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Title: FUNCTIONAL BRAIN CONNECTIVITY ASSOCIATED WITH REPETITIVE BEHAVIOR IN AUTISM SPECTRUM DISORDER.
Creator: MacDowell, Kenton Hayes, Sheremata, Summer L., Florida Atlantic University, Center for Complex Systems and Brain Sciences, Charles E. Schmidt College of Science
Abstract/Description: The high prevalence of autism spectrum disorder (ASD) results in large costs to individuals, families, and society. Among diagnosed individuals, restrictive and repetitive behaviors (RRBs) correlate with functional impairments substantially impacting wellbeing but remain less studied than social and communication deficits. Brain resting-state functional connectivity (fc) measures intrinsic, potentially RRB-associated neural dynamics. Here, whole-brain (WB), and iterated seed-based (SB)fc...
Show moreThe high prevalence of autism spectrum disorder (ASD) results in large costs to individuals, families, and society. Among diagnosed individuals, restrictive and repetitive behaviors (RRBs) correlate with functional impairments substantially impacting wellbeing but remain less studied than social and communication deficits. Brain resting-state functional connectivity (fc) measures intrinsic, potentially RRB-associated neural dynamics. Here, whole-brain (WB), and iterated seed-based (SB)fc guided by the preceding WBfc and a priori hypotheses was performed. Combined results were used to model a brain network beginning with qualitative assessment of its potential functional association with RRBs. Once rigorously defined, the network was used to inform construction of a dynamical systems model of brain activity hypothesized to correlate with RRB severity. Qualitative model behavior tracked expectations of real cortical activity in RRB presentation. Model numerical output was found to correlate with behavioral measures of RRBs to a significantly greater degree than the underlying brain connectivity values themselves did. Some summary measures of model output were also found to correlate significantly, though near threshold, with severity measures in the other two ASD core deficit domains, and particularly, far more extensively than should be expected given the underlying brain connectivity values themselves were apparently effectively wholly uncorrelated with the measures. Significant findings are: (1) dynamical modeling of brain activity can identify significant correlations with symptom manifestation that fc alone cannot; (2) dynamical modeling of brain activity could potentially increase understanding of ASD’s extensive heterogeneity across symptom domains; (3) extensive overlap between the constructed network and known RRB-implicated brain divisions was identified, with cerebellum, increasingly implicated in distributed neocortical functional differences in RRBs in humans and animal models, centrally connected to multiple such divisions; (4) further overlap is found via striatal circuitry, implicated in multiple RRB-like behaviors previously, and forming at least 1/3 of the functional basis for the network’s hypothetical relationship with RRBs; (5) ASD-associated angular gyrus, PFC, ACC overlap was found. This successful tandem application of fc, dynamical modeling, and neurocognitive network theory illustrates the need for broad theoretical approaches in illuminating ASD heterogeneity and the neurocognitive underpinnings of specific ASD presentations.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013792
Subject Headings: Autism spectrum disorders, Behavior, Neurocommunication
Format: Document (PDF)

