Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Examining Associations between Neural Sensitivity to Social Feedback with Trait and State Loneliness in Adolescents(2024) Alleluia Shenge, Victoire; Redcay, Elizabeth; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Loneliness can be defined as the negative emotional response to an experience of discrepancy between the desired and actual quality or quantity of one’s relationships. Loneliness is associated with many negative outcomes, including depression and self-harm. This phenomenon tends to increase in adolescence and adolescents with autism spectrum disorder (ASD) are at even greater risk for developing loneliness during this time than their neurotypical peers. The present study examined how neural sensitivity to both positive and negative feedback from peers is related to loneliness and social experiences among adolescents with and without autism. In a sample of 94 adolescents (22 autistic and 72 non-autistic) ages 11-14, we used an innovative ecologically valid paradigm for fMRI task along with real-world experience sampling to assess self-reported interaction quality and state loneliness, as well as surveys to examine reports of “trait” (or stable levels of) loneliness.The results indicated group differences in both state and trait loneliness, with the autistic group showing high levels of loneliness. In addition, the autistic group had lower interaction quality compared to their non-autistic peers. However, we did not find support for associations between neural sensitivity to feedback and interaction quality or loneliness across our full group. This work provides an important first step in understanding the relation between loneliness, neural sensitivity to social feedback and social experiences and can further inform intervention for adolescents at risk for negative mental health outcomes depending on which mechanism shows an association effect on social experiences and lonelinessItem Predictors of Peer Interaction Success for Autistic and Non-Autistic Youth(2024) McNaughton, Kathryn; Redcay, Elizabeth; Neuroscience and Cognitive Science; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Successful peer interactions are a crucial component of mental health and well-being for autistic and non-autistic youth. Factors that influence successful peer interactions are particularly relevant to investigate in middle childhood and adolescence, a developmental period in which peer interactions take on increased importance for mental health. Research into social interactions can involve both individual-level and interindividual-level understanding of interaction outcomes. Individual-level predictors can yield insight into the way one’s own characteristics predict social interaction outcomes, for example, informing theories about how an individual’s social motivation may predict their social enjoyment. However, because research into social interaction challenges and success in autism has historically focused on individual-level contributions of autistic individuals to social interaction outcomes, it is also important to understand interindividual-level mechanisms, such as the similarity or synchrony between individuals, to understand the role both non-autistic and autistic individuals play in shaping social interactions and their outcomes. Therefore, the overarching goal of this dissertation is to evaluate potential neural and behavioral predictors of peer interaction success in autistic and non-autistic youth during middle childhood and adolescence at the individual and interindividual level. First, I demonstrate that neural sensitivity to social-interactive reward is an individual-level predictor of peer interaction enjoyment. Next, I move beyond individual-level neural predictors to interindividual-level neural predictors, providing evidence for how neural similarity to peers may differentially relate to day-to-day interaction success across different interaction types, such as interactions with peers. Finally, I establish smiling synchronization as an interindividual predictor of peer interaction enjoyment. These studies span the neural and behavioral levels of analysis, providing insight into how these levels of analysis can be investigated from both an individual and interindividual perspective. The findings advance understanding of factors that predict peer interaction success, leading to better understanding of opportunities to support successful peer interactions through individual and interindividual interventions with autistic and non-autistic youth.Item USE OF MULTIMODAL COMMUNICATION IN PLAY INTERACTIONS WITH CHILDREN WITH AUTISM(2020) Rain, Avery; Bernstein Ratner, Nan; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In typical adult-child interaction, adults tend to coordinate gesture and other nonverbal modes of communication with their verbalizations (multimodal communication). This study explored the effectiveness of multimodal communication with young children with autism spectrum disorders (ASD) to encourage child responses. The maternal use of verbal, nonverbal, and multimodal initiations and the subsequent response or lack of response of their child was examined in fifty mother/child video-recorded play interactions. Results indicated that mothers initiated multimodally at similar rates with children with lower and higher expressive language levels. Child response rates to multimodal communication initiations were higher than response rates to verbal-only or nonverbal-only initiations; this finding was consistent across low and high expressive language groups. Additionally, a significant positive correlation was found between maternal wait time after initiation and overall child response rate. These findings have important ramifications for clinical practice and parent training.Item INVESTIGATING THE EFFECT OF PARENTAL QUESTION INPUT ON CHILDREN WITH ASD(2019) Curdts, Lydia Leslie; Bernstein-Ratner, Nan; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study analyzed individual mechanisms of language gains following the Solomon et al. (2014) randomized control trial (RCT) of the Play and Language for Autistic Youngsters (PLAY) Project, a DIR/Floortime based early intervention program for children with autism spectrum disorder. 