorder.” 2014. Thesis, University of Miami. Accessed October 27, 2020. https://scholarlyrepository.miami.edu/oa_theses/524.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Burrows, Catherine. “The Role of Valence in Self-referenced Memory in Children with and without Autism Spectrum Disorder.” 2014. Web. 27 Oct 2020.

Vancouver:

Burrows C. The Role of Valence in Self-referenced Memory in Children with and without Autism Spectrum Disorder. [Internet] [Thesis]. University of Miami; 2014. [cited 2020 Oct 27]. Available from: https://scholarlyrepository.miami.edu/oa_theses/524.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burrows C. The Role of Valence in Self-referenced Memory in Children with and without Autism Spectrum Disorder. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_theses/524

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Miami

6. Usher, Lauren. Relations among Social Anxiety, Friendship Quality, and Social Competence in Higher Functioning Children and Adolescents with Autism.

Degree: MS, Psychology (Arts and Sciences), 2013, University of Miami

  Social anxiety, friendship quality, and social competence have been studied considerably in typical development and autism, but the interrelations among all three constructs have… (more)

Subjects/Keywords: autism; high functioning autism; social anxiety; friendship; social competence

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APA (6th Edition):

Usher, L. (2013). Relations among Social Anxiety, Friendship Quality, and Social Competence in Higher Functioning Children and Adolescents with Autism. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/441

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):

Usher, Lauren. “Relations among Social Anxiety, Friendship Quality, and Social Competence in Higher Functioning Children and Adolescents with Autism.” 2013. Thesis, University of Miami. Accessed October 27, 2020. https://scholarlyrepository.miami.edu/oa_theses/441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Usher, Lauren. “Relations among Social Anxiety, Friendship Quality, and Social Competence in Higher Functioning Children and Adolescents with Autism.” 2013. Web. 27 Oct 2020.

Vancouver:

Usher L. Relations among Social Anxiety, Friendship Quality, and Social Competence in Higher Functioning Children and Adolescents with Autism. [Internet] [Thesis]. University of Miami; 2013. [cited 2020 Oct 27]. Available from: https://scholarlyrepository.miami.edu/oa_theses/441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Usher L. Relations among Social Anxiety, Friendship Quality, and Social Competence in Higher Functioning Children and Adolescents with Autism. [Thesis]. University of Miami; 2013. Available from: https://scholarlyrepository.miami.edu/oa_theses/441

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

7. Coombs, Natalie. The collaborative autism support program at Brooklyn College: a formative program evaluation.

Degree: EdD, School of Education, 2017, Northeastern University

 In the last decade, postsecondary institutions have seen a tremendous increase in the enrollment of students with autism spectrum disorder (ASD). As a result, in… (more)

Subjects/Keywords: Asperger's Syndrome; Autism spectrum disorder; high-functioning Autism; program evaluation; program standards

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APA (6th Edition):

Coombs, N. (2017). The collaborative autism support program at Brooklyn College: a formative program evaluation. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247111

Chicago Manual of Style (16th Edition):

Coombs, Natalie. “The collaborative autism support program at Brooklyn College: a formative program evaluation.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 27, 2020. http://hdl.handle.net/2047/D20247111.

MLA Handbook (7th Edition):

Coombs, Natalie. “The collaborative autism support program at Brooklyn College: a formative program evaluation.” 2017. Web. 27 Oct 2020.

Vancouver:

Coombs N. The collaborative autism support program at Brooklyn College: a formative program evaluation. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2047/D20247111.

Council of Science Editors:

Coombs N. The collaborative autism support program at Brooklyn College: a formative program evaluation. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247111

8. Tanner, Jill. Stories of High School Counsellors and Their Experiences with Youth with High Functioning Autism.

Degree: 2018, Athabasca University

Awareness of autism spectrum disorder in the high school setting has become more prevalent in the last twenty years. School counsellors are in a unique… (more)

Subjects/Keywords: High functioning autism; Autism spectrum disorder; Asperger’s disorder; School counsellors; Adolescence; Mainstream; Narrative inquiry

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APA (6th Edition):

Tanner, J. (2018). Stories of High School Counsellors and Their Experiences with Youth with High Functioning Autism. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/249

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):

Tanner, Jill. “Stories of High School Counsellors and Their Experiences with Youth with High Functioning Autism.” 2018. Thesis, Athabasca University. Accessed October 27, 2020. http://hdl.handle.net/10791/249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tanner, Jill. “Stories of High School Counsellors and Their Experiences with Youth with High Functioning Autism.” 2018. Web. 27 Oct 2020.

