The Joy of Autism: Part 4
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Autism Practice Parameters
American Academy of Child and Adolescent Psychiatry AACAP is pleased to offer Practice Parameters as soon as they are approved by the AACAP Council, but prior to their publication in the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP). This article may be revised during the JAACAP copyediting, author query, and proof reading processes. Any final changes in the document will be made at the time of print publication and will be reflected in the final electronic version of the Practice Parameter. AACAP and JAACAP, and its respective employees, are not responsible or liable for the use of any such inaccurate or misleading data, opinion, or information contained in this iteration of this Practice Parameter. PRACTICE PARAMETER FOR THE ASSESSMENT AND TREATMENT OF CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER ABSTRACT Autism spectrum disorder (ASD) is characterized by patterns of delay and deviance in the development of social, communicative, and cognitive skills which arise in the first years of life. Although frequently associated with intellectual disability, this condition is distinctive in terms of its course, impact, and treatment. ASD has a wide range of syndrome expression and its management presents particular challenges for clinicians. Individuals with an ASD can present for clinical care at any point in development. The multiple developmental and behavioral problems associated with this condition necessitate multidisciplinary care, coordination of services, and advocacy for individuals and their families. Early, sustained intervention and the use of multiple treatment modalities are indicated. Key Words: autism, practice parameters, guidelines, developmental disorders, pervasive developmental disorders. ATTRIBUTION This parameter was developed by Fred Volkmar, M.D., Matthew Siegel, M.D., Marc Woodbury-Smith, M.D., Bryan King, M.D., James McCracken, M.D., Matthew State, M.D., Ph.D. -
Gesnerus 2020-2.Indb
Gesnerus 77/2 (2020) 279–311, DOI: 10.24894/Gesn-de.2020.77012 Vom «autistischen Psychopathen» zum Autismusspektrum. Verhaltensdiagnostik und Persönlichkeitsbehauptung in der Geschichte des Autismus Rüdiger Graf Abstract Der Aufsatz untersucht das Verhältnis von Persönlichkeit und Verhalten in der Defi nition und Diagnostik des Autismus von Kanner und Asperger in den 1940er Jahren bis in die neueren Ausgaben des DSM und ICD. Dazu unter- scheidet er drei verschiedene epistemische Zugänge zum Autismus: ein exter- nes Wissen der dritten Person, das über Verhaltensbeobachtungen, Testver- fahren und Elterninterviews gewonnen wird; ein stärker praktisches Wissen der zweiten Person, das in der andauernden, alltäglichen Interaktion bei El- tern und Betreuer*innen entsteht, und schließlich das introspektive Wissen der ersten Person, d.h. der Autist*innen selbst. Dabei resultiert die Kerndif- ferenz in der Behandlung des Autismus daraus, ob man meint, die Persönlich- keit eines Menschen allein über die Beobachtung von Verhaltensweisen er- schließen zu können oder ob es sich um eine vorgängige Struktur handelt, die introspektiv zugänglich ist, Verhalten prägt und ihm Sinn verleihen kann. Die Entscheidung hierüber führt zu grundlegend anderen Positionierungen zu verhaltenstherapeutischen Ansätzen, wie insbesondere zu Ole Ivar Lovaas’ Applied Behavior Analysis. Autismus; Psychiatriegeschichte; Wissensgeschichte; Verhaltenstherapie; Neurodiversität PD Dr. Rüdiger Graf, Leibniz-Zentrum für Zeithistorische Forschung Potsdam, Am Neuen Markt 1, 14467 Potsdam, [email protected]. Gesnerus 77 (2020) 279 Downloaded from Brill.com09/27/2021 01:45:02AM via free access «Autistic Psychopaths» and the Autism Spectrum. Diagnosing Behavior and Claiming Personhood in the History of Autism The article examines how understandings of personality and behavior have interacted in the defi nition and diagnostics of autism from Kanner and As- perger in the 1940s to the latest editions of DSM and ICD. -
Gruson-Wood Julia F 2018 Phd.Pdf (1.393Mb)
