DOCSLIB.ORG

Supporting Autistic Flourishing at Home and Beyond

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Supporting Autistic Flourishing at Home and Beyond Supporting autistic flourishing at home and beyond: Considering and meeting the sensory needs of autistic people in housing Supporting autistic flourishing at home and beyond 1 National Development Team for Inclusion [email protected] This project and report was co-produced with a group of people with lived experience and commissioned in 2020 from NDTi by the Care and Health Improvement Programme, which is jointly managed by the Local Government Association (LGA) and the Association of Directors of Adult Services (ADASS). © 2020 National Development for Inclusion June 2021 www.ndti.org.uk Supporting autistic flourishing at home and beyond 2 Contents Contributors ....................................................................................................................... 5 Writers and editors ................................................................................................................... 6 Images ........................................................................................................................................ 7 Thanks ......................................................................................................................................... 7 Foreword ............................................................................................................................ 9 Introduction ..................................................................................................................... 11 Building the Right Support ............................................................................................ 13 Housing ............................................................................................................................ 15 A note on language ................................................................................................................ 17 Autism viewed as a sensory processing difference .......................................................... 18 Roundabout theory ................................................................................................................. 19 The Eight Senses ............................................................................................................ 20 Internal sensing systems ....................................................................................................... 21 Shutdown and meltdown ...................................................................................................... 24 Alexis’ Story .............................................................................................................................. 26 External Senses ............................................................................................................... 28 Sight .................................................................................................................................. 30 Lighting ..................................................................................................................................... 30 Shadows ................................................................................................................................... 31 Colour ........................................................................................................................................ 32 Storage...................................................................................................................................... 32 Sound ................................................................................................................................ 33 Building structure .................................................................................................................... 35 Appliances, including heating ............................................................................................... 36 Alarms ....................................................................................................................................... 38 Doors ......................................................................................................................................... 38 Flooring ..................................................................................................................................... 39 Outside noise ........................................................................................................................... 39 Smell ................................................................................................................................. 41 Household smells .................................................................................................................... 41 Other people ............................................................................................................................ 42 Public spaces ........................................................................................................................... 42 Supporting autistic flourishing at home and beyond 3 Taste ................................................................................................................................. 44 Sight .......................................................................................................................................... 44 Sound ........................................................................................................................................ 44 Smell .......................................................................................................................................... 44 Touch ......................................................................................................................................... 45 Interoception ............................................................................................................................ 45 Proprioception ......................................................................................................................... 45 Touch ................................................................................................................................ 46 Textiles – including clothing .................................................................................................. 46 Sleep .......................................................................................................................................... 46 Furniture.................................................................................................................................... 47 Hypermobility ........................................................................................................................... 48 Washing .................................................................................................................................... 48 Other things to consider ................................................................................................ 50 Shared spaces and communal living .................................................................................. 50 Defined areas within the home ............................................................................................ 51 Interests and hobbies ............................................................................................................. 52 Outside space .......................................................................................................................... 53 Pets ............................................................................................................................................ 54 Security ..................................................................................................................................... 54 Support ............................................................................................................................. 55 Self-management and self-regulation ....................................................................... 57 Sensory environment checklist user guide ................................................................ 59 Sight .......................................................................................................................................... 60 Sound ........................................................................................................................................ 63 Smell and taste........................................................................................................................ 68 Touch ......................................................................................................................................... 70 Other considerations .............................................................................................................. 72 Our approach .................................................................................................................. 74 10 STEPS to creating a neurodiverse inclusive environment ................................. 75 Links, references and further reading ......................................................................... 78 Supporting autistic flourishing at home and beyond 4 Contributors Alexis Quinn Autistic campaigner and activist, public speaker, author of Unbroken. Angela Heeley An autistic person with high sensitivity to sound, light, touch, and odour, a parent of an autistic individual,
Load more

Recommended publications
  • The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
    The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously.