80 parent-child play interactions from the original RCT were analyzed to assess the relationship between various forms of parental question input, as taught in PLAY parent trainings, and child language measures. While high parental question input did correlate with high child language measures, one targeted intervention component, parental Asked/Answered question input, did not increase following parent training and did not improve child language measures. We consider other mechanisms responsible for successful child language gains following PLAY intervention.Item THE EFFECTS OF INTERACTIVE WHITEBOARD INSTRUCTION ON EARLY NUMERACY SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDERS(2017) Maajeeny, Fayez; Kohl, Frances L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this research was to examine the effects of interactive whiteboard instruction on early numeracy skills of students with Autism Spectrum Disorders (ASD). Four students diagnosed with ASD between the ages of five to seven years old participated. They were taught early numeracy skills, specifically one-to-one correspondence and representation of numbers, using an interactive whiteboard (IAW) and discrete trial training (DTT). A multiple probe design across subjects was used to determine the effectiveness of the IAW instruction. It was predicted that students with ASD would acquire, maintain, and generalize the early numeracy skills taught using the IAW. Results revealed the IAW with DTT was effective for teaching early numeracy skills to students with ASD. The introduction of the intervention resulted in all participants meeting the established criteria. All students generalized the target early numeracy skills to a different setting and with different materials and the results were maintained over time. The findings of the study support the effectiveness of the IAW, coupled with DTT, to teach early numeracy skills to students with ASD. This study met the evidence standards for single case design addressed by What Works Clearinghouse. Implications for practice include the consideration of using the IAW to teach a variety of academic skills as well as developing interactive lessons based on each student’s needs. Future research should focus on generalization of skills gained using IAW instruction.Item Language Outcomes of the Play and Language for Autistic Youngsters (PLAY) Project Home Consultation model—An Extended Analysis(2016) Catalano, Allison; Bernstein-Ratner, Nan; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study is a post-hoc analysis of data from the original randomized control trial of the Play and Language for Autistic Youngsters (PLAY) Home Consultation program, a parent-mediated, DIR/Floortime based early intervention program for children with ASD (Solomon, Van Egeren, Mahone, Huber, & Zimmerman, 2014). We examined 22 children from the original RCT who received the PLAY program. Children were split into two groups (high and lower functioning) based on the ADOS module administered prior to intervention. Fifteen-minute parent-child video sessions were coded through the use of CHILDES transcription software. Child and maternal language, communicative behaviors, and communicative functions were assessed in the natural language samples both pre- and post-intervention. Results demonstrated significant improvements in both child and maternal behaviors following intervention. There was a significant increase in child verbal and non-verbal initiations and verbal responses in whole group analysis. Total number of utterances, word production, and grammatical complexity all significantly improved when viewed across the whole group of participants; however, lexical growth did not reach significance. Changes in child communicative function were especially noteworthy, and demonstrated a significant increase in social interaction and a significant decrease in non-interactive behaviors. Further, mothers demonstrated an increase in responsiveness to the child’s conversational bids, increased ability to follow the child’s lead, and a decrease in directiveness. When separated for analyses within groups, trends emerged for child and maternal variables, suggesting greater gains in use of communicative function in both high and low groups over changes in linguistic structure. Additional analysis also revealed a significant inverse relationship between maternal responsiveness and child non-interactive behaviors; as mothers became more responsive, children’s non-engagement was decreased. Such changes further suggest that changes in learned skills following PLAY parent training may result in improvements in child social interaction and language abilities.Item Neural Bases of Emotional Language Processing in Individuals with and without Autism(2015) Sand, Lesley Ann; Bolger, Donald J.; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A fundamental aspect of successful social interactions is the ability to accurately infer others’ verbal communication, often including information related to the speaker’s feelings. Autism spectrum disorder is characterized by language and social-affective impairments, and also aberrant functional neural responses to socially-relevant stimuli. The main objective of the current research was to examine the behavioral and neural effects of making affective inferences from language lacking overt prosody or explicit emotional words in individuals with and without autism. In neurotypical individuals, the current data are consistent with previous studies showing that verbal emotional stimuli enhances activation of brain regions generally responsive to discourse, and also “social-affective” brain regions, specifically medial/orbital frontal regions, bilateral middle temporal areas, temporal parietal junction/superior temporal gyri and pCC/PC. Moreover, these regions respond differentially to positive and negative valence, most clearly in the medial frontal area. Further, results suggest that mentalizing alone does not account for the differences between emotional and neutral stories, as all of our stories required similar inferencing of the feelings of the