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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 They are less likely to behave aggressively and tend to be passive or withdrawn.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. -
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. -
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. -
11/14/13 Complete List Family & Community Resource Center
11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities. -
Making It a Success!
ISSUE 51 l JULY 2019 l FREE Making it a success! www.suelarkey.com.au Puberty: Preparing for Success at Home and School Sensory Processing Disorder Learning Through Play Using Special Interests to Motivate and Engage Students Slow Processing Speed PLUS MORE! NEW Early Childhood Course now avaliable Practical strategies for home and school for Autism Spectrum Disorders LEARNING THROUGH PLAY It is through play that young children learn about and make sense of the world. They experiment with being a Mum or Dad as they act out what they have observed in daily life, e.g. feeding the baby and going to the shops. As children play they develop their cognitive and motor skills, increase their communication and social ability and above all have fun. Play for young children with autism is frequently centered on repetitive actions, e.g. spinning car wheels rather than pushing the car, lining blocks up rather than building towers. They don’t seem to know how to do what comes instinctively to other children. A young child with autism needs to be taught how to play step by step. Be dramatic as you play with your child in order to attract and maintain their attention. Add to the richness of the play by making noises, e.g. ball going down (wheee) doll crying (waa), car horn (beep, beep). Play alongside your child with the same or similar materials. It is important that you are fexible – if your child does not copy you, copy them. Remember that initially you are endeavouring to form a connection with your child the actual substance of the play is not important. -
How Is Sex Related to Autism?
How is Sex Related to Autism? Meng-Chuan Lai Girton College University of Cambridge This dissertation is submitted for the degree of Doctor of Philosophy August 2011 Preface The works in this dissertation were carried out at the Autism Research Centre, Department of Psychiatry, University of Cambridge between October 2008 and August 2011, and was supported by funding from the Ministry of Education, Taiwan. Professor Simon Baron-Cohen acted as my primary supervisor and Professor John Suckling acted as co-supervisor. The dissertation is the result of my own work and includes nothing which is the outcome of work done in collaboration, except that the recruitment and testing of the male participants were carried out between July 2007 and November 2008 by the Medical Research Council Autism Imaging Multicentre Study (MRC AIMS) Consortium project. This dissertation is less than 60,000 words. Chapter 2 and parts of Chapter 1 are published in: Meng-Chuan Lai, Michael V. Lombardo, Greg Pasco, Amber N. V. Ruigrok, Sally J. Wheelwright, Susan A. Sadek, Bhismadev Chakrabarti, MRC AIMS Consortium and Simon Baron-Cohen. (2011). A behavioral comparison of male and female adults with high functioning autism spectrum conditions. PLoS ONE 6(6):e20835. Chapter 6 Study 1 is published in: Meng-Chuan Lai, Michael V. Lombardo, Bhismadev Chakrabarti, Susan A. Sadek, Greg Pasco, Sally J. Wheelwright, Edward T. Bullmore, Simon Baron-Cohen, MRC AIMS Consortium and John Suckling. (2010). A shift to randomness of brain oscillations in people with autism. Biological Psychiatry 68(12):1092-1099. i Chapter 3 is currently in preparation for publication as: Meng-Chuan Lai, Michael V. -
Adults Living with Autism Spectrum Disorder
A d u l t s L i v i n g with Autism Spectrum Disorder : Self Perceived Traits of Autism, Marital Quality, Parenting Competency and Anxiety Symptoms Winnie Yu Pow La u B. Com.; B. A. (Hons); M. Ed. (Dist); PGDip (C&F Psyc) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 School of Psychology Abstract Autism Spectrum Disorder (ASD) are life-long conditions characterised by socio- communication deficits and stereotyped behaviours (American Psychiatric Association, 2013). To date, little is known about experiences of adults living with ASD, especially for those who manage to develop couple relationships and become parents (Howlin & Moss, 2012). This research examines the associations between self-perceived traits of autism and marital quality, parenting sense of competency and anxiety symptoms in adults affected by ASD. Uniquely, the sample encompasses 1) adults diagnosed with ASD whose children also have diagnosis of ASD; 2) non-ASD diagnosed parents who have children diagnosed with ASD and; 3) non-ASD parents who have typically developing children. Parents of children diagnosed with ASD are particularly targeted for their susceptibility to tendency towards autism (Bernier, Gerdts, Munson, Dawson, & Estes, 2011), and their distinctively high prevalence of psychiatric illness and marital breakdowns (Benson & Kersh, 2011; Hayes & Watson, 2013). Effects of child versus parental traits of autism were considered simultaneously. The thesis entails five empirical studies of which four have been published in peer- reviewed journals and one currently under review. Study 1 (chapter 5) investigated the associations between adult attachment style, marital quality and parenting satisfaction in adults formally diagnosed with Asperger’s Disorder/Asperger’s Syndrome (AS; a higher functioning variant of ASD). -
Autistic Subjectivities: a Critical Narrative Analysis of the Stories of Women Who Self- Identified As Autistic in Adulthood
