Well-Being in Adults with High Functioning Autism Characteristics

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atmire.migration.oldid5280
dc.contributor.advisorBohac Clarke, Veronika
dc.contributor.authorBeler, Janice Marie
dc.contributor.committeememberJubas, Kaela
dc.contributor.committeememberDavis, Andrew Brent
dc.contributor.committeememberWinchester, Ian
dc.contributor.committeememberGroen, Janet Elizabeth
dc.contributor.committeememberBusseri, Michael
dc.date.accessioned2017-01-19T16:58:00Z
dc.date.available2017-01-19T16:58:00Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThis study sought to examine well-being in adults with characteristics of high functioning autism. Drawing on first-, second-, and third-person perspectives, this study explored how autistic traits affect well-being. Integral methodological pluralism (IMP) was employed as a framework towards achieving a more balanced, comprehensive understanding of both background knowledge and issues germane to the topic of well-being in high functioning autism. The themes examined include the role of self in autism, relationships and autism, cognitive science and autism, and the approach to teaching learners with high functioning autism recommended by the Ministry of Education in the province of Alberta. Autism is a complex developmental disorder that is marked by its heterogeneity of symptoms, severity, and etiology. It has become a major field of research in multiple disciplines. Increased awareness has led to new methods for educating this growing population of learners. In spite of Alberta’s movement towards evidence-based teaching, much of our effort currently focuses on managing and controlling symptoms in order to promote positive behavior and immediate academic success. There is evidence that this approach amounts to short-term interventions designed to meet the more immediate needs of the child within the school setting, possibly at the expense of identifying and imparting skills and understandings that will contribute to long-term success and wellness. In the spirit of backward design models of educational planning, this study investigated understandings of well-being in high functioning autism. By improving the understanding relating to how adults with high functioning autism interpret and experience well-being, the findings can be used to provide curricular direction for youth that are less likely to be able to recognize and articulate the phenomena than adults.en_US
dc.identifier.citationBeler, J. M. (2017). Well-Being in Adults with High Functioning Autism Characteristics (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28683en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28683
dc.identifier.urihttp://hdl.handle.net/11023/3580
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Curriculum and Instruction
dc.subject.otherAutism
dc.subject.otherWell-Being
dc.subject.otherIntegral Methodological Pluralism
dc.titleWell-Being in Adults with High Functioning Autism Characteristics
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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