Experiences of Families of People with Autism Spectrum Disorder in the Canterbury/West Coast Area a Thesis Submitted in Partial

Total Page:16

File Type:pdf, Size:1020Kb

Experiences of Families of People with Autism Spectrum Disorder in the Canterbury/West Coast Area a Thesis Submitted in Partial Experiences of families of people with Autism Spectrum Disorder in the Canterbury/West Coast area A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Arts in Human Services in the University of Canterbury by Paul D. Rawdon University of Canterbury 2012 1 Table of Contents Abstract...............................................................................................................................7 Acknowledgments ............................................................................................................10 Glossary ............................................................................................................................12 Chapter 1 Introduction.....................................................................................................5 1.1 Aim of the thesis................................................................................................................. 6 1.1.1 Thesis summary.......................................................................................................................... 6 Chapter 2 Pervasive Developmental Disorders and Autistic Spectrum Disorders Explained..........................................................................................................................10 2.1 Characteristics of Autistic Spectrum Disorders........................................................... 11 2.1.1 History and development: Autism............................................................................................. 11 2.1.2 History and development: Asperger’s syndrome..................................................................... 11 2.2 Continuum or discrete diagnosis................................................................................... 12 2.2.1 Aetiology of Autism ................................................................................................................. 13 2.3 Characteristics of Autism and Asperger’s syndrome................................................. 13 2.3.1 Autism....................................................................................................................................... 13 2.3.2 Asperger’s syndrome................................................................................................................ 15 2.3.3 Pervasive Developmental Disorders ........................................................................................ 19 2.4 Summary .......................................................................................................................... 19 Chapter 3 ..........................................................................................................................21 Genesis of Autism Services in New Zealand..................................................................21 3.1 The Albury-Thomson case ............................................................................................. 21 3.2 The inquiry into Autism services in New Zealand ...................................................... 23 3.2.1 Additional barriers .................................................................................................................... 24 3.2.2 Recommendations..................................................................................................................... 24 3.2.3 Post inquiry environment.......................................................................................................... 26 3.3 Autistic Association of New Zealand research project (2001) ................................... 27 3.3.1 Diagnosis................................................................................................................................... 27 3.3.2 Needs assessment...................................................................................................................... 28 3.3.3 Respite care............................................................................................................................... 28 3.3.4 Carer support............................................................................................................................. 29 3.3.5 Family support .......................................................................................................................... 29 3.3.6 Satisfaction with public services .............................................................................................. 29 2.3.7 Work and Income ..................................................................................................................... 30 2.4 ‘Autism Spectrum Disorder Guideline’ (2008)............................................................ 30 3.5 Summary .......................................................................................................................... 32 Chapter 4 ..........................................................................................................................33 Family matters .................................................................................................................33 2 4.1 Impacts on parents.......................................................................................................... 33 4.1.1 Early diagnosis and intervention .............................................................................................. 34 4.1.2 Psychological impacts .............................................................................................................. 34 4.2 Impacts on the wider family........................................................................................... 39 4.2.1 Peer support groups .................................................................................................................. 41 4.3 Financial impacts............................................................................................................. 41 4.4 Coping strategies ............................................................................................................. 43 4.4.1 Family composition .................................................................................................................. 43 4.4.2 Coping strategies over time ...................................................................................................... 44 4.5 The ‘empty nest’ .............................................................................................................. 46 4.6 Summary .......................................................................................................................... 47 Chapter 5 ..........................................................................................................................49 Alternative Treatments and Fads ...................................................................................49 5.1 Early beliefs and historical treatment and fads........................................................... 50 5.1.1 ‘Refrigerator mothers’ .............................................................................................................. 50 5.1.2 Schizophrenia............................................................................................................................ 51 5.1.3 Electric shock treatment ........................................................................................................... 51 5.1.4 D-lysergic acid diethylamide (LSD) ........................................................................................ 52 5.2 Modern treatments and ‘fads’ ....................................................................................... 52 5.2.1 Elimination diets....................................................................................................................... 53 5.2.2 Sensory integration therapy...................................................................................................... 53 5.2.3 Dolphin-assisted therapy .......................................................................................................... 53 5.2.4 Mercury and the Measles, Mumps and Rubella (MMR) Vaccine........................................... 54 5.2.5 Chelation therapy...................................................................................................................... 55 5.2.6 Testosterone treatment............................................................................................................. 55 5.2.7 Dore Programme....................................................................................................................... 56 5.2.8 Applied behaviour analysis (ABA) .......................................................................................... 57 5.3 Summary .......................................................................................................................... 57 Chapter 6 ..........................................................................................................................59 Autistic Spectrum Disorder as a Disability: Social Policy Issue ..................................59 6.1 From ‘institutionalisation’ to ‘deinstitutionalisation’.................................................. 59 6.1.1 Institutional care........................................................................................................................ 59 6.1.2 Deinstitutionalisation...............................................................................................................