‘I’M A JUGGLING ROBOT:’ AN ETHNOGRAPHY OF THE ORGANIZATION AND CULTURE OF AUTISM-BASED APPLIED BEHAVIOUR THERAPIES IN ONTARIO, CANADA JULIA GRUSON-WOOD A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGAM IN SCIENCE AND TECHNOLOGY STUDIES YORK UNIVERSITY, ONTARIO AUGUST 2018 © Julia F Gruson-Wood 2018 ABSTRACT This dissertation is an ethnographic study of the culture, social organization, and everyday practices of providers and recipients of autism-based applied behavior therapies in Ontario, Canada. Autism-based applied behavior therapies are highly controversial evidence-based autism interventions that have become the standard of care, and the only guaranteed-funded services, for autistic people in this province. These therapies are provided by teachers in public autism classrooms, by parents in the home, and by personal support workers in group homes with autistic residents. The lives of many autistic people in this province, whether at school, in the home, or the community, are structured through completing behaviour therapy activities. The growing voices that resist and proliferate applied behaviour therapies, highlight the importance of critical scholarly attention to these therapies. This dissertation is situated within the fields of science studies, medical anthropology, and critical autism studies, and focuses on the experiences and practices of providers. Learning about what providers do, and how they make sense of what they do, helps to understand the professional culture in which they work, and the complex forces of power that govern both their activities and the everyday lives of autistic people in this province. -
Production Notes for Feature Film, “Snow Cake” It's April 2005 and The
Production Notes for Feature Film, “Snow Cake” It’s April 2005 and the snow is melting fast in Wawa there is perceptible panic throughout the cast and crew of Snow Cake when they find out that this location chosen specifically for its customary frigid climate and overabundance of snow – has very little snow to speak of. “The reason we went to Wawa in the first place was to get the snow, says director Marc Evans with a smile. “I was very worried about not getting enough snow. And then Alan Rickman, who plays Alex, said ‘Look, at the end of the day, this film is not about snow. It’s got snow in the title, but it’s about the people who live in this place.’ And I thought, yes, that’s so true. It’s the interaction between the two main characters that forms the thrust of the film. The joy of this film is seeing how the characters interact.” In fact, the lack of snow may have been a blessing in disguise for the film. ‘It appears that this film is being guided by some unseen force in a way,” Rickman says. “We went to Wawa a week later than we were due to. Had we gone there the week before, we would have encountered temperatures that would have been so horrific to work in, so cold, below freezing” Instead, “we had a freak period of 13 days of unbroken sunshine, which on the face of it, with a film called Snow Cake, you might think would be a problem!” But Rickman had always said that the film would find itself and it did in the most beautiful way as the snow thawed around them. -
Measuring the Effectiveness of Play As an Intervention to Support
Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis by Gregory V. Boerio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Youngstown State University May, 2021 Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis Gregory V. Boerio I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory V. Boerio, Student Date Approvals: _______________________________________________________________ Dr. Karen H. Larwin, Dissertation Chair Date _______________________________________________________________ Dr. Patrick T. Spearman, Committee Member Date _______________________________________________________________ Dr. Carrie R. Jackson, Committee Member Date _______________________________________________________________ Dr. Matthew J. Erickson, Committee Member Date _______________________________________________________________ Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii © G. Boerio 2021 iii Abstract The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. -
Speech Sounds Vowels HOPE
This is the Cochlear™ promise to you. As the global leader in hearing solutions, Cochlear is dedicated to bringing the gift of sound to people all over the world. With our hearing solutions, Cochlear has reconnected over 250,000 cochlear implant and Baha® users to their families, friends and communities in more than 100 countries. Along with the industry’s largest investment in research and development, we continue to partner with leading international Speech Sounds:Vowels researchers and hearing professionals, ensuring that we are at the forefront in the science of hearing. A Guide for Parents and Professionals For the person with hearing loss receiving any one of the Cochlear hearing solutions, our commitment is that for the rest of your life in English