Evidence-Based Practice Autism in the Schools
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Autism Entangled – Controversies Over Disability, Sexuality, and Gender in Contemporary Culture
Autism Entangled – Controversies over Disability, Sexuality, and Gender in Contemporary Culture Toby Atkinson BA, MA This thesis is submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Sociology Department, Lancaster University February 2021 1 Declaration I declare that this thesis is my own work and has not been submitted in substantially the same form for the award of a higher degree elsewhere. Furthermore, I declare that the word count of this thesis, 76940 words, does not exceed the permitted maximum. Toby Atkinson February 2021 2 Acknowledgements I want to thank my supervisors Hannah Morgan, Vicky Singleton, and Adrian Mackenzie for the invaluable support they offered throughout the writing of this thesis. I am grateful as well to Celia Roberts and Debra Ferreday for reading earlier drafts of material featured in several chapters. The research was made possible by financial support from Lancaster University and the Economic and Social Research Council. I also want to thank the countless friends, colleagues, and family members who have supported me during the research process over the last four years. 3 Contents DECLARATION ......................................................................................... 2 ACKNOWLEDGEMENTS ............................................................................. 3 ABSTRACT .............................................................................................. 9 PART ONE: ........................................................................................ -
Autism Society History
Feature | Autism Society History Where We’ve Been and Where We’re Going The Autism Society’s Proud History s the nation’s oldest grassroots autism organization, the Autism Society has Abeen working to improve the lives of all affected by autism for 46 years. When the organization was founded in 1965, the autism community was very different than it is today: the term “autism” was not widely known, and doctors often blamed the condition on “refrigerator mothers,” or parents who were cold and unloving to their children – a theory that we now know to be completely false. Perhaps even more discouraging than the blame and guilt placed upon parents of children with autism at this time was the complete lack of treatment options. Parents were often told that their child would never improve, and that he or she should be institutionalized. “All practitioners we saw had one characteristic in common – none of them was able to undertake treatment,” wrote Rosalind Oppenheim, mother to a then-6-year-old son with autism, in an article in the June 17, 1961, Saturday Evening Post. “‘When will you stop running?’ one well-meaning guidance counselor asked us along the way. When indeed? After eighteen costly, heartbreaking months we felt that we had exhausted all the local medical resources.” Oppenheim’s article garnered many letters from other parents of children with autism who had had similar experiences. She sent them on to Dr. Bernard Rimland, another parent of a child with autism who was also a psychologist. Not long after, Dr. Rimland published the landmark book Infantile Autism, the first work to argue for a physical, not psychological, cause of autism. -
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). -
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 .................................................................................................................................... -
Video Self-Modeling Technique That Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking
International Education Studies; Vol. 9, No. 11; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Video Self-Modeling Technique that Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking Ülker ŞEN1 1 Gazi Education Faculty, Gazi University, Ankara, Turkey Correspondence: Ülker ŞEN, Department of Social Science and Turkish Education, Gazi Education Faculty, Gazi University, Ankara, Turkey. E-mail: [email protected] Received: September 1, 2016 Accepted: October 3, 2016 Online Published: October 26, 2016 doi:10.5539/ies.v9n11p66 URL: http://dx.doi.org/10.5539/ies.v9n11p66 Abstract The use of technology in the field of education makes the educational process more efficient and motivating. Technological tools are used for developing the communication skills of students and teachers in the learning process increasing the participation, supporting the peer, the realization of collaborative learning. The use of technology is increasingly widespread in the language teaching as well as in all areas of the education. The use of technology in the classroom language teaching activities allows students to be more active in the learning process than other techniques, learn at their own pace and give them a chance to repeat the activities they want to do. Computers, videos, tablets and other technological products such as mobile phones are increasingly feel the importance in language teaching and learning in recent years. In fact teaching methods and techniques built on the use of technology have been developed. Video self-modeling is one of these methods. Video self-modeling is an application with evidence basis, defined as watching and taking as a model the target behavior exhibited by the person on the videotape. -
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. -
Autism Spectrum Disorders Resources for Teachers and Parents
Autism Spectrum Disorders Resources for Teachers and Parents The goal of the Autism Spectrum Disorders Strategic Plan is to ensure development and provision of quality special education programs and a full array of educational services for individuals with Autism Spectrum Disorders. One of the key components of the ASD Strategic Plan is to enhance educational programs for students with ASD through development of a comprehensive curriculum that employs “best practices” and meets the unique needs of this student population. This document was created to provide teachers, parents, and community resource providers with access to instructional strategies. Listed below are suggested resources which can be used with students with Autism Spectrum Disorders. Social Stories: Carol Gray created social stories. This is a “must see” website. http://www.thegraycenter.org/ A collection of social stories are provided that can be adapted for your student/child. http://www.polyxo.com/socialstories/ An explanation of social stories is provided on this website. http://www.autism.org/stories.html A description of social stories, comic book conversations and thinking stories is given. http://www.autism.org/stories.html A collection of social stories already created for you to use. http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_stories.htm This link lists the top ten tips for writing a social story and other helpful ideas. http://www.frsd.k12.nj.us/autistic/Parent%20Training/social_stories%20notes.htm Visual Schedules: A definition and sample visual schedules are shown on this website. http://www.cesa7.k12.wi.us/sped/autism/structure/str11.htm The “how to” of organizing a visual schedule is described here. -
