New Research

Why do research?

There is a lot of research being done that touches directly or indirectly on the Autism Spectrum.

Why should we get involved?

Most of the research projects need volunteers – generally, the more volunteers, the greater the chances of meaningful results. If the same few people were to get involved as subjects in every study, then the outcomes of the studies are all going to look the same. It will reflect just those few people: if you are not involved, it will not reflect you or your child or your special needs. So please, get involved where you can – it will help improve our knowledge and it may benefit you!

What projects are there?

Siblings of Children with Disabilities: Investigating the Relationship between Daily Hassles, Uplifts and Adjustments?

Siblings of children with disabilities aged 11-17 years

We are conducting a project about the daily experiences of siblings who have a brother or sister with a disability. This project will help us collect information about how we can best support siblings.

You will be asked to complete a survey about your experiences as a sibling of a child with a disability. It will take approximately 20 minutes to complete. Your involvement is voluntary and anonymous. This means you can you can drop out at anytime and it will not be possible to identify you in the project.

For more information, please contact:
Belinda Minett
email: s3079153@student.rmit.edu.au

Project details updated 11.12.2008

Children’s adjustment to having a sibling with a chronic illness or disability
Parents of children aged between 4 and 17 years who have a sibling with a chronic illness or disability

The experiences of children who have siblings with a chronic illness or disability, such as an ASD are under-researched. This project aims to identify areas where healthy children struggle to adjust to their sibling’s condition. The ultimate aim is to isolate areas where support for families is needed. Participants will complete a survey, which will be analysed via SPSS and discussed in a thesis.

While there are no direct benefits to completing the survey, participants may benefit from reflecting on their family. Results will add to the body of research regarding sibling’s experiences and will help researchers to develop relevant interventions.

To complete the survey online:
1.visit:
http://www.surveymonkey.com/s.aspx?sm=HVK9MUYu_2fF98q5F963ZGYA_3d_3d
2.or follow the link at www.parentingrc.org.au
Sciences (RMIT) on: (03) 99257395

Project details added 23.07.2008

The Introduction of Keyboarding to Students with Autism Spectrum Disorder in the Classroom: A help or a hindrance?

Students with ASD from mainstream primary school classrooms aged between 9 and 12 years of age who have been given a portable word processor in the past 2 years, with a minimum of 12 months experience with the device

This study will aim to investigate whether or not students are more competent written communicators when keyboarding than when handwriting both in terms of speed and text production and the quality of written compositions.

The extent to which portable word processors are being used regularly effectively in classrooms and for homework by students with ASD.

Factors that contribute to or prevent the regular and effective use of portable word processors in the classroom and for homework

Feedback will be provided on the handwriting and keyboarding skills of the participant.

For more information, please contact:
Dr. Jill Ashburner
Ph. 07 3273 0075
email: jilla@autismqld.com.au

Project details updated 23.07.2008

Investigating the Female Profile of Autism
Adolescent males and females with High Functioning Autism or Asperger’s Syndrome

The purpose of my research is to investigate the possibility that some girls and boys with High Functioning Autism or Asperger’s Syndrome are not being diagnosed because they appear differently- these girls and boys just seem ‘different’ in some way but people don’t properly understand why. As a result they can miss out on early intervention and support services which sometimes can lead to serious difficulties during adolescence. For this study I am asking parents to complete a brief questionnaire reflecting on different aspects of their child and to pass on a similarly brief questionnaire to their child’s teacher.

Benefits to participants maybe that being able to better understand high functioning autism (HFA) and Asperger’s Syndrome (AS) may allow more girls and boys with HFA and AS to be referred and diagnosed during early childhood rather than later in adolescence and therefore access services such as early intervention programs. This may prevent some of the later difficulties that can develop for these groups such as mood disorders like anxiety and depression, educational problems and an increase in social and relationship difficulties during high school.

Victoria Miller: vcm@deakin.edu.au
Dr.Mark Stokes: (03) 244 6865, Mark.stokes@deakin.edu.au
Project details added 24.06.2008

Women with disability: knowledge and understanding from menarche to menopause
Parents/carers of women with ASD. If the parent requests, the female with ASD will also be sent a questionnaire via the parent (not very common with females with ASD).

In my Master of Disability Studies Dissertation on PMS in women with disability, I realised it was difficult differentiating between PMS and period pain. I also became aware that some women with disability didn’t follow the usual pattern of puberty changes beginning with breast development.

