Psy. D., Antioch University, 2016, Antioch Seattle: Clinical Psychology

Autism spectrum disorder (ASD) is one of the most common neurodevelopmental differences in the United States, with estimates of prevalence as high as 1 in 68 (Centers for Disease Control and Prevention [CDC], 2016). Over recent decades, two trends have converged to bring autism to the fore as a challenge facing public education. First, changes in the conceptualization of autism have led to greater diagnostic capture of autistic individuals, and second, changes in special education practice regarding inclusion (emphasizing placement in Least Restrictive Environment) have increased the number of autistic students in mainstream classrooms. Meanwhile, autism research has largely been driven by a DSM definition based the behavioral and social deficits rather than the cognitive and sensory traits of autism. The legacy of this social functioning deficit lens is a lopsided emphasis in available educational interventions. A review of available educator resources online indicates that the majority of educational support has been developed to meet the behavioral challenges of autistic inclusion students, while differences in autistic ways of perceiving, thinking, and learning have gone largely unacknowledged and unsupported by standard available educational approaches. This Action Research project gathered input from a group of educators via a mixed methods approach (Likert-type survey and focus group) on their experiences and needs regarding effective support of autistic inclusion students. Drawing on educator input, author experience in the schools, and current psychological literature on autistic learning differences, a teacher training resource that emphasized greater support for autistic learning differences with awareness of sensory experiences and autistic cognition was developed. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu

Committee: Jane Harmon-Jacobs PhD (Committee Chair); Steve Curtis PhD (Committee Member); Carrie Snow PhD (Committee Member) Subjects: Education; Educational Psychology; Psychology

Psy. D., Antioch University, 2015, Antioch New England: Clinical Psychology

Few empirical studies exist that examine adult Asperger-affected relationships. The purpose of this study was to determine whether the marital satisfaction of individuals in relationships in which at least one partner has Asperger's Syndrome (AS) or Autism Spectrum Disorder (ASD), differs in some significant way from the marital satisfaction of individuals in relationships in which neither partner has AS/ASD. Participants were 126 adults in relationships in which at least one partner had a diagnosis of AS or ASD, recruited from Asperger- and autism-related websites, social media, and organizations from English-speaking countries. Couples consisted of heterosexual and same-sex couples, couples with and without children, and couples in which either the male and/or the female partner had an AS/ASD diagnosis. Members of each couple responded independently. Using an online version of the Marital Satisfaction Inventory, Revised (MSI R), the mean scores of individuals in AS/ASD-affected relationships were compared with the normative data of the MSI R for males and females on each of 10 dimensions of marital satisfaction, resulting in 20 comparisons. The dimensions of martial satisfaction included global distress, affective communication, problem solving communication, time together, aggression, sexual dissatisfaction, disagreement about finances, family history of distress, dissatisfaction with children, and conflict over child rearing. Comparisons were made using independent samples t-tests. Because of the highly significant results, step-down procedures were not needed to correct for possible inflation of Type 1 errors. Of the 20 comparisons, 15 demonstrated significantly more dissatisfaction among individuals in AS/ASD-affected relationships than those from the normative data sample, at p < .001. In all cases, individuals in AS/ASD-affected partnerships were more dissatisfied than their normative sample counterparts. Separate analyses revealed that NT individuals were l (open full item for complete abstract)

Committee: George Tremblay PhD (Committee Chair); David Arbeitman PhD (Committee Member); William Slammon PhD (Committee Member) Subjects: Clinical Psychology

Psy. D., Antioch University, 2012, Antioch Seattle: Clinical Psychology

Many journal articles about autism spectrum disorders have been published. The definition of “high-functioning autism” used in these papers may need to be reconsidered, as a segment of the population may be more skilled than has been historically thought. A percentage of people on the autism spectrum work in a high-paying professional capacity, in industries such as computer technology and health care. Their intellectual capacities allow them to successfully perform the portions of their jobs that require deep technical knowledge. However, they struggle with the cognitive and social issues associated with the autism spectrum, such as: concrete thinking; literal information processing; contextual misunderstanding; and social misunderstandings. This qualitative study examines the issues encountered by high-functioning people on the autism spectrum who are in the top quartile of American wage earners. It also recounts the reaction of the participants to a major employment lawsuit filed by a knowledge worker with Asperger's. In addition, the subjects describe what they believe are the strengths that they bring to the workplace that they do not perceive in people who are not on the autism spectrum. The electronic version of this dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Mark Russell Ph.D. (Committee Chair); Richard Coder Ph.D. (Committee Member); Alex Silverman J.D. (Committee Member) Subjects: Developmental Psychology; Occupational Psychology; Psychology