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. -
The Use of Visual Schedules (Master's Thesis, Northwestern College, Orange City, IA)
Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education 5-2017 The seU of Visual Schedules Amber Connelly Northwestern College - Orange City Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Early Childhood Education Commons, and the Special Education and Teaching Commons Recommended Citation Connelly, A. (2017). The use of visual schedules (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/40/ This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses & Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected]. Use of Visual Schedules 1 The Use of Visual Schedules Amber Connelly Northwestern College Use of Visual Schedules 2 Abstract This paper explores the use of visual schedules to support students diagnosed with Autism Spectrum Disorder with transitions throughout the school day. Students diagnosed with Autism Spectrum Disorder have a tough time interpreting verbal directions throughout the school day; therefore, there is an increase in student behaviors during transitions (Dettmer, Simpson, Brenda, & Ganz, 2000). The students utilized in this study are preschool aged students, which means they are between the ages of three to five. All students are in an integrated preschool classroom. The researcher implemented and created individualized visual schedules for each student in this paper. The researcher collected data and analyzed the data to determine the effects individualized visual schedules have on behaviors displayed during transitions throughout the school day. This paper explores whether individualized visual schedules can be used as an intervention to reduce the number of behaviors displayed during transitions throughout the school day. -
Neurodiversity: Creating an Inclusive College Classroom
NEURODIVERSITY: CREATING AN INCLUSIVE COLLEGE CLASSROOM J O S H BURK , K A R I N WULF , C H E R Y L DICKTER , J A N I C E ZEMAN HELPFUL STRATEGIES FOR OUR UTP • Reviewing the literature • Assess group of interest • Assess impact of any manipulation, teaching strategy, etc. WHAT IS NEURODIVERSITY? • Neurodiversity is a philosophy that emphasizes differences in human neurologies. • Neurodiversity emphasizes that Autism and ADHD, for example, represent difference rather than deficits. • Neurodiversity invokes an emerging disability rights/ civil rights movement. NEURODIVERSITY WWW.WM.EDU/NEURODIVERSITY • At W&M, The Neurodiversity Initiative seeks first to serve our campus community and ultimately to be a model for other campuses. • The Neurodiversity Working Group works to foster an inclusive campus culture, and organizes campus events and programs. • The Working Group also produces and supports resources for students, faculty, and staff. WHY NEURODIVERSITY? • More students in • It’s the right and college with learning good thing to do. differences, (Human rights including autism. perspective) • More W&M students needing support. • Our community is • We can offer enriched by diversity. effective, evidence- (Maximizing human based support (ex.: capital perspective) “The Hidden Rules of Seminars.” WHAT IS AUTISM? • Autism is one form of neurological difference that we see on campus, although it is often combined with ADHD. • Autism Spectrum Disorders are marked by social and communication difficulties. Autistic people have more challenges -
Video Modeling for Social Communication in Adults with ASD
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Winter 12-11-2016 Video Modeling for Social Communication in Adults with ASD Haley Ann Altman Bowling Green State University, [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Speech Pathology and Audiology Commons Repository Citation Altman, Haley Ann, "Video Modeling for Social Communication in Adults with ASD" (2016). Honors Projects. 288. https://scholarworks.bgsu.edu/honorsprojects/288 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Running head: VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS 1 WITH ASD Video Modeling for Social Communication in Adults with ASD Haley Altman Honors Project Submitted to the Honors College at Bowling Green State University in partial fulfillment of the requirements for graduation with University Honors December 2016 Dr. Lynne Hewitt, Department of Communication Sciences and Disorders, Associate Professor, Department Chair, Advisor Dr. Brooks Vostal, School of Intervention Services, Advisor VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS WITH ASD 2 Abstract Individuals with autism spectrum disorder (ASD) can experience significant difficulty and psychosocial toll as a result of their impairments in social communication. Specifically for adults, this can have a negative effect on relationships and vocational stability. However, there is a lack of effective intervention for adults with ASD to assist in learning these social conventions. Video modeling is an intervention that has potential to help these individuals learn to be successful in social problem-solving situations. -
Autism-Video-Modeling.Pdf
Autism Video Modeling A Visually Based Intervention for Children With Autism Spectrum Disorder Jennifer B. Ganz Theresa L. Earles-Vollrath Katherine E. Cook Visually based interventions such as moderate or severe autism, often co- Grandin described her thought proces- video modeling have been demon- occurs with developmental delays, ses as “completely visual” (Grandin & strated to be effective with students emotional and behavioral disorders, Scariano, 1986, p. 131), noting that with autism spectrum disorder. This and attention deficits (Kogan et al., she remembered information by visu - approach has wide utility, is appropri - 2009). alizing a page in a book with the ate for use with students of a range of According to current legislation (i.e., information and that she had difficulty ages and abilities, promotes indepen- No Child Left Behind Act of 2001, remembering auditory information dent functioning, and can be used to Individuals With Disabilities Education unless she was able to pair it with a . C address numerous learner objectives, Act), instructional strategies used in visual image. Likewise, Liane Holliday E C classrooms must be scientifically Willey (1999) recalled relying on visu - 1 including behavioral, self-help, commu - 1 0 2 nication, and social objectives. What research-based (Simpson, Myles, & al landmarks to find her way to col - t h g i are the components of video modeling? Ganz, 2008). Visually based instruction lege classes and finding herself drawn r y p such as video modeling, a research- to visually based subjects, such as o What’s the best way to implement C . supported intervention, may be more architecture.