and Spanish we will be here to support you Hear now. And always Ideas compiled by CASTLE staff, Department of Otolaryngology As your partner in hearing for life, Cochlear believes it is important that you understand University of North Carolina — Chapel Hill not only the benefits, but also the potential risks associated with any cochlear implant. You should talk to your hearing healthcare provider about who is a candidate for cochlear implantation. Before any cochlear implant surgery, it is important to talk to your doctor about CDC guidelines for pre-surgical vaccinations. Cochlear implants are contraindicated for patients with lesions of the auditory nerve, active ear infections or active disease of the middle ear. Cochlear implantation is a surgical procedure, and carries with it the risks typical for surgery. You may lose residual hearing in the implanted ear. -
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. -
VA CEC 2013 Conference Program
The Virginia Federation of the Council for Exceptional Children Fall Conference Seeing the World Through the Spectrum Friday, November 18, 2016 Richmond, VA Presenting Dr. Temple Grandin Endorsed by the Virginia Department of Education Keynote Speaker: Dr. Temple Grandin Temple Grandin, Ph.D., is one of the most accomplished and well-known adults with autism in the world. Her life, with all its challenges and successes, was brought to the screen with the HBO full-length film Temple Grandin, starring Claire Danes. Dr. Grandin has been featured on NPR, and she has a 2010 TED Lecture titled "The World Needs ALL Kinds of Minds." She has also been featured on the BBC special “The Woman Who Thinks Like a Cow”, ABC's “Primetime Live”, “The Today Show” and more. Grandin developed her talents into a successful career as a livestock-handling equipment designer, one of very few in the world. She also speaks on both autism and cattle handling. Dr. Grandin's current bestselling book on autism is The Way I See It: A Personal Look at Autism and Asperger's. She also authored Unwritten Rules of Social Relationships; Animals Make Us Human; Animals in Translation; Thinking in Pictures; and Emergence: Labeled Autistic. Grandin is considered a philosophical leader of both the animal welfare and autism advocacy movements. Honored Guest: Dr. Patricia Abrams Director, Office of Special Education Instructional Services Division of Special Education and Student Services Virginia Department of Education Dr. Abrams serves as the Director of the Office of Special Education Instructional Services at the Virginia Department of Education. -
The Effects of an Enriched Environment on the Stereotypic Movement of Individuals with Profound Mental Retardation." (1998)
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1998 The ffecE ts of an Enriched Environment on the Stereotypic Movement of Individuals With Profound Mental Retardation. Brandi Braud Smiroldo Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Smiroldo, Brandi Braud, "The Effects of an Enriched Environment on the Stereotypic Movement of Individuals With Profound Mental Retardation." (1998). LSU Historical Dissertations and Theses. 6869. https://digitalcommons.lsu.edu/gradschool_disstheses/6869 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly fiom the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter 6ce, ^^diile others may be from any type o f computer printer. The quality of this reproduction is dependent upon the qnalltyr of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized c o p y ri^ material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, b%inning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps. -
Sensory Processing Disorder and Occupational Therapy
Running head: SENSORY PROCESSING DISORDER AND OCCUPATIONAL 1 Sensory Processing Disorder and Occupational Therapy (Persuasive Essay) ENGL 2201 East Carolina University SENSORY PROCESSING DISORDER AND OCCUPATIONAL THERAPY 2 Sensory Processing Disorder is a condition that causes hyposensitivity and hypersensitivity among its victims. Many people who suffer from Sensory Processing Disorder (SPD) also have other disabilities such as autism, ADHD, and other cognitive disorders. According to The Professional Counselor, approximately 5-17% of the population has symptoms of SPD (Goodman-Scott & Lambert, 2015. p. 274). There has been an ongoing debate among medical professionals on whether SPD should be considered its own disorder. Currently in the DSM-V, SPD is not classified as its own disorder because these symptoms are often accompanied by other