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- 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
- INTROVERSION AND AUTISM: A CONCEPTUAL EXPLORATION OF THE PLACEMENT OF INTROVERSION ON THE AUTISM SPECTRUM.
- Creator
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Grimes, Jennifer, Gallagher, Shaun, University of Central Florida
- Abstract / Description
-
The conceptualization of the personality construct of introversion has been problematic since the termÂÂ's inception due to the complexity and seemingly self-contradictory nature of the collection of attributes of which it is comprised. To advance the understanding of introversion, I propose that it is a continuous segment of the non-clinical part of the autism spectrum, and that it is not the same as the inverse of extraversion. When introversion and autism are placed...
Show moreThe conceptualization of the personality construct of introversion has been problematic since the termÂÂ's inception due to the complexity and seemingly self-contradictory nature of the collection of attributes of which it is comprised. To advance the understanding of introversion, I propose that it is a continuous segment of the non-clinical part of the autism spectrum, and that it is not the same as the inverse of extraversion. When introversion and autism are placed on the same continuum, the nature of the relationship of the traits becomes more apparent, and new possibilities are available for exploration of both autism and introversion. This review of literature traces the origins and development of the concept of introversion and places it on the autism spectrum, demonstrating the apparent synonymous nature of the traits despite varying degrees of severity in expression. The current factorial structure of introversion demonstrates how autistic features interact to produce the personality dimension. Other factors, including genetic predisposition, relationships to the clinical and non-clinical symptoms of schizophrenia spectrum expression, and neurological findings that support the correlation will be considered. Finally, suggestions for future research and possible theoretical and empirical implications and applications are explored.
Show less - Date Issued
- 2010
- Identifier
- CFE0003090, ucf:48324
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003090
- Title
- Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals.
- Creator
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Fenaughty, Joan, Hopp, Carolyn, Little, Mary, Vitale, Thomas, Hayes, Grant, University of Central Florida
- Abstract / Description
-
ABSTRACT The problem of practice that has been identified is the lack of games as a social skills tool. Individuals with Autism may face many daily challenges. One of the known deficits for this population is their challenges related to social skills. One way to provide social skills instruction is through game-based strategies. When thinking about play it is not uncommon to automatically envision young children, but the inclusion of game-based play during social skills instruction can be...
Show moreABSTRACT The problem of practice that has been identified is the lack of games as a social skills tool. Individuals with Autism may face many daily challenges. One of the known deficits for this population is their challenges related to social skills. One way to provide social skills instruction is through game-based strategies. When thinking about play it is not uncommon to automatically envision young children, but the inclusion of game-based play during social skills instruction can be appropriate for all age groups. As children age interventions tend to move away from the inclusion of play. In order to teach social skills the individuals must first be willing to come together as a group and interact with each other. One way to bring resistant individuals together is through play. During the pilot study of social skills training, for middle school aged students with high functioning autism, it was discovered that the inclusion of playing board games became a positive and productive way to bring resistant individuals together for the purpose of social skills training. With the inclusion of game playing as part of the social skills pilot study the results were positive interactions between individuals who initially avoided any interactions, other than negative ones, with each other. The model will be implemented with individuals who have autism and may also have other disabilities who are functioning at a much lower cognitive level. The goals of the pilot program are to increase social interactions and to improve social skills through the inclusion of play during social skills instruction. Social skills instruction requires individuals to be engaged; the inclusion of play is a natural non-threatening way to promote cooperative social interactions as a precursor to social skills instruction.
Show less - Date Issued
- 2014
- Identifier
- CFE0005330, ucf:50536
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005330
- Title
- PARAPROFESSIONAL-IMPLEMENTED DIALOGIC READING AND ITS IMPACT ON CHILDREN WITH AUTISM SPECTRUM DISORDERS.
- Creator
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Irvine, Annalise D, Towson, Jacqueline, University of Central Florida
- Abstract / Description
-
The purpose of this study was to evaluate the effectiveness of paraprofessional-implemented dialogic reading (DR) strategies on the comprehension, interaction, and attending abilities of a child on the autism spectrum. The secondary purpose was to understand whether the DR strategies assisted the paraprofessional in establishing meaningful interactions and positive behavioral changes with her student on the autism spectrum. A single subject across behaviors design was implemented with one...
