The Strange Case of Anna Stubblefield She Told the Family of a Severely Disabled Man That She Could Help Him to Communicate with the Outside World
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Footer Text Here
1 | [footer text here] 2 | [footer text here] • The reason I wanted to give this talk is because I have come to understand that a lot of what we know for sure about autism, just isn’t so. We have developed services for autistic people which are based on the belief that autism is primarily a psychological problem characterized by deficits in social understanding, restricted behaviors and interests, and cognition. But I have come to believe that autism is better accommodated and supported when it is understood as a neurological condition. [pause] Increasingly, people working in a neurological paradigm are achieving remarkably good outcomes, especially for those who don’t speak or whose speech is unreliable communication, and for those with prominent symptoms of dyspraxia. Dyspraxia is difficulty coordinating movement. 3 | [footer text here] • Ten years ago, we thought that autism was a thing. Find the gene! Maybe it’s vaccines? It’s an epidemic and a crisis! We’ve mostly moved through that, thankfully. But remnants of it sometimes rear its ugly head on occasion. • A diagnosis of autism doesn’t correlate with any specific trait or characteristic. People can be super smart or have significant cognitive challenges. They can be organized or have executive function problems. They can be a competitive surfer or use a wheelchair. They may or may not have seizures. They may have normal, very acute or scrambled senses. They may be blind or deaf. They may be polite and regulated to a fault, or have significant anxiety, behavioral, or mental health problems. • Historically, autism was defined by psychiatrists who were rooted in early 20th Century cultural ideas about intelligence, eugenics, and social hygiene. -
En Banc Minute Sheet: Meeting of June 29, 2017
EN BANC MINUTE SHEET: MEETING OF JUNE 29, 2017 The Illinois Prisoner Review Board met in open en banc session at 512 S. 2nd Street, Illinois State Capitol Building, Room 212, Springfield, Illinois, on June 29, 2017 at the 9:00 a.m. session to discuss and deliberate parole eligibility for the following inmates: C15356 George Knights H39616 Lee Moseley C70938 Robert Jones C01581 Eugene Horton C01838 Angel Soto C66130 Jasper Glenn L02079 Donald Grant C56165 David Lott C01871 Leon Bolton The meeting was called to order by Chairman Findley Roll call was taken by the Recording Secretary: Robynn Davis MEMBER PRESENT ABSENT Mr. John Clough X Ms. Edith Crigler X Mr. Salvador Diaz X Mr. Donald Wayne Dunn X Mr. Pete Fisher X Ms. Vonetta Harris X Ms. Ellen Johnson X Mr. Tom Johnson X Ms. Virginia Martinez X Mr. William Norton X Mrs. Aurthur Mae Perkins X Mr. Donald Shelton X Mr. Ken Tupy X Chairman Craig Findley X 12 Members Present The Recording Secretary presented the following minutes for approval: Open Session Minutes from May 25, 2017. (EC-BN). Leave Meeting was adjourned (CF-DS). Leave. Submitted by: Robynn Davis, Recording Secretary EN BANC MINUTE SHEET OPEN SESSION— JUNE 29, 2017 Inmate Name: GEORGE KNIGHTS IDOC Number & Institution: C15356 The Illinois Prisoner Review Board met in open en banc session at 401 S. Spring Street, Illinois Stratton Building, Room A-1, Springfield, Illinois, on June 29, 2017 at the 9:00 a.m. session to discuss and deliberate parole eligibility for George Knights, IDOC #C15356. Members present were: J. -
Strange Case of Dr. Jekyll and Mr. Hyde
Rodrigo Silva Guedes Secular Readings of Good and Evil in R. L. Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde Faculdade de Letras Universidade Federal de Minas Gerais Belo Horizonte 2007 Secular Readings of Good and Evil in R. L. Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde by Rodrigo Silva Guedes Submitted to the Programa de Pós-Graduação em Le- tras: Estudos Literários in partial fulfilment of the requi- rements for the degree of Mestre em Letras: Estudos Li- terários. Area: Literatures in English Thesis Advisor: Prof. Julio Cesar Jeha, PhD Faculdade de Letras Universidade Federal de Minas Gerais Belo Horizonte 2007 To my family Guedes i Acknowledgements This work is the result of the encouragement and support of many people. First, I would like to express my gratitude to my advisor, Julio Jeha, whose excellence and guidance were fundamental from beginning to end in the Masters programme. I would also like to thank Professor Sandra Goulart Almeida, with whom I have had the privilege of learning. My appreciation also goes to my classmates and colleagues, whose comments helped me enormously – Fátima, Eliza, Newton, and Erika. I would like to say many thanks to my parents, Lucia and Kleber, as well as to my brother Thiago. Their participation in this process could not have been better. I hope I have made them proud. Thanks to my grannies, Ina (in memoriam) and Lília, for the inspiration and the example to be truthful and hardworking; to my grandpas Raul (in memoriam) and Walter; my uncle Walter and my cousin Thaísa; thanks are due to Édil and Flávia, for the friendship and assistance; to Kate for caring and motivating me; to Myla, Lidiane, and Soha for believing in me, too; and finally to all my friends whose wisdom helped me come out of this endeavour with a feeling of accomplishment and an ever greater passion for art. -
