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How to Do a Test for Coronavirus at Home
How to do a test for Coronavirus at home An autism-friendly guide to testing your child or young person 2 Ambitious about Autism How to do a test for Coronavirus at home If your child or young person has symptoms, you should order a home test for Coronavirus. The home testing kit for Coronavirus is a swab test. The test is invasive, and swabs are taken from inside the nose and throat. Some autistic children and young people • Use a now and next visual where the ‘next’ may find the home testing kit distressing. side is an activity that your child enjoys, something that will motivate them to It is important to make adjustments to complete the Coronavirus home testing kit support your child and ensure the test is • Ask them to blow their nose to ensure taken safely and accurately. other bacteria doesn’t interfere with the test To relieve anxiety, you can use our Coronavirus home testing visual stories • To prepare yourself, wash your hands with for children and young people. soap for 20 seconds or use hand sanitiser. • To prepare your environment, clean the There are several ways you can prepare surface before you put the home testing your child for the test: kit down. • If appropriate, allow your child to support their stress or anxiety by playing with their favourite toy or stimming toy during the test • Put their favourite programme on so they can watch during the test • Play relaxing music during the test • Your child or young person might prefer to watch or close their eyes as you take swabs, give them the option Ambitious about Autism An autism-friendly guide to testing your child or young person 3 There are four steps to the Coronavirus home testing kit. -
DEMA Annual Report 2015
ARIZONA DEPARTMENT OF EMERGENCY AND MILITARY AFFAIRS 2015 Annual Report Office of the Adjutant General 5636 E. McDowell Rd Phoenix, AZ 85008 Web site: dema.az.gov Social Media: Arizona National Guard AZNationalGuard AZNationalGuard RSS Arizona Division of Emergency Management ArizEIN azein AzEINvideo azeinblog RSS Cover: Soldiers and Airmen from the Arizona National Guard assemble in a mass formation during the Arizona National Guard Muster Dec. 7 at Arizona State University's Sun Devil Stadium in Tempe, Ariz. More than 4,000 Guard Members from throughout the state were present for the historic muster formation. (U.S. Army National Guard Photo by Staff Sgt. Brian A. Barbour) 2 Soldiers and Airmen from the Arizona National Guard assemble in a mass formation during the Arizona National Guard Muster Dec. 7 at Arizona State University's Sun Devil Stadium in Tempe, Ariz. More than 4,000 Guard Members from throughout the state were present for the historic muster formation. (U.S. Army National Guard Photo by Staff Sgt. Brian A. Barbour) INTRODUCTION AND EXECUTIVE SUMMARY On September 2, 1865, the Arizona National Guard was established with the first muster of the First Infantry Regiment of Arizona, comprised of five companies of more than 350 enlisted Soldiers and nine officers. From that first muster to serving as the acting Guard of Honor for President Woodrow Wilson during the treaty negotiations ending World War I to the 158th “Bushmasters” being recognized by General Douglas MacArthur as “No greater fighting combat team has ever deployed for battle” to our recent deployments to Afghanistan and Iraq, the Arizona National Guard has established a long and distinguished history of service to Arizona and our nation. -
Boston Medical Center Autism Friendly Initiative: Improving
Boston Medical Center Autism Friendly Initiative: Improving Hospital Experience for Patients with Autism Sarah Qin, MBA1; Shari King, MA1; Lauren Busa, MA1; Julia Goupil1; Daniel Cahill1; Sarabeth Broder-Fingert, MD, MPH2; Marilyn Augustyn, MD1 1Department of Developmental and Behavioral Pediatrics, Boston Medical Center 2Department of Pediatrics, Boston University School of Medicine *We have nothing to disclose Background Identifying the Challenges Targeted Interventions Trainings The prevalence of autism spectrum disorder (ASD) is rising, Staff Survey: In partnership with PLAN parents, the Boston University School of however, there are significant barriers to quality healthcare for Autism Support Checklist (ASC) Medicine and the Goldman School of Dental Medicine, we train patients with ASD. Patients with ASD experience more outpatient Autism Support Checklist Name of Patient: ____________________________ The Autism Support future doctors and dentists how to better interact with patients visits and their annual healthcare costs are higher than patients Date Completed: _________________ Communication Checklist collects with ASD. 1. How does the patient communicate information? without ASD. Patients with ASD