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Title: Stress, Coping, and Quality of Life Among Parental Caregivers of Children with Autism Spectrum Disorder.
Creator: Turnage, Dawn, Conner, Norma, Edwards, Joellen, Weiss, Josie, Hinojosa, Melanie, Uddin, Nizam, University of Central Florida
Abstract / Description: Purpose: Parental caregivers of children with Autism Spectrum Disorder (ASD) are exposed to stressors associated with the daily care of raising a child with a developmental disability, which may negatively impact parental quality of life (QOL). The specific aim of this study was to examine the relationships between demographic factors, stress, and coping among parental caregivers of children with ASD to determine whether predictors of QOL exist. Methodology: This study was descriptive, and an...
Show morePurpose: Parental caregivers of children with Autism Spectrum Disorder (ASD) are exposed to stressors associated with the daily care of raising a child with a developmental disability, which may negatively impact parental quality of life (QOL). The specific aim of this study was to examine the relationships between demographic factors, stress, and coping among parental caregivers of children with ASD to determine whether predictors of QOL exist. Methodology: This study was descriptive, and an electronic survey was distributed to Florida parents of children, age 3-21 years old, diagnosed with ASD. The survey measured parentreported demographic factors, severity of the diagnosis of ASD in the child, parental stress, coping, and QOL. Data were analyzed using multiple regression. Findings: Study findings suggest that, in parental caregivers of children with ASD in Florida (N = 152) daily stressors, coping self-efficacy, and household income were predictors for physical QOL; daily stressors and coping self-efficacy were predictors of psychological QOL, and coping-self efficacy, household income, and severity of the diagnosis of the child were predictors for environmental QOL. Conclusion: Coping self-efficacy and improved income can positively improve QOL, while severity of the diagnosis of ASD and daily stressors can negatively impact QOL. Clinically, nurses with a better understanding of the parental stress and coping in parents of children with ASD can better recommend tailored resources to improve QOL. Policies to support financial help for families may also improve QOL. Future research should focus on interventions to improve coping-self efficacy.
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Date Issued: 2019
Identifier: CFE0007737, ucf:52412
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007737

Title: SHORT TERM EXAMINATION OF PHYSICAL ACTIVITY AND SLEEP QUALITY WITH CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Barnes, Demani Barak, Garcia, Jeanette M., Fukuda, David H., University of Central Florida
Abstract / Description: Children diagnosed with Autism Spectrum Disorder (ASD) may not be meeting the recommended amounts of physical activity (PA) or obtain a sufficient amount of sleep, however, few studies have objectively compared PA, sedentary behavior, and sleep quality between typically developing (TD) youth, and youth with ASD. Therefore, the purpose of this study was to compare levels of PA, sedentary behavior, and sleep quality between youth with ASD and TD youth. Twenty-three children with ASD and 12 TD...
Show moreChildren diagnosed with Autism Spectrum Disorder (ASD) may not be meeting the recommended amounts of physical activity (PA) or obtain a sufficient amount of sleep, however, few studies have objectively compared PA, sedentary behavior, and sleep quality between typically developing (TD) youth, and youth with ASD. Therefore, the purpose of this study was to compare levels of PA, sedentary behavior, and sleep quality between youth with ASD and TD youth. Twenty-three children with ASD and 12 TD children wore the Actigraph GT9X accelerometer over seven days and nights to assess activity and sleep. Youth with ASD had significantly greater levels of sedentary behavior (p=.02), and had less sleep efficiency compared to TD youth (p=.0001). Additionally, TD youth were more likely to achieve the recommended levels of PA compared to youth with ASD (p=.003). Results suggest that youth with ASD have poorer health habits compared to TD youth. Interventions should be developed to target health behaviors in youth with ASD.
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Date Issued: 2019
Identifier: CFH2000490, ucf:45830
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000490