    [Show full text]
  • ROD Autism Team Newsletter
    ROD AUTISM TEAM contact us at: 812-623-2212 or email: [email protected] May 2019 RIPLEY OHIO DEARBORN SPECIAL EDUCATION C OOPERATIVE ROD Autism Team Newsletter School’s Out for the SUMMER!!! Happy Summer Break 2019! In this Issue: Upcoming Workshops Offered by Children’s Hospital A 3-Day Workshop on Discussing Sexuality and Health Relationships with Tweens and Teens How to Plan for an Upcoming Move Tips for A Good Night’s Sleep Keeping Kids Safe and Creating Safety Plans And A List of Gift Ideas for Children with ASD We hope you have a wonderful, restful, and safe summer. ROD Autism Team Newsletter Page 2 BOOSTER SESSIONS 2019 Booster sessions are intended to provide information on the transition from school to adult life for youth with disabilities. Families, individuals with disabili- ties, educators, and other professionals are invite to attend these sessions at no charge. Booster sessions are two hours long and take place in the evening. Session 4: SSI/SSDI Date: Tuesday, June 11, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202 Speakers: Kelly Draggoo, Social Security Administration Register Online: https://bit.ly/2NifSft Session 5: Financial Planning for Families of Children and Adults who have Developmental Disabilities Date: Tuesday, July 9, 2019 Time: 6:00pm-8:00pm Location: Cincinnati Children’s Hospital Medical Office Building (MOB) 3430 Burnet Avenue, Cincinnati OH 45229 5th Floor Rooms 5.201 & 5.202
    [Show full text]
  • Building Empathy Autism and the Workplace Katie Gaudion
    Building Empathy Autism and the Workplace Katie Gaudion Workplac_Cover v2.indd 1 11/10/2016 14:26 About the research partners The Kingwood Trust Kingwood is a registered charity providing support for adults and young people with autism. Its mission is to pioneer best practice which acknowledges and promotes the potential of people with autism and to disseminate this practice and influence the national agenda. Kingwood is an independent charity and company limited by guarantee. www.kingwood.org.uk The Helen Hamlyn Centre for Design, Royal College of Art The Helen Hamlyn Centre for Design provides a focus for people-centred design research and innovation at the Royal College of Art, London. Originally founded in 1991 to explore the design implications of an ageing society, the centre now works to advance a socially inclusive approach to design through practical research and projects with industry. Its Research Associates programme teams new RCA graduates with business and voluntary sector partners. www.hhcd.rca.ac.uk BEING BEING was commissioned by The Kingwood Trust to shape and manage this ground breaking project with the Helen Hamlyn Centre for Design. BEING is a specialist business consultancy that helps organisations in the public, private or charitable sectors achieve their goals through the effective application and management of design. www.beingdesign.co.uk Workplac_Cover v2.indd 2 11/10/2016 14:26 Contents 2 Foreword 3 Introduction 4 Context: Autism and work 6 Research Methods 8 Co-creation Workshop 12 Autism and Empathy 18 Findings:
    [Show full text]
  • Analysis and Prediction of Emotions Using Human-Robot and Driver-Vehicle Interactions
    i Analysis and Prediction of Emotions using Human-Robot and Driver-Vehicle Interactions A dissertation presented By Fatemeh Gandomi to The Department of Mechanical and Industrial Engineering In partial fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) in the field of Industrial Engineering Northeastern University Boston, Massachusetts (April 2018) ii Dedication I would like to dedicate this dissertation to my parents and my family for their unconditional supports throughout these years. iii Abstract This dissertation undertakes the study of human factors in two interconnected fields, the human-robot and driver-vehicle interactions. Our societal systems today contain integrated human and machine entities. When they work together as integrated units, they can address a wide range of problems that are too complex to be addressed by individual machines working separately. The design and implementation of most modern functional systems are to place primary emphasis on technological innovations without much consideration for social components. Today’s humanity is encircled by so many instrumentations and electronics, so it would be really difficult to distinguish as to where the end of the tools and the starting point of humans are. The future of human-machine interaction needs to have a human centered approach to components of human-machine interaction. The most innovative way of solving such complicated problem from engineering and entrepreneurship perspectives is to find the problems that most people have and then creative ways to use technology to solve them. In other words “finding problems worth solving” is a design strategy that human-machine interaction uses in many domains of research.