Title: THE EFFECTS OF AUTISM-ASSOCIATED TBR1 HAPLOINSUFFICIENCY ON AMYGDALA MORPHOLOGICAL AND FUNCTIONAL CONNECTIVITY.
Creator: Asbeck, Ingo, Bolton, M. McLean, Stackman Jr., Robert W., Florida Atlantic University, Department of Biological Sciences, Charles E. Schmidt College of Science
Abstract/Description: Autism spectrum disorder (ASD) is a neurodevelopmental disorder that effects about 1 in 44 children and has steadily increased in prevalence over the last decades. ASD is characterized by the diagnostic criteria of a persistent deficit in social communication and interaction and restricted or repetitive behaviors. The amygdala plays an essential role in regulating these behaviors and has continuously been shown to be affected in patients with ASD. As the amygdala is connected throughout the...
Show moreAutism spectrum disorder (ASD) is a neurodevelopmental disorder that effects about 1 in 44 children and has steadily increased in prevalence over the last decades. ASD is characterized by the diagnostic criteria of a persistent deficit in social communication and interaction and restricted or repetitive behaviors. The amygdala plays an essential role in regulating these behaviors and has continuously been shown to be affected in patients with ASD. As the amygdala is connected throughout the brain with cortical and subcortical areas, it is crucial to understand potential circuit impairments that contribute to the development and progression of behavioral characteristics. In this study, we investigated the role of ASD-associated TBR1 haploinsufficiency on morphological and functional amygdala connectivity. While we don’t see differences in inputs to the basal amygdala (BA), we demonstrated a difference in the BA to prefrontal cortex (PFC) pathway. Interestingly, we show a specific innervation difference of layer 5 neurons in the infralimbic (IL) but not prelimbic (PL) nuclei in the PFC. In accordance with the overall reduced density of BA axons in the IL, we show a decreased density of excitatory synapses. To investigate possible functional consequences of this projection deficit, we characterized pre-and postsynaptic functions of BA-PFC synapses. TBR1 haploinsufficiency impairs the postsynaptic function of BA-PL layer 2/3 and IL layer 5 synapses. BA-PL layer 2/3 synapses show an increased AMPA/NMDA receptor ratio, while this is not observed in BA-IL layer 5 synapses. However, TBR1 haploinsufficiency increases the AMPA and NMDA receptor-mediated currents at these synapses, further highlighting that BA-PL and BA-IL synapses are different and that partial loss of TBR1 affects circuits differently. This novel characterization of the consequences of a TBR1 haploinsufficiency on BA connectivity contributes to the critical understanding of this ASD-associated gene and its detrimental effects that contribute to the underlying behavioral phenotype.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014067
Subject Headings: Autism Spectrum Disorder, Amygdala, Haploinsufficiency
Format: Document (PDF)

Title: Effects of PTEN haploinsufficiency on ASD-relevant behavioral phenotypes.
Creator: Manoharan, Hashna, Page, Damon
Date Issued: 2013-04-05
PURL: http://purl.flvc.org/fcla/dt/3361145
Subject Headings: Tumor suppressing genes, Autism spectrum disorders
Format: Document (PDF)

Title: THE CONTRIBUTION OF SOMATOSTATIN-EXPRESSING (SOM+) INTERNEURONS TO THE PTEN MODEL OF AUTISM SPECTRUM DISORDER.
Creator: Holford, Timothy W., Bolton, M. McLean, Florida Atlantic University, Department of Biological Sciences, Charles E. Schmidt College of Science
Abstract/Description: Autism spectrum disorder (ASD) is a complex disorder with large individual variability, where every case has differences in the type and severity of symptoms. Despite the recent increase in diagnoses, scientists have advanced considerably less in their understanding of the mechanisms of ASD because few individual genes that are implicated in ASD are mutated in much more than 1% of patients. One proposed mechanism is that the dysfunction of GABAergic interneurons may play a role in the...
Show moreAutism spectrum disorder (ASD) is a complex disorder with large individual variability, where every case has differences in the type and severity of symptoms. Despite the recent increase in diagnoses, scientists have advanced considerably less in their understanding of the mechanisms of ASD because few individual genes that are implicated in ASD are mutated in much more than 1% of patients. One proposed mechanism is that the dysfunction of GABAergic interneurons may play a role in the development and progression of the disorder by interrupting the excitatory and inhibitory balance of neural networks. In our research, we elucidate the role of one class of interneurons in ASD by knocking out a high-risk gene (phosphatase and tensin homologue on chromosome ten, or PTEN) selectively in somatostatinexpressing (SOM+) interneurons. Since many symptoms of autism spectrum disorder present themselves as social anxieties, we test our mouse model in a variety of settings to observe social interaction and social preference, anxiety-like behavior, and repetitive stereotyped behavior. We found that in the SOM+ conditional knockout of PTEN, mice had elevated levels of anxiety and fear recall, suggesting a potential disruption of amygdala function. We then investigated potential dysfunction at the cellular and circuit levels using confocal microscopy, electrophysiology, and 2P local circuit mapping. We found that SOM+ cells lacking PTEN were overgrown morphologically, with larger cell bodies and larger, more complex dendritic arbors. Additionally, SOM+ cells in the central amygdala (CeA) lacking PTEN had elevated levels of excitatory drive from the basolateral amygdala (BLA) as well as a drastic disruption of lateral inhibition within the CeA, seen by decreased connection probability and reduced inhibitory post synaptic currents. Given what is known about central amygdala circuitry, these deficits in CeA SOM+ neuron activity conceivably underlie the fear and anxiety-related phenotype observed in mice with a conditional SOM+ PTEN knockout.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013775
Subject Headings: Autism Spectrum Disorder, Somatostatin, Interneurons, Amygdala
Format: Document (PDF)