Title: AN INVESTIGATION INTO THE USE OF EVIDENCE-BASED INTERVENTIONS IN CLASSROOMS FOR CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Twyman, Allison, Schwartz, Jamie, University of Central Florida
Abstract / Description: A survey was sent to classroom teachers in Central Florida educating students with autism spectrum disorder (ASD) to investigate: 1) intervention practices currently used in the classroom for students with ASD; 2) if the interventions being used are evidence-based, and; 3) if there a difference in use of evidence-based interventions between teachers with the Florida Autism Endorsement and teachers without the Endorsement. A nonprobability purposive study was conducted via an email-based...
Show moreA survey was sent to classroom teachers in Central Florida educating students with autism spectrum disorder (ASD) to investigate: 1) intervention practices currently used in the classroom for students with ASD; 2) if the interventions being used are evidence-based, and; 3) if there a difference in use of evidence-based interventions between teachers with the Florida Autism Endorsement and teachers without the Endorsement. A nonprobability purposive study was conducted via an email-based survey. The survey was designed using the tailored design method and was created in Qualtrics.com, an online survey software program. The survey was divided into three major sections: an intervention section which included a variety of evidence and non-evidenced-based practices drawn from the current research literature; a section focused on how teachers select the interventions they use in their classrooms; and, a demographic section. The survey was sent via email to classroom teachers registered with University of Central Florida Center for Autism and Related Disabilities. Participant inclusion criteria included: 1) currently a classroom teacher in a Central Florida, and 2) at least one student with ASD in the classroom. Forty surveys were completed for a ten percent response rate. Results indicated that a variety of evidence- based and non-evidence-based interventions were being used in classrooms. The top three reported interventions were Visual Supports (95 %), Computer Program Applications (93%), and Social Stories (73 %). Based on current empirical evidence, these top three interventions have insufficient evidence regarding their efficacy for use with students with ASD. In addition, two of the interventions reported to be used have a negative evidence base suggesting they may be harmful for some students with ASD. There were no significant differences between teachers with the Florida ASD Endorsement and teachers without the Endorsement with regard to the interventions used. Overall, the results of the study indicated a need for further research to determine which intervention practices may be the most effective for the specific needs of children with ASD.
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Date Issued: 2015
Identifier: CFH0004821, ucf:45468
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004821

Title: SENSORY EXPERIENCES OF CHILDREN WITH AN AUTISM SPECTRUM DISORDER AND NURSING INTERVENTIONS FOR OVER STIMULATION.
Creator: Ballentine, Felicia, Waldrop, Julee, University of Central Florida
Abstract / Description: Background: Autism spectrum disorders (ASD) are a group of neuro-developmental disorders that are characterized by impaired social interaction, communication, and restricted or repetitive behavior. Children with an ASD also display significant sensory experiences due to sensory disintegration. This integrative review of literature examines the sensory experiences of children with an ASD and determines nursing interventions that will enable them to better cope within the hospital setting....
Show moreBackground: Autism spectrum disorders (ASD) are a group of neuro-developmental disorders that are characterized by impaired social interaction, communication, and restricted or repetitive behavior. Children with an ASD also display significant sensory experiences due to sensory disintegration. This integrative review of literature examines the sensory experiences of children with an ASD and determines nursing interventions that will enable them to better cope within the hospital setting. Method: an extensive search of databases and current literature on sensory experiences of children with an ASD and interventions that facilitate coping. Results: Children with an ASD experience a wide range of sensitivity and defensiveness toward stimuli that differs on an individual basis. There is no current research that reflects nursing interventions for children with an ASD, therefore interventions from other heath care occupations were examined and applied to nursing. Conclusion: Further research is needed to better understand sensory defensiveness and research is needed in the area of nursing interventions to enable the best nursing care of children with an ASD.
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Date Issued: 2011
Identifier: CFH0004063, ucf:44795
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004063