Show moreThe purpose of this study was to evaluate the effectiveness of paraprofessional-implemented dialogic reading (DR) strategies on the comprehension, interaction, and attending abilities of a child on the autism spectrum. The secondary purpose was to understand whether the DR strategies assisted the paraprofessional in establishing meaningful interactions and positive behavioral changes with her student on the autism spectrum. A single subject across behaviors design was implemented with one paraprofessional and her student with autism. Judged from visual analysis of the graphical representation of the data, it was determined that there was a medium to strong functional relationship (depending on the individual strategy) between the education of the paraprofessional on DR and the utilization of DR during shared book reading. The child participant did not exhibit overt gains through traditional DR in appropriate verbal responding but did experience a shift towards more consistent correct responding as a result of the DR prompts. These results provide preliminary evidence that paraprofessionals can effectively implement DR strategies in shared book reading with children who are not typically developing. Future research for this population should address certain aspects of traditional DR that could be adapted to more appropriately cater to the needs of children on the autism spectrum.
Show less - Date Issued
- 2018
- Identifier
- CFH2000546, ucf:45615
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000546
- Title
- The Effects of a 10-week Judo Program on Cortisol and Stress in Children with Autism Spectrum Disorder.
- Creator
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Renziehausen, Justine, Garcia, Jeanette, Fukuda, David, Stout, Jeffrey, University of Central Florida
- Abstract / Description
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Children diagnosed with Autism Spectrum Disorder (ASD) often have increased levels of stress, leading to dysregulated production of cortisol. Elevated levels of cortisol have numerous known adverse health consequences, and therefore, interventions should be established to help attenuate cortisol production. As judo combines physical activity and mindfulness practice, it may aid in stress reduction and decreased levels of cortisol. Purpose: To examine the effects of a 10-week judo program on...
Show moreChildren diagnosed with Autism Spectrum Disorder (ASD) often have increased levels of stress, leading to dysregulated production of cortisol. Elevated levels of cortisol have numerous known adverse health consequences, and therefore, interventions should be established to help attenuate cortisol production. As judo combines physical activity and mindfulness practice, it may aid in stress reduction and decreased levels of cortisol. Purpose: To examine the effects of a 10-week judo program on stress reactions and salivary cortisol levels in youth with ASD. Methods: 20 children with ASD participated in the 10-week judo program. Changes in acute (before and after one judo session) and chronic salivary cortisol levels were assessed at baseline and post intervention. Parents of participants were asked to complete the Stress Survey Schedule (SSS) to determine severity of stress reactions. The SSS consists of 10 subscales: changes, anticipation, unpleasant, positives, food related, rituals, social/environmental, sensory/personal, fears, and life stressors. Sleep quality was assessed via Actigraph GT9X accelerometers over a 7-day period at baseline and post-intervention. Paired samples t-tests were used to determine differences SSS pre/post-intervention. Repeated measures ANOVA was conducted to determine differences and in cortisol levels before and after one judo session and pre and post-intervention. Spearman correlations were used to determine correlations between sleep quality and subscales of the SSS. Results: Although not statistically significant, a trend was noted indicating a decrease in cortisol levels following one judo session (p=.057). Nonsignificant reductions in the subscales (")changes (p=.14)(") and (")unpleasant (p=.12)(") of the SSS were also observed. Conclusion: Acute changes in cortisol levels may be seen following one session of judo. Subscales of parent-reported questionnaire may also show improvements following 10 weeks of participation in a judo program.
Show less - Date Issued
- 2019
- Identifier
- CFE0007522, ucf:52622
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007522
- Title
- Examining the Social Interactions of Young Adults with Autism Spectrum Disorders in a Virtual Environment.
- Creator
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Gallup, Jennifer, Little, Mary, Dieker, Lisa, Butler, Malcolm, Pearl, Cynthia, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the social interactions during online game play in a virtual environment for five young adults with an autism spectrum disorder (ASD) who attended a large metropolitan university, enrolled in the first 60 credits of a science, technology, engineering, or mathematics (STEM) field of study. Given the evolution of technology and opportunities to socialize in virtual communities, it is becoming increasingly important to understand how young adults with ASD...