Recommended publications
  • Pausing Encounters with Autism and Its Unruly Representation: an Inquiry Into Method, Culture and Academia in the Making of Disability and Difference in Canada
    Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada A dissertation submitted to the Committee of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Faculty of Arts and Science. TRENT UNIVERSITY Peterborough, Ontario, Canada Copyright by John Edward Marris 2013 Canadian Studies Ph.D. Graduate Program January 2014 ABSTRACT Pausing Encounters with Autism and Its Unruly Representation: An inquiry into method, culture and academia in the making of disability and difference in Canada John Edward Marris This dissertation seeks to explore and understand how autism, asperger and the autistic spectrum is represented in Canadian culture. Acknowledging the role of films, television, literature and print media in the construction of autism in the consciousness of the Canadian public, this project seeks to critique representations of autism on the grounds that these representations have an ethical responsibility to autistic individuals and those who share their lives. This project raises questions about how autism is constructed in formal and popular texts; explores retrospective diagnosis and labelling in biography and fiction; questions the use of autism and Asperger’s as metaphor for contemporary technology culture; examines autistic characterization in fiction; and argues that representations of autism need to be hospitable to autistic culture and difference. In carrying out this critique this project proposes and enacts a new interdisciplinary methodology for academic disability study that brings the academic researcher in contact with the perspectives of non-academic audiences working in the same subject area, and practices this approach through an unconventional focus group collaboration.
    [Show full text]
  • The Voice of Parents Who Have Used Rhythmic Movement Training with Their Child
    The voice of parents who have used Rhythmic Movement Training with their child A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education University of Canterbury College of Education, Health and Human Development Tessa M Grigg 2016 Table of Contents TABLE OF CONTENTS ................................................................................................................ I ACKNOWLEDGEMENTS ........................................................................................................... V ABSTRACT ................................................................................................................................ VI CHAPTER 1. WHY RESEARCH RETAINED PRIMITIVE REFLEXES? ....................................... 1 1.1. AN INTRODUCTION ......................................................................................................................... 1 1.1.1. Aim of the project ................................................................................................................ 1 1.1.2. Research questions .............................................................................................................. 2 1.1.3. Researcher interest in the topic and pre-study understandings ....................................... 2 1.2. REFLEXES DEFINED ......................................................................................................................... 4 1.3. INTRODUCTION SUMMARY ............................................................................................................
    [Show full text]
  • Educational Inclusion for Children with Autism in Palestine. What Opportunities Can Be Found to Develop Inclusive Educational Pr
    EDUCATIONAL INCLUSION FOR CHILDREN WITH AUTISM IN PALESTINE. What opportunities can be found to develop inclusive educational practice and provision for children with autism in Palestine; with special reference to the developing practice in two educational settings? by ELAINE ASHBEE A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education University of Birmingham November 2015 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Amendments to names used in thesis The Amira Basma Centre is now known as Jerusalem Princess Basma Centre Friends Girls School is now known as Ramallah Friends Lower School ABSTRACT This study investigates inclusive educational understandings, provision and practice for children with autism in Palestine, using a qualitative, case study approach and a dimension of action research together with participants from two educational settings. In addition, data about the wider context was obtained through interviews, visits, observations and focus group discussions. Despite the extraordinarily difficult context, education was found to be highly valued and Palestinian educators, parents and decision–makers had achieved impressive progress. The research found that autism is an emerging field of interest with a widespread desire for better understanding.
    [Show full text]
  • Dyslexia: Quick Fix Or Hard Slog?