Title: THE IMPACT OF VIDEO MODELING AND PEER MENTORING OF SOCIAL SKILLS FOR MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE SETTINGS.
Creator: Ogilvie, Christine, Dieker, Lisa, University of Central Florida
Abstract / Description: Given the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these...
Show moreGiven the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these skills in the general education inclusion setting was investigated. Because individuals with ASD exhibit limited social communication skills, those skills necessary especially at the middle school level to understand the "hidden curriculum", social skills instruction has been deemed important (APA, 2004; Smith-Myles & Simpson). The current multiple baseline across subjects study was grounded in the research on video modeling (Bellini & Akullian, 2007) and peer mentoring (Fuchs & Fuchs, 2005; Maheady, Harper, & Mallette, 2001) as methods of providing social skills instruction for middle school students with ASD (Goldstein & McGinnis, 1997; Smith-Myles & Simpson, 2001). The impact of the video models and peer mentors was measured using the level of demonstration of five critical social skills on three middle school aged students with ASD. All three students with ASD were included in at least one general education classroom. The results of this investigation indicated that the combination of video modeling and peer mentoring of critical social skills positively impacted the levels of demonstration of the skills of students with ASD. While results varied, all three students with ASD increased their levels of demonstration of the targeted critical social skills.
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Date Issued: 2008
Identifier: CFE0002306, ucf:47845
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002306

Title: Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.
Creator: Best, Jaime, Vasquez, Trey, Marino, Matthew, Dieker, Lisa, Rose, Chad, University of Central Florida
Abstract / Description: Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While...
Show moreDue to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers' ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant.
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Date Issued: 2019
Identifier: CFE0007786, ucf:52365
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007786

Title: An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders.
Creator: Donehower, Claire, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Correa, Vivian, University of Central Florida
Abstract / Description: Social and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students...
Show moreSocial and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students with disabilities, including students with ASD who tend to show increased interest and engagement in technology-based tasks and materials. While research on the use of robots with these learners is limited, these technologies have been successfully used to teach basic social-communication skills. The purpose of this study was to examine the effects of a social-communication intervention for young children with ASD that is rooted in evidence-based practices and utilizes a surrogate interactive robot as the primary interventionist. This study utilized a multiple baseline design across behaviors to determine the impact of the robot-assisted intervention on the manding, tacting, and intraverbal skills of four, 3-year old students with ASD. The researchers found that this intervention was effective in increasing the rate of all three the target behaviors.
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Date Issued: 2017
Identifier: CFE0006736, ucf:51852
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006736

Title: The Effect of a Self-Monitoring Treatment Intervention Package on the Academic Productivity Behavior of Three High School Students with Autism Spectrum Disorder.
Creator: Craanen, Patrick, Hoffman, Bobby, Vasquez, Eleazar, Spence, Kimberly, Harvey, Charlotte, University of Central Florida
Abstract / Description: This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment...
Show moreThis study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.
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Date Issued: 2013
Identifier: CFE0004831, ucf:49717
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004831

Title: The Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School Aged Students with Autism Spectrum Disorders.
Creator: Kocaoz, Onur, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Wienke, Wilfred, Cerasale, Mark, University of Central Florida
Abstract / Description: This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to...
Show moreThis purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three middle school-aged students with ASD enrolled in a self-contained classroom. The dependent variable was the percentage of correct social skills components performed when greeting the teacher and initiating a conversation within in the first 10 minutes of class each morning. The independent variable was an intervention package that included video modeling and direct instruction for each social skill component with Skillstreaming procedures (i.e., modeling, role playing, feedback). The results of this research indicated that all three students improved their social skills performance following the implementation of the video modeling intervention package. Furthermore, during the maintenance phase, the social skills performance of each student was maintained. Recommendations for further study and for teachers of students with ASD are presented
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Date Issued: 2015
Identifier: CFE0005820, ucf:50026
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005820