Show moreThis phenomenological study examined the social interactions during online game play in a virtual environment for five young adults with an autism spectrum disorder (ASD) who attended a large metropolitan university, enrolled in the first 60 credits of a science, technology, engineering, or mathematics (STEM) field of study. Given the evolution of technology and opportunities to socialize in virtual communities, it is becoming increasingly important to understand how young adults with ASD assimilate into new social opportunities that provide supports for extraneous variables such as face-to-face situations. As research begins to emerge on virtual environments there is little research addressed specific to socialization and the development of interpersonal relationships. Further, there is a distinct lack of research specific to young adults with ASD who engage socially in virtual environments. A phenomenological research method was used to explain the social activities as they occurred for this specific group of individuals. Structured and unstructured interviews, observations, document analysis, and a self-reporting survey were conducted and collected. Analysis used emergent coding following Moustakas' modified Van Kaam method (1994). Common themes were identified and reported through lists and tables. In summary, this study described how young adults with ASD socialized within a virtual community. This study provided findings that individuals with ASD actively seek friendships, recognize emotions, understand roles within the game and real life use skills necessary for success in postsecondary education and STEM related careers, and lays the foundation for continuing research using virtual environments to support interpersonal relationships that may support greater postsecondary outcomes.
Show less - Date Issued
- 2015
- Identifier
- CFE0005796, ucf:50024
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005796
- Title
- EFFECT OF PROPIONIC ACID-DERIVATIVE IBUPROFEN ON NEURAL STEM CALL DIFFERENTIATION; A POTENTIAL LINK TO AUTISM SPECTRUM DISORDER.
- Creator
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Samsam, Aseelia, Naser, Saleh, University of Central Florida
- Abstract / Description
-
Propionic acid (PPA) is a short chain fatty acid that is produced by the human gut microbiome. Propionate, butyrate and acetates are the end products of the fermentation of the complex carbohydrates by human gut friendly microbiome and are being used as sources of energy in our body. PPA is used as a food preservative against molds in various daily products and has been implicated in the pathogenesis of autism. In a recent study we showed that PPA in human neuronal stem cell (NSC) culture...
Show morePropionic acid (PPA) is a short chain fatty acid that is produced by the human gut microbiome. Propionate, butyrate and acetates are the end products of the fermentation of the complex carbohydrates by human gut friendly microbiome and are being used as sources of energy in our body. PPA is used as a food preservative against molds in various daily products and has been implicated in the pathogenesis of autism. In a recent study we showed that PPA in human neuronal stem cell (NSC) culture increases the astrocyte population and decreases the neuronal number and increases the inflammatory cytokines. In this study, we investigated the potential effects of a propionic acid-derivative, Ibuprofen, a member of the non-steroidal anti-inflammatory drugs (NSAIDs) on neural stem cells proliferation and differentiation in vitro. Ibuprofen is an over counter drug that is used for alleviating pain, headache, and fever. To examine the effect of ibuprofen on developing brain we used human NSC in vitro, exposed them to increasing concentrations of ibuprofen, and investigated neural proliferation and differentiation. Here we show that NSAIDs, not at therapeutic, but very high concentrations cause an imbalance in NSC differentiation towards glial cells, therefore causing astrogliosis seen in some cases of autism spectrum disorder (ASD). Furthermore, upon removal of Ibuprofen, inflammatory cytokines; TNF-alpha, IL-6 and IL-10, significantly increase (p
Show less - Date Issued
- 2019
- Identifier
- CFH2000579, ucf:45625
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000579
- Title
- THE EFFECTS OF COMPLEMENTARY HIPPOTHERAPY FOR CHILDREN WITH AUTISM SPECTRUM DISORDER.
- Creator
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Hicks , Jamie, Draves , Krisann, University of Central Florida
- Abstract / Description
-
Autism Spectrum Disorder (ASD) is an intricate and complex disorder that continues to grow in its prevalence year after year. The disorder is based on decreased social communication with prevalent stereotypical behaviors and problems in sensory processing. Due to the disorder diagnosis based on a spectrum, each child is different in their severity, and thus requires individualized forms of therapies and treatments. The cause of ASD is unknown, which makes the treatment difficult to...