Title: A PHENOMENOLOGICAL STUDY: LIVED EXPERIENCES OF BLACK PARENTS THROUGH THE AUTISM SPECTRUM DISORDER IDENTIFICATION PROCESS.
Creator: Quinn-Lunny, Maryellen, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This study is an informative, phenomenological inquiry, investigating the lived experiences of Black parents and guardians through the autism spectrum disorder (ASD) identification process. Through semi-structured oral interviews, parent questionnaires, and parent journaling, the researcher identified participants’ lived experiences. Data were collected, participant interview responses, parent questionnaires, and parent journal entries were analyzed, a list of significant statements was...
Show moreThis study is an informative, phenomenological inquiry, investigating the lived experiences of Black parents and guardians through the autism spectrum disorder (ASD) identification process. Through semi-structured oral interviews, parent questionnaires, and parent journaling, the researcher identified participants’ lived experiences. Data were collected, participant interview responses, parent questionnaires, and parent journal entries were analyzed, a list of significant statements was categorized and grouped into meaning units, and textural, structural, and composite descriptions of the phenomena were identified (Moustakas, 1994). Categories and themes, as well as perceived facilitators and barriers were identified. Review of the literature indicates little research has been conducted in investigating the lived experiences of Black parents through the autism identification process. Recommendations from the study are provided to inform parental training needs and supports, to assist in the facilitation of effective identification, as well as necessary recommendations for how educators and health care professionals can better support Black parents through the ASD identification process.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013853
Subject Headings: Autism Spectrum Disorder, African American mothers, Phenomenology
Format: Document (PDF)

Title: USING AN INSTRUCTIONAL PACKAGE TO SUPPORT ADULTS WITH AUTISM IN COMMUNICATING WITH A MEDICAL PROVIDER.
Creator: Wood, Jacqueline M., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills...
Show moreAdults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations from a medical provider. Participants completed a self-guided video module that guided them through the process of completing the notes and AHAT to identify appropriate accommodations and prepare for a doctor’s appointment. Once completed, participants learned to verbalize their needs and accommodations through BST. Results showed that the participants’ communication skills increased after the introduction of the instructional package, generalized to a novel doctor and maintained once the instructional package was removed. Implications and suggestions for future research are discussed.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014165
Subject Headings: Autism, Adults, Autism spectrum disorders--Patients--Behavior modification
Format: Document (PDF)

Title: Electroencephalography in children with autism.
Creator: Lucas, Nikola N., Jones, Nancy Aaron, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Autism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined...
Show moreAutism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined neural activation and functional connectivity with an EEG, in children ages 3 -5, during an eyesclosed baseline period. Discrete Fourier Transform was performed on artifact-free segments of EEG data to produce power density values. In addition, coherence measurements were examined to assess functional connectivity in the alpha bandwidth during the baseline recording. Children with autism spectrum disorder (ASD) demonstrated reduced alpha coherence in fronto-temporal regions and between right temporal sites when compared to typically developing (TD) children. In addition, the reduction in coherence was based on ASD severity, such that high-functioning children with ASD showed greater coherence than low-functioning children with ASD. Children with ASD also displayed reduced power in the alpha, beta, and theta frequency bandwidths in frontal, temporal, central, and occipital regions compared to TD children. Interestingly, delta power differentiated children based on developmental status such that high-functioning children with ASD demonstrated the greatest delta power, followed by TD children, and then low-functioning children with ASD. Finally, TD children demonstrated left anterior temporal EEG asymmetry in the alpha bandwidth, whereas children with high-functioning ASD exhibited left posterior temporal EEG asymmetry and right frontal EEG asymmetry. Thus, the results suggest that children with ASD exhibit atypical patterns of brain activity and functional connectivity compared to their typically developing counterparts.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004034
Subject Headings: Autism in children -- Research, Autism spectrum disorders, Cognition disorders in children, Cognitive neuroscience, Electroencephalography -- Therapeutic use
Format: Document (PDF)