encounter high levels of unmet Spoken language Pictures information from Written Words need and lower levels of satisfaction with care. To address these Non-verbal “I will be better able to recognize ASD and adapt to Electronic Communication patients with ASD Gestures issues at Boston Medical Center (BMC), we have launched the Other: ____________________ patient interactions and understand the needs of both 2. What would help the patient understand information? and their caregivers Spoken language Autism Friendly Initiative to improve the healthcare experience for Pictures the patient and family.” Written Words about individualized Electronic Communication rd Other: ____________________ -3 Year Medical Student our patients with ASD. -
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. -
Sculpted Sandstone Kayakers Go Overboard on Apache Lake
After 100 Years, FOSSIL CREEK Will Flow WILD and FREE arizonahighways.com JUNE 2004 rarely seen Beauty Sculpted Sandstone Kayakers Go Overboard on Apache Lake Indian Arts Showplace Heard Museum Marking Its 75th Year A Survival Struggle Flight of the Condors {also inside} JUNE 2004 46 DESTINATION Walnut Canyon The Sinagua Indians had good reason to build their 22 COVER/PORTFOLIO 36 TRAVEL homes along the cliffs of Walnut Canyon. Nature’s Handiwork Chaos in a Tandem Kayak 42 BACK ROAD ADVENTURE in Sandstone Two wigglesome paddlers take a water-camping Drive through the stark beauty of Monument Valley class on Apache Lake and have a boatload of on the Navajo Indian Reservation. The odd shapes of multicolored petrified dunes called trouble getting the hang of capsize recovery. Coyote Buttes grace Arizona’s border with Utah. 48 HIKE OF THE MONTH The route up Strawberry Crater near Flagstaff ENVIRONMENT travels an area once violent Paria Canyon- 6 with volcanic activity. Vermilion Cliffs Fossil Creek Going Wild Again Wilderness By the end of December, this scenic stream in Coyote Monument 2 LETTERS & E-MAIL Buttes Valley central-Arizona will revert to a natural state as two Grand Canyon electric power plants are closed after nearly a 3 TAKING THE National Park OFF-RAMP Strawberry Crater hundred years of operation. Walnut Canyon National Monument 40 HUMOR Fossil MUSEUMS Creek 16 PHOENIX Heard Museum Marks 41 ALONG THE WAY Apache A nostalgic drive across Maricopa Lake Wells 75th Anniversary America is hard to beat— TUCSON Phoenix’s noted institution for Indian arts and culture except by arriving home continues to tie native creativity and traditions to in Arizona. -
Journal of Arizona History Index, F
Index to the Journal of Arizona History, F Arizona Historical Society, [email protected] 480-387-5355 NOTE: the index includes two citation formats. The format for Volumes 1-5 is: volume (issue): page number(s) The format for Volumes 6 -54 is: volume: page number(s) F Faber, Jerdie (Indian school teacher) 6:131 Fabila, Alfonso, cited 8:131 “The Fabulous Sierra Bonita,” by Earle R. Forrest 6:132-146 “The Face of Early Phoenix,” compiled by A. Tracy Row 13:109-122 Faces of the Borderlands, reviewed 18:234-35 Facts About the Papago Indian Reservation and the Papago People, reviewed 13:295-97 Fagan, Mike, of Harshaw 6:33 Fagen, Ken, photo of 50:218 Fagerberg, Dixon, Jr., book by, reviewed 24:207-8 Fagerberg, John E. 39:163 Fages, Pedro 13:124, 126-29; 44:50, 51, 71 n. 28 biography of 9:223-44 cited 7:62 diary of 9:225-44 diary of, listed 27:145 1 Index to the Journal of Arizona History, F Arizona Historical Society, [email protected] 480-387-5355 Fahlen, F. T. 14:55-56 Fahlman, Betsy, book by, reviewed 44:95-96; 51:381-83 book reviewed by 42:239-41; 47:316-17; 51:185-86 books reviewed by 49:293-94 Fain, Granville (Dan) 19:261-62, 264, 271 Fain, Norman W. 19:264, 266; 43:364, 366 Fair, Captain (at Santa Cruz in 1849) 28:108 Fair, James G. 34:139-40 Fair Laughs the Morn, by Genevieve Gray, reviewed 36:105 Fair Price Commission 46:158 Fair, (senator of Nevada) IV(1)37 Fair Truckle (horse) 47:17 Fairbank, Arizona 7:9; 8:164, 166, 168; 37:7, 24 n. -
Crowning the Queen of the Sonoran Desert: Tucson and Saguaro National Park