Vancouver:

Tanner J. Stories of High School Counsellors and Their Experiences with Youth with High Functioning Autism. [Internet] [Thesis]. Athabasca University; 2018. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10791/249.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tanner J. Stories of High School Counsellors and Their Experiences with Youth with High Functioning Autism. [Thesis]. Athabasca University; 2018. Available from: http://hdl.handle.net/10791/249

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


George Mason University

9. Bronaugh, Dannette Allen. The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum .

Degree: 2013, George Mason University

 A multiple baseline, multiple probe design was used to determine the effectiveness of self-regulated strategy development (SRSD) instruction for persuasive writing (POW + TREE) for… (more)

Subjects/Keywords: Special education; Language arts; Autism Spectrum Disorders; High-Functioning Autism; Self-Regulated Strategy Development; Writing

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APA (6th Edition):

Bronaugh, D. A. (2013). The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8191

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):

Bronaugh, Dannette Allen. “The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum .” 2013. Thesis, George Mason University. Accessed October 27, 2020. http://hdl.handle.net/1920/8191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bronaugh, Dannette Allen. “The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum .” 2013. Web. 27 Oct 2020.

Vancouver:

Bronaugh DA. The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1920/8191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bronaugh DA. The Effects of Self-Regulated Strategy Development on the Written Language Performance of Students on the Autism Spectrum . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Oregon

10. Copeland, Haidee A., 1963-. Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA).

Degree: 2011, University of Oregon

 This dissertation presents the findings of a Type 2 translational research study to develop and test the feasibility and social validity of a social skills… (more)

Subjects/Keywords: Special education; Behavioral sciences; Asperger's syndrome; Autism; High functioning autism; Social skills; Special interests; Teens

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APA (6th Edition):

Copeland, Haidee A., 1. (2011). Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA). (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/11528

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):

Copeland, Haidee A., 1963-. “Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA).” 2011. Thesis, University of Oregon. Accessed October 27, 2020. http://hdl.handle.net/1794/11528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Copeland, Haidee A., 1963-. “Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA).” 2011. Web. 27 Oct 2020.

Vancouver:

Copeland, Haidee A. 1. Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA). [Internet] [Thesis]. University of Oregon; 2011. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1794/11528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Copeland, Haidee A. 1. Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA). [Thesis]. University of Oregon; 2011. Available from: http://hdl.handle.net/1794/11528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

11. Molina, Rudy Modesto, Jr. "I Wouldn't Change Anything": The Everyday Realities of Living with Autism from a Parent's Perspective .

Degree: 2014, University of Arizona

 Using qualitative methods, this study is about the attitudes and daily practices of parents who genuinely want the best for their children who have been… (more)

Subjects/Keywords: Autism; Everyday Realities; High Functioning Autism; Lived Experiences; Parents; Asperger's; Language, Reading & Culture

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APA (6th Edition):

Molina, Rudy Modesto, J. (2014). "I Wouldn't Change Anything": The Everyday Realities of Living with Autism from a Parent's Perspective . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/337304

Chicago Manual of Style (16th Edition):

Molina, Rudy Modesto, Jr. “"I Wouldn't Change Anything": The Everyday Realities of Living with Autism from a Parent's Perspective .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 27, 2020. http://hdl.handle.net/10150/337304.

MLA Handbook (7th Edition):

Molina, Rudy Modesto, Jr. “"I Wouldn't Change Anything": The Everyday Realities of Living with Autism from a Parent's Perspective .” 2014. Web. 27 Oct 2020.

Vancouver:

Molina, Rudy Modesto J. "I Wouldn't Change Anything": The Everyday Realities of Living with Autism from a Parent's Perspective . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10150/337304.

Council of Science Editors:

Molina, Rudy Modesto J. "I Wouldn't Change Anything": The Everyday Realities of Living with Autism from a Parent's Perspective . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/337304


Universitat de Valencia

12. Madueño Toribio, Antonia. Acquisition of english as a second language by students with Asperger Syndrome: a theoretical approach .

Degree: 2015, Universitat de Valencia

 Partimos de diferenciar entre el Síndrome de Asperger (SA) y el Autismo de alto funcionamiento (AAF) dentro de los Trastornos del Espectro Autista (TEA) considerando… (more)

Subjects/Keywords: asperger syndrome; high-functioning autism; autism spectrum disorder; language acquisition; second language acquisition; IQ

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APA (6th Edition):

Madueño Toribio, A. (2015). Acquisition of english as a second language by students with Asperger Syndrome: a theoretical approach . (Masters Thesis). Universitat de Valencia. Retrieved from http://hdl.handle.net/10550/63011

Chicago Manual of Style (16th Edition):

Madueño Toribio, Antonia. “Acquisition of english as a second language by students with Asperger Syndrome: a theoretical approach .” 2015. Masters Thesis, Universitat de Valencia. Accessed October 27, 2020. http://hdl.handle.net/10550/63011.

