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Check These Sites for Up-To-The-Minute Information on Autism Spectrum Disorders
World Wide Web links on Autism - Check these sites for up-to-the-minute information on Autism Spectrum Disorders: Asperger Syndrome: http://www.familyvillage.wisc.edu/lib_aspe.htm www.edul.edu/bkirby/asperger www.asperger.org/ Autism & Brain Development Research: http://nodulus.extern.ucsd.edu/abdrl/html Autism Research Institute: http://www.autism.com.ari Autism Resources - John Wobus http://web.syr.edu/~jmwobus/autism/ Center for the Study of Autism: http://www.autism.org/ http://www.autism.org/ http://www.autism.org/links.html Childhood Disintegrative Disorder: http://info.med.vale.edu/chldstdv/autism/ccd-info.html Family Village - Autism Resources: http://www.familyvillage.wisc.edu/lib_autm.htm MN Dept. of CFL Web Page on Autism Spectrum Disorders: http://cfl.state.mn.us/speced/Autism.htm National Alliance for Autism Research http://www.naar.org Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS): http://info.med.vale.edu/chldstdy/autism/pdd-info.html Rett's Disorder: http://www.familyvillage.wisc.edu/lib_rett.htm AUTISM Title Description 101 Activities for Kids in When what you've got is a small space and a Tight Spaces restless child, what you need are 101 ingenious by: Carol Stock solutions - right away! Here they are - easy to Kranowitz, M.A. 1995 implement, creative fun for the three to seven year old - activities that can turn tough moments into teachable, terrific ones. A "5" Could Make Me This interactive way of using the 5-point scale Lose Control! offers a very concrete way of helping children by: Kari Dunn Buron with autism spectrum disorders to understand and control their emotional responses. -
Brain Disorder and Rock Art
Brain Disorder and Rock Art Brain Disorder and Rock Art Robert G. Bednarik Prompted by numerous endeavours to link a variety of brain illnesses/conditions with the introduction of palaeoart, especially rock art, the author reviews these proposals in the light of the causes of these psychiatric conditions. Several of these proposals are linked to the assumption that palaeoart was introduced through shamanism. It is demonstrated that there is no simplistic link between shamanism and brain disorders, although it is possible that some of the relevant susceptibility alleles might be involved in some shamanic experiences. Similarly, no connection between rock art and shamanism has been credibly demonstrated. Moreover, the time frame applied in all these hypotheses is fallacious for several reasons. These notions are all based on the belief that palaeoart was introduced by ‘anatomically modern humans’ and on the replacement hypothesis. Finally, the assumption that neuropathologies and shamanism preceded the advent of palaeoart is also suspect. These numerous speculations derive from neglect of the relevant empirical factors, be they archaeological or neurological. This article owes a great deal to a recent paper by review the epistemological issues that lead to the for- Bullen (2011), critiquing the attribution of rock art mulation of such opinions by rock-art commentators. to bipolar disorder, and the subsequent elaboration Having elsewhere dealt in some detail with the by Helvenston (2012a) and Bullen’s (2012) response first of Whitley’s crucial propositions, that shamans (see below for details). This author is in agreement introduced palaeoart, the author will examine the with most of the points made in that discussion, so topic of the origins of what is simplistically termed this is not to present counterpoints or to canvas any ‘artistic production’ — ‘palaeoart’ would be a better substantive disagreements, but to follow Helvenston’s word for the phenomenon in question because it is example and expand the scope of the discussion. -
The Sisters' Experience of Having a Sibling with an Autism Spectrum Disorder
Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2013 The iS sters' Experience of Having a Sibling with an Autism Spectrum Disorder Melissa L. McVicker Antioch University - New England Follow this and additional works at: http://aura.antioch.edu/etds Part of the Family, Life Course, and Society Commons, Marriage and Family Therapy and Counseling Commons, and the Psychology Commons Recommended Citation McVicker, Melissa L., "The iS sters' Experience of Having a Sibling with an Autism Spectrum Disorder" (2013). Dissertations & Theses. 49. http://aura.antioch.edu/etds/49 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. THE SISTERS’ EXPERIENCE OF HAVING A SIBLING WITH AN AUTISM SPECTRUM DISORDER A Dissertation Presented to The Faculty of the Applied Psychology Antioch University New England In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy in Marriage and Family Therapy By Melissa L. McVicker, M.S. May, 2013 ii Melissa McVicker. The Sisters’ Experience of Having a Sibling with an Autism Spectrum Disorder (Directed by Amy Blanchard, PhD and Kevin Lyness, PhD). Applied Psychology Department, Spring 2013. ABSTRACT This dissertation consists of two articles. This first article is a literature review identifying studies of autism spectrum disorders and sibling relationships published in the past 10 years. -
