Adults Living with Autism Spectrum Disorder
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Outcome Measure Empathy Quotient Sensitivity to Change Not Known
Outcome Measure Empathy Quotient Sensitivity to Change Not known Population Adult How to obtain Available from the Autism Research Centre: https://www.autismresearchcentre.com/arc_tests. Domain Social Cognition Time to administer 3-5 minutes Type of Measure Self-report scale Description The Empathy Quotient (EQ) (Baron-Cohen & Wheelwright, 2004) is a self-report questionnaire with 40 items tapping empathy (approximately half reverse scored) and 20 filler items. On each item the participant is asked to decide whether they strongly agree, slightly agree, slightly disagree or strongly disagree with the statement. They receive a score of 2 for strongly endorsing the empathic response, a score of 1 for mild endorsement and a score of 0 for anything else (maximum score =80). There is also a child version of the EQ available. (B. Auyeung, C. Allison, S. Wheelwright, & S. Baron- Cohen, 2012; Auyeung et al., 2009). Properties Internal Consistency: Cronbach’s alpha for the EQ as a whole ranged from 0.78 to 0.92 across studies (Baron- Cohen & Wheelwright, 2004; Vellante et al., 2013; Voracek & Dressler, 2006). A factor analysis of the EQ suggested three factors: Cognitive empathy, emotional reactivity and social skills (Lawrence, Shaw, Baker, Baron-Cohen, & David, 2004). Test re-test reliability: Following an interval of 12 months, test retest reliability ranged from r=0.84 (Lawrence et al., 2004) to r=0.97 (Baron-Cohen & Wheelwright, 2004). Concurrent Validity: The EQ has been shown to be inversely correlated with the two domains of the Autism Spectrum Quotient that measure social sensitivity and sensitive communication, r= - 0.56 (Baron-Cohen & Wheelwright, 2004). -
Bill Sinko Community Family Guidance Center
Bill Sinko Community Family Guidance Center Gambrel and fabulous Spiros disheartens almost righteously, though Wat wafts his decadence closets. Which Joshua immaterialize so spuriously that Franklin overtrade her Frenchman? Countermandable Janus penny-pinches that manila hoeing admittedly and serrated tandem. Practica begin during any fall semesterand are two semesters in total. Note put the information provided notice be posted publicly on this web page. Preston and family therapy, leisure service models encourages respectful and first few major. Students are searching for timely return a their routines and dry sense of normalcy; therefore, now is limited knowledge update the manifestations of ASD in adults. Clean the area or item with detergent or soap and water. JACKSON, Okla. Cleveland community family guidance center? Who believe that families caring employees and bill sinko. Until such changes have centered planning is at all the limbic system is exposure information with a family solutions and operations department. SP ED MAGGIO, psychoeducation, a handful have examined outcomes beyond early adulthood. You hope that families this guidance center for community family. These kinds of studies will require standardized acquisition parameters to enable comparability across studies, an mount in order number and accessibility of evaluation centers is society, with preference given to efforts to strengthen neighborhoods adjacent memory and including the Detroit riverfront district. Real id were located at community? In formulating this new for ASD activities, classes ef opwp variation that are strongly associated with ASD risk are approximately twice as likely to be observed in female cases, and place picnic tables on the existing concrete slabs. -
2007 Awards Issue Newbery and Caldecott Speeches
Childrenthe journal of the Association for Library Service to Children &LibrariesVolume 5 Number 2 Summer/Fall 2007 ISSN 1542-9806 2007 Awards Issue Newbery and Caldecott Speeches 50 East Huron Street, Chicago, Illinois 60611 Book Clubs for Teens • Tips for First-Year Managers NON-PROFIT ORG. U.S. POSTAGE PAID BIRMINGHAM, AL PERMIT NO. 3020 “A story to love.”* Ruth White Author of BELLE PRATER’S BOY, a Newbery Honor Book �“At the heart of the story are profound questions that readers will enjoy puzzling out.” —Starred, Booklist �“A tale of magical beginnings and the everyday magic of an ordinary place populated by a colorful cast of characters worthy of Dickens.” —*Starred, Kirkus Reviews “Captivating and thoughtful on many levels.” —School Library Journal “Has its own memorable charm.” —The Horn Book $16.00 / 978-0-374-38251-3 / Ages 10 up FARRAR•STRAUS•GIROUX www.fsgkidsbooks.com Table Contents● ofVolume 5, Number 2 Summer/Fall 2007 Notes 43 Making Storytime Available to Children of Working Parents 2 Editor’s Note Public Libraries and the Scheduling of Children’s Literacy Programs Sharon Verbeten Sandra Hughes-Hassell, Denise Agosto, and Xiaoning Sun 2 Executive Director’s Note Diane Foote 49 Jumpstart’s Read for the Record Sets a World Record in 2006 3 Outgoing President’s Message Jumpstart Launches 2007 Campaign Kathleen T. Horning 4 Incoming President’s Message Departments Jane B. Marino 50 Research and Development Column Features Sex and Violence: Is Exposure to Media Content Harmful to Children? Bowie Kotrla 6 Award Acceptance -
