A Qualitative Study of Indian Mothers and Their Perceptions of Autism
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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. -
Annual Report Ist 2015-16
ANNUAL REPORT2015-2016 Rohit, Class VI Raj Singh, Class V Gyanesh, Class VI Krishna, Class VI Neha, Class III We Aboutare a non–profit organizationVISHWAS working in the field of disability and development . The bedrock of our programmes is our fundamental belief in Equal Opportunity and Inclusion. It is our belief that everyone has a right to access basic healthcare and education irrespective of disability, gender, class or caste . Even within vulnerable groups, those with disability are most likely to get excluded. Vishwas is committed to addressing this discrimination. Vision A diverse and inclusive Society where every individual is ensured equal rights and opportunities in a dignified manner. Mission To promote the rights and interests of the disadvantaged and the disabled people in partnership with all stakeholders including the children, their families, community and the government by Building knowledge and capacities on inclusive practices and policies. Creating opportunities with meaningful participation. Overview of Vishwas Programmes VISHWAS VIDYALAYA ADULT TRAINING Providing an equitable and Supporting young adults with inclusive school system. skill development and life skills opportunities VISHWAS (Vision for Health, Welfare and RESEARCH AND Special Needs) COMMUNITY TRAINING BASED Enhancing operational REHABILITATION learning to bridge the gap Facilitating community between the intent and participation to provide a practice barrier free and inclusive environment 2 Note from the Chairperson Our annual report this year is particularly significant as it marks the tenth year of the journey of Vishwas. With this important milestone, while we reflect on our many achievements in the last decade, more importantly, we seek to plan for the next phase in our development with even greater vigour. -
Translation and Usability of Autism Screening and Diagnostic Tools for Autism Spectrum Conditions in India
Translation and usability of autism screening and diagnostic tools for Autism Spectrum Conditions in India. Rudra A1, Banerjee S2, Singhal N3, Barua M3, Mukerji S2, Chakrabarti B1,4 1 School of Psychology and Clinical Language Sciences, University of Reading, UK 2 Creating Connections, Kolkata, India 3 Action for Autism, National Centre for Autism, Delhi, India 4 Autism Research Centre, University of Cambridge, UK Banerjee S is now at University of Haifa, Haifa, Israel. [NOTE: This is the final author-version of the manuscript, the formatted and published version is available at the journal website at : http://onlinelibrary.wiley.com/doi/10.1002/aur.1404/abstract] Correspondence concerning this article should be addressed to: Dr. Bhismadev Chakrabarti School of Psychology and Clinical Language Sciences, University of Reading, Reading RG6 6AL, UK Email: [email protected] Phone: +44 118 378 5551 Fax: +44 118 378 6715 Grant sponsor: Autism Speaks Lay Abstract: Among all the major developing countries, India is conspicuous by the absence of an estimate of autism prevalence. One key reason for this absence is the the lack of availability of standardized screening and diagnostic tools (SDT) for autism in regional languages in India. To address this gap, we translated four widely-used SDT (Social Communication Disorder Checklist, Autism Spectrum Quotient, Social Communication Questionnaire, Autism Diagnostic Observation Schedule) into Hindi and Bengali, two of the main regional languages (~360 million speakers) and tested their usability. We tested these translated instruments on 170 children with and without autism, and found that scores of children with autism were significantly and reliably different from those of control children. -
May 9-12 Rotterdam Netherlands
2018 ANNUAL MEETING MAY 9-12 ROTTERDAM NETHERLANDS PROGRAM BOOK www.autism-insar.org INSAR 2018 Sponsors We thank the following organizations for their generous support of the INSAR Annual Meeting. Platinum Sponsor Level Gold Sponsor Level Silver Sponsor Level Autism Science Foundation Hilibrand Foundation Nancy Lurie Marks Family Foundation TABLE OF CONTENTS Sponsorship .................................Inside Front Cover TABLE OF CONTENTS Special Interest Groups Schedule .......................... 6 Speaker Ready Room ............................................ 6 De Doelen Floor Plans ........................................ 7-9 Meeting Information Schedule-At-A-Glance .................................... 10-12 In-Conjunction Events .................................... 13-14 Keynote Speakers .............................................. 15 Awardees ..................................................... 16-19 INSAR MISSION Acknowledgments .......................................... 20-21 STATEMENT To promote the highest quality INSAR Summer Institute .................................... 22 research in order to improve the Abstract Author Index ...................................... 134 lives of people affected by autism. General Information .......................................... 208 Exhibitors ....................................................... 210 Strategic Initiatives Setting the Bar: Increase the quality, AM diversity and relevance of research promoted through annual meetings, journal, Keynote Address ............................................... -