    [Show full text]
  • Everyday Multisensory Environments, Wellness Technology and Snoezelen HAMK Everyday Multisensory Environments, Wellness Technology and Snoezelen
    Sirkkola (ed.): Everyday Multisensory Environments, Wellness Technology and Snoezelen ISNA-MSE’s XII World Conference 30. – 31.10.2014, HAMK University of Applied Sciences, Visamäki, Finland Everyday Multisensory Environments, Wellness Technology and Snoezelen Technology Everyday Multisensory Environments, Wellness e-publication Marja Sirkkola (ed.) ISBN 978-951-784-682-0 (PDF) HAMK ISSN 1795-424X HAMKin e-julkaisuja 26/2014 Everyday Multisensory Environments, Wellness Technology and Snoezelen ISNA-MSE’s XII World Conference 30. – 31.10.2014, HAMK University of Applied Sciences, Visamäki, Finland Marja Sirkkola (ed.) HAMK University of Applied Sciences Everyday Multisensory Environments, Wellness Technology and Snoezelen Marja Sirkkola (ed.) e-publication ISBN 978-951-784-682-0 (PDF) ISSN 1795-424X HAMKin e-julkaisuja 26/2014 © HAMK University of Applied Sciences and the authors PUBLISHER HAMK University of Applied Sciences PO BOX 230 FI-13101 Hämeenlinna, FINLAND tel. (03) 6461 [email protected] www.hamk.fi/julkaisut Layout: HAMK Publications Cover Photo: Liisa Harakkamäki Hämeenlinna, October 2014 3 Contents INTRODUCTION Marja Sirkkola, Finland Introduction to the eJournal of The ISNA-MSE XII World Conference 30. – 31.10.2014, HAMK, University of Applied Sciences, Visamäki, Hämeenlinna, Finland ...............................8 Marika Riikonen, Finland The Sibelius Anniversary year 2015 ....................................................................................... 13 KEY NOTES Paul Pagliano, Australia The Multisensory Environment
    [Show full text]
  • Day, April 2, 2014 — 1:00 P.M
    Yukon Legislative Assembly Number 135 1st Session 33rd Legislature HANSARD Wednesday, April 2, 2014 — 1:00 p.m. Speaker: The Honourable David Laxton YUKON LEGISLATIVE ASSEMBLY SPEAKER — Hon. David Laxton, MLA, Porter Creek Centre DEPUTY SPEAKER — Patti McLeod, MLA, Watson Lake CABINET MINISTERS NAME CONSTITUENCY PORTFOLIO Hon. Darrell Pasloski Mountainview Premier Minister responsible for Finance; Executive Council Office Hon. Elaine Taylor Whitehorse West Deputy Premier Minister responsible for Education; Women’s Directorate; French Language Services Directorate Hon. Brad Cathers Lake Laberge Minister responsible for Community Services; Yukon Housing Corporation; Yukon Liquor Corporation; Yukon Lottery Commission Government House Leader Hon. Doug Graham Porter Creek North Minister responsible for Health and Social Services; Yukon Workers’ Compensation Health and Safety Board Hon. Scott Kent Riverdale North Minister responsible for Energy, Mines and Resources; Yukon Energy Corporation; Yukon Development Corporation Hon. Currie Dixon Copperbelt North Minister responsible for Economic Development; Environment; Public Service Commission Hon. Wade Istchenko Kluane Minister responsible for Highways and Public Works Hon. Mike Nixon Porter Creek South Minister responsible for Justice; Tourism and Culture GOVERNMENT PRIVATE MEMBERS Yukon Party Darius Elias Vuntut Gwitchin Stacey Hassard Pelly-Nisutlin Hon. David Laxton Porter Creek Centre Patti McLeod Watson Lake OPPOSITION MEMBERS New Democratic Party Elizabeth Hanson Leader of the Official