    Dyslexia: quick fix or hard slog? Allan Marshall Broomfield School Sabbatical Report Allan Marshall sabbatical report 2008 1 Table of contents Executive Summary 3 Purpose 4 Background 5 Methodology 7 Findings New Zealand Government recognition of dyslexia 8 Alternative programmes available to support dyslexic children 12 Dalwood Assessment Centre and Palm Avenue School, Sydney 16 Implications 19 Conclusions 20 References 21 Allan Marshall sabbatical report 2008 2 Executive Summary Despite a great deal of effort by the MOE, schools, teachers and parents, children who are believed to be dyslexic often show little progress in reading. This is frustrating for teachers, parents and students. Lobby groups such as the Dyslexia Foundation of New Zealand (DFNZ) have worked hard to make the Ministry of Education (MOE) recognise dyslexia as a specific learning disability. The MOE acknowledged that there were still many students who were not achieving and in 2007, it announced that dyslexia was to be formally recognized as a specific learning disability. This was a shift from being non categorical. They now intend to provide specific funding for resources such as web sites, and brochures and resources for parents and teachers. The DFNZ believes that, despite the formal recognition of dyslexia as a learning disability, the MOE’s response has been slow and disappointing. If a child is diagnosed as dyslexic, there is very little clear direction about how to help the child overcome their specific reading problems. Frustrated and anxious parents often turn to expensive commercial programmes that offer ‘quick fixes’ and cures. Unfortunately, no quick fixes are available for dyslexia: dyslexia appears to be ‘for life’ and there is no ‘cure’.
    [Show full text]
  • Research Into Dyslexia Provision in Wales Literature Review on the State of Research for Children with Dyslexia
    Research into dyslexia provision in Wales Literature review on the state of research for children with dyslexia Research Research document no: 058/2012 Date of issue: 24 August 2012 Research into dyslexia provision in Wales Audience Local authorities and schools. Overview The Welsh Government commissioned a literature review, auditing and benchmarking exercise to respond to the recommendations of the former Enterprise and Learning Committee’s Follow-up report on Support for People with Dyslexia in Wales (2009). This work was conducted by a working group, which comprised of experts in the field of specific learning difficulties (SpLD) in Wales including the Centre for Child Development at Swansea University, the Miles Dyslexia Centre at Bangor University, the Dyscovery Centre at the University of Wales, Newport, the Wrexham NHS Trust and representatives from the National Association of Principal Educational Psychologists (NAPEP) and the Association of Directors of Education in Wales (ADEW). Action None – for information only. required Further Enquiries about this document should be directed to: information Additional Needs Branch Support for Learners Division Department for Education and Skills Welsh Government Cathays Park Cardiff CF10 3NQ Tel: 029 2082 6044 Fax: 029 2080 1044 e-mail: [email protected] Additional This document can be accessed from the Welsh Government’s copies website at http://wales.gov.uk/topics/educationandskills/publications/ researchandevaluation/research/?lang=en Related Current literacy and dyslexia provision in Wales: A report on the documents benchmarking study (2012) Digital ISBN 978 0 7504 7972 1 © Crown copyright 2012 WG16498 Contents ACKNOWLEDGEMENTS 2 I. INTRODUCTION 3 II. CURRENT DEFINITIONS OF DYSLEXIA 4 III.
    [Show full text]
  • 11/14/13 Complete List Family & Community Resource Center
    11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities.