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 .................................................................................................................................... -
The Persistence of Fad Interventions in the Face of Negative Scientific Evidence: Facilitated Communication for Autism As a Case Example
Evidence-Based Communication Assessment and Intervention ISSN: 1748-9539 (Print) 1748-9547 (Online) Journal homepage: http://www.tandfonline.com/loi/tebc20 The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane To cite this article: Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example, Evidence-Based Communication Assessment and Intervention, 8:2, 62-101, DOI: 10.1080/17489539.2014.976332 To link to this article: http://dx.doi.org/10.1080/17489539.2014.976332 Published online: 02 Feb 2015. Submit your article to this journal Article views: 5252 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tebc20 Download by: [University of Lethbridge] Date: 05 October 2015, At: 05:52 Evidence-Based Communication Assessment and Intervention, 2014 Vol. 8, No. 2, 62–101, http://dx.doi.org/10.1080/17489539.2014.976332 EBP Advancement Corner The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld1, Julia Marshall1, James T. Todd2 & Howard C. Shane3 1Department of Psychology, Emory University, Atlanta, GA, USA, 2Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA, 3Boston Children’s Hospital, Boston, MA, USA ................................................................................................................................................. Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. -
The Reason I Jump ||Dramaturgy Pack
The Reason I Jump || Dramaturgy Pack Concept The Reason I Jump is a site-specific immersive performance conceived by Graham Eatough constructed around the autobiography written by Naoki Higashida as well as the lived experiences of its performers. After acquiring the rights to the book, the National Theatre of Scotland commissioned Eatough to conceptualise a production around 2015. Eatough initially imagined a curatorial production in gallery spaces that experientially presented and narrativised different perspectives on autism for the audience, which they would travel through like the chapters of a book. From these early stages he was already keen to represent multiple individual experiences of autism in an immersive journey, and this has remained key to the dramaturgy throughout. That kind of dramaturgical approach was there from the start, as was the desire to work with people who have autism actually in making the project. Rather than it just being Naoki Higashida’s ideas and point of view and experiences that are expressed in the book, we wanted a range of experiences and ideas presented in the show, of which Naoki’s would be one.1 “They identified a group of autistic participants and went through several workshops. The first paired participants with professional artists to develop a theme from the book in line with their own experiences in order to approach a space, a room. From this, and through Eatough’s previous work on site-specific outdoor art collaborations, the dramaturgical journey shifted outside as Andre Dekker came on board and introduced his architectural approach. The move outside was particularly significant in playing into, and playing up, Naoki’s ideas about nature in the book: a massive part of the book is Naoki’s idea that he, and he assumes other autistic people, has this very special connection with nature and with outdoor spaces and with a feeling of connection, and belonging, in a natural environment. -
Rhythm and Timing in Autism: Learning to Dance