With this PhD I’m focusing on changes noted before puberty, especially behavioural ones, order of puberty changes, time from first sign of puberty to the first period, and how pain is identified when the female has difficulty pointing or otherwise communicating. My results so far are showing that women with disability have their first period about the same time as peers, but the time from the first sign of puberty to the first period is often much more condensed.

No direct contact with females with ASD, it is only to the parents/carers. If a parent indicates, a questionnaire as a Self Report can be sent to the daughter via the parent.

Benefits to participants will be that they will get feedback about my findings via newsletters, presentations, copy of Thesis if required. I will also make the information known in medical spheres.

Email: margaret.kyrkou@flinders.edu.au
Address: Dept Disability Studies, Flinders University, GPO Box 2100, Adelaide, South Aust 5001
Project details updated 04.04.2008

Children aged between 5 and 12 years with a diagnosis of Autism, Autistic Spectrum Disorder (ASD), or Aspergers Syndrome.
Understanding Other Minds: Social Skills and Social Understanding in Children with Autism Spectrum Disorders
This research focuses on increasing our knowledge of the social understanding difficulties that may underlie the social problems in this disorder with the aim of informing future interventions. In addition it aims to increase social understanding in participating children. Participation may involve standardised assessment and one on one training for the participating child. Participation is free of charge.
Children may receive free training in social understanding and parents will receive feedback of standardized assessment results.
Jessica Paynter, BSc (Hons)
School of Psychology, University of Queensland
Mobile: 0407 592 33 Email: jpaynter@psy.uq.edu.au
Web: http://www.psy.uq.edu.au/people/personal.html?id=1016
Project details updated 26.02.2008

Children 2 to 6 years of age who have a diagnosis of Autism, Speech and Language impairment without Autism, and Children without developmental delay or disorder.
Addressing the need for early identification and diagnosis of autism
Early behavioural indicators for Autism
Samantha Ward, Phone: 0407774225, Email: s24.ward@student.qut.edu.au
Project details updated 22.11.2007

Children with Autism between the ages of 8 and 12 years to participate
Research on how brain Process work differently in children with Autism
Sarah Price, School of Psychology, Griffith University, Mt Gravatt, phone: 37353301, email: s.price2@.griffith.edu.au or
Libby Quinn, School of Psychology, Griffith University, Mt Gravatt, phone: 37353301, email: l.quinn@griffith.edu.au
Project details added 05.11.2007

For young children (2 to 5 years old) with Autism and with limited speech.
This project focuses on the understanding and use of pictures.
Contact Rachel Littlewood, PhD Student, Griffith university, phone 3735 5942.
Project details added 15.10.2007

For children aged 8 to 12 years and their parents
Testing a neural and cognitive model of developmental disorders
Which brain processes work differently in children with Autism?
Contact Professor Murray Dyck, School of Psychology, Griffith University, phone 5552 8251 or email m.dyck@griffith.edu.au Fore more information, please go to Griffith website
Project details added 15.10.2007

For parents of children 2 to 12 years
Parenting knowledge and Child Behaviour
Increase our understanding of how parenting knowledge, family characteristics and child behaviour are related and to what extent they interact with one another.
This can be done on-line in about 30 minutes – go to our website for the link or contact Leanne Winter, University of Queensland, phone 3365 7303, email leannewi@psy.uq.edu.au
Project details added 15.10.2007

For brothers or sisters . .
. . of people with profound intellectual disability and living in group home supported accommodation
Call Davina Taylor (Central Queensland University) on 4921 1470
Project details added 15.10.2007

For everyone
Proposal for a Human Rights Act covering issues concerning people with any kind of disability
Contact Stefanie Dreier, Amnesty International phone 3201 5200
Project details added 15.10.2007

For mothers of children between 3 and 12 years
Parent-Child Relationships and Parenting in Families: Mothers’ Perceptions
Investigate how mothers’ perceptions of their relationships are impacted by parenting beliefs and styles. This will compare responses from mothers of children with autism, children with other disabilities, and typically developing children.
Contact Emma White, QUT, phone 0431 856 924 email e9,white@student.qut.edu.au or Dr Zoe Pearce, QUT, phone 3138 4760 email z.pearce@qut.edu.au or see QUT website for more information
Project details added 15.10.2007

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