cognitive disorders. Even though SPD is not in the DSM-V it is still imperative that these individuals seek treatment for their symptoms. For the last 50 years, occupational therapists have been studying this disorder, and formulating treatment plans to help relieve symptoms (Goodman-Scott, & Lambert, 2015. p. 274). Occupational therapists goal is to improve a patient’s quality of life by using individualized, evidence based treatment plans. According to the American Academy of Pediatrics, occupational therapy is considered the main form of treatment for symptoms of SPD because it is noted in the DSM-V as a symptom of autism (Critz, Blake, & Nogueira, 2015. p. 711). Some of the treatment plans occupational therapists use to relieve symptoms of SPD among their patients are sensory integration programs, sensory diets, floortime therapy, and self-management programs. This article argues for the effectiveness of the treatment methods implemented by occupational therapists on individuals with symptoms of SPD. -
April 2011 Issue As I Knew That Kim Pittaway, Who Did This Article Also About Adam and Myself, Also Wrote an Article About Michelle
6/26/2019 Estée Klar Estée Klar - Page 14 of 32 - My autistic son and I explore issues and meanings of autism in our lives Estée Klar Home Bio Lectures/Events Published Articles/Papers Books Contact Me Media Youtube Autistic Wandering and the DSM Filed Under (Activism, autism, Autism Spectrum and Diagnosis, Discrimination) by Estee on 04-04-2011 Recently, the CDC proposed a separate criteria for wandering in autism. You can find the PDF here. I have received permission from the Autism National Committee (AUTCOM) to make this letter available to readers in response to the proposal: Dear Ms. Pickett: We are writing as a coalition of organizations representing a wide variety of different constituents in the disabilities field. We include organizations run by people with disabilities as well as those run by parents, other family members, professionals, providers and many others. Our coalition also includes groups representing a wide array of different kinds of disability categories, including developmental disabilities, mental health conditions, physical disabilities and sensory disabilities. We are writing to express our profound concern about the proposed ICD-9-CM code for wandering discussed at the last meeting of the ICD Coordination and Maintenance Committee on March 9th-10th. While wandering behavior leading to injury and death represents an important and legitimate safety issue for the disability community, we are concerned that the proposal put forward by CDC’s National Center for Birth Defects and Developmental Disabilities (NCBDDD) is not rooted in high quality research and has significant potential unintended consequences for people with disabilities and family members. -
How to Do a Test for Coronavirus at Home
How to do a test for Coronavirus at home An autism-friendly guide to testing your child or young person 2 Ambitious about Autism How to do a test for Coronavirus at home If your child or young person has symptoms, you should order a home test for Coronavirus. The home testing kit for Coronavirus is a swab test. The test is invasive, and swabs are taken from inside the nose and throat. Some autistic children and young people • Use a now and next visual where the ‘next’ may find the home testing kit distressing. side is an activity that your child enjoys, something that will motivate them to It is important to make adjustments to complete the Coronavirus home testing kit support your child and ensure the test is • Ask them to blow their nose to ensure taken safely and accurately. other bacteria doesn’t interfere with the test To relieve anxiety, you can use our Coronavirus home testing visual stories • To prepare yourself, wash your hands with for children and young people. soap for 20 seconds or use hand sanitiser. • To prepare your environment, clean the There are several ways you can prepare surface before you put the home testing your child for the test: kit down. • If appropriate, allow your child to support their stress or anxiety by playing with their favourite toy or stimming toy during the test • Put their favourite programme on so they can watch during the test • Play relaxing music during the test • Your child or young person might prefer to watch or close their eyes as you take swabs, give them the option Ambitious about Autism An autism-friendly guide to testing your child or young person 3 There are four steps to the Coronavirus home testing kit.