Crowning the Queen of the Sonoran Desert: Tucson and Saguaro National Park An Administrative History Marcus Burtner University of Arizona 2011 Figure 1. Copper Pamphlet produced by Tucson Chamber of Commerce, SAGU257, Box 1, Folder 11, WACC. “In a canon near the deserted mission of Cocospera, Cereus giganteus was first met with. The first specimen brought the whole party to a halt. Standing alone upon a rocky projection, it rose in a single unbranched column to the height of some thirty feet, and formed a sight which seemed almost worth the journey to behold. Advancing into the canon, specimens became more numerous, until at length the whole vegetation was, in places, made up of this and other Cacaceae. Description can convey no adequate idea of this singular vegetation, at once so grand and dreary. The Opuntia arborescens and Cereus Thurberi, which had before been regarded with wonder, now seemed insignificant in comparison with the giant Cactus which towered far above.” George Thurber, 1855, Boundary Commission Report.1 Table of Contents 1 Asa Gray, ―Plantae Novae Thurberianae: The Characters of Some New Genera and Species of Plants in a Collection Made by George Thurber, Esq., of the Late Mexican Boundary ii List of Illustrations v List of Maps ix Introduction Crowning the Queen of the Desert 1 The Question of Social Value and Intrinsically Valuable Landscapes Two Districts with a Shared History Chapter 1 Uncertain Pathways to a Saguaro National Monument, 1912-1933 9 Saguaros and the Sonoran Desert A Forest of Saguaros Discovering -
These Tool Kits Are Available from Autism Speaks. 100 Day Kit (Other Languages Available)
These Tool Kits are available from Autism Speaks. 100 Day Kit (Other Languages available) The Autism Speaks 100 Day Kit for Newly Diagnosed Families of Young Children was created specifically for families of children ages 4 and under to make the best possible use of the 100 days following their child's diagnosis of autism. 100 Day Kit for School Age Children The Autism Speaks 100 Day Kit is a tool designed to help assist families of children between the ages of 5 and 13 recently diagnosed with autism during the critical period following an autism diagnosis. Advocacy Tool Kit The Advocacy Tool Kit aims to help both individuals on the spectrum and their families develop and use critical advocacy skills in order to achieve the best possible outcomes. An Introduction to Behavioral Health Treatments This tool kit is designed to provide parents of children with ASD with an overview of in- home strategies as well as tips to teach and increase desirable behaviors and decrease behavior problems. Autism and Medication: Safe and Careful Use More than half of children with autism take medicine at some point during their childhood. Deciding to use medicine to treat children with autism is a difficult decision for most families. Blood Draw Tool Kit Blood Draw Tool Kit for Parents Has your child with ASD had a negative experience during a doctor’s visit that has left him or her feeling anxious? Does the prospect of having your child’s blood drawn make you anxious as well? Dental Professionals' Tool Kit Many children experience a great deal of anxiety when visiting the dental practitioner’s office, especially those with autism spectrum disorder (ASD). -
Autism Planning and Design Guidelines 1.0
AUTISM PLANNING AND DESIGN GUIDELINES 1.0 Attempt 1.0 August 2017 - December 2018 THE OHIO STATE UNIVERSITY CITY AND REGIONAL PLANNING STUDENTS AUTISM PLANNING AND DESIGN GUIDELINES 1.0 KNOWLTON SCHOOL OF ARCHITECTURE CITY AND REGIONAL PLANNING PROGRAM Supported By: THE OHIO STATE UNIVERSITY KNOWLTON SCHOOL OF ARCHITECTURE AUTISM LIVING ATTEMPT 1.0 AUGUST 2017 - DECEMBER 2018 i. SUMMARY AUTISM PLANNING AND DESIGN GUIDELINES 1.0 AUTISM PLANNING AND DESIGN GUIDELINES 1.0 i. summary | 3 THE SIX FEELINGS FRAMEWORK Our research culminated in the creation of a planning and design strategy: The Six Feelings Framework. These six feelings combine to promote feelings of being included. When considering their needs, planning and design implementations in the public realm (in a public space or when using infrastructure) should make adults with autism: 1. Feel connected - because they are easily reached, entered, and/or lead to destinations. 2. Feel free - because they offer relative autonomy and the desired spectrum of independence. 3. Feel clear - because they make sense and do not confuse. 4. Feel private - because they offer boundaries and provides retreat. 5. Feel safe - because they diminish the risk of being injured. 6. Feel calm - because they mitigate physical sensory issues associated with autism. Although these feelings are also desirable for neurotypical people they are especially cru- cial for people with autism. Understanding that it may not seem useful to plan for one group of people, planning through the lens of autism can benefit everyone. The Six Feelings Framework helps planners create spaces and infrastructure that are more usable, comfortable, and beneficial to all constituents (but particularly adults with autism) who feel more connected, free, clear safe, private (when needed), calm, and ultimately, included. -
Checklist for Autism Friendly Environments