Show moreAutism Spectrum Disorder (ASD) is an intricate and complex disorder that continues to grow in its prevalence year after year. The disorder is based on decreased social communication with prevalent stereotypical behaviors and problems in sensory processing. Due to the disorder diagnosis based on a spectrum, each child is different in their severity, and thus requires individualized forms of therapies and treatments. The cause of ASD is unknown, which makes the treatment difficult to standardize. Desperate to find a regimen that benefits their child's ability to function more successfully, more and more parents are utilizing complementary alternative medicine (CAM). The problem with CAM is lack of evidence that supports using CAM practice. One example of CAM is hippotherapy, which is a type of intervention used by physical, occupational and speech therapists which uses the movements of a horse to address a patient's impairments physically, emotionally and neurologically. Hippotherapy has been used since the 1960s for a number of disorders. This systematic literature review examines the effects of hippotherapy for children with ASD in regards to increasing social communication and decreasing stereotypical behaviors. The conclusion of the review resulted in conflicting evidence regarding the efficacy of hippotherapy for children with ASD. This inconclusive lack of evidence is generally due to the lack of standardized measurement scales or treatment plans used during each session and small sample sizes.
Show less - Date Issued
- 2015
- Identifier
- CFH0004751, ucf:45382
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004751
- Title
- IMPLEMENTING THE SPEAKALL! IPAD APP & INTERVENTION PROTOCOL WITH A CHILD WITH AUTISM: A PILOT STUDY.
- Creator
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Downs, Olivia, Kent-Walsh, Jennifer, University of Central Florida
- Abstract / Description
-
The ability to communicate is essential for children with developing language systems, and ultimately to being successful academically and eventually vocationally. In a world where communication is vital, children with autism spectrum disorder (ASD) are at a disadvantage and require additional options to express themselves; augmentative and alternative communication (AAC) technologies have presented promising options for helping these children communicate. One technology option that has...
Show moreThe ability to communicate is essential for children with developing language systems, and ultimately to being successful academically and eventually vocationally. In a world where communication is vital, children with autism spectrum disorder (ASD) are at a disadvantage and require additional options to express themselves; augmentative and alternative communication (AAC) technologies have presented promising options for helping these children communicate. One technology option that has proven to be of particular interest to families of children with ASD involves the use AAC iPad apps. Research has been conducted in AAC, ASD, and music, but there is limited research to date, which integrates these three areas. This investigation was designed to address the lack of evidence-based AAC app interventions specifically designed to meet the communication needs of children with ASD. This pilot study will serve to further the evidence available to date indicating that SpeakAll! can be effectively implementing in 1:1 interventions using food reinforcers. This intervention adapts the SpeakAll! intervention protocol in a classroom setting with natural music activities to aid in functional communication.
Show less - Date Issued
- 2015
- Identifier
- CFH0004807, ucf:45443
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004807
- Title
- THE EFFICACY OF ANTI-PSYCHOTIC MEDICATIONS IN TREATING THE BEHAVIOR, SOCIAL, AND COMMUNICATION DEFICITS ASSOCIATED WITH AUTISM SPECTRUM DISORDERS IN CHILDREN AND ADOLESCENTS: A SYSTEMATIC REVIEW.
- Creator
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Velazquez, Raquel, Ramirez, Bernardo, University of Central Florida
- Abstract / Description
-
Background: Autism spectrum disorders (ASD) are a group of complex developmental disabilities which can cause behavior, social, and communication deficits. Anti-psychotic medications are often prescribed when symptoms such as aggression, irritability, hyperactivity, tantrums, and self-injurious behavior occur. Objective: To determine if anti-psychotic medications improve the behavior, social, and communication symptoms associated with ASD in children and adolescents. Search Strategy:...