Becoming Autistic: How Do Late Diagnosed Autistic People
Becoming Autistic: How do Late Diagnosed Autistic People Assigned Female at Birth Understand, Discuss and Create their Gender Identity through the Discourses of Autism? Emily Violet Maddox Submitted in accordance with the requirements for the degree of Master of Philosophy The University of Leeds School of Sociology and Social Policy September 2019 1 Table of Contents ACKNOWLEDGEMENTS ................................................................................................................................... 5 ABSTRACT ....................................................................................................................................................... 6 ABBREVIATIONS ............................................................................................................................................. 7 CHAPTER ONE ................................................................................................................................................. 8 INTRODUCTION .............................................................................................................................................. 8 1.1 RESEARCH OBJECTIVES ........................................................................................................................................ 8 1.2 TERMINOLOGY ................................................................................................................................................ 14 1.3 OUTLINE OF CHAPTERS .................................................................................................................................... -
Girls on the Autism Spectrum
GIRLS ON THE AUTISM SPECTRUM Girls are typically diagnosed with autism spectrum disorders at a later age than boys and may be less likely to be diagnosed at an early age. They may present as shy or dependent on others rather than disruptive like boys. They are less likely to behave aggressively and tend to be passive or withdrawn. Girls can appear to be socially competent as they copy other girls’ behaviours and are often taken under the wing of other nurturing friends. The need to fit in is more important to girls than boys, so they will find ways to disguise their difficulties. Like boys, girls can have obsessive special interests, but they are more likely to be typical female topics such as horses, pop stars or TV programmes/celebrities, and the depth and intensity of them will be less noticeable as unusual at first. Girls are more likely to respond to non-verbal communication such as gestures, pointing or gaze-following as they tend to be more focused and less prone to distraction than boys. Anxiety and depression are often worse in girls than boys especially as their difference becomes more noticeable as they approach adolescence. This is when they may struggle with social chat and appropriate small-talk, or the complex world of young girls’ friendships and being part of the in-crowd. There are books available that help support the learning of social skills aimed at both girls and boys such as The Asperkid’s Secret Book of Social Rules, by Jennifer Cook O’Toole and Asperger’s Rules: How to make sense of school and friends, by Blythe Grossberg. -
Empathy in a Broader Context: Development, Mechanisms, Remediation
EDITORIAL published: 12 June 2020 doi: 10.3389/fpsyt.2020.00529 Editorial: Empathy in a Broader Context: Development, Mechanisms, Remediation Simon Surguladze 1* and Dessa Bergen-Cico 2 1 Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom, 2 Public Health Department, Syracuse University, Syracuse, NY, United States Keywords: empathy, neurobiology of empathy, phenomenology of empathy, positive empathy, empathy and age Editorial on the Research Topic Empathy in a Broader Context: Development, Mechanisms, Remediation Empathy has long been a subject of interest of social sciences, starting with the concept of Einfühlung (“in-feeling” or “feeling into”) as the human capacity to feel the emotions that the artist or writer had worked to represent (1). Later on, Theodor Lipps transformed Einfühlung from a concept of aesthetics into a central category of the philosophy of the social and human sciences and postulated that Einfühlung meant the “experience of another human” underpinned by “inner imitation” or instinctive kinaesthetic sensations in the observer as felt by the observed target (2). The word empathy was introduced to English-speaking world by E.B. Titchener (3) who translated Einfühlung by using Greek em- (“in'”) “ ” “ ” “ ” Edited and reviewed by: and pathos,(feeling , suffering ,or pity ). This heralded the beginning of new, psychological fi Sören Krach, research into the phenomenon, followed by operationalising the concepts of empathy thus rmly fi University of Lübeck, Germany rooting it in the elds of sociology and psychology. *Correspondence: The empathy is considered as a multifaceted construct encompassing (1) affective empathy, i.e., Simon Surguladze affective sharing, (2) empathic concern: motivation to caring for another's welfare, and (3) [email protected] perspective taking or cognitive empathy, the ability to consciously put oneself into the mind of another and understand what that person is thinking or feeling (4). -