Title: An Augmentative System with Facial and Emotion Recognition for Improving the Skills of Children with Autism Spectrum Disorders.
Creator: Alharbi, Mohammed N., Huang, Shihong, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: Autism spectrum disorders (ASDs) are one of the complex, pervasive, and multifactorial neurodevelopmental conditions which affect one in 68 children. Scientific research has proven the efficiency of using technologies to improve communication and social skills of autistic children. The use of technological devices, such as mobile applications and multimedia, increase the interest of autistic children to learn while playing games. This thesis presents the re-engineering, extension, and...
Show moreAutism spectrum disorders (ASDs) are one of the complex, pervasive, and multifactorial neurodevelopmental conditions which affect one in 68 children. Scientific research has proven the efficiency of using technologies to improve communication and social skills of autistic children. The use of technological devices, such as mobile applications and multimedia, increase the interest of autistic children to learn while playing games. This thesis presents the re-engineering, extension, and evolution of an existing prototype Windows-based mobile application called Ying to become an Android mobile application which is augmented with facial and emotion recognition. This mobile app complements different approaches of traditional therapy, such as Applied Behavior Analysis (ABA). Ying integrates different computer-assisted technologies, including speech recognition, audio and visual interaction, and mobile applications to enhance autistic children’s social behavior and verbal communication skills. An evaluation of the efficacy of using Ying has been conducted and its results are presented in the thesis.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005981
Subject Headings: Autism spectrum disorders, Human-computer interaction, Mobile apps
Format: Document (PDF)

Title: AN EVALUATION OF A PARENT-DELIVERED DIALOGIC READING INTERVENTION IN THE HOME WITH YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Balsamo, Noelle, Duffy, Mary Louise, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Children with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young...
Show moreChildren with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young children with and without language impairments prior to formalized schooling. This study utilized a single subject repeated acquisition design to evaluate the effect of a parent-delivered dialogic reading intervention on the independent and accurate responding of preschool children with ASD. Overall, results showed that the dialogic reading intervention was highly effective for increasing the independent and accurate responding for two of the three participants; however minimally effective for the third. Although the parent participants demonstrated varying levels of procedural fidelity to the dialogic reading procedures, they perceived the intervention to be both feasible and effective when implemented with their preschool children with ASD. Limitations and implications for future research are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013285
Subject Headings: Children with autism spectrum disorders, Reading comprehension, Dialogic reading
Format: Document (PDF)

Title: Teaching Adolescents and Young Adults With Autism Spectrum Disorders How to Respond to Social Media Lures.
Creator: Agganis, Jennifer A., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: This study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all...
Show moreThis study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all participants. Participants were able to maintain this skill set once the training package was removed. Spontaneous generalization was demonstrated by all participants for some lures. Generalization of social media safety skills was demonstrated across participants in a setting where they did not receive instruction. Limitations and implications for future research are discussed.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013049
Subject Headings: Autism spectrum disorders., Social media., Safety education., Facebook (Electronic resource).
Format: Document (PDF)

