Psy. D., Antioch University, 2016, Antioch New England: Clinical Psychology

This manuscript describes an exploratory study that assessed whether play with typically developing peers increased the use of symbolic play in children with Autism Spectrum Disorder (ASD). A version of a sandplay intervention previously investigated by Lu, Petersen, Lacroix, and Rousseau (2010), and modified to include peer-mediated play was used. The intervention explored the effects of sandplay with typically developing peers on engagement in symbolic play by children with ASD. A multiple-case intervention design was used with three children with ASD with varying degrees of severity in functioning. While use of symbolic play by two of the children did increase from baseline with the introduction of the peer-mediated sandplay intervention, these effects were inconsistent. Furthermore, only one of the children demonstrated a continued increase in symbolic play at the follow-up phase. While the results of the intervention are inconclusive, these results necessitate further investigation into this method of intervention for children with autism spectrum disorder, specifically in regard to ASD severity. Theoretical and treatment implications are offered, as well as directions for future research.

Committee: Kathi Borden PhD (Committee Chair); William Slammon PhD (Committee Member); Gina Pasquale PsyD (Committee Member) Subjects: Clinical Psychology

Master of Arts, The Ohio State University, 2011, Industrial, Interior Visual Communication Design

Children with ASDs (Autism Spectrum Disorders) have different cognitive disorders. Social interaction is the most discussed area that they fail to establish and develop. Social skills help the child to establish his/her social interaction. This research proposes a set of patterns. In these patterns situation (problems and context) and design opportunities (solutions) of social skills for the children with ASD at the early ages will be discussed. These social skills and related issues are discussed in the proposed patterns: communication of needs and ideas, joint attention, entry/approach skills, eye contact, maintenance skills, play, social interaction, and emotional expression. Pattern language – uniform structure and format – was developed based on the literature review, informal observations and industrial design perspective on the issue; these patterns helped to present the problems and solutions of the social skills. First drafts of the patterns were discussed in sessions with parents and instructors of children with ASDs. Eight revised patterns are the final outcome of this research project to be used by the parents of children with ASDs, as well as by designers and experts or therapists who are involved in area of working with the children ASDs.

Committee: Peter Chan PhD (Advisor); Elizabeth Sanders PhD (Committee Member); Jane Case-Smith PhD (Committee Member) Subjects: Design