    [Show full text]
  • Cogmed Working Memory Training
    PROGRAMME OVERVIEW & IMPLEMENTATION COST/FEES RESEARCH-BASED EVIDENCE *NZD est. based on exchange rate 9/15 Aims to strengthen weak cogniOve capaciOes underlying No published, peer-reviewed evidence available evalua2ng the learning disabili2es through specific cogni2ve exercises. Replaces Annual TuiOon: efficacy of the programme. Anecdotal evidence and unpublished regular school for 3 to 4 years. Students spend 4 periods per day, NZ$15,000 per student Arrowsmith research conducted by Arrowsmith company claims large academic 5 days per week with specially-trained teachers in a 1:10 classroom gains, however, the present scien2fic literature does not provide Program performing computer, auditory, and pen and paper exercises. Training workshop: support for the use of the Arrowsmith programme in the remedia2on Claims a wide range of learning-disabled students will be able to NZ$5,600 + travel to Toronto of learning disabili2es. par2cipate in age-appropriate academic curriculum upon comple2on. IntroducOon to Limited peer-reviewed research support; publica2ons in System of “educaOonal kinesiology” (learning through movement); Brain Gym course: self-funded “Brain Gym Journal” claim gains in cogni2on. Other based on the no2on that learning difficul2es arise from poor NZ$150 peer-reviewed work has labeled Brain Gym as “pseudoscience,” coordina2on between the brain and body. Uses 26 dis2nct exercises due to invalid theoreOcal assumpOons (neurological repa\erning Brain Gym to improve integraOon of specific brain funcOons with body One-on-one training: procedures invalidated, idea that cerebral dominance affects movements. Offered as intensive 2-3 day training courses, 8 sessions: NZ$800 learning repeatedly refuted, and no demonstrated support for typically 8 hours per day.
    [Show full text]
  • Looking for a Quick Fix? Controversial Therapies in the Treatment of Learning and Attention Deficit Disorders
    Looking for a Quick Fix? Controversial Therapies in the Treatment of Language and Learning Disorders Cullowhee Conference – 2016 Jeffrey Black, M.D. Medical Director Luke Waites Center for Dyslexia and Learning Disorders Jeffrey L. Black, M.D. Jeffrey L. Black, M.D. I have no relevant financial relationships with the manufacturer(s) of any commercial product(s) and/or provider of commercial services discussed in this CME activity. I do intend to discuss an unapproved/investigative use of a commercial product/device in my presentation. One of the nation’s leading pediatric centers for the treatment of orthopedic conditions, certain related neurological disorders and learning disorders, such as dyslexia. (214) 559-7815 www.tsrhc.org 1 Jeffrey L. Black, M.D. recognize general characteristics of controversial therapies, describe common unproven therapies, and understand how to advise families. “I have an earache.” 2000 B.C. “Here, eat this root.” 1000 A.D. “That root is heathen, say a prayer.” 1850 A.D. “That prayer is superstition, drink this potion.” 1940 A.D. “That potion is snake oil, swallow this pill.” 1985 A.D. “That pill is ineffective, take this antibiotic.” 2000 A.D. “That antibiotic is artificial, here, take this root.” -- Anonymous Legal requirements for evidence-based educational practice (No Child Left Behind 2002; IDEA Reauthorization 2005). Ineffective treatments may cause harm directly (toxicity, nutrition, interrupt/delay) or indirectly (time, financial burden, guilt, inaccurate attributions). Obligation to provide information about the risks and benefits of treatments. Higher ethical standard than for adult patients because children do not decide on what treatments they receive.
    [Show full text]
  • Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder
    Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder by Jason Manett A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto © Copyright by Jason Manett 2020 Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement Among Postsecondary Students with Autism Spectrum Disorder Jason Manett Doctor of Philosophy Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto 2020 Abstract This study examined the social experiences and understandings of friendship of postsecondary students with autism spectrum disorder (ASD). Ten students from Ontario postsecondary institutions participated in semi-structured interviews and data were analyzed according to the principles of modified grounded theory. Participants’ responses indicate that they had conventional understandings of friendship that included compatible interests and aspects of intimacy. They expressed confidence about their strengths, personalities, and social abilities, and were motivated to develop and maintain friendships and participate in social activities with their peers. They also described experiencing communication challenges and difficulty engaging in various social environments. Participants positioned themselves as “somewhere in the middle” of peers with and without ASD in terms of social functioning, viewed supports as appropriate for others with ASD but not themselves, and employed strategic approaches to socializing in order to balance their desire for social connection with the impacts of the challenges that they experienced. They described areas ii of satisfaction and dissatisfaction or ambivalence with regard to their social lives.
