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(1 - 11 of 11)
- Title
- Educating Gifted Students with Asperger's Syndrome: A Case Study of Three Students and Their Classroom Experiences.
- Creator
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Horn, Beverly, Gill, Michele, Eriksson, Gillian, Pearl, Cynthia, Nye, William, University of Central Florida
- Abstract / Description
-
Much research has focused on students with Asperger's Syndrome (AS), and much research has also been done on gifted students with special needs, yet very little has been published that looks at the characteristics of students who have been identified as both Gifted and as having Asperger Syndrome (G/AS), and what teachers are doing in the classroom to meet their needs. This is an important topic because this group of twice exceptional students has characteristics of both exceptionalities, and...
Show moreMuch research has focused on students with Asperger's Syndrome (AS), and much research has also been done on gifted students with special needs, yet very little has been published that looks at the characteristics of students who have been identified as both Gifted and as having Asperger Syndrome (G/AS), and what teachers are doing in the classroom to meet their needs. This is an important topic because this group of twice exceptional students has characteristics of both exceptionalities, and trying to meet the special needs of both groups in the same classroom would likely be a challenge for the teacher. Without understanding what these students are like, and how classroom teachers are trying to meet the needs of this special population, little can be recommended that will help the students succeed. This study examined the academic, social, and behavioral characteristics of three students with G/AS through observations and interviews of students, as well as interviews of their teachers and parents, and records reviews. Using an individual case study approach, information was gathered that was designed to understand the behaviors of specific students with G/AS and what their teachers were doing to meet their needs. By examining characteristics of students with G/AS and their teachers' practices, information pertinent to an improved understanding of the varying profiles of students with G/AS can be described that may improve decision making and planning when attempting to meet the needs of this population of students.
Show less - Date Issued
- 2012
- Identifier
- CFE0004188, ucf:48987
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004188
- Title
- THE EFFECTS OF A MODIFIED LEARNING STRATEGY ON THE MULTIPLE STEP MATHEMATICAL WORD PROBLEM SOLVING ABILITY OF MIDDLE SCHOOL STUDENTS WITH HIGH-FUNCTIONING AUTISM OR ASPERGER'S SYNDROME.
- Creator
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Schaefer Whitby, Peggy, Wienke, Wilfred, University of Central Florida
- Abstract / Description
-
Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions...
Show moreStudents with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.
Show less - Date Issued
- 2009
- Identifier
- CFE0002732, ucf:48151
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002732
- Title
- THE EFFECT OF VIDEO MODELING AND SOCIAL SKILL INSTRUCTIONON ON THE SOCIAL SKILLS OF ADOLESCENTS WITH HIGH FUNCTIONING AUTISM AND ASPERGERS SYNDROME: IS THE INCORPERATION OF YOUTUBE VIDEOS EFFECTIVE?.
- Creator
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Blake, Bruce, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
ABSTRACT Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and...
Show moreABSTRACT Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and post-study measures, conversation skills data were collected before and after the application of the independent variable (video modeling). Follow-up interviews were also conducted with participants, secondary participants, and parents of the primary participants. After a two-week baseline phase, participants attended weekly social skills training and received the treatment of video modeling with videos found on YouTube. This established pre-existing social and conversation skills and enabled the measurement of changes over the course of the 12 week program. After post intervention data were collected, additional data were collected with participants and secondary participants, neuro-typical peers, as a measure of treatment generalization. This study proposed that presenting social skills videos found on YouTube, would be effective in increasing levels of initiation, responses and conversation skills, thereby increasing communication effectiveness and reducing social rejection by peers. Although some gains in conversational skill levels were observed by most participants in the study significant increases in conversation skill levels were not observed in both ASD only group settings or of the ASD neuro-typical mixed group setting.
Show less - Date Issued
- 2010
- Identifier
- CFE0003393, ucf:48425
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003393
- Title
- ELUCIDATING THE SOCIAL SKILLS DEFICITS IN CHILDREN WITH ASPERGER'S DISORDER: A COMPARATIVE STUDY.
- Creator
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Scharfstein, Lindsay, Beidel, Deborah, University of Central Florida
- Abstract / Description
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Children with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific...