MLA Handbook (7th Edition):

Madueño Toribio, Antonia. “Acquisition of english as a second language by students with Asperger Syndrome: a theoretical approach .” 2015. Web. 27 Oct 2020.

Vancouver:

Madueño Toribio A. Acquisition of english as a second language by students with Asperger Syndrome: a theoretical approach . [Internet] [Masters thesis]. Universitat de Valencia; 2015. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10550/63011.

Council of Science Editors:

Madueño Toribio A. Acquisition of english as a second language by students with Asperger Syndrome: a theoretical approach . [Masters Thesis]. Universitat de Valencia; 2015. Available from: http://hdl.handle.net/10550/63011

13. Putnam, Heidi L. The Perceptions of Teachers of Effects of Social Skills When Working with Students with High Functioning Autism in Kindergarten through Second Grade at a Rural Midwestern Elementary School.

Degree: 2014, University of Wisconsin – Superior

 The research was designed to investigate the perceptions of regular education teachers in a rural midwestern school when working with students with high functioning autism(more)

Subjects/Keywords: elementary school; teacher; high functioning autism; midwestern; autism; social stories; intervention; Educational Leadership

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APA (6th Edition):

Putnam, H. L. (2014). The Perceptions of Teachers of Effects of Social Skills When Working with Students with High Functioning Autism in Kindergarten through Second Grade at a Rural Midwestern Elementary School. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/69090

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):

Putnam, Heidi L. “The Perceptions of Teachers of Effects of Social Skills When Working with Students with High Functioning Autism in Kindergarten through Second Grade at a Rural Midwestern Elementary School.” 2014. Thesis, University of Wisconsin – Superior. Accessed October 27, 2020. http://digital.library.wisc.edu/1793/69090.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Putnam, Heidi L. “The Perceptions of Teachers of Effects of Social Skills When Working with Students with High Functioning Autism in Kindergarten through Second Grade at a Rural Midwestern Elementary School.” 2014. Web. 27 Oct 2020.

Vancouver:

Putnam HL. The Perceptions of Teachers of Effects of Social Skills When Working with Students with High Functioning Autism in Kindergarten through Second Grade at a Rural Midwestern Elementary School. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2020 Oct 27]. Available from: http://digital.library.wisc.edu/1793/69090.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Putnam HL. The Perceptions of Teachers of Effects of Social Skills When Working with Students with High Functioning Autism in Kindergarten through Second Grade at a Rural Midwestern Elementary School. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/69090

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

14. Stavropoulou Kampoukou, Ino. The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder.

Degree: Department of Educational Psychology and Leadership Studies, 2020, University of Victoria

 Students with Autism Spectrum Disorder (ASD) often require academic support to participate in the inclusive classroom. SRSD writing interventions have proven to be effective on… (more)

Subjects/Keywords: effect; PLEASE; high; school; high-school; autism; ASD; spectrum; high-functioning; functioning; self; regulation; self-regulation; writing; paragraph

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APA (6th Edition):

Stavropoulou Kampoukou, I. (2020). The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/11958

Chicago Manual of Style (16th Edition):

Stavropoulou Kampoukou, Ino. “The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder.” 2020. Masters Thesis, University of Victoria. Accessed October 27, 2020. http://hdl.handle.net/1828/11958.

MLA Handbook (7th Edition):

Stavropoulou Kampoukou, Ino. “The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder.” 2020. Web. 27 Oct 2020.

Vancouver:

Stavropoulou Kampoukou I. The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Victoria; 2020. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1828/11958.

Council of Science Editors:

Stavropoulou Kampoukou I. The effects of PLEASE on the writing performance of high-school students with high functioning Autism Spectrum Disorder. [Masters Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/11958


University of North Texas

15. Flatt, Kimberlee Kay. Complex-Restricted Repetitive Patterns of Vocal Behavior of Individuals with High Functioning Autism: An Innovative Intervention.

Degree: 2019, University of North Texas

 Repetitive verbal patterns of speech are a trait associated with high-functioning autism (HFA). For some, this higher-order restricted, repetitive behavior impedes learning, social opportunities, and… (more)

Subjects/Keywords: high-functioning autism; restrictive; repetitive; higher-order RRBs; Teaching Interaction

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APA (6th Edition):

Flatt, K. K. (2019). Complex-Restricted Repetitive Patterns of Vocal Behavior of Individuals with High Functioning Autism: An Innovative Intervention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505190/

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):

Flatt, Kimberlee Kay. “Complex-Restricted Repetitive Patterns of Vocal Behavior of Individuals with High Functioning Autism: An Innovative Intervention.” 2019. Thesis, University of North Texas. Accessed October 27, 2020. https://digital.library.unt.edu/ark:/67531/metadc1505190/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Flatt, Kimberlee Kay. “Complex-Restricted Repetitive Patterns of Vocal Behavior of Individuals with High Functioning Autism: An Innovative Intervention.” 2019. Web. 27 Oct 2020.