    [Show full text]
  • Learn-Journal-2012.Pdf
    LEARN Volume 34, 2012 Learn Cover 2012_Cover 2006.qxd 23/08/2012 15:47 Page 1 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 1 LEARN JOURNAL OF THE IRISH LEARNING SUPPORT ASSOCIATION Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 2 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 3 LEARN JOURNAL OF THE IRISH LEARNING SUPPORT ASSOCIATION VOLUME 34, 2012 Learn Journal 2012_Learn Journal 2006.qxd 23/08/2012 15:50 Page 4 LEARN is the Journal of the Irish Learning Support Association. It is published annually. LEARN 2013 Readers are invited to submit papers to be considered for inclusion in the 2013 issue of LEARN. Papers should reach the Editorial Committee, LEARN, ILSA, c/o Drumcondra Education Centre, Drumcondra, Dublin 9, by January 31, 2013. Papers should be relevant to some aspect of Learning Support and should not exceed 3,000 words. For information on electronic submissions please contact the administrator on our website at www.ilsa.ie Executive Committee 2011-2012 Chairperson: Catherine Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Vice-Chairperson: Catherine Flanagan, Salesian College, Pallaskenry, Co. Limerick. Treasurer: Florence Gavin, c/o ILSA, Drumcondra Education Centre, Dublin 9. Minutes Secretary: Catherine Flanagan, Salesian College, Pallaskenry, Co. Limerick. Editor of ‘LEARN’: Matt Reville, c/o ILSA, Drumcondra Education Centre, Dublin 9. Editor of Newsletter : Catherine Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9. Executive Members Margaret Egan, Mary Immaculate College, Limerick. Tony Sweeney, c/o ILSA, Drumcondra Education Centre, Dublin 9.
    [Show full text]
  • A Neurodevelopmental Movement Programme for 4-8 Year Old Hearing Impaired Children in the Rural Qwaqwa Region of South Africa
    A neurodevelopmental movement programme for 4-8 year old hearing impaired children in the rural QwaQwa region of South Africa Jó-MARIé VAN DER MERWE BOTHMA 23240865 Thesis submitted for the degree Philosophiae Doctor in Psychology at the POTCHEFSTROOM CAMPUS OF THE NORTH-WEST UNIVERSITY PROMOTOR : Dr. M. Dunn CO-PROMOTOR : Prof. S. Kokot NOVEMBER 2012 ACKNOWLEDGMENTS The completion of this study was a culmination of the support, encouragement, love and enthusiasm of many individuals. I would therefore like to express my sincere appreciation and thanks to each of the following: My promotor, Dr. Munita Dunn, for her continued belief in me, encouragement, and support. Her contribution to this study was valuable and respected. Thank you for all your patience. My co-promotor, Professor Shirley Kokot, for her guidance and expertise in the field of neuropsychology and developmental movement programmes. Your passion in this field is contagious. Professor Martin Kidd of the Department of Statistics and Actuarial Sciences at the University of Stellenbosch for his assistance in the data analysis stage of this study. Mrs. Penny Kokot Louw, for the linguistic and technical editing of this study. The children with hearing impairment at the school who enthusiastically participated in the study. You are the ones that this is all about. Mrs. Steyn, for her permission to conduct this study at the school, as well as Mrs. Audrey Vermeulen, Mrs. Karen Kunz and the school staff, for their contribution to the collection of the data. The North West University Financial Support Services, for granting me a postgraduate bursary, which contributed to covering the financial expenses of this study.
    [Show full text]
  • Behavioural Interventions to Remediate Learning Disorders: a Technical Report
    Behavioural Interventions to Remediate Learning Disorders: A Technical Report 23 March 2015 George Dawson & Stephanie D'Souza Supervised by: Dr. David Moreau PhD & A/Prof. Karen Waldie PhD Centre for Brain Research and School of Psychology The University of Auckland Auckland, New Zealand Contact: [email protected] Behavioural interventions to remediate learning disorders: A technical report TABLE OF CONTENTS I Introduction ............................................................................................................ 3 II Audited Programmes .............................................................................................. 4 A Arrowsmith Programme ........................................................................................ 4 B Brain Gym ........................................................................................................... 8 C Cellfield ............................................................................................................. 17 D Cogmed Working Memory Training ........................................................................ 21 E Coloured Overlays and Lenses (including those from Irlen and The Institute of Optometry) ............................................................................................................. 30 F Danks Davis Dyslexia Tutoring .............................................................................. 34 G Davis Dyslexia ...................................................................................................
    [Show full text]