Show moreChildren with Asperger's Disorder are considered to have impairments in social interaction, but to date few studies have empirically addressed this issue. This study examined the existence of social skills deficits in children with Asperger's Disorder, children with social phobia, and children with no psychological disorder. Using direct observation of social skills during role-play tasks, blinded observers rated an overall impression of social effectiveness and three specific categories of social skill: pragmatic behavior (e.g., effort to maintain conversation, latency to respond), speech and prosodic behavior (e.g., vocal inflection, voice volume), and paralinguistic conversational behaviors (e.g., facial orientation, motor movement). Children with Asperger's Disorder did not display predicted social skills deficits when compared to typically developing children. When compared to children with social phobia, children with Asperger's Disorder were rated as significantly more socially effective and were rated as more skilled on the molecular conversational behaviors that create an overall impression of social effectiveness. These results suggest that children with Asperger's Disorder display adequate social skill during brief social interactions. Furthermore, the social skills deficits present in children with social phobia are not the same deficits found in children with Asperger's Disorder. Implications of the findings are discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002886, ucf:48036
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002886
- Title
- FACIAL EMOTION RECOGNITION IN CHILDREN WITH ASPERGER'S DISORDER AND IN CHILDREN WITH SOCIAL PHOBIA.
- Creator
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Wong, Nina, Beidel, Deborah, University of Central Florida
- Abstract / Description
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Recognizing emotion from facial expressions is an essential skill for effective social functioning and establishing interpersonal relationships. AspergerÂÂ's Disorder (AD) and Social Phobia (SP) are two clinical populations showing impairment in social skill and perhaps emotion recognition. Objectives: The primary objectives were to determine the uniqueness of facial emotion recognition abilities between children with AD and SP relative to typically developing children ...
Show moreRecognizing emotion from facial expressions is an essential skill for effective social functioning and establishing interpersonal relationships. AspergerÂÂ's Disorder (AD) and Social Phobia (SP) are two clinical populations showing impairment in social skill and perhaps emotion recognition. Objectives: The primary objectives were to determine the uniqueness of facial emotion recognition abilities between children with AD and SP relative to typically developing children (TD) and to examine the role of expression intensity in determining recognition of facial affect. Method: Fifty-seven children (19 AD, 17 SP, and 21 TD) aged 7-13 years participated in the study. Reaction times and accuracy were measured as children identified neutral faces and faces displaying anger, disgust, fear, happiness, and sadness at two different intensity levels. Results: Mixed model ANOVAs with group and emotion type revealed that all children responded faster and more accurately to expressions of happiness, but there were no other group differences. Additional analyses indicated that intensity of the displayed emotion influenced facial affect detection ability for several basic emotions (happiness, fear, and anger). Across groups, there was no pattern of specific misidentification of emotion (e.g., children did not consistently misidentify one emotion, such as disgust, for a different emotion, such as anger.) Finally, facial affect recognition abilities were not associated with behavioral ratings of overall anxiety or social skills effectiveness in structured role play interactions. Conclusions: Distinct facial affect recognition deficits in the clinical groups emerge when the intensity of the emotion expression is considered. Implications for using behavioral assessments to delineate the relationship between facial affect recognition abilities and social functioning among clinical populations are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003053, ucf:48336
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003053
- Title
- SELF-DETERMINATION AMONG COMMUNITY COLLEGE STUDENTS DIAGNOSED WITH ASPERGER'S SYNDROME: A QUALITATIVE STUDY.
- Creator
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Szentmiklosi, Jillian, Cintron, Rosa, University of Central Florida
- Abstract / Description
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This qualitative research study investigated the self-determination of community college students diagnosed with Asperger's syndrome (AS). Varying levels of self-determination were displayed within each of the five participants. However, despite the unique characteristics and experiences of the participants, five major and two minor themes related to the collegial experiences of these students were revealed. The major themes highlighted were that community college students with AS (a)...
Show moreThis qualitative research study investigated the self-determination of community college students diagnosed with Asperger's syndrome (AS). Varying levels of self-determination were displayed within each of the five participants. However, despite the unique characteristics and experiences of the participants, five major and two minor themes related to the collegial experiences of these students were revealed. The major themes highlighted were that community college students with AS (a) enjoyed academic success, (b) found disability services and accommodations important, (c) chose majors based on personal interests, (d) relied on family members for support, and (e) had difficulty developing social connections on campus. The minor themes related to the particular importance of faculty and attendance at a community college to some of the students.
Show less - Date Issued
- 2009
- Identifier
- CFE0002880, ucf:48030
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002880
- Title
- Effects of a Reading Inference Strategy Intervention on the Reading and Social Inference Abilities of Adults with Asperger Syndrome.
- Creator
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Murza, Kimberly, Nye, William, Ehren, Barbara, Schwartz, Jamie, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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The ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature ...