REVIEW ARTICLE published: 19 April 2013 INTEGRATIVE NEUROSCIENCE doi: 10.3389/fnint.2013.00027 Rhythm and timing in autism: learning to dance Pat Amos* Training and Private Consultation, Ardmore, PA, USA Edited by: In recent years, a significant body of research has focused on challenges to neural Anne M. Donnellan, University of connectivity as a key to understanding autism. In contrast to attempts to identify a Wisconsin-Madison, University of single static, primarily brain-based deficit, children and adults diagnosed with autism are San Diego, USA increasingly perceived as out of sync with their internal and external environments in Reviewed by: Elizabeth B. Torres, Rutgers dynamic ways that must also involve operations of the peripheral nervous systems. The University, USA noisiness that seems to occur in both directions of neural flow may help explain challenges Trevor McDonald, Education to movement and sensing, and ultimately to entrainment with circadian rhythms and social Associates Inc., USA interactions across the autism spectrum, profound differences in the rhythm and timing of *Correspondence: movement have been tracked to infancy. Difficulties with self-synchrony inhibit praxis, and Pat Amos, 635 Ardmore Avenue, Ardmore, PA 19003-1831, USA. can disrupt the “dance of relationship” through which caregiver and child build meaning. e-mail: [email protected] Different sensory aspects of a situation may fail to match up; ultimately, intentions and actions themselves may be uncoupled. This uncoupling may help explain the expressions of alienation from the actions of one’s body which recur in the autobiographical autism literature. Multi-modal/cross-modal coordination of different types of sensory information into coherent events may be difficult to achieve because amodal properties (e.g., rhythm and tempo) that help unite perceptions are unreliable. -
Jekyll and Hyde Plot, Themes, Context and Key Vocabulary Booklet
Jekyll and Hyde Plot, Themes, Context and key vocabulary booklet Name: 1 2 Plot Mr Utterson and his cousin Mr Enfield are out for a walk when they pass a strange-looking door Chapter 1 - (which we later learn is the entrance to Dr Jekyll's laboratory). Enfield recalls a story involving the Story of the door. In the early hours of one winter morning, he says, he saw a man trampling on a young girl. He Door chased the man and brought him back to the scene of the crime. (The reader later learns that the man is Mr Hyde.) A crowd gathered and, to avoid a scene, the man offered to pay the girl compensation. This was accepted, and he opened the door with a key and re-emerged with a large cheque. Utterson is very interested in the case and asks whether Enfield is certain Hyde used a key to open the door. Enfield is sure he did. That evening the lawyer, Utterson, is troubled by what he has heard. He takes the will of his friend Dr Chapter 2 - Jekyll from his safe. It contains a worrying instruction: in the event of Dr Jekyll's disappearance, all his Search for possessions are to go to a Mr Hyde. Mr Hyde Utterson decides to visit Dr Lanyon, an old friend of his and Dr Jekyll's. Lanyon has never heard of Hyde, and not seen Jekyll for ten years. That night Utterson has terrible nightmares. He starts watching the door (which belongs to Dr Jekyll's old laboratory) at all hours, and eventually sees Hyde unlocking it. -
Disability in an Age of Environmental Risk by Sarah Gibbons a Thesis
Disablement, Diversity, Deviation: Disability in an Age of Environmental Risk by Sarah Gibbons A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Doctor of Philosophy in English Waterloo, Ontario, Canada, 2016 © Sarah Gibbons 2016 I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This dissertation brings disability studies and postcolonial studies into dialogue with discourse surrounding risk in the environmental humanities. The central question that it investigates is how critics can reframe and reinterpret existing threat registers to accept and celebrate disability and embodied difference without passively accepting the social policies that produce disabling conditions. It examines the literary and rhetorical strategies of contemporary cultural works that one, promote a disability politics that aims for greater recognition of how our environmental surroundings affect human health and ability, but also two, put forward a disability politics that objects to devaluing disabled bodies by stigmatizing them as unnatural. Some of the major works under discussion in this dissertation include Marie Clements’s Burning Vision (2003), Indra Sinha’s Animal’s People (2007), Gerardine Wurzburg’s Wretches & Jabberers (2010) and Corinne Duyvis’s On the Edge of Gone (2016). The first section of this dissertation focuses on disability, illness, industry, and environmental health to consider how critics can discuss disability and environmental health in conjunction without returning to a medical model in which the term ‘disability’ often designates how closely bodies visibly conform or deviate from definitions of the normal body. -