protagonist. In autism, there is general agreement that the neurodevelopmental disorder is marked by impairments in pragmatic language understandings, emotional processes, and the ability to “mentalize,” others’ thoughts, intentions and beliefs. However, findings are mixed regarding the precise nature of emotional language understandings. Results of the present study suggest that autistic individuals are able to make language-based emotional inferences, and that like neurotypical controls, social-affective brain regions show task-related facilitation effects for emotional compared to neutral valence. However, the neural activations in the autism group were generally greater than controls, especially in response to emotion. Additionally, results showed greater difficulty with incongruent judgments in participants with autism. Together, these findings represent a first step toward revealing social-affective abilities in the language context in autism, despite irregular brain response. Such understandings are critical to generating effective intervention strategies and therapeutic practices for autistic individuals and their families. For remediation to be most beneficial, one must understand and utilize areas of skill, and leverage those to positively impact deficits.Item DESIGNING FOR THE SPECTRUM: An Educational Model for the Autistic User(2015) Leestma, David Paul; Simon, Madlen; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)According to the Center for Disease Control children are being diagnosed with autism with greater frequency today than in the past, partially due to the refinement of diagnostic techniques and increased vigilance on the part of parents, pediatricians and teaching professionals. The educational system for those with autism however has not caught up to the growing population. The students are often overlooked by the school district and given classrooms that are detrimental to their sensory perceptions. In order to serve the needs of autistic students, new facilities need to be built and current facilities need to be adapted in order to accommodate this growing population. This thesis imagines a learning environment which both facilitates learning for those with sensory perception issues and creates an environment which fosters social interaction among students regardless of physical and mental capabilities. The design of this learning center will be designed based on research and case studies, followed by the creation of a set a principles, and the application of these principles to a test case.Item Maternal Experiences of Parenting Children with Autism Spectrum Disorder: A Qualitative Analysis(2015) Duchene, Melissa S.; Jones Harden, Brenda; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Despite the increased prevalence rates of autism spectrum disorders (ASD) over the last two decades (Centers for Disease Control and Prevention, 2015), little is known about the parenting of children with ASD, including parenting behaviors, parent-child interactions, and how the specific characteristics of children with ASD affect parenting practices. The goals of this qualitative study were: (1) To explore parenting practices and behaviors among mothers of children with ASD; and (2) To illuminate the unique experiences of mothers raising children with ASD. Three research questions guided the inquiry: 1) What are the parenting practices and behaviors that mothers use with their preschool age children with ASD?; 2) What are the beliefs and experiences of mothers relative to raising preschool aged children with ASD?; and 3) What facilitates or hinders mothers' parenting of their preschool aged children with ASD? In this qualitative inquiry, six mothers and their preschool-age children with ASD were recruited from the Autism Center in a metropolitan children's hospital. Each mother participated in three 1-1 ½ hour long semi-structured audio-recorded interviews that entailed a series of open-ended questions about the unique experiences associated with raising a child with ASD. Two home observations and one public observation of mother-child interactions lasting 1-2 hours in length were conducted per family. Eleven themes emerged during the coding process: 1) positivity within the mother-child relationship, 2) schedules and routines, 3) strategies encouraging child cooperation, 4) crisis management, 5) perspectives on child's maladaptive behavior, 6) perspectives on child's abilities, 7) perceptions and experiences around public interfacing, 8) stress associated with caring for a child with ASD, 9) maternal resources, 10) interpersonal supports, and 11) ecological factors. These results shed light on factors that contribute to the everyday realities and experiences of parents who have children with ASD, thereby allowing for a more accurate understanding of their parenting approaches and behaviors. Findings from this study can be considered in the context of developing interventions focused on parenting children with ASD.Item Active Engagement: Development of Cooking Skills for Young Adults with Autism(2015) Bailey-Goldschmidt, Janice; Song, Hee-Jung; Nutrition; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Autism is a broadly defined disorder of communication and social development of neurobiological origin. While adults with autism are generally invisible in the national public health surveys, increased rates of overweight and obesity among this population are apparent and few nutrition programs have been developed for this at-risk population. The objective of the research was to test the feasibility of a community-based nutritional intervention for young adults (18- 25 years of age) with autism founded on the premise of teaching introductory cooking skills. This nutrition intervention program was guided by Hodge et al.'s conceptual framework for developing life skills and is focused on four motivational climates that contribute to autonomy, self-efficacy, social-relatedness, and preference. Active Engagement was found to be a feasible program for involving young adults with autism in their food preparation process, contributing to an improvement in their variety of diet, and promotion of fruit and vegetable consumption.