Show moreThe ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature (Bradley (&) Bryant, 1983; Catts (&) Kamhi, 2005; Englert (&) Thomas, 1987; Gillon (&) Dodd, 1995; Hiebert, 1980; Kroll, 1981; Ruddell (&) Ruddell, 1994); the relationship between inference generation in reading and social inference generation is not well understood. The present study investigated the efficacy of a language-focused reading inference strategy intervention (ACT (&) Check Strategy) on the general reading comprehension, inference generation in reading, social inference, and metacognitive ability of adults with AS. Twenty-five adults with AS were randomly assigned to either a treatment or a control group. The treatment group participants were divided into groups of 3-4 based on their availability and preferred location for treatment resulting in a total of 4 groups. Each group met in one-hour sessions twice a week for a total of six weeks. When controlling for pretest scores, the treatment group was found to perform significantly better on one measure of inference generation in reading and metacognitive ability compared to the control group. Significant differences between groups were not found in two measures of inference generation in reading comprehension or social inference ability. These findings suggest that the ACT (&) Check strategy was effective in improving participants' ability to generate inferences as they read and their metacognitive reading ability. However, instruction in inference generation in reading does not appear to generalize to other language modalities (i.e., social inference generation). This research provides support for an explicit language-focused strategy intervention addressing the reading inference deficit area. Further research is warranted to investigate potential interventions to address social inference skills for individuals with AS.
Show less - Date Issued
- 2011
- Identifier
- CFE0004146, ucf:49045
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004146
- Title
- A COMPARISON OF STIMULI PRESENTATION IN ADVANCED THEORY OF MIND TASKS FOR ADOLESCENTS WITH ASPERGER'S SYNDROME (AS).
- Creator
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Leon, Juliet, Schwartz, Jamie, University of Central Florida
- Abstract / Description
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Individuals diagnosed with Asperger's Syndrome (AS) have marked impairments in social interaction, including difficulty expressing and perceiving thoughts, emotions, and intentions. This deficit may be due in part to a delayed or underdeveloped Theory of Mind (ToM). The previous research investigating ToM in individuals with AS has been inconclusive. The purpose of this study was to compare three Theory of Mind (ToM) tasks, presented via three different modalities, to evaluate the recognition...
Show moreIndividuals diagnosed with Asperger's Syndrome (AS) have marked impairments in social interaction, including difficulty expressing and perceiving thoughts, emotions, and intentions. This deficit may be due in part to a delayed or underdeveloped Theory of Mind (ToM). The previous research investigating ToM in individuals with AS has been inconclusive. The purpose of this study was to compare three Theory of Mind (ToM) tasks, presented via three different modalities, to evaluate the recognition of complex emotions and mental states in adolescents with AS compared to typically developing adolescents. Participants in this study included twenty adolescents: 10 adolescents with AS and 10 typically developing adolescents matched by age and gender. Participants were administered three ToM tasks differing in mode of stimuli presentation: a visual mentalizing (VM) task; an auditory mentalizing (AM) task; and, a visual+auditory mentalizing (VAM) task. . Results were analyzed utilizing a factorial analysis of variance (ANOVA). No significant difference was found between the groups overall, or between the groups by task. A pairwise analysis of the data revealed non-significant differences between visual only (VM) compared to auditory only (AM) presentation of stimuli; however significant differences were found between visual only (VM) stimuli compared to the combination of visual + auditory (VAM) stimuli, and between auditory only (AM) stimuli compared to the combination of visual + auditory (VAM) stimuli. These results indicated that the recognition of complex emotions and mental states increased when the stimuli were presented through the combined visual and auditory channels. Clinical implications of these findings were discussed. Recommendations were made for future research investigating ToM in individuals with AS.
Show less - Date Issued
- 2011
- Identifier
- CFE0003714, ucf:48800
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003714
- Title
- GRADUATED STUDENTS WITH AUTISM SPECTRUM DISORDERS AND THEIR PARENTS: LIVED EXPERIENCES IN PUBLIC HIGH SCHOOL.
- Creator
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Uhle, Karen, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
ABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research...
Show moreABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in the southeast United States?; 2) What were the lived experiences of the parents of the graduated students with ASD?; and, 3) Were there common themes between the graduated students' lived experiences and the parent's lived experiences? Five graduated students and their parents were interviewed in this qualitative, phenomenological study. Explicitation of the interview data identified three themes for the graduated student group: a) challenges with learning due to having an ASD; b) difficulty making friends; and, c) involvement in their educational process. Four themes were present in the parent group: a) challenges with learning due to having an ASD; b) difficulty making friends; c) establishment of a relationship with the school; and, d) preparation for post-secondary experiences. The graduated student group agreed with the parent group on 16 of the 20 interview questions. Responses for each graduated student were compared to the responses of his/her own parent(s). Recommendations were made for future research.
