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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 They are less likely to behave aggressively and tend to be passive or withdrawn.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. -
AUTISTIC SPECTRUM DISORDERS a Guide to Services for Children
the Foundation for People with Learning Disabilities AUTISTIC SPECTRUM DISORDERS A Guide to Services for Children with Autistic Spectrum Disorders for Commissioners and Providers Rita Jordan, Glenys Jones & Hugh Morgan The Mental Health Foundation is the UK’s leading charity working for the needs of people with mental health problems and those with learning disabilities. We aim to improve people’s lives, reduce stigma surrounding the issues and to promote understanding. We fund research and help develop community services. We provide information for the general public and health and social care professionals. We aim to maximise expertise and resources by creating partnerships between ourselves and others including Government, health and social services. Since October 1998, The Foundation’s work with people with learning disabilities has been carried out under the name, the Foundation for People with Learning Disabilities. It remains part of the Mental Health Foundation. The Foundation for People with Learning Disabilities would like to thank The Shirley Foundation for funding this publication. Contents Contents Introduction ___________________________________________________ 2 Section 1: Definition, Identification and Diagnosis ________________ 3 What is an Autistic Spectrum Disorder? _________________________ 3 The Triad of Impairments in Autistic Spectrum Disorders _________ 3 Levels of Explanation __________________________________________ 5 Individual Differences __________________________________________ 6 Associated Conditions __________________________________________ -
2019 CATALOG Dear Friend
Over 20 Years of Excellence in Autism Publishing 2019 CATALOG Dear Friend, Future Horizons was created to meet the needs of teachers, therapists, and family members who face the challenge of autism. Our books, videos, and conferences bring you the most current information possible to aid in that challenge. It is our strong belief that every child and adult with autism can improve and contribute to the lives of those who love them and, just as importantly, contribute to society. We at Future Horizons pride ourselves in bringing to the mission not only a strong sense of professionalism, but one that is based on personal relationships. All of us have family members or friends who are affected. Future Horizons would not exist today without two very special men. The first is my brother, Alex, whom I had the pleasure of growing up with as I watched him develop into FROM THE PUBLISHER THE FROM a fine young man. Alex was a light that lit up lives wherever he went. Whether working with TEACCH in North Carolina, speaking at conferences, attending Alex Gilpin family gatherings he enjoyed so much, or working in the jobs he held, his delightful sense of humor, courtesy, and caring improved the lives of all who knew him. You could not help but smile back at his infectious grin and I never heard him say an unkind word about anyone. Alex is the genesis for this company. My father, R. Wayne Gilpin, was the man who brought the company to life. After writing the book inspired by Alex, Laughing and Loving with Au- tism, he found other materials that needed a good publisher. -
People with Autism Spectrum Disorder in the Workplace: an Expanding Legal Frontier
\\jciprod01\productn\H\HLC\52-1\HLC105.txt unknown Seq: 1 23-JAN-17 10:48 People with Autism Spectrum Disorder in the Workplace: An Expanding Legal Frontier Wendy F. Hensel1 Over the past two decades, there has been a significant increase in the number of children diagnosed with autism spectrum disorder (ASD). Recent estimates suggest that ASD may affect as many as one out of every 68 children in the United States, an increase of over 78% since 2007. Although some of this increase can be attributed to the enhanced awareness and focus on early inter- vention resulting from public education campaigns, much of the cause remains unknown. Nearly half of all individuals diagnosed with ASD possess either average or above average intelligence, but only a small percentage are employed, regard- less of their level of educational attainment or individual qualifications. One study of adults with high functioning autism identified employment “as the single biggest issue or barrier facing them.” In the next eight years alone, experts predict a 230% increase in the num- ber of young people with ASD transitioning to adulthood. As these numbers grow, there inevitably will be pressure to change the status quo and expand employment opportunities for them. At the same time, as a result of the amend- ments to the Americans with Disabilities Act, litigants of all disabilities are in- creasingly successful in establishing coverage under the statute and increasing protection against disability discrimination in employment. Taken together, there is little doubt that increasing numbers of individuals with ASD will enter the labor pool over the next decade. -
The Repetitive Behaviour Questionnaires