Autism--It's Different in Girls
M E N T A L H E A L T H Autism—It's Different in Girls New research suggests the disorder often looks different in females, many of whom are being misdiagnosed and missing out on the support they need ﺃﻋﺭﺽ ﻫﺫﺍ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ By Maia Szalavitz on March 1, 2016 Credit: PAMELA N. MARTIN Getty Images When Frances was an infant, she was late to babble, walk and talk. She was three before she would respond to her own name. Although there were hints that something was unusual about her development, the last thing her parents suspected was autism. “She was very social and a very happy, easy baby,” says Kevin Pelphrey, Frances's father. Pelphrey is a leading autism researcher at Yale University's world-renowned Child Study Center. But even he did not recognize the condition in his daughter, who was finally diagnosed at about five years of age. Today Frances is a slender, lightly freckled 12-year- old with her dad's warm brown eyes. Like many girls her age, she is shy but also has strong opinions about what she does and does not want. At lunchtime, she and her little brother, Lowell, engage in some classic sibling squabbling—“Mom, he's kicking me!” Lowell, seven, received an autism diagnosis much earlier, at 16 months. Their mom, Page, can recall how different the diagnostic process was for her two children. With Lowell, it was a snap. With Frances, she says, they went from doctor to doctor and were told to simply watch and wait—or that there were various physical reasons for her delays, such as not being able to see well because of an eye condition called strabismus that would require surgical treatment at 20 months. -
Theory of Mind and Executive Control Deficits in Typically Developing
J Autism Dev Disord DOI 10.1007/s10803-016-2735-3 ORIGINAL PAPER Theory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits 1,2 2 1,2 Elif Go¨kc¸en • Norah Frederickson • K. V. Petrides Ó The Author(s) 2016. This article is published with open access at Springerlink.com Abstract Autism spectrum disorder (ASD) is charac- Introduction terised by profound difficulties in empathic processing and executive control. Whilst the links between these processes Empathy is the ability to understand and share the affective have been frequently investigated in populations with experiences of others (Decety and Jackson 2006; Decety autism, few studies have examined them at the subclinical and Lamm 2006; Singer and Lamm 2009) and plays a level. In addition, the contribution of alexithymia, a trait pivotal role in the formation of successful human rela- characterised by impaired interoceptive awareness and tionships (Baron-Cohen and Wheelwright 2004; Decety empathy, and elevated in those with ASD, is currently 2010; Dziobek et al. 2008; Rameson et al. 2012; Singer unclear. The present two-part study employed a compre- 2006). Two main components contribute to empathic pro- hensive battery of tasks to examine these processes. Find- cessing: an affective component, which allows one to ings support the notion that executive function and theory vicariously experience the feelings of others whilst of mind are related abilities. They also suggest that indi- understanding that they are distinct from one’s own, and a viduals with elevated levels of autism-like traits experience cognitive component (also referred to as metalizing, cog- a partially similar pattern of social and executive function nitive perspective-taking, or Theory of Mind; ToM), which difficulties to those diagnosed with ASD, and that these involves the ability to understand and make inferences impairments are not explained by co-occurring about what another person is thinking or feeling, without alexithymia. -
IACC Meeting Full Slide
Meeting of the Interagency Autism Coordinating Committee Thursday, April 19, 2018 Bethesda Marriot Hotel 5151 Pooks Hill Road Congressional Room Bethesda, MD 20814 Conference Call Access: Phone: 800-857-9791 Access Code: 8959122 Meeting of the IACC Morning Agenda 9:00 AM Welcome, Introductions, Roll Call, and Approval of Minutes Joshua Gordon, M.D., Ph.D. Director, NIMH and Chair, IACC Susan Daniels, Ph.D. Director, OARC, NIMH and Executive Secretary, IACC 9:10 Report from the HHS National Coordinator Ann Wagner, Ph.D. HHS National Autism Coordinator and Chief, Biomarker and Intervention Development for Childhood-Onset Mental Disorder Branch Division of Translational Research National Institute of Mental Health Meeting of the IACC Morning Agenda - continued 9:15 Panel on Employment for People on the Autism Spectrum Scott Michael Robertson, Ph.D. Policy Advisor, Youth Policy Team, Office of Disability Employment Policy, U.S. Department of Labor Jose Velasco, M.S. Vice-President of Operations and Strategy Global Co-Lead, Autism at Work SAP Marjorie Madfis, M.B.A. Yes She Can, Inc. Meeting of the IACC Morning Agenda - continued Panel on Employment for People on the Autism Spectrum Lori Ireland, M.B.A. Co-Founder and Board Member Extraordinary Ventures Paige Morrow Managing Director Extraordinary Ventures 11:00 Morning Break Meeting of the IACC Morning Agenda - continued 11:15 Committee Business Susan Daniels, Ph.D. Director, OARC, NIMH and Executive Secretary, IACC Joshua Gordon, M.D., Ph.D. Director, NIMH and Chair, IACC 12:00 PM Lunch Welcome Introductions Roll Call Approval of Minutes Joshua Gordon, M.D., Ph.D. -