Title: AUTISM SPECTRUM DISORDER (ASD) AND EQUINE ASSISTED THERAPY: AN INTEGRATIVE REVIEW OF THE LITERATURE.
Creator: Selzer, Brittany R, Bushy, Angeline, University of Central Florida
Abstract / Description: The purpose of this integrative review of the literature is to examine the effectiveness of equine assisted therapy with individuals diagnosed with Autism Spectrum Disorder (ASD). An extensive review of the literature was conducted regarding children diagnosed with ASD who received equine therapy, equine psychotherapy, therapeutic horseback riding, or horse therapy. Inclusion criteria include articles written in the English language, articles that were peer-reviewed, and had a publication...
Show moreThe purpose of this integrative review of the literature is to examine the effectiveness of equine assisted therapy with individuals diagnosed with Autism Spectrum Disorder (ASD). An extensive review of the literature was conducted regarding children diagnosed with ASD who received equine therapy, equine psychotherapy, therapeutic horseback riding, or horse therapy. Inclusion criteria include articles written in the English language, articles that were peer-reviewed, and had a publication date from 2006 to present. Fourteen articles were analyzed regarding children with ASD who participated in different types of equine therapy. The majority of the studies found individuals with ASD who participated in equine therapy had improvements in behavior, social interactions, and communication with decreased stereotypical ASD behaviors. Only one article found no changes in behavior. Most of the articles had very small sample sizes that limited the generalizability of the findings. There were many different ways that the research was conducted and therefore the screening measures were completely different for all studies. Many studies did not take gender of participants into account, whether the participants were verbal or nonverbal, and other treatments the participants were receiving. Although the literature analyzed had different methodologies, the overall research suggests equine assisted therapy can be a beneficial therapy for individuals with ASD and therefore could be considered a viable treatment option. The outcomes of this integrative review supports the need for larger, randomized, controlled trials with larger samples to effectively evaluate the effects of equine therapy.
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Date Issued: 2018
Identifier: CFH2000454, ucf:45917
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000454

Title: EFFICACY AND TOLERABILITY OF ATOMOXETINE USE FOR PATIENTS WITH AUTISM SPECTRUM DISORDERS AND ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) SYMPTOMS: A SYSTEMATIC REVIEW AND META-ANALYSIS.
Creator: El-Said, Angie, Cheng, Zixi, University of Central Florida
Abstract / Description: Introduction: Patients with autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) show more symptoms of ADHD. Since there are more adverse events caused by psychostimulants compared to non-psychostimulants, the use of a non-psychostimulant such as atomoxetine might prove more beneficial for younger patients and/or those with comorbid ADHD. Objective: The aim of this thesis is to determine the efficacy and tolerability of atomoxetine in ASD patients presenting...
Show moreIntroduction: Patients with autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) show more symptoms of ADHD. Since there are more adverse events caused by psychostimulants compared to non-psychostimulants, the use of a non-psychostimulant such as atomoxetine might prove more beneficial for younger patients and/or those with comorbid ADHD. Objective: The aim of this thesis is to determine the efficacy and tolerability of atomoxetine in ASD patients presenting with ADHD, by examining (a) differences in ADHD symptoms for participants receiving atomoxetine versus those receiving placebos, and (b) risk differences in adverse events between these participants. Methods: An electronic search of both PubMed.gov and ClinicalTrials.gov were conducted. To be deemed eligible, studies had to (a) be randomized, double-blind, placebo-controlled trials comparing atomoxetine with a placebo, (b) administer atomoxetine for at least 1 week, and (c) include data on either ADHD outcomes or adverse events. Effect sizes for ADHD outcomes were calculated using Cohen's d, whereas risk differences were calculated for adverse events. For each of these two meta-analyses, effect sizes were aggregated across studies using a random effects method. Results: Overall ADHD outcomes were better for participants who received atomoxetine than for participants who received placebo, =0.297. Participants who received atomoxetine also demonstrated better outcomes in terms of attention and hyperactivity-impulsivity symptoms, =0.345 and 0.393, respectively. Though there were more adverse events for patients taking atomoxetine than placebo, the results were not statistically significant. Discussion: This thesis extends the findings of previous meta-analyses of pharmacological treatments for ASD and ADHD, while addressing the concerns raised in the critique of existing meta-analyses presented in this thesis, e.g., limited studies, length of treatment weeks, and dichotomization of data. It provides evidence that atomoxetine improves ADHD symptoms, with an overall frequency of adverse events that did not sufficiently differ from placebo beyond chance.
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Date Issued: 2019
Identifier: CFH2000534, ucf:45644
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000534