The Repetitive Behaviour Questionnaires Background information The information below is provided by the Wales Autism Research Centre, Cardiff University and Newcastle University. Each Repetitive Behaviour Questionnaire is listed and the reference and online link for the published validation studies are provided. Please see the published studies for information about psychometric properties. Repetitive Behaviour Questionnaire-2 (RBQ-2): A 20-item parent questionnaire designed to measure children’s restricted, repetitive and sensory behaviours. This was created by Prof Sue Leekam and Dr Michelle Turner at Durham University. Originally it was designed as a brief questionnaire for use in longitudinal studies. Subsequently it has been widely used for a range of different general and clinical populations. The items come from the from the original RBQ (Turner, 1995; Honey et al., 2012; see below) and the Diagnostic Interview for Social and Communication Disorders (DISCO; Wing, 2002). The RBQ-2 was first validated in a research collaboration between Durham and Newcastle University in 2007: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1469-7610.2007.01778.x Leekam, S, Tandos, J., McConachie, H., Meins, E., Parkinson, K., Wright, C.,Turner, M., Arnott, B., Vittorini, L., & Le Couteur, A. (2007). Repetitive behaviours in typically developing 2-year-olds. Journal of Child Psychology and Psychiatry, 48, 11, 1131-1138. doi: 10.1111/j.1469-7610.2007.01778.x Adult Repetitive Behaviour Questionnaire-2 (RBQ-2A): A 20-item self-report questionnaire designed to measure adults’ restricted, repetitive and sensory behaviours. This was created by Dr Sarah Barrett for her PhD at Cardiff University with Prof Sue Leekam and Dr Catherine Jones, Cardiff University. -
Building Community Among Autistic Adults DISSERTATION Submitted In
UNIVERSITY OF CALIFORNIA, IRVINE Voices of Belonging: Building Community Among Autistic Adults DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Anthropology by Heather Thomas Dissertation Committee: Associate Professor Keith M. Muprhy, Chair Professor Victoria Bernal Professor Tom Boellstorff 2018 © 2018 Heather Thomas DEDICATION To my mentors, loved ones, and colleagues "Everyone has his or her own way of learning things," he said to himself. "His way isn't the same as mine, nor mine as his. But we're both in search of our Personal Legends, and I respect him for that." Paulo Coelho, The Alchemist ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS v CURRICULUM VITAE vi ABSTRACT OF THE DISSERTATION ix INTRODUCTION 1 Research Problem 3 Background 4 Research Sites 17 Methods 23 CHAPTER 1: Autistic Narrative 28 What Autistic Narratives Do for Autistic Adults 33 Disability Narratives 36 The Spectrum 45 Narrative and Identity Making 50 Group Identification and Disidentification 64 Conclusion 70 CHAPTER 2: Rhetorical Characters of Autisticness 71 Characterizing Autisticness 79 Prospective Members' Goals 81 Diversifying the Autistic Cast 83 Creating an Intersectional Space 105 Conclusion 112 CHAPTER 3: Learning to Be Autistic 109 Autistic Teachers & Autistic Students 121 Lateral Engagements 149 Conclusion: Autistic Proof Spaces 164 CHAPTER 4: Disidentification 158 Labelling & the Reality of a "Disorder" 170 Risky Formerly-Autistic Subjects 179 Countering Certified Autism Experts 183 Anti-Psychiatry in Disidentifiers' Narrative Revisioning 186 Reclassified Neurodivergence 192 Conclusion 199 CONCLUSION 192 iii REFERENCES 199 APPENDIX A: Key Interlocutors & Their Groups 210 APPENDIX B: Glossary 212 iv ACKNOWLEDGMENTS I am deeply grateful for each member of my dissertation committee. -
Name of Guide Library List
NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 20 Education Teaching and Learning (general education) 21 Education Teaching -
Autism in the Workplace
Employ Autism: From School to Work Autism in the Workplace Untold Stories Untapped Talent Edited by Jonathan Andrews FRSA Future Trainee Solicitor at Reed Smith 1 Introduction 1 Contents Morag Fraser - Autism and adjustments 2 Gareth - Autism in the workplace 3 Georgia Grainger 5 Jack Welch - Employment and disability 7 Craig - Working with autism 9 Becky 10 George Harvey 11 Fern Adams 13 Alex Lowery 15 Dami Benbow 17 Anonymous 19 Garry Burge 20 Conclusion 21 By Jonathan Andrews FRSA, editor Jonathan Andrews is a Future Trainee Solicitor Introduction at Reed Smith and an Ambitious about Autism Youth Patron It’s tempting to think that autism is not something employers need to worry about – that people with an autism spectrum disorder (ASD) are either super-smart and hyper-capable, able to excel in their “special interest” area (almost exclusively STEM-based) without any adjustments or understanding, or too “low-functioning” to work and not worth worrying about. It’s through this prism that autism is often viewed in the media – but it is far too simplistic, and most do not fit these extremes. Rather, autism is a spectrum, with differing levels of ability, and with autistic people being skilled in, and attracted to, many different roles. I felt it important to emphasise this wide range of talent and interest within the autistic spectrum because it’s something all employers need to look out for and be aware of – there really is no sector which someone with autism won’t be interested in. As such, this booklet is a collection of a diverse group of people throughout the UK, each from a different walk of life; all have an ASD, but no two could be called identical and all have worked in very variant industries to each other. -
The Challenges of an Ageing Population