Show moreBackground: Autism spectrum disorders (ASD) are a group of complex developmental disabilities which can cause behavior, social, and communication deficits. Anti-psychotic medications are often prescribed when symptoms such as aggression, irritability, hyperactivity, tantrums, and self-injurious behavior occur. Objective: To determine if anti-psychotic medications improve the behavior, social, and communication symptoms associated with ASD in children and adolescents. Search Strategy: Electronic literature searches were performed to find relevant studies and utilized the (1) Cochrane Database of Systematic Reviews, (2) Hispanic American Periodicals Index, (3) Medline, (4) PAIS International, (5) ProQuest Dissertations and Theses, (6) PsycInfo, (7) PubMed, (8) Springer LINK, (9) Taylor and Francis Journals, and (10) Sage Premier. Selection Criteria: Randomized controlled trials (RCTs) or quasi-experimental design (QED) studies of any dose of an anti-psychotic medication compared to a placebo or other prescription drug, in participants with autism spectrum disorder. Data Collection and Analysis: All studies which met the full-text level criteria were reviewed by a third party to validate the decision of inclusion. Meta-analyses in this review implemented both random and fixed-effects models. Main Results: Ten RCTs were included. Six studies evaluated a drug versus a placebo and four studies investigated the effects of two separate anti-psychotic medications or the efficacy of an additive medication to a drug and placebo group. Author's Conclusions: Limited evidence suggests the effectiveness of anti-psychotic medications in treating the behavioral symptoms associated with autism; however, further research is needed to determine the implications of long-term use.
Show less - Date Issued
- 2012
- Identifier
- CFH0004197, ucf:44821
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004197
- Title
- AN EXPLORATION OF USING IPADS AND DIGITAL STORYTELLING THROUGH WESTORIESWITH STUDENTS WHO HAVE AUTISM.
- Creator
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Mariotti, Michelle, Gunter, Glenda, University of Central Florida
- Abstract / Description
-
This study investigated the potential of using weStories, a type of digital storytelling, and the use of iPads with second and third grade students who have autism. Autism Spectrum Disorder (ASD) is a neurological disorder that affects a person's ability to communicate, comprehend language, and their ability to socially interact with peers. Digital storytelling combines the art of telling stories with photos, videos, audio, and other digital media. This study employed the use of weStories, a...
Show moreThis study investigated the potential of using weStories, a type of digital storytelling, and the use of iPads with second and third grade students who have autism. Autism Spectrum Disorder (ASD) is a neurological disorder that affects a person's ability to communicate, comprehend language, and their ability to socially interact with peers. Digital storytelling combines the art of telling stories with photos, videos, audio, and other digital media. This study employed the use of weStories, a collaborative storytelling process that requires students to work in a team while using an iPad. weStories were created by Dr. Glenda Gunter specifically for individuals to learn the fundamental of narrative and story skills to increase their literacy and communication skills. This study was conducted over a series of teachings and observations at the United Cerebral Palsy of Central Florida (UCP). The UCP is a school that serves children with a variety of learning disabilities, including autism. The purpose of this ethnographic thesis was to explore the impact of teaching the story invention process and weStories through iPads with students who have autism. Ethnographic research design was utilized to observe and assess individual changes in student behaviors and investigate the phenomena of story. This study utilized qualitative research methods. The potential of the intervention was measured through interviews and observations. This research on using technologies with students who have autism, such as iPads and weStories, has shown potential in terms of working collaboratively; enhancing problem solving in social situations, and providing exposure to iPads as a learning tool.
Show less - Date Issued
- 2012
- Identifier
- CFH0004153, ucf:44827
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004153
- Title
- Stress, Coping, and Quality of Life Among Parental Caregivers of Children with Autism Spectrum Disorder.
- Creator
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Turnage, Dawn, Conner, Norma, Edwards, Joellen, Weiss, Josie, Hinojosa, Melanie, Uddin, Nizam, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2019
- Identifier
- CFE0007737, ucf:52412
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007737
- Title
- The Impact of Judo on Aggressive Behaviors in Youth with Autism Spectrum Disorder.
- Creator
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Rivera, Paola, Garcia, Jeanette, Fukuda, David, Stout, Jeffrey, University of Central Florida
- Abstract / Description
-
The aim of this study was to examine the effects of an 8-week judo program on lifestyle habits and behavior in children with Autism Spectrum Disorder (ASD). METHODS: Participants included 25 children (ages 8-17), with a formal diagnosis of ASD. The sample participated in an 8-week judo program (45 minutes, 1x week), with measures taken at baseline and at the end of the 8-weeks. In order to assess activity levels and sleep quality, participants were instructed to wear Actigraph GT9X...
