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?

Synchronic Imitation in Children with ASD: Imitation and the Social Deficit Hypothesis
Children with Autism Spectrum Disorder aged between 2 and 5 years

To date most of the research exploring imitation in young children with ASD has focused on how copying others allows for the rapid acquisition of new skills. The use of imitation to develop and sustain interpersonal interaction has received little attention.

Recent pilot testing by our group indicates that children with ASD are indeed less inclined than children without autism to engage in imitation in which the social and communicative aspects of copying are emphasized. Our aim in this research is to firmly establish this effect and then to identify means by which we may encourage social imitation in young children with ASD, as one means of enhancing their social-communicative experiences.

Benefits to participants in participating in this project (e.g., will assessments conducted provide useful information on participants needs, strengths or challenges?) As this research is designed to identify how typically developing children and children with autism engage in imitation, the tasks we will employ only allow us to investigate differences at the group level: They will not afford provision of individualised feedback. However, this research will make a considerable contribution to our understanding of the form and function of imitation in children with autism and we hope will give rise to targeted interventions.

For more information, please contact:
Jasmine Dubost
Research Assistant Early Cognitive Development Unit School of Psychology University of Queensland Brisbane, QLD, 4072,
Phone: 0423 288 652
Email: jasmined@psy.uq.edu.au

Mark Nielsen
Ph. D. School of Psychology University of Queensland Brisbane, QLD, 4072,
Phone: +61 7 3365 6805
Email: nielsen@psy.uq.edu.au

Project details updated 14.11.2008

Comparison of eating-patterns related to mealtime behaviours of children diagnosed with Asperger Syndrome and of typical developing children, aged 5-15 years old in Queensland
Caregivers of children diagnosed with Asperger Syndrome or of children with no special health conditions, aged 5-15 years old

Understanding our children’s current eating patterns is essential for promoting healthy growth, both psychologically and physiologically.

Many studies have been reported that involve autistic children in overseas countries, but there is a lack of understanding for children with Asperger Syndrome in Australia.Hence this study aims:

To compare current eating patterns adopted by children aged 5- 15 years old, with and without Asperger’s Syndrome
To compare current eating patterns adopted by the family of children with and without Asperger’s Syndrome
To study the mealtime behaviour among the children with and without Asperger’s Syndrome based on parental reporting
To examine the factors influencing the current eating patterns of children with and without Asperger’s Syndrome

This study comprises four (4) parts and will run over a period of 12 months. The major methods used are: survey forms, 3-day food records, phone interviews and focus groups. All parts are correlated to each other and participants are encouraged to contribute their time and effort in all parts. All participants will be assigned a numerical code once their details have been provided to the principal investigator to protect the privacy and confidentiality of the participants.

Benefits to participants in participating in this project (e.g., will assessments conducted provide useful information on participants needs, strengths or challenges?) This project provides insightful information on the current eating patterns of the participant’s children and family in comparison to other children and families in the community.

The project will allow participants to gain an opportunity to learn how to implement or improve the current feeding practices of their children, since there will interaction sessions with other participants. In addition, increased understanding of their children’s eating patterns will be available to participants upon completion of the dietary assessment. By sharing their own experiences and knowledge, participants may help to create healthy living for all their family members, especially their children.

For more information, please contact:
Email: s.ong@uq.edu.au
Phone: 07 3346 9548

Project details updated 14.11.2008

Post diagnosis support for families and carers of children with Autism Spectrum Disorder (ASD)
This research project wants to interview parents and carers of children who have received a diagnosis of autism in the last two years.

Brief description of project (background, aims and methodology)

Parents and carers post diagnosis to find out how they gained information and made decisions on treatments and therapies; who supported them in the decision making process and where they found problems in gaining information. This study has been commissioned by the Department of Families, Housing, Community Services and Indigenous Affairs (FacHCSIA).The long-term aim is to develop effective information tools for families resulting from the findings of the research. If you decide to participate, all information will be confidential.

Benefits to participants in participating in this project (e.g., will assessments conducted provide useful information on participants needs, strengths or challenges?)

Improved methods of supplying information will be generated. Your feedback will add to knowledge on the effectiveness of services for families with a child diagnosed with ASD and will provide information on how these services can be improved. A $25 Coles Myer gift voucher will be supplied to you for the effort you have put into this project.

For more information, please contact:
Marianne Rajkovic
Email:mrajkovic@unsw.edu.au
Phone: 02 9385 6364
Brooke Dinning
Email: b.dinning@student.unsw.edu.au
Phone: 02 9385 7828
Project details updated 23.10.2008

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.

What will you be asked to do?

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.

Benefits to participants in participating in this project (e.g., will assessments conducted provide useful information on participants needs, strengths or challenges?)

This project involves completing a survey so you may not experience direct benefits. However, you may find it helpful to think about daily experiences and who you get support from. The information in the project will help us work out how we can best support siblings

For more information please contact:
Belinda Minett
Email: s3079153@student.rmit.edu.au
Project details updated 27/8/2008

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
Phone: (07) 3273 0075
Email: jilla@autismqld.com.au
Project details updated 22.07.2008

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

Or for a hardcopy, please contact the School of Health Sciences (RMIT) on: (03) 99257395
Project details updated 22.07.2008

The effects of a sibling training program on social and cognitive skills in children with ASD
Children aged 4-12 with a diagnosis of Autism, Autistic Spectrum Disorder (ASD), or Aspergers Syndrome.
This research aims to study the behaviour of children with ASD when interacting with their siblings and parents, and introduce a training intervention to facilitate belief understanding, executive functioning and pretend play in children with ASD using their siblings as effective therapists. Initially parents will complete a questionnaire about their child’s play behaviour. Children will participate in standardized assessments and training programmes.

Children may receive training to enhance social and cognitive skills. Participants receive a report of the assessments which may be useful to family, educators etc. All aspects of the study are free to the participants.

Karen O’Brien PhD candidate
School of Psychology University of Queensland
Telephone: (07) 3346 7326 Mobile: 0430 063355
Fax: (07) 3365 4466 Email: k.obrien@psy.uq.edu.au
Web: http://www.psy.uq.edu.au/directory/index.html?id=1356
Project details updated 28.04.2008

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

Note To Researchers
- If you would like to have your project listed on our site, please provide information in this format.

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