Social and Behavioral Sciences Commons^™

Brain Activity In College Students With The Broad Autism Phenotype, Amy Gaylord Beaver

Electronic Theses and Dissertations

Abstract

This study examined brain activity in college students with the broad autism phenotype (BAP) while viewing facial expressions. Quantitative Electroencephalogram assessments were conducted in the temporal lobe area in the brains of 38 college students declared as Science, Technology, Engineering, and Math (STEM) majors. Participants were divided into BAP+ versus BAP- groups based on their scores on the Broad Autism Phenotype Questionnaire (BAPQ). Findings revealed that individuals categorized as BAP+ demonstrated a higher alpha relative power score and a higher T4 relative to T3 coherence Z score when looking at expressive faces than when looking at neutral faces when …

Psychosocial Impacts Of Technology Training In Transitional-Aged Youth With Autism, Collin D. Dean

Doctor of Psychology (PsyD)

The transition from adolescence to adulthood can be difficult to manage for any individual. In addition to typical adjustments, additional challenges for individuals with Autism Spectrum Disorder (ASD) have included living at home for longer, isolating themselves socially, and struggling to find the motivation to seek employment and/or education. Research suggests that these factors are influenced by deficits in adaptive functioning, social cognition, and emotional/behavioral functioning. For this reason, various programs have been implemented to support the adjustment of transitional-aged youth with ASD. Among such programs are postsecondary vocational organizations which seek to assist individuals on the Autism Spectrum by …

Executive Functions Profiles Of Individuals With Attention Deficit Hyperactivity Disorder And Autism Spectrum Disorder, Michael Ramsteck

PCOM Psychology Dissertations

The current study examined teacher ratings of the executive capacities of groups of ADHD-diagnosed and ASD-diagnosed students; first by comparing teacher ratings of each clinical group to the teacher ratings of a group of matched nonclinical peers, then by comparing the teacher ratings of the two clinical groups. The data for both clinical groups and their respective matched control groups were part of the data collected during the standardization of the McCloskey Executive Function Scale – Teacher Report Form (MEFS-TR). It was hypothesized that when compared to their matched control groups, teacher ratings of the ADHD-diagnosed group would reflect a …