The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008)
The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The University of Iowa College of Education The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008) Susan G. Assouline Megan Foley Nicpon Nicholas Colangelo Matthew O’Brien The Paradox of Giftedness and Autism The University of Iowa Belin-Blank Center The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008) This Packet of Information (PIP) was originally developed in 2007 for the Student Program Faculty and Professional Staff of the Belin-Blank Center for Gifted Education and Talent Development (B-BC). It has been revised and expanded to incorporate multiple forms of special gifted programs including academic year Saturday programs, which can be both enrichment or accelerative; non-residential summer programs; and residential summer programs. Susan G. Assouline, Megan Foley Nicpon, Nicholas Colangelo, Matthew O’Brien We acknowledge the Messengers of Healing Winds Foundation for its support in the creation of this information packet. We acknowledge the students and families who participated in the Belin-Blank Center’s Assessment and Counseling Clinic. Their patience with the B-BC staff and their dedication to the project was critical to the development of the recommendations that comprise this Packet of Information for Professionals. © 2008, The University of Iowa Belin-Blank Center. All rights reserved. This publication, or parts thereof, may not be reproduced in any form without written permission of the authors. The Paradox of Giftedness and Autism Purpose Structure of PIP This Packet of Information for Professionals (PIP) Section I of PIP introduces general information related to both giftedness was developed for professionals who work with and autism spectrum disorders. -
The Joy of Autism: Part 2
However, even autistic individuals who are profoundly disabled eventually gain the ability to communicate effectively, and to learn, and to reason about their behaviour and about effective ways to exercise control over their environment, their unique individual aspects of autism that go beyond the physiology of autism and the source of the profound intrinsic disabilities will come to light. These aspects of autism involve how they think, how they feel, how they express their sensory preferences and aesthetic sensibilities, and how they experience the world around them. Those aspects of individuality must be accorded the same degree of respect and the same validity of meaning as they would be in a non autistic individual rather than be written off, as they all too often are, as the meaningless products of a monolithically bad affliction." Based on these extremes -- the disabling factors and atypical individuality, Phil says, they are more so disabling because society devalues the atypical aspects and fails to accommodate the disabling ones. That my friends, is what we are working towards -- a place where the group we seek to "help," we listen to. We do not get offended when we are corrected by the group. We are the parents. We have a duty to listen because one day, our children may be the same people correcting others tomorrow. In closing, about assumptions, I post the article written by Ann MacDonald a few days ago in the Seattle Post Intelligencer: By ANNE MCDONALD GUEST COLUMNIST Three years ago, a 6-year-old Seattle girl called Ashley, who had severe disabilities, was, at her parents' request, given a medical treatment called "growth attenuation" to prevent her growing. -
Autistic Spectrum Disorders a Resource for Families in Wales
Autistic Spectrum Disorders A Resource for Families in Wales December 2010 ISBN 978 0 7504 5977 8 © Crown copyright 2011 WAG10-11196 F1141011 2 Contents Page What are Autistic Spectrum Disorders? 4 Assessment and Diagnosis 6 The impact of ASD within the family 7 Living with a person with ASD 10 Public reactions 11 “It’s not bad parenting and this is why” 11 What can be done to make things better? 13 What support is there? 14 Links and further resources 17 Authors 20 This booklet provides an introduction for people who have a family member with autism. A few important things to point out at the start are: • Autism is no-one’s fault. • The causes of autism are not yet known. • It is a life-long condition and as yet there is no known cure. 3 What are Autism Spectrum Disorders? Autism is often the short-hand name given to a wide ‘spectrum’ of disorders, which includes Asperger syndrome and high functioning autism (HFA). Whatever term is used similar approaches are needed. Autism affects around 1 in 100 people in very different ways. Some can live typical and independent lives, form relationships and have children, while others will always need specialist support. All will, however, have some difficulty in the following three areas: • social communication; • social interaction; • social imagination. Difficulty with social communication This includes spoken language and non verbal communication. 80% of the way people communicate with each other is through non verbal means such as gesture, facial expression and body movements. This includes things like pointing, a wave, a smile or frown, turning away, an angry stance and fidgeting. -
