Autism Society History
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Advice for Parents of Young Autistic Children: Spring (2004) by James B
Advice for Parents of Young Autistic Children: Spring (2004) By James B. Adams, Ph.D., Arizona State University, Tempe, Arizona Stephen M. Edelson, Ph.D., Autism Research Institute, San Diego, California Temple Grandin, Ph.D., Colorado State University, Fort Collins, Colorado Bernard Rimland, Ph.D., Autism Research Institute, San Diego, California Authors’ Note: James B. Adams, Ph.D., is the father of a young girl with autism, and has served for several years as the President of the Greater Phoenix Chapter of the Autism Society of America. He is also a professor of Chemical and Materials Engineering at Arizona State University, where much of his research is focused on finding the biomedical causes of autism and effective treatments for it. His website is www.eas.asu.edu/~autism Stephen M. Edelson has a Ph.D. in experimental psychology, and has worked in the field of autism for 25 years. He is the director of the Center for the Study of Autism in Salem, Oregon, which is affiliated with the Autism Research Institute in San Diego, CA. He is also on the Board of Directors of the Oregon chapter of the Autism Society of America (ASA), and is on ASA’s Professional Advisory Board. His main autism website is: www.autism.org Temple Grandin, Ph.D. is an associate professor of Animal Science at Colorado State University and a person with autism. She is the author of Emergence: Labeled Autistic and Thinking in Pictures and a designer of livestock handling facilities. Half of the cattle in North America are handled in facilities she has designed. -
Autism and New Media: Disability Between Technology and Society
1 Autism and new media: Disability between technology and society Amit Pinchevski (lead author) Department of Communication and Journalism, The Hebrew University of Jerusalem, Israel John Durham Peters Department of Communication Studies, University of Iowa, USA Abstract This paper explores the elective affinities between autism and new media. Autistic Spectrum Disorder (ASD) provides a uniquely apt case for considering the conceptual link between mental disability and media technology. Tracing the history of the disorder through its various media connections and connotations, we propose a narrative of the transition from impaired sociability in person to fluent social media by network. New media introduce new affordances for people with ASD: The Internet provides habitat free of the burdens of face-to-face encounters; high-tech industry fares well with the purported special abilities of those with Asperger’s syndrome; and digital technology offers a rich metaphorical depository for the condition as a whole. Running throughout is a gender bias that brings communication and technology into the fray of biology versus culture. Autism invites us to rethink our assumptions about communication in the digital age, accounting for both the pains and possibilities it entails. 2 Keywords: Autism (ASD), Asperger’s Syndrome, new media, disability studies, interaction and technology, computer-mediated communication, gender and technology Authors’ bios Amit Pinchevski is a senior lecturer in the Department of Communication and Journalism at the Hebrew University, Israel. He is the author of By Way of Interruption: Levinas and the Ethics of Communication (2005) and co-editor of Media Witnessing: Testimony in the Age of Mass Communication (with Paul Frosh, 2009) and Ethics of Media (with Nick Couldry and Mirca Madianou, 2013). -
Does Ohio Provide Autistic Children a Free Appropriate Public Education
Journal of Law and Health Volume 3 Issue 1 Article 7 1988 Does Ohio Provide Autistic Children A Free Appropriate Public Education Sheila M. McCarthy Follow this and additional works at: https://engagedscholarship.csuohio.edu/jlh Part of the Disability Law Commons How does access to this work benefit ou?y Let us know! Recommended Citation Note, Does Ohio Provide Autistic Children A Free Appropriate Public Education, 3 J.L. & Health 129 (1988-1989) This Note is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Journal of Law and Health by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. DOES OHIO PROVIDE AUTISTIC CHILDREN A FREE APPROPRIATE PUBLIC EDUCATION? by SHEILA M. MCCARTHY I. INTRODUCTION ........................................ 129 II. AUTISM DEFINED ...................................... 131 III. THE EAHCA ...................................... 135 IV. Board of Education v. Rowley .......................... 138 V. CASE LAW .......................................... 143 VI. Matta v. Indian Hill Exempted Village School District...... 146 VII. COMPARISON OF STATE LEGISLATION ....................... 151 VIII. CONCLUSION .......................................... 154 I. INTRODUCTION To facilitate the special educational needs of handicapped" children,2 Con- gress enacted the Education for All Handicapped Children Act of 19751 (EAHCA) which provides federal funds to encourage states to educate their handicapped -