Title: EFFECTS OF A MODIFIED JUDO PROGRAM ON PSYCHOSOCIAL FACTORS IN TYPICALLY DEVELOPING AND CHILDREN WITH AUTISM SPECTRUM DISORDER: A MIXED-METHODS STUDY.
Creator: Tomey, Keanu L., Garcia, Jeanette M., Fukuda, David H., University of Central Florida
Abstract / Description: PURPOSE: The purpose of this study was to examine the effect of a modified judo training program on psychosocial health in both typically developing (TD) and children with Autism Spectrum Disorder (ASD) using a mixed-methods approach. METHODS: The sample consisted of 5 children with ASD and 5 TD children (age=8-11yrs) who participated in 10 sessions of a modified judo program during their typical physical education time for school. Psychosocial factors (enjoyment, perceived competence,...
Show morePURPOSE: The purpose of this study was to examine the effect of a modified judo training program on psychosocial health in both typically developing (TD) and children with Autism Spectrum Disorder (ASD) using a mixed-methods approach. METHODS: The sample consisted of 5 children with ASD and 5 TD children (age=8-11yrs) who participated in 10 sessions of a modified judo program during their typical physical education time for school. Psychosocial factors (enjoyment, perceived competence, benefits of PA) were assessed at baseline and post intervention, with completion of all measures dependent upon the level of comfort expressed by the participant. At the end of the program, children took part in focus group discussions centered around their experience with the program, while key school staff participated in semi-structured interviews based on their observations of the program. All focus group discussions and interviews were audio-recorded and transcribed verbatim. RESULTS: Quantitative results for pre and post psychosocial measures showed no significant differences existed between PA self-efficacy (p=.99), PA enjoyment (p=.6), and barriers to PA (p=.27). Qualitative results revealed that the majority of the participants found the program to be enjoyable, with partner centered activities being particularly fun. Suggestions for improvement included increasing the duration and frequency of the judo classes. All children reported a desire to continue participating in the judo classes. Findings from staff interviews indicated that school staff observed improvements in psychosocial health and behavior both immediately following a judo class, and throughout the intervention period. Increased self-confidence was mentioned by all participating school staff members. CONCLUSION: Despite the lack of significant quantitative findings, psychosocial benefits were observed in both TD children and children with ASD, with all participants reporting their desire to continue with the program. Future studies should examine the psychosocial benefits in a judo-training program in larger sample of children over longer durations.
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Date Issued: 2017
Identifier: CFH2000252, ucf:46017
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000252

Title: THE ROLE OF THEORY OF MIND IN HUMAN-ROBOT INTERACTION.
Creator: Jaramillo, Isabella, McConnell, Daniel, University of Central Florida
Abstract / Description: Theory of Mind (ToM) has repeatedly been defined as the ability to understand that others believe their own things based on their own subjective interpretations and experiences, and that their thoughts are determined independently from your own. In this study, we wanted to see if individual differences in ToM are capable of causing different perceptions of an individual's interactions with human like robotics and highlight whether or not individual differences in ToM account for different...
Show moreTheory of Mind (ToM) has repeatedly been defined as the ability to understand that others believe their own things based on their own subjective interpretations and experiences, and that their thoughts are determined independently from your own. In this study, we wanted to see if individual differences in ToM are capable of causing different perceptions of an individual's interactions with human like robotics and highlight whether or not individual differences in ToM account for different levels of how individuals experience what is called the "Uncanny Valley phenomenon" and to see whether or not having a fully developed theory of mind is essential to the perception of the interaction. This was assessed by inquiring whether or not individuals with Autism Spectrum Disorder (ASD) perceive robotics and artificially intelligent technology in the same ways that typically developed individuals do; we focused on the growing use of social robotics in ASD therapies. Studies have indicated that differences of ToM exist between individuals with ASD and those who are typically developed. Comparably, we were also curious to see if differences in empathy levels also accounted for differences in ToM and thus a difference in the perceptions of human like robotics. A robotic image rating survey was administered to a group of University of central Florida students, as well as 2 surveys - the Autism Spectrum Quotient (ASQ) and the Basic Empathy Scale (BES), which helped optimize a measurement for theory of mind. Although the results of this study did not support the claim that individuals with ASD do not experience the uncanny valley differently than typically developed individuals, there were significant enough results to conclude that different levels of empathy may account for individual differences in the uncanny valley. People with low empathy seemed to have experienced less of an uncanny valley feeling, while people with higher recorded empathy showed to experience more of an uncanny valley sensitivity.
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Date Issued: 2015
Identifier: CFH0004858, ucf:45457
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004858