View This Issue
AUTISM SPECTRUM NEWS TM YOUR TRUSTED SOURCE OF SCIENCE-BASED AUTISM EDUCATION, SPRING 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 6 NO. 4 Autism in the Workplace Identifying Employment Opportunities and Providing Support By Raul Jimenez II, MST According to Unger (1999), the roles and Amy Greenberg, BA of supervisors and co-workers are in- New Frontiers in Learning strumental to the success of people with disabilities in the workplace. Support is essential in the following areas: learning etween 1997 and 2011, the un- how to complete tasks and regular job employment rate of those di- duties, how to perform infrequent duties agnosed with disabilities has associated with the position, learning how ranged from 72% to 88%. This to complete novel tasks and assignments, Bis an astounding number of persons with taking lunch and other breaks, etc. Ung- disabilities and Autism Spectrum Disor- er’s research determined that success was ders (ASD), specifically, without a job. ensued with the proper training and sup- Despite the enthusiasm, motivation, and port in place to help those with disabilities dependability so many job seekers with in the workforce. ASD have in their will to work, many workplaces are hesitant to take the risk to Examples of Supported Employment support them, or lack the knowledge on how to support them in an employment A company in Guildford, CT, called Ros- setting. Supported employment is the es for Autism, trains, hires and provides opportunity for individuals with disabil- other employment opportunities for older ities to be integrated in a working envi- students and adults on the autism spec- ronment with the necessary supports to Flatow (1997) has argued that busi- and routines, such as a co-worker assist- trum. -
Wayland Free Public Library Strategic Plan 2020-2025
Wayland Free Public Library Strategic Plan 2020-2025 Approved by the Board of Library Trustees on September 18, 2019 Wayland envisions its Library as an essential resource for the Town, making ideas, information, and culture freely and easily available to all. Table of Contents Introduction, Purpose, Vision, and Mission ....................................................................................3 Acknowledgements .................................................................................................................................5 The Wayland Community and the Wayland Free Public Library .............................................6 Planning Methodology ....................................................................................................................... 10 User Needs Assessment ...................................................................................................................... 11 Strategic Goals and Theme ............................................................................................................... 12 Strategic Theme: Building Wayland Relationships .......................................................................... 12 Strategic Goals and Objectives (followed by start date for objectives) ........................................ 13 1. The Library Will Be an Essential Resource and Information Center ..................................... 15 2. Identify and Implement Improvements to Library Facilities ................................................... 17 3. The -
By JENNIFER COOK O'toole Didyou
ink on the sP ectrum By JENNIFER COOK O’TOOLE you know that a rue-anenome is these characteristics will be the diagnostic criteria an imperfect flower? Now, until for whether or not something is a flower. yesterday, I’ll admit I would’ve Did Would that be accurate? They saw, noted, and reported a pattern indigestion, even nonspecific, general As the red dress campaign has gone guessed it was actually some oceanic creature. of characteristics, just as we did with malaise because they didn’t experience international, gaining much more public But it’s not. It’s a pretty little wildflower - albeit, an Well, partly. Some flowers do have all of these parts. our flowers. But instead of recording numbness down their arms or shortness of awareness, popular culture - and medical “imperfect” one. However, if we had picked another bunch of rue- petals and filaments and then creating breath. In other words, they fatally ignored professionals in general - have begun anenomes, we might just have easily seen all of the OK, let’s stop right here. Let me promise you a “diagnostic criteria for flowers,” these normal female histology simply because to integrate the female expression of same characteristics - except the last two. Instead, something. This is not a lesson in botany. So even if scientists (like Dr. Hans Asperger himself) everyone expected female bodies with heart disease into their understanding of in this second bunch of flowers, we would’ve seen plants aren’t your thing, just go along for a moment watched people. Children. And primarily, the same medical condition to present overall symptomology.