Title: QUANTITATIVE ANALYSIS OF ADULT SOCIAL GROUP PARTICIPATION ON AUTISM SYMPTOMOLOGY, SOCIAL SKILLS, AND LONELINESS.
Creator: Bourdeau, Alison B., Villares, Elizabeth, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of this quasi-experimental study was to measure the impacts of attendance in a three-month series of social groups on the self-perceptions of autism spectrum disorder (ASD) symptomology, social skills, and loneliness for adults with ASD. The study also measured the impacts of attendance in a three-month series of social groups on perceptions of ASD symptomology and social skills for the caregivers of adults with ASD. This study utilized a convenience sample of adults that were...
Show moreThe purpose of this quasi-experimental study was to measure the impacts of attendance in a three-month series of social groups on the self-perceptions of autism spectrum disorder (ASD) symptomology, social skills, and loneliness for adults with ASD. The study also measured the impacts of attendance in a three-month series of social groups on perceptions of ASD symptomology and social skills for the caregivers of adults with ASD. This study utilized a convenience sample of adults that were existing members of Florida Atlantic University’s Center for Autism and Related Disabilities (FAU CARD) Adult Social Group and an identified caregiver. Data was collected over a period of four months. This was the first study to examine the impacts of participation in a semi-structured social group on perceptions of ASD symptomology, social skills, and loneliness for adults with ASD, as prior studies had focused on more structured, clinical interventions. Variance in perceptions over the three-month series was analyzed using a repeated measures MANOVA. Significant differences were reported over the three month period on both adult self-perception and caregiver perception for ASD symptomology, social skills, and loneliness (N=76).
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013357
Subject Headings: Autism Spectrum Disorder, Adults, Loneliness, Social skills, Social groups
Format: Document (PDF)

Title: Hippocampal neurogenesis in the SERT ALA56 mouse model to autism.
Creator: Di Mase, Julieta Maria, Guthrie, Kathleen, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Biological Sciences
Abstract/Description: The causes of autism spectrum disorder (ASD) are not all known, but it is suspected that the serotonin transporter (SERT) plays an important role for some subjects with ASD. Mutations in the SLC6A4 gene, that encodes SERT, including the Ala56 mutation (Gly56Ala), have been found in some autism patients. This mutation makes the transporter more active and reduces the probability of serotonergic neurotransmission in the brain, which is linked to behavioral changes that are associated with core...
Show moreThe causes of autism spectrum disorder (ASD) are not all known, but it is suspected that the serotonin transporter (SERT) plays an important role for some subjects with ASD. Mutations in the SLC6A4 gene, that encodes SERT, including the Ala56 mutation (Gly56Ala), have been found in some autism patients. This mutation makes the transporter more active and reduces the probability of serotonergic neurotransmission in the brain, which is linked to behavioral changes that are associated with core domain deficits of ASD 1. Depression also has been linked to decreases in the availability of serotonin (5-hydroxytryptamine; 5-HT) in the central nervous system (CNS), and is associated with reduced hippocampal neurogenesis. Selective serotonin reuptake inhibitors (SSRIs), drugs used to block SERTs, are used to treat depression and/or anxiety by inhibiting SERT to increase synaptic 5-HT levels.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013297
Subject Headings: Autism Spectrum Disorder, Hippocampus, Neurogenesis, Serotonin Plasma Membrane Transport Proteins
Format: Document (PDF)