Student Research Report Mother Blaming; Or Autism, Gender and Science
66 Student research report Mother blaming; or autism, gender and science HILARY STACE Introduction My PhD ‘Moving beyond love and luck; building right relationships and respecting lived expe- rience in New Zealand autism policy’ suggests that good outcomes for autism are dependent on having family to advocate and luck that they will be able to find services and supportive peo- ple. But, we could improve autism policy if we worked with the experts, people with autism. My interest in this topic arose from having an autistic son who now has a job and a full social life, but he’s still autistic. When researching autism the meme of the ‘refrigerator mother’ and other mother blaming assumptions are difficult to avoid. Why is this? Autism: contested meanings Autism was named in 1943 (Kanner, 1943, p. 53). The latest descriptions in the pyschiatrists’ bible the DSM IV TR (American Psychiatric Association, 2000) consider it to be a triad of im- pairments: in communication (none or inappropriate use of language), in understanding others (mind-blindness or lack of empathy) and imagination (replaced by obsessive special interests). It is now considered a wide spectrum from the non-verbal, intellectually impaired, cut-off per- son to the highly articulate and intelligent people such as Einstein (Attwood, 2009). People with autism describe the condition differently. They often use the term neurotypical for non-autistic people and neurodiverse to encompass alternatives such as autism. They usual- ly describe problems with understanding and predicting neurotypical peoples’ actions and be- haviour, particularly their non-verbal cues, and often report sensory sensitivities to such things as sound, touch or taste. -
Developing an Individual Transition Plan (ITP)
2/5/09 Developing an Individual Transition Plan (ITP) Presented by Nancy LaCross Autism Resource Specialist [email protected] Individual Transition Plan An ITP is like a road map It tells us how to get from here to there. Where to start? . Start with your dreams and the dreams of your child! . Start asking questions: “Can my child have a job….live alone….take care of himself?” 1 2/5/09 When to start? .NOW ! . Beginning the process early gives the family a focus and the child a future Transition – moving to adulthood A process and a plan to bridge the gap between the school and community where the student will live, work and enjoy adult life Federal Law . IDEA = Individuals with Disabilities Education Act . ITP = Individual Transition Plan 2 2/5/09 Coordinated set of activities Community Adult life participation Vocational training Post-secondary education Continuing Adult services Independent living education Job ITP = Individual Transition Plan • Should be written when student is 14 (NC) • Team of people • Outlines training and support needed • Highly individualized • To prepare the student for life after high school Who’s on the team? . Parents . Student . Teachers . Guidance counselor . Transition coordinator . Vocational counselor . Job coach . Employer . Adult service representative . Friends/relatives 3 2/5/09 As someone famous once said: “It takes a village…..” . Preparing for this transition will require a long- term planning process . Ensure that your child has access to more resources than you can offer alone . Network, network, network…..and be creative Be clear about requirements……………. Even with a diploma a student may be ineligible for admission to a technical school or college if they fail to meet their admissions criteria. -
Rethinking Our Approach to Fostering Language and Social Development, Matt Braun
2/24/2017 Rethinking our Approach in Introduction Schools and the Community: Taking a Strengths Based • Who am I? Approach to Fostering Language and Social Development • Who are you? • What are we doing here today? Matt Braun, PhD, L/CCC-SLP Speech Language Pathologist Owner- Speech & Language Solutions, LLC Getting Started Our Goal To reiterate some of the common themes we’ve heard through the Evaluate the evidence. conference: Evaluate our practice. From the folks at Notre Dame (ACE)- Welcome, Serve, Celebrate Create a culture of Inclusivity in our schools and communities (define How can we make changes? communities) What’s our plan to make those changes? This is a Journey….It takes time….but what are we doing to promote inclusivity in my school and community See Handout Overview Traditional approaches • Review Traditional Models of Practice Medical model and Subsequently, More Traditional Models of Practice • Introduce Strengths Bases Practices • Focusses on what is wrong, broken, or needs “fixing” • Review theory and evidence for Strengths Based Practices • In general physical health, something (a system, organ, bone, muscle, etc.) is • How to apply strengths based practices in the classroom broken, hurt, weakened, etc. • Questions/Comments/Discussion • Moving in to more social sciences we’ve tried and tried to apply this same model • Speaking in this way suggests that the problem lies within the person and implies that something is wrong or broken inferring there is something to fix (Saleebey, 2009) 1 2/24/2017 Traditional vs. Strengths Based The Evolution of Family Centered Approaches to Care Care and Strengths Based Practices • Traditional deficit based approaches aim to fix what is broken or support a disability. -