Show moreThe aim of this study was to examine the effects of an 8-week judo program on lifestyle habits and behavior in children with Autism Spectrum Disorder (ASD). METHODS: Participants included 25 children (ages 8-17), with a formal diagnosis of ASD. The sample participated in an 8-week judo program (45 minutes, 1x week), with measures taken at baseline and at the end of the 8-weeks. In order to assess activity levels and sleep quality, participants were instructed to wear Actigraph GT9X Accelerometers for 7 days and nights. In order to assess behavioral changes, parents were given the ABC survey to fill out at baseline and post-intervention. Non-parametric paired t-tests were conducted to compare differences in behaviors, MVPA, SB, and sleep quality (i.e. sleep efficiency, total sleep time, number of awakenings, and wake after sleep onset) pre and post judo. RESULTS: Results indicated there was a strong negative correlation (r= -0.632) with inappropriate behaviors and the number of classes attended. Participants also spent a significantly greater percentage of time in daily MVPA (8% vs 4%, p=0.05) following the program. There was a significant increase in total minutes of sleep duration (572.56 vs 333.8, p=0.008) following the program, and although not statistically significant, a trend existed for improved sleep efficiency (92% vs 88%, p=0.1). CONCLUSION: Despite no significant differences in ABC scores pre and post-judo, a strong association between class attendance and lower ABC scores were observed, along with improvements in MVPA and sleep quality. Future studies should include larger samples of youth with ASD, over a longer intervention period.
Show less - Date Issued
- 2019
- Identifier
- CFE0007525, ucf:52591
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007525
- Title
- iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules.
- Creator
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Gourwitz, Jillian, Martin, Suzanne, Vasquez, Eleazar, Pearl, Cynthia, Levin, Judith, Vince Garland, Krista, University of Central Florida
- Abstract / Description
-
Visual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to anticipate upcoming events and activities, develop an understanding of time, and facilitate the ability to predict change. Prior investigations have used VAS to increase on-task behavior while enhancing the student's ability to independently make transitions from one activity to another and are particularly appropriate as they capitalize on...
Show moreVisual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to anticipate upcoming events and activities, develop an understanding of time, and facilitate the ability to predict change. Prior investigations have used VAS to increase on-task behavior while enhancing the student's ability to independently make transitions from one activity to another and are particularly appropriate as they capitalize on the visual strengths exhibited by many students with autism. Mobile devices such as the iPad are becoming a tool for teaching students with disabilities, and research is currently underway to determine the effectiveness of specific applications on student performance. This research examined the impact of VAS delivered via the iPad, compared to a paper-based VAS, on the percentage of on-task behavior and median transition time for students with autism spectrum disorder (ASD) during academic center activities in an inclusive classroom setting. An alternating-treatment, single-subject research design was used to determine whether a divergence exists between the paper-based VAS and the iPad VAS. This study included three student participants who (a) had a diagnosis of ASD as stated on the Individualized Education Plan (IEP), (b) were in grade level K-1, (c) received instruction through Language Arts activity centers taught within one classroom, and (d) had difficulty with independent on-task behavior as reported by the participant's teacher. Visual analysis of the data for on-task behavior revealed mixed results. Student 1 had a divergence between on-task behavior, with the paper-based VAS being a superior treatment condition to the iPad VAS 80% of the time. Student 2 also had a divergence between percentage of on-task behavior, with the iPad VAS being a superior treatment condition to the paper-based VAS 80% of the time. Student 3 had no clear divergence in percentage of on-task behavior between the iPad VAS and the paper-based VAS. All three participants had highly variable baseline and intervention data for transition time with a level stability range of 20% to 60%. Student 1 and Student 3 had no clear difference in transition time when comparing the paper-based VAS to the iPad VAS. Student 2 had a divergence in transition time data between the iPad VAS and the paper-based VAS, with the paper-based VAS being a superior treatment condition 90% of the time.