Vancouver:

Flatt KK. Complex-Restricted Repetitive Patterns of Vocal Behavior of Individuals with High Functioning Autism: An Innovative Intervention. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Oct 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505190/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flatt KK. Complex-Restricted Repetitive Patterns of Vocal Behavior of Individuals with High Functioning Autism: An Innovative Intervention. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505190/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Western Kentucky University

16. Jenkins, Hillary Y. Using an Inclusive Restricted Interest Group to Improve Social Skill Accuracy in Children with An Autism Spectrum Disorder.

Degree: Specialist in Education, Department of Psychology, 2017, Western Kentucky University

  There are a number of evidenced-based practices which aim to improve the social skills of children with high functioning autism (HFA). An emerging field… (more)

Subjects/Keywords: HFA; high functioning autism; Applied Behavior Analysis; Special Education Administration

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APA (6th Edition):

Jenkins, H. Y. (2017). Using an Inclusive Restricted Interest Group to Improve Social Skill Accuracy in Children with An Autism Spectrum Disorder. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1936

Chicago Manual of Style (16th Edition):

Jenkins, Hillary Y. “Using an Inclusive Restricted Interest Group to Improve Social Skill Accuracy in Children with An Autism Spectrum Disorder.” 2017. Masters Thesis, Western Kentucky University. Accessed October 27, 2020. https://digitalcommons.wku.edu/theses/1936.

MLA Handbook (7th Edition):

Jenkins, Hillary Y. “Using an Inclusive Restricted Interest Group to Improve Social Skill Accuracy in Children with An Autism Spectrum Disorder.” 2017. Web. 27 Oct 2020.

Vancouver:

Jenkins HY. Using an Inclusive Restricted Interest Group to Improve Social Skill Accuracy in Children with An Autism Spectrum Disorder. [Internet] [Masters thesis]. Western Kentucky University; 2017. [cited 2020 Oct 27]. Available from: https://digitalcommons.wku.edu/theses/1936.

Council of Science Editors:

Jenkins HY. Using an Inclusive Restricted Interest Group to Improve Social Skill Accuracy in Children with An Autism Spectrum Disorder. [Masters Thesis]. Western Kentucky University; 2017. Available from: https://digitalcommons.wku.edu/theses/1936


University of Connecticut

17. Orinstein, Alyssa J. Residual Communication and Social Deficits in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes.

Degree: MA, Psychology, 2011, University of Connecticut

Autism spectrum disorders (ASDs) were once considered lifelong disorders, but a small body of research indicates children with ASDs are capable of gaining skills,… (more)

Subjects/Keywords: High-functioning autism; Outcome; Adaptive behavior; Optimal outcome; Language; Symptoms

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APA (6th Edition):

Orinstein, A. J. (2011). Residual Communication and Social Deficits in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/179

Chicago Manual of Style (16th Edition):

Orinstein, Alyssa J. “Residual Communication and Social Deficits in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes.” 2011. Masters Thesis, University of Connecticut. Accessed October 27, 2020. https://opencommons.uconn.edu/gs_theses/179.

MLA Handbook (7th Edition):

Orinstein, Alyssa J. “Residual Communication and Social Deficits in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes.” 2011. Web. 27 Oct 2020.

Vancouver:

Orinstein AJ. Residual Communication and Social Deficits in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2020 Oct 27]. Available from: https://opencommons.uconn.edu/gs_theses/179.

Council of Science Editors:

Orinstein AJ. Residual Communication and Social Deficits in Individuals with a History of Autism Spectrum Disorders Who Achieved Optimal Outcomes. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/179


Colorado State University

18. Marshall, Emily A. Neurological approach measuring attentional variations among children with high-functioning autism spectrum disorder, sensory processing difficulties and age-matched peers, A.