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 .................................................................................................................................... -
Best Kept Secret a Film by Samantha Buck
POV Community Engagement & Education Discussion GuiDe Best Kept Secret A Film by Samantha Buck www.pbs.org/pov LETTER FROM THE FILMMAKER The first question i get about Best Kept Secret is usually “What is your personal relation - ship to autism?” until making this film, i always thought the answer was “none.” What i learned is that we are all connected to it. Autism is part of who we are as a society. Across the country, young adults who turn 21 are pushed out of the school system. They often end up with nowhere to go; they simply disappear from productive society. This is what edu - cators call “falling off the cliff.” While i was on the festival circuit with my last feature documentary, 21 Below , i saw many films about young children with autism. These films were moving and important, but they only spoke of a limited population—predominately caucasians from financially stable fam - ilies. But what happens to children with autism who grow up in other circumstances? i began to research public schools in inner-city areas all over the united states, and the best kind of accident of fate brought me to JFK in newark, n.J. and Janet Mino—a force of na - ture who changed my life. she has been a constant reminder to have faith, value every member of society and believe in people’s potential. Best Kept Secret on the surface could seem like a straightforward vérité film, but we tried to accomplish something different—a subtle and layered story that takes on issues of race, class, poverty and disability through a different lens than the one to which many people are accustomed. -
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. -
Autism: a Generation at Threat Review Article
April 2009 JIMA:38486-IMANA.qxd 4/27/2009 10:10 AM Page 28 Review Article Autism: A Generation at Threat Sabeeha Rehman, MPS, FACHE President and Founding Member of National Autism Association New York Metro Chapter New York, New York Fellow of American College of Healthcare Executives Abstract A generation of children is at risk as the incidence of autism increases. No consensus exists on the causes of autism or its treatment. A wide range of poten- tial factors such as genetics, vaccines, and environmental toxins is being explored. Some clinicians offer a combination of behavioral, educational, and pharmaceutical treatments, whereas allied health professionals stress diet, bio- medical interventions, and chelation. With a lack of an organized approach to diagnosis and treatment and a lack of trained professionals, children are not receiving timely interventions. Curing autism has to be made a national priori- ty. National programs should conduct research, standardize treatments, and offer public and professional education. Key words: Autism, autism spectrum disorders, health planning. Purpose impact the normal development of the brain in the he incidence of autism spectrum disorders areas of social interaction, communication skills, and (ASD) is becoming an epidemic. This phenome - cognitive function. Individuals with ASD typically non, not unique to the United States or Europe, have difficulties in verbal and nonverbal communi - Tis fast emerging as a worldwide problem. This paper cation, social interactions, and leisure or play activi - reviews the gains made and obstacles faced in the ties. Individuals with ASD often suffer from numer - diagnosis and treatment of ASD and proposes a com - ous physical ailments, which may include, in part, prehensive plan to deal with this phenomenon. -
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. -
What Is Autism? Autism Is a Complex Brain Disorder That Affects a Child’S Ability to Communicate, Respond to Surroundings, Or Form Relationships with Others