Title: Effects of a Reading Inference Strategy Intervention on the Reading and Social Inference Abilities of Adults with Asperger Syndrome.
Creator: Murza, Kimberly, Nye, William, Ehren, Barbara, Schwartz, Jamie, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2011
Identifier: CFE0004146, ucf:49045
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004146

Title: Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities.
Creator: Wills-Jackson, Celestial, Hines, Rebecca, Dieker, Lisa, Lue, Martha, Wilkins, Ilene, University of Central Florida
Abstract / Description: This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used....
Show moreThis study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
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Date Issued: 2018
Identifier: CFE0007266, ucf:52196
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007266

Title: The Design and Evaluation of a Video Game to Help Train Perspective-Taking and Empathy in Children with Autism Spectrum Disorder.
Creator: 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.
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Date Issued: 2014
Identifier: CFE0005184, ucf:50654
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005184

Title: The Artistry of Accessibility: Creating Theatre with and for Students on the Autism Spectrum.
Creator: Brunow, Sara, Listengarten, Julia, Ingram, Kate, Niess, Christopher, Kovac, Kim, University of Central Florida
Abstract / Description: Theatre is a place where all can come together and have an experience regardless of ethnicity, gender, sexuality, or ability. As a theatre maker and teaching artist, how do I create inclusion and augment social awareness by designing and implementing theatrical experiences for a specific audience? In this personal exploration of inclusive theatre practices (Sensory Friendly Theatre, Inclusive Arts Integration, and Multi-Sensory Theatre) I will examine my experience of creating and adapting...
Show moreTheatre is a place where all can come together and have an experience regardless of ethnicity, gender, sexuality, or ability. As a theatre maker and teaching artist, how do I create inclusion and augment social awareness by designing and implementing theatrical experiences for a specific audience? In this personal exploration of inclusive theatre practices (Sensory Friendly Theatre, Inclusive Arts Integration, and Multi-Sensory Theatre) I will examine my experience of creating and adapting theatre with and for students with Autism Spectrum Disorder. My process has a three-pronged approach: adapting an established production using a Sensory Friendly model; adapting an arts integration facilitation in an inclusive elementary classroom; and collaboratively creating a sensory-based theatrical experience with other artists and students with cognitive disabilities. Through these experiences, I strive to uncover how developing theatre for this specific audience has challenged me to grow as an artist and activist.
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Date Issued: 2015
Identifier: CFE0006027, ucf:51003
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006027