    [Show full text]
  • "Genetics of Mathematical Aptitude" In
    Genetics of Mathematical Advanced article Article Contents Aptitude • Introduction • Quantifying Mathematical Aptitude Varun Warrier, Autism Research Centre, Department of Psychiatry, University of • Mathematical Aptitude, Disability and Talent Cambridge, Cambridge, UK • Individual and Group Differences in MA Simon Baron-Cohen, Autism Research Centre, Department of Psychiatry, Uni- • Molecular Genetic Studies • versity of Cambridge, Cambridge, UK and CLASS Clinic, Cambridgeshire and Peterborough Conclusions NHS Foundation Trust (CPFT), Cambridgeshire, UK Online posting date: 16th August 2016 Normative variation in mathematical aptitude and arithmetic, suggesting evolutionary conservation of brain (MA) is relevant to many aspects of societal regions for numerosity (Hubbard et al., 2008). Several studies functioning, in particular for occupations in sci- have established numerosity in infants, suggesting that certain ence, technology, engineering and mathematics aspects of MA may be innate, and these are supported by studies that have identified a heritable component to MA. More recent (STEM). Though elements of numerosity have studies have focused on other aspects of MA, including sub- been identified in some animals, complex MA is domains of MA, and genetic correlation with other traits such uniquely human. Several studies, using a variety as reading and general intelligence (g). These studies have also of designs, have investigated the heritability of investigated changes in heritability of MA with time. A few MA, and the extreme ends of the dimension of this studies have also investigated the heritability of mathematical tal- trait – mathematics learning disability (MLD) and ent (MT) and mathematical learning disability (MLD). Over the mathematical talent (MT). Initial estimates of the last decade, molecular genetic investigations have provided novel heritability of MA ranged from 0.2 to 0.9, while insights into the genetic architecture of MA, suggesting that MA later studies identify more modest heritabilities is polygenic.
    [Show full text]
  • Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism Michael J
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 1-1-2011 Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism Michael J. Lucido Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Behavioral Neurobiology Commons, and the Clinical Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES This is to certify that the doctoral dissertation by Michael Lucido has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Lisa Scharff, Committee Chairperson, Psychology Faculty Dr. Patricia Loun, Committee Member, Psychology Faculty Dr. Brian Ragsdale, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2012 Abstract Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism by Michael J. Lucido M.A., University of Detroit Mercy, 2003 B.A., University of Detroit Mercy, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2012 Abstract Autism spectrum condition (ASC) is a complex neurodevelopmental disorder that impacts physiological processes, cognition, functional behaviors, social-communication, and often has comorbidities. One approach gaining empirical support for ASC treatment is neurofeedback.