Show less - Date Issued
- 2011
- Identifier
- CFE0003719, ucf:48801
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003719
- Title
- The Design and Evaluation of a Video Game to Help Train Perspective-Taking and Empathy in Children with Autism Spectrum Disorder.
- Creator
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Hughes, Darin, Vasquez, Eleazar, Kincaid, John, Marino, Matthew, Lindgren, Robb, University of Central Florida
- Abstract / Description
-
This paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown...
Show moreThis paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown to boost confidence and provide calming mechanisms (Griffiths, 2003) while being a safe environment for social exploration and learning (Moore, Cheng, McGrath, (&) Powell, 2005). Games increase children's motivation and thus increase the rate of learning in computer mediated environments (Moore (&) Calvert, 2000). Furthermore, children with ASD are able to understand basic emotions and facial expressions in avatars more easily than in real-world interactions (Moore, Cheng, McGrath, (&) Powell, 2005).Perspective-taking (also known as role-taking) has been shown to be a crucial component and antecedent to empathy (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007; Peng, Lee, (&) Heeter, 2010). Though symptoms vary across children with ASD, perspective-taking and empathy are abilities that have been shown to be limited across a wide spectrum of individuals with ASD and Asperger's disorder (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007). A game called WUBeeS was developed to aid young children with ASD in perspective taking and empathy by placing the player in the role of a caregiver to a virtual avatar. It is hypothesized that through the playing of this game over a series of trials, children with ASD will show an increase in the ability to discriminate emotions, provide appropriate responses to basic needs (e.g. feeding the avatar when it is hungry), and be able to communicate more clearly about emotions.
Show less - Date Issued
- 2014
- Identifier
- CFE0005184, ucf:50654
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005184
- Title
- A SYSTEMATIC REVIEW TO ASSESS THE METHODOLOGICAL QUALITY OF INTERVENTION RESEARCH DESIGNED TO INCREASE PHYSICAL ACTIVITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS.
- Creator
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Winn, Jolene, Tucker, Jennifer, University of Central Florida
- Abstract / Description
-
In comparison to normally developing children, many children with Autism Spectrum Disorders (ASD) do not possess the same opportunities to be physically active due to the impairments exhibited by their disorder. A systematic review using the Downs and Black checklist and the PEDro scale was conducted to assess the methodological quality of the literature on promoting physical activity in children with ASD. The following inclusion criteria had to be met: (1) subjects must include children with...
Show moreIn comparison to normally developing children, many children with Autism Spectrum Disorders (ASD) do not possess the same opportunities to be physically active due to the impairments exhibited by their disorder. A systematic review using the Downs and Black checklist and the PEDro scale was conducted to assess the methodological quality of the literature on promoting physical activity in children with ASD. The following inclusion criteria had to be met: (1) subjects must include children with a clinical ASD diagnosis (2) the children have to be under the age of thirteen years old (3) the interventions must target physical activity; lastly, (4) they must be a relevant peer-reviewed English language study. The search was conducted using four electronic databases: MEDLINE, ERIC, PsycInfo, and CINHL with no restriction on the publication year. The following keywords were utilized: "Autism", "ASD/ Autism Spectrum Disorder", "Asperger", "Pervasive Developmental Disorder" Those terms were paired with "physical activity", "physical exercise", "exercise", "fitness", "aerobic", "swim", "aquatic", "jog", "walk", "recreational activity" Which were also paired with the terms "school age", "child", "toddler", "preadolescent". This multi-step search procedure occurred during February 2013. The methodological quality of six studies was evaluated in February 2013. Overall, the conclusive scores determined by the Downs and and Black checklist and the PEDro scale varied greatly. The scores reported by the Downs and Black checklist ranged from 19 to 21 on a 27-point scale. PEDro scale yielded scores ranging between two and six on a 10-point scale. A vote count revealed that the exercise interventions increased the physical fitness, aquatic skills, social behaviors, and sensory integration children with ASD. In summary, the variation within the scores and the quality of the studies leads to a demand for future research. In order to adequately determine what exercise interventions effectively increase physical activity in children with ASD, future researchers should conduct randomized controlled trials in order to produce the highest quality of evidence.
Show less - Date Issued
- 2013
- Identifier
- CFH0004404, ucf:45092
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004404