Title: FACIAL EXPRESSION PROCESSING IN AUTISM SPECTRUM DISORDER AS A FUNCTION OF ALEXITHYMIA: AN EYE MOVEMENT STUDY.
Creator: Escobar, Brian, Hong, Sang Wook, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The perception and interpretation of faces provides individuals with a wealth of knowledge that enables them to navigate their social environments more successfully. Prior research has hypothesized that the decreased facial expression recognition (FER) abilities observed in autism spectrum disorder (ASD) may be better explained by comorbid alexithymia, the alexithymia hypothesis. The present study sought to further examine the alexithymia hypothesis by collecting data from 59 participants and...
Show moreThe perception and interpretation of faces provides individuals with a wealth of knowledge that enables them to navigate their social environments more successfully. Prior research has hypothesized that the decreased facial expression recognition (FER) abilities observed in autism spectrum disorder (ASD) may be better explained by comorbid alexithymia, the alexithymia hypothesis. The present study sought to further examine the alexithymia hypothesis by collecting data from 59 participants and examining FER performance and eye movement patterns for ASD and neurotypical (NT) individuals while controlling for alexithymia severity. Eye movement-related differences and similarities were examined via eye tracking in conjunction with statistical and machine-learning-based pattern classification analysis. In multiple different classifying conditions, where the classifier was fed 1,718 scanpath images (either at spatial, spatial-temporal, or spatial temporal-ordinal levels) for high-alexithymic ASD, high-alexithymicvi NT, low-alexithymic ASD, and low-alexithymic NT, we could accurately decode significantly above chance level. Additionally, in the cross-decoding analysis where the classifier was fed 1,718 scanpath images for high- and low alexithymic ASD individuals and tested on high- and low-alexithymic NT individuals, results showed that classification accuracy was significantly above chance level when using spatial images of eye movement patterns. Regarding FER performance results, we found that ASD and NT groups performed similarly, but at lower intensities of expressions, ASD individuals performed significantly worse than NT individuals. Together, these findings suggest that there may be eye-movement related differences between ASD and NT individuals, which may interact with alexithymia traits.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014358
Subject Headings: Autism Spectrum Disorder, Machine learning, Facial expression, Alexithymia, Eye tracking
Format: Document (PDF)

Title: Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad.
Creator: Cruz-Torres, Elisa M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills...
Show moreAutism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004358, http://purl.flvc.org/fau/fd/FA00004358
Subject Headings: Autism in adolescence, Autism spectrum disorders -- Patients -- Life skills guides, Autism spectrum disorders -- Patients -- Rehabilitation, Parents of autistic children, Social skills in adolescence, Visual programming (Computer science), Youth with autism spectrum disorders -- Behavior modification
Format: Document (PDF)

Title: Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.
Creator: Finn, Lisa., College of Education, Department of Exceptional Student Education
Abstract/Description: In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these...
Show moreIn this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362336
Subject Headings: Autism spectrum disorders in children, Treatment, Autism spectrum disorders in children, Behavior modification, Behavior disorders in children, Treatment, Communication in education, Cognitive therapy, Methodology
Format: Document (PDF)

Title: FACIAL EMOTION RECOGNITION ABILITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS.
Creator: Brooks, Katy, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to...
Show moreThe present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to measure observed power and asymmetry using EEG data in order to understand the neural activity that underlies the social aspects of ASD. Participants with ASD showed slower processing speed and decreased emotion sensitivity. On tasks that involved the recognition of expressions on the participants’ mothers’ faces, differences were less apparent. These results suggest that children with ASD are capable of recognizing facial displays of emotion after repeated exposure, this should be explored further in future research.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013463
Subject Headings: Children with autism spectrum disorders, Emotion recognition in children, Facial expression
Format: Document (PDF)

Title: Use of an iPhone to Enhance Interpersonal Daily Living Skills in the Community for Adolescents with Autism Spectrum Disorder.
Creator: Wahlbrink, Lindsey L., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: This study examined the use of an iPhone and List Recorder application to teach three adolescents with autism spectrum disorder to enhance their interpersonal daily living skills in a community setting. Participants were taught to use interpersonal skills to perform an ordering and purchasing task. A multiple probe design across participants was used to demonstrate the effects of the intervention on the participants’ performance. Results indicated an increase in interpersonal skills used in a...
Show moreThis study examined the use of an iPhone and List Recorder application to teach three adolescents with autism spectrum disorder to enhance their interpersonal daily living skills in a community setting. Participants were taught to use interpersonal skills to perform an ordering and purchasing task. A multiple probe design across participants was used to demonstrate the effects of the intervention on the participants’ performance. Results indicated an increase in interpersonal skills used in a community setting. Participants were able to generalize these skills to another community setting. Finally, participants were able to demonstrate these skills once the intervention was removed during follow-up. Implications for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004987, http://purl.flvc.org/fau/fd/FA00004977
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Autism spectrum disorders., Adolescents., Life skills., iPhone (Smartphone).
Format: Document (PDF)