    [Show full text]
  • Engaging Children with Neurodevelopmental Disorder Through Multisensory Interactive Experiences in a Smart Space
    Engaging Children with Neurodevelopmental Disorder Through Multisensory Interactive Experiences in a Smart Space Franca Garzotto, Mirko Gelsomini, Mattia Gianotti and Fabiano Riccardi Abstract Our research explores the potential of IoT (Internet of Things) for children with Neurodevelopmental Disorder (NDD), such as Intellectual Disability, Autism Spectrum Disorder, Down Syndrome, Attention-Deficit Hyperactivity Disorder. The paper describes an IoT empowered physical space called “Magic Room” that sup- ports interaction with “smart” objects and the entire space through body motion and objet manipulation, provides different combination of stimuli. The Magic Room has been designed in collaboration with NDD experts from a local care centre and and, providing an open set of multimodal multisensory activities for children with NDD that stimulate the visual, aural, tactile, olfactory and motor system, may pave the ground towards new forms of intervention for this target group. The technol- ogy beneath the Magic Room is an extensible multi-layered software and hardware platform to connect and manage different devices. Activities executed into this Mul- tisensory Environment (MSE) are completely customizable for each child by the therapist. Keywords Children · Disability · Neurodevelopmental disorder (NDD) Multi-sensory environment (MSE) · Snoezelen · Full-body interaction Smart space · Smart object · Smart light · IoT F. Garzotto (B) · M. Gelsomini · M. Gianotti · F. Riccardi Politecnico di Milano, P.zza L. da Vinci 32, Milan, Italy e-mail: [email protected] M. Gelsomini e-mail: [email protected] M. Gianotti e-mail: [email protected] F. Riccardi e-mail: [email protected] © Springer Nature Switzerland AG 2019 167 A. Soro et al. (eds.), Social Internet of Things, Internet of Things, https://doi.org/10.1007/978-3-319-94659-7_9 168 F.
    [Show full text]
  • Emotion Processing in Individuals with Autistic Spectrum Conditions and Autistic Traits: the Role of Stimuli Spontaneity and Task Demands
    Emotion Processing in Individuals with Autistic Spectrum Conditions and Autistic Traits: The Role of Stimuli Spontaneity and Task Demands David J. Walker Submitted version deposited in Coventry University’s Institutional Repository Original citation: Walker, D. J. (2017) Emotion Processing in Individuals with Autistic Spectrum Conditions and Autistic Traits: The Role of Stimuli Spontaneity and Task Demands . Unpublished PhD Thesis. Coventry: Coventry University Copyright © and Moral Rights are retained by the author. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. Some materials have been removed from this thesis due to Third Party Copyright. Pages where material has been removed are clearly marked in the electronic version. The unabridged version of the thesis can be viewed at the Lanchester Library, Coventry University. Emotion Processing in Individuals with Autistic Spectrum Conditions and Autistic Traits: The Role of Stimuli Spontaneity and Task Demands By David J Walker BSc. (Hons), MSc. September 2017 A thesis submitted in partial fulfilment of the University’s requirements for the Degree of Doctor of Philosophy Abstract Perhaps most interesting within autism research is the focus on emotion processing and facial emotion recognition (FER) specifically because difficulties in recognising and responding appropriately to others emotions are part of the diagnostic criteria of autism outlined in the DSM-V (American Psychiatric Association 2013).
    [Show full text]
  • Students with Autism: a Light/Sound Technology Intervention
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1996 Students with autism: A light/sound technology intervention Patricia Powell Woodbury College of William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Educational Psychology Commons, Instructional Media Design Commons, and the Special Education and Teaching Commons Recommended Citation Woodbury, Patricia Powell, "Students with autism: A light/sound technology intervention" (1996). Dissertations, Theses, and Masters Projects. Paper 1539618724. https://dx.doi.org/doi:10.25774/w4-84wg-4h14 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • A Paradigm Shift to Neurodiversity
    A paradigm shift to neurodiversity model in the representations of autism spectrum disorder: in what ways do autistic Japanese YouTubers challenge the medical view of autism? Thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in East Asian Studies (60EC). Author: Janita Vänskä Supervisor: Dr. Mari Nakamura Date: 4th January 2021. 0 Table of Contents Abstract ................................................................................................................................................... 2 Keywords ................................................................................................................................................. 2 1. Introduction ......................................................................................................................................... 3 2. Literature review ................................................................................................................................. 6 2.1. Defining autism ............................................................................................................................ 6 2.1.1. Scientific classifications of autism ......................................................................................... 6 2.1.2. Difficulties in defining autism ................................................................................................ 7 2.2. Paradigm shift: the medical model vs. the neurodiversity model ............................................. 10 2.2.1.
    [Show full text]