Title: Effects of a Mathematics Graphic Organizer and Virtual Video Modeling on the Word Problem Solving Abilities of Students with Disabilities.
Creator: Delisio, Lauren, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Dixon, Juli, University of Central Florida
Abstract / Description: Over the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with...
Show moreOver the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with mathematics in the elementary grades; fewer than 20% of SWD are proficient in mathematics when they begin middle school, compared to 45% of their peers without disabilities. Furthermore, 83% of SWD are performing at the basic or below basic level in mathematics in the fourth grade (U.S. Department of Education, 2013). As the rate of ASD continues to increase (Centers for Disease Control, 2013), the number of students with this disability who are included in the general education classroom also continues to rise. These SWD and students with ASD are expected to meet the same rigorous mathematics standards as their peers without disabilities. This study was an attempt to address the unique needs of SWD and students with ASD by combining practices rooted in the literature, strategy instruction and video modeling.The purpose of this study was to determine the effects of an intervention on the ability of students with and without disabilities in inclusive fourth and fifth grade classrooms to solve word problems in mathematics. The intervention package was comprised of a graphic organizer, the K-N-W-S, video models of the researcher teaching the strategy to a student avatar from a virtual simulated classroom, TeachLivE, and daily word problems for students to practice the strategy. The researcher used a quasi-experimental group design with a treatment and a control group to determine the impact of the intervention. Students were assessed on their performance via a pretest and posttest. Analyses of data were conducted on individual test items to assess patterns in performance by mathematical word problem type.The effects of the intervention on SWD, students with ASD, and students without disabilities varied widely between groups as well as amongst individual students, indicating a need for further studies on the effects of mathematics strategy instruction on students with varying needs and abilities.
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Date Issued: 2015
Identifier: CFE0005782, ucf:50065
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005782

Title: A SYSTEMATIC REVIEW TO ASSESS THE METHODOLOGICAL QUALITY OF INTERVENTION RESEARCH DESIGNED TO INCREASE PHYSICAL ACTIVITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS.
Creator: 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.
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Date Issued: 2013
Identifier: CFH0004404, ucf:45092
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004404

Title: An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
Creator: Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
Abstract / Description: Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
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Date Issued: 2017
Identifier: CFE0006722, ucf:51877
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006722

Autism Spectrum Disorder (10)	+ -
autism spectrum disorder (5)	+ -
Autism Spectrum Disorders (4)	+ -
Autism (3)	+ -
Inclusion (2)	+ -

Simulation (2)	+ -
communication skills (2)	+ -
video modeling (2)	+ -
ASD (1)	+ -
ASD program implementation (1)	+ -
Aerobic (1)	+ -
Aquatic (1)	+ -
Arts Integration (1)	+ -
Asperger (1)	+ -
Asperger syndrome (1)	+ -
Asperger's (1)	+ -
Autism spectrum disorders (1)	+ -
Avatars (1)	+ -
Bias (1)	+ -
Caregiver (1)	+ -
Child (1)	+ -
Children with Autism (1)	+ -
Coping (1)	+ -
Delphi (1)	+ -
Disabilities (1)	+ -
Downs and Black checklist (1)	+ -
Educational Leadership (1)	+ -
Effective ASD Programs (1)	+ -
Effective Leaders (1)	+ -
Effective Programs for ASD students (1)	+ -

ETD Collection (13)	+ -
Honors Collection (8)	+ -

University of Central Florida (21)	+ -
Dieker, Lisa (7)	+ -
Vasquez, Eleazar (5)	+ -
Marino, Matthew (4)	+ -
Hines, Rebecca (3)	+ -

Fukuda, David H. (2)	+ -
Garcia, Jeanette M. (2)	+ -
Schwartz, Jamie (2)	+ -
Ballentine, Felicia (1)	+ -
Barnes, Demani Barak (1)	+ -
Best, Jaime (1)	+ -
Boote, David (1)	+ -
Bousfield, Taylor (1)	+ -
Brunow, Sara (1)	+ -
Bushy, Angeline (1)	+ -
Cerasale, Mark (1)	+ -
Cheng, Zixi (1)	+ -
Conner, Norma (1)	+ -
Correa, Vivian (1)	+ -
Craanen, Patrick (1)	+ -
Delisio, Lauren (1)	+ -
Dixon, Juli (1)	+ -
Donehower, Claire (1)	+ -
Edwards, Joellen (1)	+ -
Edwards, John (1)	+ -
Ehren, Barbara (1)	+ -
El-Said, Angie (1)	+ -
Gesundheit, Ian (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -
Harvey, Charlotte (1)	+ -

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