DOCSLIB.ORG

DIR at LISCA | 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DIR at LISCA | 1 DIR at LISCA | 1 DIR FLOORTIME STANELY GREENPAN’S MODEL TRADITIONAL APPROACH (DDT) VS DEVELOPMENTAL APPROACH (FLOORTIME) The "D" D = Development: A child’s developmental profile is not solely about milestones, but rather how the "I" works together with the child’s "R" to shape development. I = Individual: Children have unique physiological, neurological, psychological, communication, motor, and sensory processing differences. Together these influence the child's trajectory. R = Relationship: Parent/caretaker relationships in a child’s life play a vital role in shaping development, social and emotional growth. FEDL's • The DIR® Functional Emotional Developmental Levels (FEDL) represent nine essential developmental capacities necessary in building the core foundation every child needs for optimum growth and development. • By contrast, typical chronological measures often miss the interplay between developmental systems at work in the emerging growth of a child, and how interdependent they are. Weaknesses in one will influence the advancement of others. • These nine core functional offer an integrative perspective on vital developmental domains, including health and well being, social emotional, communication and language, regulation, sensory-motor, visual-spatial and ultimately cognitive functioning. • Assessment and treatment is multi-disciplinary and highly collaborative. • The developmental systems at work include: Regulation, sensory-motor, visual-spatial, social-emotional, communication and language, cognition, health and well being. A Comprehensive DIR Program Includes in Floortime • Starts with frequent sessions (6-8, 20-30 min.) • Talktime Semistructured Activities • Social, Work, Groups Sensory-Motor activities • Movement, sports, gym Family Supports Other Interventions Education, special education, hybrid Therapies • Language, OT & PT. Visual Spatial, • Psychotherapy • Creative Arts Peer Play Dates • Social Thinking Bio-medical interventions DIR at LISCA | 2 EMOTIONAL SCALE: 1. Self regulation and interest in the world (3 months) 2. Forms relationship, attachment and intimacy (8 months) 3. Intentional 2 way communication (9 months) 4. Complex sense of self (12-18 months) 5. Emotional Ideas (24-36 months) 6. Emotional thinking (36-48 months) 7. Multi-casual and Triangular Thinking 8. Comparative and Gray Area Thinking 9. Reflective Thinking/Growing Sense of Self/Stable 10. Structural and Thematic Characteristics of Greenspan's FEAS Developmental Stages Stages of Development and Organizing Fantasies and Themes 1) Regulation and Interest in the World= Omnipotent control; being overwhelmed; falling apart 2) Engagement and Relating= Isolation; emptiness; inanimate objects; unconditional love 3) Intentional Communication= Part object pleasures or fears; chaotic, fragmented interactions 4) Complex sense of self= Narcissistic self-absorption; grandiosity; suspiciousness; somatization; global self deprecation 5) Emotional Ideas= Neediness, being taken care of and/or fear of separation and/or danger 6) Emotional Thinking= Power; being admired; respected; shame; humiliation; loss of love; injury or harm to self or others Capacity 1: Self Regulation & Interest in the World Discovering Your Child's Sensory and Motor Profile After nine months in darkness, a baby is born. Suddenly he is plunged into a world of light and sound, movement and touch, taste and smell. A sensory extravaganza! All this information is exciting and stimulating to the baby, but at the same time he has to learn not to be overwhelmed. His very first challenge is to take in this sensory panorama while regulating his response and remaining calm. Gradually he finds things that focus his interests and at the same time can be used to calm himself—Mother’s face, Father’s voice, the soft texture of a blanket next to his skin. Little by little the infant learns to balance growing awareness of sensations with the ability to remain calm. This pair of skills is the most basic building block of emotional, social, and intellectual health. Without it we can’t learn, we can’t develop relationships with others, we can’t survive in our highly stimulating world. How an infant modulates and processes sensations is an important contributor to this first milestone. DIR at LISCA | 3 From his earliest days, Peter was an irritable baby. He slept little and cried constantly, and nothing seemed to console him. When his parents sang him songs or rocked him in his cradle, he flailed his arms and legs unhappily. When they picked him up and held him he arched his back and screamed. His parents were despondent. Their baby was miserable and hard to live with, and all their efforts to help him only made him worse. Gradually, feeling frustrated, exhausted, and saddened, they simply stopped trying so hard. They left Peter alone for longer and longer periods of time, and after a while he would cry himself to sleep. By six months of age, he was sleeping or looking self-absorbed much of the time. He had already failed to master the first emotional milestone. The next step, intimacy, would not be possible until he mastered this step. Peter’s parents sought help from their pediatrician. A thorough examination determined that Peter was hypersensitive to touch, sound, and movement. This information enabled his parents to make Peter’s world a more comfortable place. They stopped rocking him so briskly and tickling him. Instead, they held him gently but tightly and substituted a gentle rocking rhythm. They softened their voices and facial gestures when they talked to him and spoke very slowly. Soon Peter could look at them for several moments at a time. They used their soft voices to attract his attention and keep him calm. With a little experimentation they found that lower tones were particularly soothing. They could then begin some simple movement-pattern exercises to enhance Peter’s pleasure in moving. They placed Peter on the floor and slowly moved his arms and legs. They massaged his arms and legs with deep pressure. Gradually, his tolerance for movement and touch increased, and Peter allowed his parents to carry him. Bit by bit, with patient help from his parents, Peter found the