Bob Doman Is the Director and President of the National Association for Child Development
Kristin (Host): Bob Doman is the Director and President of the National Association for Child Development. You're going to be hearing us talk about something called NACD. That's what that stands for. It was founded in 1979 he's also been a leader in the treatment of autism since the early seventies working with the team that first understood autism as a neuro-developmental problem and identified, understood and treated sensory dysfunction. Bob and NACD help bring sound therapy to the country and later developed the listening program with his son, Alex Doman, followed by the targeted sound intervention programs with his NACD team. The list goes on and on of everything that Bob has accomplished and done for our community. I just think the world of this man. I think you are in, like I said, for a real, real treat. So thank you so much, Bob for being here today. Bob Doman (Speaker): Thank you, Kristin. Kristin (Host): So, we're going to be talking about the neuro-plasticity and what that means is hope and change for autism. And I know when you first talked to me about it, when you think about the brain being able to be plastic and change, I think so many people out there watching today still believe that you become concreted or at a certain age, it just stops. I know today we're going to be talking a lot about that and how our kids at any age can really thrive and continue to do better and better. -
Autism in 1959: Joey the Mechanical Boy
CONTRIBUTOR: Jeffrey P. Baker, MD, PhD Duke University School of Medicine, Durham, North Carolina Address correspondence to Jeffrey P. Baker, MD, PhD, Department of Pediatrics, Trent Center for Bioethics, Humanities, and History of Medicine, Box 3040 DUMC, Durham, NC 27710. E-mail: [email protected] Accepted for publication Mar 23, 2010 doi:10.1542/peds.2010-0846 Autism in 1959: Joey the Mechanical Boy “Joey, when we began our work with him,” wrote psychia- of books that capitalized on postwar America’s infatua- trist Bruno Bettelheim in 1959, “was a mechanical boy.” tion with Freudian theory.5 As director of the Orthogenic Thus began a Scientific American article that is widely re- School in Chicago, Illinois, a residential treatment center garded as one of the first accounts of autism in popular for young people with severe emotional disturbances, American media. Bettelheim’s provocative narrative de- Bettelheim became fascinated by autistic children, whose scribed a delicate 9-year-old boy with an empty gaze who, avoidance of social contact reminded him of the withdrawal he Bettelheim claimed, had “converted himself into a ‘machine’ had seen among concentration camp prisoners.6 In 1956, he because he did not dare to be human.” Although able to obtained a grant from the Ford Foundation to observe a series speak in a mechanical tone, he seemed lost in a world of of autistic children admitted to the Orthogenic School over the ritual. Joey began every meal by stringing an invisible wire course of several years. Joey would become one of his most from an imaginary wall outlet to the table, “insulating” him- famous patients. -
Transcript of the September 13, 2010 IACC Services Subcommittee Meeting
1 U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES INTERAGENCY AUTISM COORDINATING COMMITTEE SERVICES SUBCOMMITTEE MEETING MONDAY, SEPTEMBER 13, 2010 The Subcommittee met in Conference Rooms A1 and A2 of the National Institute of Mental Health, located at 6001 Executive Boulevard, Rockville, Maryland, at 1:00 p.m., Ellen W. Blackwell, M.S.W., and Lee Grossman, Co- Chairs, presiding. PRESENT: SUSAN DANIELS, Ph.D., Office of Autism Research Coordination, National Institute of Mental Health, and Designated Federal Official ELLEN W. BLACKWELL, M.S.W., Co-Chair, Centers for Medicare and Medicaid Services LEE GROSSMAN, Co-Chair, Autism Society GAIL R. HOULE, Ph.D., U.S. Department of Education JENNIFER G. JOHNSON, Ed.D., (representing Sharon Lewis), Administration for Children and Families CHRISTINE M. McKEE, J.D. ARI NE'EMAN, Autistic Self-Advocacy Network NEAL R. GROSS COURT REPORTERS AND TRANSCRIBERS 1323 RHODE ISLAND AVE., N.W. (202) 234-4433 WASHINGTON, D.C. 20005-3701 www.nealrgross.com 2 PRESENT (continued): DENISE D. RESNIK, Southwest Autism Research and Resource Center CATHY RICE, Ph.D., Centers for Disease Control and Prevention (For Edwin Trevathan, M.D., M.P.H.) STEPHEN M.SHORE, Ed.D., Autism Spectrum Consulting NEAL R. GROSS COURT REPORTERS AND TRANSCRIBERS 1323 RHODE ISLAND AVE., N.W. (202) 234-4433 WASHINGTON, D.C. 20005-3701 www.nealrgross.com 3 TABLE OF CONTENTS Roll Call, Welcome and Introductions, Agenda Items and Housekeeping Dr. Susan Daniels ....................4 Presentation on the Extension of Good Teaching Practices, Inclusion