No 5258 December 2012 English edition Autism - Europe The challenges of an ageing population New dental health program in France Autism in emergency situations Fitting in at a mainstream school Autism-Europe International Congress 2013: Keynote speakers announced Published by Autism-Europe Afgiftekantoor - Bureau de dépôt : Brussels - Ed. responsable : Z Szilvásy For Diversity Autism Europe aisbl Rue Montoyer, 39 • B - 1000 Brussels, Belgium Tel.:+32-2-675 75 05 - Fax:+32-2-675 72 70 Against Discrimination Email: [email protected] Website: www.autismeurope.org SUMMARY ActivitiEs - The challenges of an ageing population ................. 3 - European strategies for autism ............................. 6 Dear friends, NEWs AND FEAtUREs In this issue, you will find a special feature about ageing and - New dental health program in France ................... 8 autism. As 2012 was the European Year for Active Ageing - Autism in emergency situations .......................... 12 and Solidarity between Generations, it was important to - Fitting in at a mainstream school ........................ 14 raise awareness of the fact that people with autism grow old too. To most of us it sounds obvious, however, as the iNtERNAtioNAl AUtism-EURopE coNgREss condition of autism is still a relatively recent discovery and - Keynote speakers announced & other news .........18 the number of diagnoses has grown exponentially over the past 30 years, the general public often tend to associate NEWs iN BRiEF .................................................... 20 autism with children and younger people. At Autism- Europe, we felt it was important to use this European Year NEW mEmBERs as an opportunity to highlight the challenges faced by - Latvian Autism Association ................................ 21 people with autism and their families as they grow older. -
Books and Movies About Asperger Syndrome (AS), Marriage, and AS in Women by Eva Mendes, LMHC, NCC Asperger/Autism Specialist and Couple’S Counselor
Books and Movies about Asperger Syndrome (AS), Marriage, and AS In Women by Eva Mendes, LMHC, NCC Asperger/Autism Specialist and Couple’s Counselor Dated: June 2nd, 2014 I often recommend that my clients read a book or two to help on their journey of discovery, learning, healing and happiness. The books are listed in random order. If you have a suggestion to add to this list, please do send me an email at [email protected] Thank you! The list is organized under the following topics: 1. Asperger Syndrome (Autism Spectrum) and Marriage 2. General books on Asperger Syndrome/Autism Spectrum 3. Movies and TV shows on Asperger Syndrome/Autism Spectrum 4. Cognitive Behavioral and Dialectic Behavior Therapy 5. Buddhist thought and philosophy 1. Asperger Syndrome/Autism Spectrum and Marriage: ❏ The Other Half of Asperger Syndrome by Maxine Aston This book is focused on various nonspectrum or NT (neurotypical) spouse perspectives and experience in the AS marriage. Validating narratives of what it means to be with an AS partner. ❏ Aspergers in Love by Maxine Aston This book is based on numerous interviews of couples in an AS marriage or relationship. Also includes strategies for dealing with the difficulties of a neurodiverse marriage. ❏ The Asperger Couple’s Workbook by Maxine Aston One of Maxine’s later books, offers activities, illustrations and worksheets for couples to use in their marriage. ❏ Marriage with Asperger Syndrome: 14 Practical Strategies by Eva Mendes A paper I wrote for couples where one or both partners have AS. I have 14 distinct categories of strategies and behaviors couples can use to create ease and harmony in their marriage or longterm relationships. -
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. -
A Developmental Approach to Behavioral Challenges: Nuts And
A Developmental Approach to Behavioral Challenges: Nuts and Bolts Presented by: Jonine Biesman, Psy.D., ABPdN Guest Speaker: Cherisse Sherin, M.A. DIR FLOORTIME COALITION OF CALIFORNIA ANNUAL CONFERENCE, 2014 Some Typcial Problematic Behaviors (Can be Externalizing or Internalizing) • Aggression • Yelling and Screaming • Swearing/Name Calling/Being Cruel to Others • Crying Meltdowns • Difficulty Tolerating Losing • Refusal/Opposition • Conduct Problems (e.g., stealing, lying) • Impulsivity • Disrespect • Withdrawal • Drop in grades • Executive Functioning Weaknesses (e.g., poor disorganization, time management) • Sibling/Family Conflict • Getting Cognitively Stuck • Unable to Move Away from Obsessions and Compulsions • Anxiety • Non-responsiveness DIR/Floortime Coalition of California: October 2014 Conference, Lafayette Page 1 • Seeming to Lack Motivation or Effort • Difficulty Separating; Cannot Seem to be Alone • Cannot Focus Is There a Role for Behavioral Plans? Sure, why not. Never turn away from anything that might possibly be helpful. BUT, in my humble opinion this is just one small piece of a much larger puzzle. Behavioral plans have their limitations. It is akin to putting a band-aide on a wound that requires more care and attention. Behavioral plans can be challenging to implement and are usually based solely on a contingency (if-then) line of thinking. They should be frequently evaluated and re-vamped because children quickly become desensitized to the same rewards and quickly discouraged if they do not earn what is set up. If relying solely on this method of interacting with children, there is no room for the development of internal resources. 101 Nuts and Bolts Strategies: Try the following and please feel free to speak up with “I’ve done this, but…” LET US KNOW YOUR OBSTACLES 1) Regulate, regulate, regulate.