Checklist for Autism-Friendly Environments Stephen Simpson 2015 1 Copyright- Not to be used without consent of author Stephen Simpson Service version RNLD, BPhil (Autism) Introduction Some people with Autism can experience severe difficulties with the world around them including ‘unfriendly’ environments. The effect could be anything from a person having mild discomfort to symptoms of acute pain and deterioration in functioning. If the environment is distressing for the person this may stop them from accessing it. Social, Health, Education and Leisure opportunities can therefore become reduced. Everyone with Autism is unique and affects them in different ways and they have their own specific needs to be considered. An environment can be described as anything from a space or room to a whole building. This document seeks to identify some of the ways that environments can be changed to be friendlier. The checklist is divided into TWO parts. All services need to complete Part A whilst Part B is for more specialist providers. Part A – Core Requirements These are essential and are minimum requirements to create a more Autism Friendly Environment. 1. Sensory • Sight/visual • Smell/olfactory • Hearing/auditory • Body awareness/proprioception 2.Communication Systems 3.Escape 4.Awareness – Core Stephen Simpson 2015 2 Copyright- Not to be used without consent of author Part B - Enhanced (if applicable) requirements 1. Sensory • Touch/tactile • Taste/gustatory • Balance/vestibular 2. Awareness - Enhanced 3. Theory of Mind /Flexibility of Thought Each area has a number of questions that will have a response yes or no. Decide and tick in the relevant column to whether you believe the environment fully addresses the question raised. -
A GROUP of THEIR OWN: a Clinical Support Program for Autistic/Neurodiverse Gender-Diverse Youth and Their Parents
A GROUP OF THEIR OWN: A Clinical Support Program for Autistic/Neurodiverse Gender-Diverse Youth and Their Parents Clinical Guide John F. Strang, PsyD1-4 Lauren Kenworthy, PhD2-4 Megan Knauss, MSW1 Julia Zeroth, MA1 Abigail Brandt, MA, CCC-SLP1-3 Colleen Morgan, MA, CCC-SLP1-3 Haley Meagher, MA1 Amber Song, BA1-2 Laura G. Anthony, PhD5,6 1Gender and Autism Program, Children’s National Hospital, Washington DC 2Center for Autism Spectrum Disorders, Children’s National Hospital, Washington DC 3Children’s National Research Institute, Washington DC 4George Washington University School of Medicine, Washington DC 5Pediatric Mental Health Institute, Children’s Hospital of Colorado, Aurora, Colorado 6University of Colorado Anschutz Medical Center School of Medicine, Aurora, Colorado 1 TABLE OF CONTENTS 1. Introduction………………………………………………………………………………………………………………3 2. Group Goals and Framework…………………...………………………………………………………………..3 2.1 Group aims…………………………………………………………………………………………………………....4 2.2 Group composition………………………………………………………………………………………………...4 2.3 Group frequency……………………………………………………………………………………………………5 2.4 Multidisciplinary interventionist team…………………………………………………………………....5 3. Group Content: Techniques, Routines, and Topics……………………………………………………7 3.1 Learning and information processing supports for neurodiverse youth…………..………...7 3.2 Scripts and routines to welcome everyone, no matter where they are on the gender spectrum, and to promote gender eXploration……………………………………7 3.3 Informal (but supported) opportunities for group members to connect socially with one another……………………………………………………………………………………..10 3.4 Diverse role models visit group…………………………………………………………………………….10 3.5 Gender-related eXploration and supports…………………………………………………….………..12 3.6 Autism/neurodiversity-related eXploration and teaching…………………………….………...14 3.7 Exploring the co-occurrence of neurodiversity and gender diversity……………..……..…14 3.8 Discussion of medical gender supports……………………………………………………….…………14 3.9 Parent group………………………………………………………………………………………………………..15 4. -
Art Teacher's Book of Lists
JOSSEY-BASS TEACHER Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offer classroom-tested and research-based teaching resources for a variety of grade levels and subject areas. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best. From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials on the topics that matter most to K–12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field. TITLES IN THE JOSSEY-BASS EDUCATION BOOK OF LISTS SERIES THE SCHOOL COUNSELOR’S BOOK OF LISTS, SECOND EDITION Dorothy J. Blum and Tamara E. Davis • ISBN 978-0-4704-5065-9 THE READING TEACHER’S BOOK OF LISTS, FIFTH EDITION Edward B. Fry and Jacqueline E. Kress • ISBN 978-0-7879-8257-7 THE ESL/ELL TEACHER’S BOOK OF LISTS, SECOND EDITION Jacqueline E. Kress • ISBN 978-0-4702-2267-6 THE MATH TEACHER’S BOOK OF LISTS, SECOND EDITION Judith A. Muschla and Gary Robert Muschla • ISBN 978-0-7879-7398-8 THE ADHD BOOK OF LISTS Sandra Rief • ISBN 978-0-7879-6591-4 THE ART TEACHER’S BOOK OF LISTS, FIRST EDITION Helen D. Hume • ISBN 978-0-7879-7424-4 THE CHILDREN’S LITERATURE LOVER’S BOOK OF LISTS Joanna Sullivan • ISBN 978-0-7879-6595-2 THE SOCIAL STUDIES TEACHER’S BOOK OF LISTS, SECOND EDITION Ronald L.