Autistic Subjectivities: A critical narrative analysis of the stories of women who self- identified as autistic in adulthood Jacqui Pearse A thesis submitted in partial fulfilment of the requirements of the University of the West of England, Bristol for the degree of Professional Doctorate in Counselling Psychology Faculty of Health and Applied Sciences July 2020 Abstract Until recently, autism was assumed to be a predominantly male phenomenon, but a growing number of women are now identifying as autistic in adulthood after many years of unexplained difficulties in their everyday lives. The findings of the few studies in this area indicate that ‘late diagnosed’ autistic women commonly report a longstanding sense of ‘difference’, accompanied by efforts to conform to social norms and an increased vulnerability to mental health difficulties. To date, however, little attention has been paid to the potential implications for autistic women of dominant androcentric and deficit-focused constructions of autism. The present study employed a critical narrative methodology to explore this by examining the ways that discourses of autism are deployed and/or resisted within the autobiographical stories of women who identified as autistic in adulthood. Narrative interviews were conducted with five women in order to explore the experiences that led to them identifying as autistic in adulthood, and the significance of this for their lives subsequently. The narrative analysis of the interview data was informed by critical realist and social constructionist perspectives, which view personal meaning making as socially mediated and culturally situated. It was found that dominant negative and androcentric discourses initially rendered autism unavailable to participants as a hermeneutic resource but that this changed when they discovered an alternative construction of autism which construes it as a valuable facet of human diversity. -
Overlooked: Autism and Girls
Overlooked and Misunderstood: Autism and Girls By Debbie Lillo [email protected] 408-828-9434 1 Who am I? 2 WHO’S IN THE ROOM? WHY ARE YOU HERE? How many have experience with autism? How many are trying to apply this knowledge to a church classroom or ministry? How much time I spend on the beginning/ending of the workshop will depend on those answers 3 An overview of autism Unique characteristics of autism in girls Why so many girls are undiagnosed/misdiagnosed What we will Dangers of late diagnosis discuss What Aspergirls would want us to understand Resource In handout: tools for supporting autism in the classroom Since there are not other autism workshops, I’ve included basics from my “Autism and the Church” workshop and am happy to answer questions atfer/by email.This has been a fascinating preparation study for me. Until now I believed autism in girls was rare and had no idea how many women had gone through their life without an accurate diagnosis and the support that brings. Many of the women who have spoken out/written articles and books have Asperger's—they have high intellect and their autism symptoms are less severe. I know that officially Aspergers is now not considered a distinct diagnosis—rather it falls under the Autism umbrella. This research has caused me to really question the wisdom in that. For women especially, there is a significant difference. One of the qualities of Aspergirls—as one of my favorite authors on the subject has named herself and her peers—is that they can express themelves better in writing than in speaking. -
Special Section: School Counselling a Culture of Care
Special section: A culture of care Special section: School counselling 1 A culture of care The pastoral care of high-functioning ASD students Hannah Saulbrey Ross Abstract Autism Spectrum Disorder (ASD) is a pervasive neurological brain difference that primarily affects the way the brain receives, processes, and responds to sensory information. A familiar expression in the ASD community is to describe the disorder as a brain that is not “deficient” but “differently wired.” Students with high-functioning autism experience challenges in the mainstream schooling environment due to delays or difficulties in two areas of development: social communication and abstract thinking skills. Co-morbidity with anxiety and depression is prevalent, and academic potential can be unfulfilled without adequate extra support. School-age high-functioning autism is diagnosed most commonly when the complex demands of the sensory, social, and academic environment exceed the child’s capacity to cope. Therapeutic understanding of ASD is a developing field and thus far there is no “gold standard” approach in clinical treatment. Working with ASD students in a school environment requires a strengths-based, holistic culture of care. In addition to client therapy, school counsellors need to incorporate advocacy, education, connection with family, and strong links to outside services. Drawing on my own experience both as a parent with a 12-year-old ASD son and as a school counsellor, this article considers the clinical expression of ASD in the school setting and then looks at both research-based and practical approaches for enhancing the pastoral care of ASD students. Keywords: Autism Spectrum Disorder (ASD), Asperger’s, anxiety, school counsellors, culture of care, pastoral care VOLUME 38/1 1 Hannah Saulbrey Ross More than 40,000 New Zealanders have been diagnosed with autism (approximately one in seventy people), with four times more males affected than females (Ministry of Health [MoH], 2016). -
The Asperkid's (Secret) Book of Social Rules
Asper The kid’s - Secret - Book of Social Rules The Handbook of Not-So-Obvious Social Guidelines for Tweens and Teens with Asperger Syndrome Illustrated by Jennifer Cook O’Toole Brian Bojanowski “The Asperkid’s (Secret) Book of Social Rules is a must-have resource for tweens and teens with Asperger syndrome. By exposing the ‘secret’ thinking of NTs and opening each chapter with a list of ‘need-to-knows,’ O’Toole sensitively and candidly explains the social rules that often confuse teens with Asperger syndrome. The graphics, humor and short chapters make the book lively and accessible, while O’Toole’s own experiences as an individual with Asperger syndrome help teens connect personally with her insightful, practical advice.” —Diane M. Kennedy and Rebecca S. Banks, authors of Bright Not Broken: Gifted Kids, ADHD, and Autism “The joy of knowing that the mistakes of the past have a good chance of melting away is the real, not-so-secret ingredient that makes this book shine.” —Michael John Carley, Executive Director, GRASP, ASTEP, and author of Asperger’s From the Inside Out “Asperteens rejoice! Finally someone has produced a guide to the mysteries of teenage social etiquette. Jennifer’s brilliant writing style serves up huge, life-changing advice in small, bite-sized chunks, making this an invaluable reference point for navigating the difficult path between childhood and adult life. If you’re a teenager, buy a copy. If you’re older, buy one too—it’s never too late to learn those ‘secret rules’ and apply them in your life.” —Helen Wallace-Iles, founder and director, Autism All-Stars UK, and mother of four children on the autism spectrum “Wow! This book is awesome.