Degree: MS(M.S.), Occupational Therapy, 2015, Colorado State University

 Children with high functioning autism (HFA) and children with sensory processing difficulties (SPD) can have challenges processing auditory stimuli, which may contribute to difficulties with… (more)

Subjects/Keywords: electroencephalography; sensory processing difficulties; high-functioning autism; attention

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APA (6th Edition):

Marshall, E. A. (2015). Neurological approach measuring attentional variations among children with high-functioning autism spectrum disorder, sensory processing difficulties and age-matched peers, A. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/167030

Chicago Manual of Style (16th Edition):

Marshall, Emily A. “Neurological approach measuring attentional variations among children with high-functioning autism spectrum disorder, sensory processing difficulties and age-matched peers, A.” 2015. Masters Thesis, Colorado State University. Accessed October 27, 2020. http://hdl.handle.net/10217/167030.

MLA Handbook (7th Edition):

Marshall, Emily A. “Neurological approach measuring attentional variations among children with high-functioning autism spectrum disorder, sensory processing difficulties and age-matched peers, A.” 2015. Web. 27 Oct 2020.

Vancouver:

Marshall EA. Neurological approach measuring attentional variations among children with high-functioning autism spectrum disorder, sensory processing difficulties and age-matched peers, A. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10217/167030.

Council of Science Editors:

Marshall EA. Neurological approach measuring attentional variations among children with high-functioning autism spectrum disorder, sensory processing difficulties and age-matched peers, A. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167030


George Mason University

19. LaRocque, Rebekah. Parent-Child Interaction, Scaffolding, and Private Speech Among Children with ADHD or High Functioning Autism .

Degree: 2013, George Mason University

 Children with autistic spectrum disorders (ASD) have difficulty self-regulating cognition and behavior, revealing an underlying executive functioning problem. These deficits may disappear when children with… (more)

Subjects/Keywords: parent-child interaction; ADHD; scaffolding; high-functioning autism; private speech

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APA (6th Edition):

LaRocque, R. (2013). Parent-Child Interaction, Scaffolding, and Private Speech Among Children with ADHD or High Functioning Autism . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8035

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):

LaRocque, Rebekah. “Parent-Child Interaction, Scaffolding, and Private Speech Among Children with ADHD or High Functioning Autism .” 2013. Thesis, George Mason University. Accessed October 27, 2020. http://hdl.handle.net/1920/8035.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

LaRocque, Rebekah. “Parent-Child Interaction, Scaffolding, and Private Speech Among Children with ADHD or High Functioning Autism .” 2013. Web. 27 Oct 2020.

Vancouver:

LaRocque R. Parent-Child Interaction, Scaffolding, and Private Speech Among Children with ADHD or High Functioning Autism . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1920/8035.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

LaRocque R. Parent-Child Interaction, Scaffolding, and Private Speech Among Children with ADHD or High Functioning Autism . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8035

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Badino, Jennifer. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .

Degree: 2014, California State University – San Marcos

 Studies of individuals with High Functioning Autism Spectrum Disorder (HFASD) have established that a selective pattern of academic and cognitive abilities and deficits characterize this… (more)

Subjects/Keywords: High Functioning Autism Specturm Disorder; Interventions; Instructional strategies

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APA (6th Edition):

Badino, J. (2014). Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120419

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):

Badino, Jennifer. “Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .” 2014. Thesis, California State University – San Marcos. Accessed October 27, 2020. http://hdl.handle.net/10211.3/120419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Badino, Jennifer. “Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .” 2014. Web. 27 Oct 2020.

Vancouver:

Badino J. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10211.3/120419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Badino J. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120419

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Gieseke-Smith, Krista M. Transition services in the public school system for adolescents with Autism Spectrum Disorder.

Degree: 2015, James Madison University

 Due to early intervention efforts and improved diagnoses, more individuals with high functioning Autism Spectrum Disorder (ASD) are able to attend postsecondary education than ever… (more)

Subjects/Keywords: autism; transition; high functioning; post-secondary education; School Psychology

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APA (6th Edition):

Gieseke-Smith, K. M. (2015). Transition services in the public school system for adolescents with Autism Spectrum Disorder. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/edspec201019/13

Chicago Manual of Style (16th Edition):

Gieseke-Smith, Krista M. “Transition services in the public school system for adolescents with Autism Spectrum Disorder.” 2015. Masters Thesis, James Madison University. Accessed October 27, 2020. https://commons.lib.jmu.edu/edspec201019/13.

MLA Handbook (7th Edition):

Gieseke-Smith, Krista M. “Transition services in the public school system for adolescents with Autism Spectrum Disorder.” 2015. Web. 27 Oct 2020.

Vancouver:

Gieseke-Smith KM. Transition services in the public school system for adolescents with Autism Spectrum Disorder. [Internet] [Masters thesis]. James Madison University; 2015. [cited 2020 Oct 27]. Available from: https://commons.lib.jmu.edu/edspec201019/13.