Show less - Date Issued
- 2014
- Identifier
- CFE0005339, ucf:50471
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005339
- Title
- Role Play and Social Stories: An Intervention for Increasing Verbal Initiations in children with Autism.
- Creator
-
Dinon, Andrea, Culp, Rex, Pearl, Cynthia, Levin, Judith, University of Central Florida
- Abstract / Description
-
The effect of a treatment package consisting of social stories and role play on the verbal initiation of one 4-year old girl with autism was examined. Using a multiple baseline across activities treatment design, the investigator measured the number of verbal initiations during 10-minute sessions while the participant engaged in one of three activities, board games, pretend play, or constructive play. Baseline data, baseline probes and treatment data were collect for the three activities. The...
Show moreThe effect of a treatment package consisting of social stories and role play on the verbal initiation of one 4-year old girl with autism was examined. Using a multiple baseline across activities treatment design, the investigator measured the number of verbal initiations during 10-minute sessions while the participant engaged in one of three activities, board games, pretend play, or constructive play. Baseline data, baseline probes and treatment data were collect for the three activities. The results indicate that the treatment package was effective in increasing the participant's verbal initiations across all three activities.
Show less - Date Issued
- 2013
- Identifier
- CFE0005093, ucf:50726
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005093
- 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.
Show less - Date Issued
- 2018
- Identifier
- CFH2000454, ucf:45917
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000454
- Title
- GRADUATED STUDENTS WITH AUTISM SPECTRUM DISORDERS AND THEIR PARENTS: LIVED EXPERIENCES IN PUBLIC HIGH SCHOOL.
- Creator
-
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
- 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.
Show less - Date Issued
- 2019
- Identifier
- CFH2000490, ucf:45830
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000490
- Title
- TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT.
- Creator
-
Fannan, Cheyanne Maree, McGann, Debra, Killingsworth Roberts, Sherron & Hoffman, Elizabeth, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of...
Show moreThe intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color.
Show less - Date Issued
- 2017
- Identifier
- CFH2000248, ucf:46000
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000248
- Title
- AN INVESTIGATION OF THE EFFECTIVENESS OF COMPUTER-ASSISTED BIOFEEDBACK FOR STUDENTS DIAGNOSED AS HAVING AUTISM SPECTRUM DISORDER: THE RELATIONSHIP BETWEEN THE USE OF COMPUTER-ASSISTED BIOFEEDBACK AND ON-TASK BEHAVIOR.
- Creator
-
Aguinaga, Nancy, Cross, Lee, University of Central Florida
- Abstract / Description
-
Using a single-subject multiple baseline design across participants, this study examined the impact of computer-assisted biofeedback to promote engagement of students diagnosed as having autism spectrum disorder. The study was conducted in a public school classroom setting. Specifically the on-task behavior during an individualized academic activity was investigated. Three 9-10 year old children participated in the study. In the baseline phase, data was collected on speed to engagement and...
Show moreUsing a single-subject multiple baseline design across participants, this study examined the impact of computer-assisted biofeedback to promote engagement of students diagnosed as having autism spectrum disorder. The study was conducted in a public school classroom setting. Specifically the on-task behavior during an individualized academic activity was investigated. Three 9-10 year old children participated in the study. In the baseline phase, data was collected on speed to engagement and percentage of time on-task during an academic activity. A 15-second momentary time sampling procedure was used for a 5 minute session each day of the week for a five week period to measure the participant's engagement. In the intervention phase, the participants completed a three to four minute computer-assisted biofeedback session prior to the academic activity and collection of data on engagement. In addition, data were collected on performance level of the academic activity. Data were also collected on educator and parent perception of generalization of self-regulation of behavior. The data suggest: (a) speed to engagement increased when using a computer-assisted biofeedback program for all participants; (b) time on-task improved over baseline conditions for all participants; (c) academic achievement was impacted by computer-assisted biofeedback for one participant; and (d) educators perceived a generalization of self-regulation of behavior, while parents did not indicate any generalization of self-regulation of behavior occurred in the home environment.
Show less - Date Issued
- 2006
- Identifier
- CFE0001260, ucf:46888
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001260