What is autism? Autism is a complex brain disorder that affects a child’s ability to communicate, respond to surroundings, or form relationships with others. Autism is a developmental disorder of the brain that occurs in people of all racial, ethnic and social backgrounds. Children with autism are not unruly kids who choose not to behave. Generally diagnosed at age 2 or 3, few disorders are as devastating to a child and his or her family. Many children with autism will never be able to tell their parents they love them. While some people with autism are mildly affected, most people with the condition will require lifelong supervision and care and have significant language impairments. In the most severe cases, affected children exhibit repetitive, aggressive and self-injurious behavior. This behavior may persist over time and prove very difficult to change, posing a tremendous challenge to those who must live with, treat, teach and care for these individuals. The mildest forms of autism resemble a personality disorder associated with a perceived learning disability. First described over 50 years ago, the incidence of autism is rising steadily. While criteria for diagnosing autism have changed over time and the number of cases reported have increased, studies indicate that: . An estimated one in 1,000 children have autism . Two to five children per 1,000 show some form the disorder . As many as 1.5 million Americans today are believed to have some form of autism. Based on statistics from the U.S. Department of Education and other governmental agencies, autism is growing at a rate of 10-17 percent per year. -
The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians
St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families. -
Extraordinary Minds: the Link Between Savantism and Autism
Spectrum | Autism Research News https://www.spectrumnews.org DEEP DIVE Extraordinary minds: The link between savantism and autism BY LINDA MARSA 13 JANUARY 2016 Photographs by Patrick Fallon “It don’t mean a thing if it ain’t got that swing,” Rex Lewis-Clack croons, his head joyfully bobbing in time with the Duke Ellington standard. The 20-year-old musician accompanies himself on a grand piano, deftly striking the keys with a dexterity reminiscent of the Duke himself. Then he segues into an exquisitely executed rendition of Chopin’s Fantaisie Impromptu. Lewis-Clack has the sweet-faced, blond good looks of a teen heartthrob. But the haunting melody that seems to flow from his fingertips is masterful. It fills the high-ceilinged living room of the Los Angeles beachfront condo he shares with his mother, Cathleen Lewis. After the last strains echo through the apartment, he rocks back and forth on the piano bench and flaps his hands in excitement, seemingly elated, and flashes a wide, triumphant smile. This cherubic young man was born blind, due to a congenital condition called septo-optic dysplasia. He had serious cognitive disabilities as a child, and severe symptoms of autism: Even the faintest noises would make him scream, and he was so sensitive to touch that he kept his hands balled up in fists. “On his third Christmas, we had to go out of the room to open presents because he couldn’t stand the ripping sound of the wrapping paper,” recalls Lewis. “He wouldn’t eat solid foods and pretty much lived off liquids for his first few years. -
100 Day Kit for Newly Diagnosed Families of School Age Children
100 Day Kit for Newly Diagnosed Families of School Age Children FAMILY SERVICES DECEMBER 2014 100 DAY KIT FOR SCHOOL AGE CHILDREN The Autism Speaks 100 Day Kit is a tool designed to help assist families of children recently diagnosed with autism during the critical period following an autism diagnosis. The 100 Day Kit for School Age Children was released in 2014 and adapted from the 2010 Asperger Syndrome/High-Functioning Autism Tool Kit after the DSM-5 was published. The kits were created by the Autism Speaks Family Services staff in conjunction with both an advisory committee and the Family Services Committee. Autism Speaks would like to extend special thanks to the Advisory Committee for the time and effort that they put into reviewing this kit: 100 Day Kit for School Age Children Mel Karmazin* Advisory Committee Grandparent Ann Brendel Brian Kelly * ** Parent Geraldine Dawson, Ph.D. Professor, Department of Psychiatry and Artie Kempner* Behavioral Sciences Parent Duke University Medical Center Gary S. Mayerson* Lauren Elder, Ph.D. Founding Attorney, Mayerson & Associates Director, Ascent Psychological Services Kevin Murray* Peter F. Gerhardt, Ed.D. Parent Former President, Organization for Autism Research (OAR) Linda Meyer, Ed.D. Kerry Magro, M.A. Executive Director, Autism New Jersey Autism Speaks Social Media Coordinator, Danny Openden, Ph.D., B.C.B.A.-D. Self-advocate President and CEO, Southwest Autism Research and Valerie Paradiz, Ph.D. Resource Center (SARRC) Director, Valerie Paradiz, LLC Valerie Paradiz, Ph.D. Director Autistic Global Initiative Director, Valerie Paradiz, LLC Parent and self-advocate Director Autistic Global Initiative Patricia R.