Council of Science Editors:

Gieseke-Smith KM. Transition services in the public school system for adolescents with Autism Spectrum Disorder. [Masters Thesis]. James Madison University; 2015. Available from: https://commons.lib.jmu.edu/edspec201019/13


University of Connecticut

22. Troyb, Eva. Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes.

Degree: MS, Psychology, 2011, University of Connecticut

Subjects/Keywords: Autism Spectrum Disorder; Academic Functioning; Outcomes; High Functioning Autism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Troyb, E. (2011). Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/189

Chicago Manual of Style (16th Edition):

Troyb, Eva. “Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes.” 2011. Masters Thesis, University of Connecticut. Accessed October 27, 2020. https://opencommons.uconn.edu/gs_theses/189.

MLA Handbook (7th Edition):

Troyb, Eva. “Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes.” 2011. Web. 27 Oct 2020.

Vancouver:

Troyb E. Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2020 Oct 27]. Available from: https://opencommons.uconn.edu/gs_theses/189.

Council of Science Editors:

Troyb E. Academic Abilities in Children and Adolescents with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/189


University of Edinburgh

23. Wright, Alice Elisabeth. Exploring transition to adulthood from the perspectives of young people with high functioning autism and their families : a research portfolio.

Degree: Thesis (D.Clin.Psy.), 2015, University of Edinburgh

 Introduction: Young people with high functioning autism spectrum disorders (HFASD) are particularly vulnerable to developing comorbid depression. It has been suggested that young people with… (more)

Subjects/Keywords: 616.85; transition; adulthood; HFASD; autism; autism spectrum disorder; CAMHS; child and adolescent mental health services; high functioning autism spectrum disorders

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wright, A. E. (2015). Exploring transition to adulthood from the perspectives of young people with high functioning autism and their families : a research portfolio. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/26009

Chicago Manual of Style (16th Edition):

Wright, Alice Elisabeth. “Exploring transition to adulthood from the perspectives of young people with high functioning autism and their families : a research portfolio.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed October 27, 2020. http://hdl.handle.net/1842/26009.

MLA Handbook (7th Edition):

Wright, Alice Elisabeth. “Exploring transition to adulthood from the perspectives of young people with high functioning autism and their families : a research portfolio.” 2015. Web. 27 Oct 2020.

Vancouver:

Wright AE. Exploring transition to adulthood from the perspectives of young people with high functioning autism and their families : a research portfolio. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1842/26009.

Council of Science Editors:

Wright AE. Exploring transition to adulthood from the perspectives of young people with high functioning autism and their families : a research portfolio. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/26009


Leiden University

24. Dijkhuis, Renee. Behavioral predictors of Subjective Quality of Life in Young High-Functioning Adults with Autism Spectrum Disorder (ASD).

Degree: 2013, Leiden University

 This study was conducted to assess subjective quality of life and to distinguish predictors of quality of life in young adults with autism spectrum disorder… (more)

Subjects/Keywords: young adults; students; high-functioning; autism spectrum disorder; subjective quality of life; predictors

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APA (6th Edition):

Dijkhuis, R. (2013). Behavioral predictors of Subjective Quality of Life in Young High-Functioning Adults with Autism Spectrum Disorder (ASD). (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/21531

Chicago Manual of Style (16th Edition):

Dijkhuis, Renee. “Behavioral predictors of Subjective Quality of Life in Young High-Functioning Adults with Autism Spectrum Disorder (ASD).” 2013. Masters Thesis, Leiden University. Accessed October 27, 2020. http://hdl.handle.net/1887/21531.

MLA Handbook (7th Edition):

Dijkhuis, Renee. “Behavioral predictors of Subjective Quality of Life in Young High-Functioning Adults with Autism Spectrum Disorder (ASD).” 2013. Web. 27 Oct 2020.

Vancouver:

Dijkhuis R. Behavioral predictors of Subjective Quality of Life in Young High-Functioning Adults with Autism Spectrum Disorder (ASD). [Internet] [Masters thesis]. Leiden University; 2013. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1887/21531.

Council of Science Editors:

Dijkhuis R. Behavioral predictors of Subjective Quality of Life in Young High-Functioning Adults with Autism Spectrum Disorder (ASD). [Masters Thesis]. Leiden University; 2013. Available from: http://hdl.handle.net/1887/21531

25. Nguyen, Camilla. Sociality in autism : building social bridges in autism spectrum conditions through LEGO®-based therapy.