Book Review: the Reason I Jump: One Boy's Voice from the Silence of Autism by Naoki Higashida
Book Review: The Reason I Jump: One Boy's Voice from the Silence of Autism by Naoki Higashida Constantinos Mantzikos Special education teacher [email protected] Table 1. The book Below is a review of the book “The Reason I Jump: One Boy's Voice from the Silence of Autism”, written by Naoki Higashida. The author writes about autism. First of all, the author is an autistic man. He was born 1992 in Kimitsu, Japan and he received his original autism diagnosis in 1998. He has classic autism (Leo Kanner’s autism) and can’t talk effectively with speech. He developed an alternative communication system with an alphabet with his teacher. He wrote this book, because he wanted to show how he functions as an autistic person. Autism is the most known human condition and many scholars have studied this condition. This remarkable book promotes the real image of autism and autistic individuals. He gives us an exceptional chance to enter the mind of another and see the world from a strange and fascinating perspective. In this book there are 58 questions and answers from the author. He answers the most common questions, such as: Why do autistic individuals demonstrate stereotypical behaviors? Why do these people delay giving an answer to a question? Why can’t these people have eye contact? He gives answers in various fields, such as sensory issues and behavioral conditions. Naoki Higashida gives a better understanding of autism and he wants to know if we want to understand autism from the part of autistics, we can teach effectively these students. -
Norwell High School Summer Reading 2018 *Also a Book Challenge Title
Norwell High School Summer Reading 2018 *also a Book Challenge title Incoming Ninth Grade CP Students: Read two books from the list and prepare for reading quizzes on each during the first week of school. H Students: Read Fahrenheit 451 and one additional book from the list below and prepare for a reading quiz on each during the first week of school. Fahrenheit 451 may also be used for a writing sample or other class activity. Fahrenheit 451 by Ray Bradbury (classic, dystopian) Bomb: The Race to Build - and Steal - the World’s Most Dangerous Weapon by Steve Sheinkin (non-fiction, history) Death Cloud by Andrew Lane (mystery, historical fiction, young Sherlock Holmes) Eagle of the Ninth by Rosemary Sutcliff (historical fiction, Roman Britain) Ender’s Game by Orson Scott Card (science fiction) Far from the Tree by Robin Benway (contemporary, adoption, race relations) *Book Challenge title Girl With a Pearl Earring by Tracy Chevalier (historical fiction, art) The Hobbit by J. R. R. Tolkien (classic, fantasy) Hotel on the Corner of Bitter and Sweet by Jamie Ford (historical fiction) I Kill the Mockingbird by Paul Acampora (contemporary) Invasion by Walter Dean Myers (historical fiction, WWII) Life As We Knew It by Susan Beth Pfeffer (contemporary, dystopian) Miss Peregrine’s Home for Peculiar Children by Ransom Riggs (fantasy) No Hero: the Evolution of a Navy Seal by Mark Owen (military science, biography) Revenge of the Whale by Nathaniel Philbrick (non-fiction, -
Speechless Facilitating Communication for People Without Voices
SPEECHLESS FACILITATING COMMUNICATION FOR PEOPLE WITHOUT VOICES Rosemary Crossley Dutton N.Y. 1997 2 1. And the walls came tumbling down 1 2. Not being able to talk doesn't mean you've got nothing to say 28 3. Cabbages and kings (ABI) 36 Derek 40 Carolyn 45 Michael 53 3. Just a gnat bite – Penny (Encephalitis) 58 4. Getting the Message 76 5. How do I say I love you? (Autism) 87 Emma 91 6. Can you read without moving your lips? 115 7. All you can do is wring your hands – Tara (Rett syndrome) 122 8. What's the product of 3 times 21? (Down syndrome) 132 Jan 133 Heather 141 Fiona 143 9. Eat now, pay later – Fred (PKU) 153 3 10. The Trouble with Babble (Autism/I.D.) 165 Ralf 167 Wayne 172 11. Eventually We’ll Know – Jill (Autism) 176 12. No way in (Receptive Aphasia) 196 Bridget 198 Terry 201 13. On the Frontline - The Controversy about FCT 210 14. This is where we came in 222 15. Thoughts of Voices Never Heard 229 The Emperor’s new clothes 230 How did we get here from there? Amy 234 So where do we go from here? 238 Bibliography and references 241 SPEECHLESS 1. And the walls came tumbling down On the floor in front of me was the most extraordinary child. About the length of a four-year old but skeletally thin, her body was in unceasing motion. The muscles and tendons on her arms and legs stood out like cords. As she lay on her side her legs were bent backward, her arms were pushed out behind her, her head was pushed back between her shoulders, and her tongue moved in and out continuously.