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. -
A Friend in Me Driving the Research Agenda All in A
OutreachFALL 2008 CONNECTING OUR COMMUNITY & RAISING AWARENESS ABOUT AUTISM A FRIEND IN ME New group helps children with autism build friendships Page 34 DRIVING THE RESEARCH AGENDA SARRC’s leadership at the national level Page 36 ALL IN A DAY’S WORK CommunityWorks helps teens learn about the real world Page 42 s p r e a d i n g the SARRC is helping raise awareness and fi ght autism in the Hispanic community Page 22 word SARRC esta ayudando a crear conciencia y Corriendo la Voz a luchar contra el autismo en la comunidad Hispana Página 28 AutismWalk_FullPgAd_OL.ai 8/8/08 10:30:56 AM C M Y CM MY CY CMY K Contents 22 Guiding Force With the help of supporters, SARRC is reaching out to empower the Hispanic community and form a united front against autism. 28 Fuerza y Orientación SARRC se extiende hacia la Features comunidad hispana para formar un frente unido en contra del autismo. 34 A Friend Indeed The FRIEND Playground Club, which has been implemented in the Scottsdale Unified School District with SARRC’s help, earns high marks from parents and peers. 36 Driving Research SARRC leaders help build the national autism research agenda led by the NIH Interagency Autism Coordinating Committee. 38 Teamwork Gear up for the Arizona Walk Now for Autism on Nov. 2 at Tempe Beach Park. 40 Tuned In KTAR’s inaugural Action for Autism on-air fundraiser made a big impact on SARRC and the community. 42 Building Community SARRC’s Vocational & Life Skills Academy provides job opportunities and coaching for teens and adults on the autism spectrum. -
Systems of Care for Autism Spectrum Disorder: a Global Perspective
PROCEEDINGS Systems of Care for Autism Spectrum Disorder: A Global Perspective Mohammed Bin Rashid Academic Medical Center Building 14 | PO Box 505276 | Dubai Healthcare City | Dubai | United Arab Emirates Tel. +971 4 422 1740 | Fax +971 4 422 5814 | http://ghd-dubai.hms.harvard.edu IN COLLABORATION WITH ISBN-10: 1-944302-02-6 ISBN-13: 978-1-944302-02-3 http://ghd-dubai.hms.harvard.edu PROCEEDINGS Systems of Care for Autism Spectrum Disorder: A Global Perspective Workshop Proceedings Rapporteur: Anna Nicholson Planning Committee: Ammar Albanna Bennet Leventhal Gordon Harper Hesham Hamoda Kerim Munir Myron Belfer Sandra Willis Valsamma Eapen Harvard Medical School Center for Global Health Delivery–Dubai Harvard Medical School Al Jalila Children’s Speciality Hospital Dubai, United Arab Emirates Mohamed Bin Rashid University (MBRU) Dubai Healthcare City, Dubai, United Arab Emirates March 30 – April 1, 2017 Copyright 2017 by the Harvard Medical School Center for Global Health Delivery–Dubai. All rights reserved. Publications of the Harvard Medical School Center for Global Health Delivery–Dubai are available at www.ghd-dubai.hms.harvard.edu. Printed publications can also be requested at [email protected]. Any opinion, ndings, conclusions, or recommendations expressed in this publication do not necessarily reect the views of Harvard Medical School. Harvard Medical School or its licensors at all times own and retain all right, title, and interest in and to these Proceedings (hereafter referred to as “the publication”) including all intellectual property rights therein and thereto. You may use and copy the publication, or portions of the publication, provided that you reproduce all copyright notices, claims, or reservation of rights appearing in the publication, as delivered to you, on all copies made pursuant to this sentence. -
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. -
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. -
Field Guide Future
FIELD GUIDE FOR THE FUTURE N A M E FIELD GUIDE FOR THE FUTURE A practical guide from the Commission’s inquiries, case studies of good practice and stories of change – the future, happening now. With thanks to everyone who contributed. Contents Introduction 4 Scotland 53 Imagine a future where... 4 Scotland inquiry 53 Postcard 6 Urban growing 54 About this field guide 8 Technology 54 Vertical farming 53 Health 10 Small robots 56 Farming 11 Discussion Kit 57 Richard Betton 11 Liz Findlay 13 Countryside 60 George Hosier 14 Bill Grayson 16 Land use 61 Lydia Otter 18 Scotland’s Land Use Strategy 61 Harry Wilder 20 Peatland restoration 62 Building a deliberative process around the EAT-Lancet report 22 Natural flood management 64 Prioritising the good 22 Trees for timber 66 Procurement 24 Thriving Communities 67 The Carmarthenshire Food Procurement Task Force 24 Frome: a public value lens 67 Reflections on the process 29 Agrivillages 69 Why we need regional stakeholder banks 70 Mental Health 30 Exploring land stewardship 71 Farming Connect mentors 30 Farmers’ and their families’ health 31 Good Work 73 A college for the future 73 Attracting new entrants: the need for good work 75 Farming 32 Soils 33 Generating a healthy future for Lincolnshire’s soils 33 Place 76 How to assess soil quality 36 Northern Ireland 77 Cumbria 86 Advice 38 Devon 92 Discussion groups 38 Mind the gap: analysis of support 40 Transition 42 Learning in Action 98 Agroforestry: Stephen and Lynn Briggs 42 Agroforestry: Harriet Bell 43 Carbon neutral upland farming 45 References 102 Cooperatives 46 Nethergill Farm: rethinking stocking levels 49 Pipers Farm: producing high quality meat 51 The Ethical Dairy 52 2 3 Introduction Introduction Imagine a future where.. -
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.