Degree: Thesis (D.Clin.Psy.), 2017, University of Hertfordshire

 Background: Autism Spectrum Conditions are associated with difficulties in core social communication and social interaction (American Psychiatric Association, 2013) and comorbid psychopathology (Simonoff, Pickles, Charman,… (more)

Subjects/Keywords: 616.85; Autism Spectrum Conditions; LEGO®-based therapy; social skills; high functioning; psychopathology; construing

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APA (6th Edition):

Nguyen, C. (2017). Sociality in autism : building social bridges in autism spectrum conditions through LEGO®-based therapy. (Doctoral Dissertation). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/17959

Chicago Manual of Style (16th Edition):

Nguyen, Camilla. “Sociality in autism : building social bridges in autism spectrum conditions through LEGO®-based therapy.” 2017. Doctoral Dissertation, University of Hertfordshire. Accessed October 27, 2020. http://hdl.handle.net/2299/17959.

MLA Handbook (7th Edition):

Nguyen, Camilla. “Sociality in autism : building social bridges in autism spectrum conditions through LEGO®-based therapy.” 2017. Web. 27 Oct 2020.

Vancouver:

Nguyen C. Sociality in autism : building social bridges in autism spectrum conditions through LEGO®-based therapy. [Internet] [Doctoral dissertation]. University of Hertfordshire; 2017. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/2299/17959.

Council of Science Editors:

Nguyen C. Sociality in autism : building social bridges in autism spectrum conditions through LEGO®-based therapy. [Doctoral Dissertation]. University of Hertfordshire; 2017. Available from: http://hdl.handle.net/2299/17959

26. Greiert, Brittany Sovran. Key Components of Successful Sexuality Education for High Functioning Students with Autism Spectrum Disorder.

Degree: PhD, Child, Family and School Psychology, 2016, U of Denver

  To date, there is very little existing research on the sexuality education of high functioning adolescents with Autism Spectrum Disorder (ASD) even though current… (more)

Subjects/Keywords: Autism; Delphi method; Guidelines; High functioning; Sexuality education; Educational Psychology; Health and Physical Education

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APA (6th Edition):

Greiert, B. S. (2016). Key Components of Successful Sexuality Education for High Functioning Students with Autism Spectrum Disorder. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1133

Chicago Manual of Style (16th Edition):

Greiert, Brittany Sovran. “Key Components of Successful Sexuality Education for High Functioning Students with Autism Spectrum Disorder.” 2016. Doctoral Dissertation, U of Denver. Accessed October 27, 2020. https://digitalcommons.du.edu/etd/1133.

MLA Handbook (7th Edition):

Greiert, Brittany Sovran. “Key Components of Successful Sexuality Education for High Functioning Students with Autism Spectrum Disorder.” 2016. Web. 27 Oct 2020.

Vancouver:

Greiert BS. Key Components of Successful Sexuality Education for High Functioning Students with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2020 Oct 27]. Available from: https://digitalcommons.du.edu/etd/1133.

Council of Science Editors:

Greiert BS. Key Components of Successful Sexuality Education for High Functioning Students with Autism Spectrum Disorder. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1133


University of Edinburgh

27. Seel, Emma Louise. What does it mean to me? : a Q-methodological exploration of the beliefs held about Asperger's syndrome/high functioning autism when the diagnosis is received in adulthood.

Degree: Thesis (D.Clin.Psy.), 2008, University of Edinburgh

 Introduction: This study aims to explore the ways in which Asperger’s Syndrome and High Functioning Autism are understood by those who have received a diagnosis… (more)

Subjects/Keywords: 155; Asperger’s Syndrome; High Functioning Autism

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APA (6th Edition):

Seel, E. L. (2008). What does it mean to me? : a Q-methodological exploration of the beliefs held about Asperger's syndrome/high functioning autism when the diagnosis is received in adulthood. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3433

Chicago Manual of Style (16th Edition):

Seel, Emma Louise. “What does it mean to me? : a Q-methodological exploration of the beliefs held about Asperger's syndrome/high functioning autism when the diagnosis is received in adulthood.” 2008. Doctoral Dissertation, University of Edinburgh. Accessed October 27, 2020. http://hdl.handle.net/1842/3433.

MLA Handbook (7th Edition):

Seel, Emma Louise. “What does it mean to me? : a Q-methodological exploration of the beliefs held about Asperger's syndrome/high functioning autism when the diagnosis is received in adulthood.” 2008. Web. 27 Oct 2020.

Vancouver:

Seel EL. What does it mean to me? : a Q-methodological exploration of the beliefs held about Asperger's syndrome/high functioning autism when the diagnosis is received in adulthood. [Internet] [Doctoral dissertation]. University of Edinburgh; 2008. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/1842/3433.