Title: VIRTUAL PROCEDURAL FACILITATOR TRAINING WITH VIDEO MODELING: IMPACT ON THE OPINION WRITING OF ELEMENTARY SCHOOL- AGED CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Launder, Susanna M., Miller, Katie, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Autism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges...
Show moreAutism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges in written expression. Writing, across content areas, is a primary means in which student learning is measured and evaluated. The COVID-19 pandemic forced educators to explore the use of technology, through the application of synchronous and asynchronous instructional models, to meet the needs of all students while also providing access to Evidence Based Practices (EBPs) and rigorous content (Cox et al., 2021). This study examined the effects of an intervention package consisting of video modeling and virtual coaching on the use of a procedural facilitator (PF) as a planning tool on the overall written quality of the opinion writing with elementary school-aged children with ASD. Writing quality was measured by the presence of planned paragraph elements, Correct Word Sequences (CWS), and Total Words Written (TWW). The significance, acceptability, and effectiveness of the intervention package was also explored. Results indicate a functional relationship between the intervention package and the presence of planned paragraph elements. The intervention package did not directly impact CWS or TWW. Participant perceptions of the intervention package were generally positive. Caregiver perceptions of the intervention package were generally positive. Implications of the present study are discussed along with limitations and recommendations for future research.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014058
Subject Headings: Autism spectrum disorders in children, Education, Elementary, Writing skills, Teaching with technology
Format: Document (PDF)

Title: An interactive system to enhance social and verbal communication skills of children withautism spectrum disorders.
Creator: Minan, Maria Jose, Huang, Shihong, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: Affecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can...
Show moreAffecting one in every 68 children, Autism Spectrum Disorder (ASD) is one of the fastest growing developmental disabilities. Scientific research has proven that early behavioral intervention can improve learning, communication, and social skills. Similarly, studies have shown that the usage of of-the-shelf technology boosts motivation in children diagnosed with ASD while increasing their attention span and ability to interact socially. Embracing perspectives from different fields of study can lead to the development of an effective tool to complement traditional treatment of those with ASD. This thesis documents the re-engineering, extension, and evolu- tion of Ying, an existing web application designed to aid in the learning of autistic children. The original methodology of Ying combines expertise from other research areas including developmental psychology, semantic learning, and computer science. In this work, Ying is modifed to incorporate aspects of traditional treatment, such as Applied Behavior Analysis. Using cutting-edge software technology in areas like voice recognition and mobile device applications, this project aspires to use software engineering approaches and audio-visual interaction with the learner to enhance social behavior and reinforce verbal communication skills in children with ASD, while detecting and storing learning patterns for later study.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004306, http://purl.flvc.org/fau/fd/FA00004306
Subject Headings: Autism spectrum disorders in children -- Treatment -- Technological innovations, Children with autism spectrum disorders -- Education -- Technological innovations, Communication disorders in children -- Treatment -- Technological innovations, Computers and people with disabilities, Learning, Psychology of, Optical pattern recognition
Format: Document (PDF)

Title: The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions.
Creator: Cadette, Jessica N., Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it...
Show moreTeachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004352, http://purl.flvc.org/fau/fd/FA00004352
Subject Headings: Austim spectrum disorders in children, Autistic children -- Education, Autistic children -- Language -- Testing, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Communication disorders in children -- Testing, Langugage disorders in children -- Testing
Format: Document (PDF)

FAU Theses and Dissertations (24)	+ -
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Autism Spectrum Disorder (6)	+ -
Autism spectrum disorders (6)	+ -
Optical pattern recognition (3)	+ -
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Amygdala (2)	+ -

Autism spectrum disorders in children (2)	+ -
Autism spectrum disorders. (2)	+ -
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Autistic children -- Means of communication (2)	+ -
Children with autism spectrum disorders (2)	+ -
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Autism spectrum disorders--Treatment--Technological innovations (1)	+ -

Electronic Thesis or Dissertation (24)	+ -
poster (1)	+ -

Florida Atlantic University (20)	+ -
College of Education (12)	+ -
Department of Exceptional Student Education (9)	+ -
Charles E. Schmidt College of Science (8)	+ -
Dukes, Charles (5)	+ -

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