Council of Science Editors:

Seel EL. What does it mean to me? : a Q-methodological exploration of the beliefs held about Asperger's syndrome/high functioning autism when the diagnosis is received in adulthood. [Doctoral Dissertation]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/3433


Virginia Tech

28. Puttock, Robin Leigh Ziegenbalg. Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children.

Degree: M. Arch., Architecture, 2017, Virginia Tech

 All people experience stress in their environments. The specific causes of stress vary from person to person as does one's ability to cope with each… (more)

Subjects/Keywords: Mainstream Educational Environment; Elementary School Design; Reduce Stress; High Functioning Autism; Empathetic Design

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APA (6th Edition):

Puttock, R. L. Z. (2017). Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83865

Chicago Manual of Style (16th Edition):

Puttock, Robin Leigh Ziegenbalg. “Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children.” 2017. Masters Thesis, Virginia Tech. Accessed October 27, 2020. http://hdl.handle.net/10919/83865.

MLA Handbook (7th Edition):

Puttock, Robin Leigh Ziegenbalg. “Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children.” 2017. Web. 27 Oct 2020.

Vancouver:

Puttock RLZ. Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children. [Internet] [Masters thesis]. Virginia Tech; 2017. [cited 2020 Oct 27]. Available from: http://hdl.handle.net/10919/83865.

Council of Science Editors:

Puttock RLZ. Empathetic Design: How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children. [Masters Thesis]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/83865

29. Hebert, Christine. Autism Assessment Scale for Children (AASC): The Development of a DSM-V AIigned Questionnaire to Screen School-Aged Children for High Functioning Autism.

Degree: PhD, Teaching and Learning, 2014, Old Dominion University

  The purpose of this dissertation is to analyze the latent factor structure underlying the Ellis Functional Assessment (EFA) for children with high-functioning autism (HFA),… (more)

Subjects/Keywords: Aspergers; Assessment; Autism; Female; High-functioning; Twice-exceptional; Counseling Psychology; Special Education and Teaching

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APA (6th Edition):

Hebert, C. (2014). Autism Assessment Scale for Children (AASC): The Development of a DSM-V AIigned Questionnaire to Screen School-Aged Children for High Functioning Autism. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321298437 ; https://digitalcommons.odu.edu/teachinglearning_etds/24

Chicago Manual of Style (16th Edition):

Hebert, Christine. “Autism Assessment Scale for Children (AASC): The Development of a DSM-V AIigned Questionnaire to Screen School-Aged Children for High Functioning Autism.” 2014. Doctoral Dissertation, Old Dominion University. Accessed October 27, 2020. 9781321298437 ; https://digitalcommons.odu.edu/teachinglearning_etds/24.

MLA Handbook (7th Edition):

Hebert, Christine. “Autism Assessment Scale for Children (AASC): The Development of a DSM-V AIigned Questionnaire to Screen School-Aged Children for High Functioning Autism.” 2014. Web. 27 Oct 2020.

Vancouver:

Hebert C. Autism Assessment Scale for Children (AASC): The Development of a DSM-V AIigned Questionnaire to Screen School-Aged Children for High Functioning Autism. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Oct 27]. Available from: 9781321298437 ; https://digitalcommons.odu.edu/teachinglearning_etds/24.

Council of Science Editors:

Hebert C. Autism Assessment Scale for Children (AASC): The Development of a DSM-V AIigned Questionnaire to Screen School-Aged Children for High Functioning Autism. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321298437 ; https://digitalcommons.odu.edu/teachinglearning_etds/24


Queensland University of Technology

30. Kemp, Steven Marc. Get real : the development, implementation and evaluation of an intervention for primary aged children with High Functioning Autism.

Degree: 2013, Queensland University of Technology

 Children with Autism Spectrum Disorder experience difficulty in communication and in understanding the social world which can have negative consequences for their relationships, in managing… (more)

Subjects/Keywords: High Functioning Autism; Asperger Syndrome; Autism Spectrum Disorder (ASD); experiential learning; group social skills; social skills; behaviour

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kemp, S. M. (2013). Get real : the development, implementation and evaluation of an intervention for primary aged children with High Functioning Autism. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/63615/

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):

Kemp, Steven Marc. “Get real : the development, implementation and evaluation of an intervention for primary aged children with High Functioning Autism.” 2013. Thesis, Queensland University of Technology. Accessed October 27, 2020. https://eprints.qut.edu.au/63615/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kemp, Steven Marc. “Get real : the development, implementation and evaluation of an intervention for primary aged children with High Functioning Autism.” 2013. Web. 27 Oct 2020.

Vancouver:

Kemp SM. Get real : the development, implementation and evaluation of an intervention for primary aged children with High Functioning Autism. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2020 Oct 27]. Available from: https://eprints.qut.edu.au/63615/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kemp SM. Get real : the development, implementation and evaluation of an intervention for primary aged children with High Functioning Autism. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/63615/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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