world a more hospitable place. And bit by bit, he learned to calm himself down without going to sleep. By the time he was a year old, by working with and around Peter’s individual sensitivities, his parents had helped him master this first emotional milestone. Unlike Peter, Angie appeared to be a lazy baby. No matter how much her parents talked to her or smiled at her, she seemed uninterested. She rarely made eye contact, didn’t brighten when they looked at her, and didn’t turn toward them when they approached. She was equally uninterested in their gestures. When they picked her up or tickled her, she flopped in their arms. Since her parents couldn’t grasp her attention and she seemed happy, or at least quiet, on her own, they began to leaver her alone for longer and longer periods. Angie had no trouble calming herself down. Her problem was the reverse: she had no interest in the world. Nothing drew her out of her quiet shell. She, too, had failed to master the first emotional milestone. Angie’s grandparents recognized that something was wrong and convinced her parents to seek treatment. An assessment revealed that Angie was underreactive to sensations, especially to sound, touch, and movement. In consultation with a therapist, Angie’s parents found other ways to attract their daughter’s attention. She turned out to be responsive to visual stimuli, so her parents grabbed her attention by using animated expressions. They also raised their voices and used brisk movements. Angie liked their silly faces and soon began laughing when they talked to her using higher-pitched voices. She also responded to brightly colored objects or pictures held in front of her, and as her parents waved the objects back and forth, Angie would break into a smile. They found that she liked being moved quickly in the air and swung briskly in their secure arms. She would kick her feet and tense her muscles, counteracting her normally weak muscle control. Gradually, by using visual stimuli and vigorous movement, and lots of finger and toe games to compensate for her underreactivity, Angie’s parents were able to get her to show an interest in the world. They also began experimenting with noises. They tried quick and slow rhythms to see what would cause Angie to react. They found that very energetic vocal tones in the middle range helped her tune back in to auditory information. Processing sound continued to be challenging, but by the time Angie was six months old, she seemed to find the world a delightful, stimulating place. With patient help from her parents, she had mastered the first emotional milestone and was ready to master the following ones. DIR at LISCA | 4 From Theory to Practice: Tips on how to help your child master stage 1 Stage 1: Self-Regulation and Interest in the World Discovering your Child's Sensory and Motor Profile o Entering your child's world involves more than simply intuiting what gives your child pleasure; it's a systematic process. You must first learn how your child's nervous system works, by understanding his or her unique style of hearing, seeing, touching, smelling, and moving. To help your child feel comfortable in the world you must first carefully observe which sensations help your child become calm and regulated, which ones overwhelm him or her, and which don't pull him or her in enough. - Source: Greenspan & Wieder (2006). Engaging Autism. Chapter 6. Goal: Becoming calm, attentive, and interested in the world. You can help your child improve in this stage by helping him or her to look, listen, begin to move, and calm down. Her sense of security and awareness will help her understand more complex thoughts, help her brain develop, and lay the foundation for future learning.
Load more

Recommended publications
  • Working with Students on the Autism Spectrum
    Supporting students on the autism spectrum student mentor guidelines By Catriona Mowat, Anna Cooper and Lee Gilson Supporting students on the autism spectrum All rights reserved. No part of this book can be reproduced, stored in a retrievable system or transmitted, in any form or by means electronic, mechanical, photocopying, recording or other wise without the prior permission of the copyright owner. First published by The National Autistic Society 2011 Printed by RAP Spiderweb © The National Autistic Society 2011 Chapters Introduction 3 1. Understanding the autism spectrum 4-9 2. Your role as a student mentor 10-15 3. Getting started 16-23 4. Supporting a student with Asperger syndrome to… 24-29 5. Useful resources 30-33 6. Further reading 34 7. Glossary of terms 35 1 2 Introduction These guidelines were initially prepared as a resource for newly appointed student mentors supporting students with autism and Asperger syndrome at the University of Strathclyde. This guide has been rewritten as a useful resource for any university employing and training its own student mentors, or considering doing so. Readers may reproduce the guidelines, or relevant sections of the guidelines, as long as they acknowledge the source. This new version was made possible by a grant from the Scottish Funding Council in 2009, which has supported not only this publication, but also a research project (led by Charlene Tait of the National Centre for Autism Studies, University of Strathclyde) into transition and retention for students on the autism spectrum, and the delivery of a series of workshops on this topic (jointly delivered by the University of Strathclyde and The National Autistic Society Scotland).
    [Show full text]
  • Autism Practice Parameters
    American Academy of Child and Adolescent Psychiatry AACAP is pleased to offer Practice Parameters as soon as they are approved by the AACAP Council, but prior to their publication in the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP). This article may be revised during the JAACAP copyediting, author query, and proof reading processes. Any final changes in the document will be made at the time of print publication and will be reflected in the final electronic version of the Practice Parameter. AACAP and JAACAP, and its respective employees, are not responsible or liable for the use of any such inaccurate or misleading data, opinion, or information contained in this iteration of this Practice Parameter. PRACTICE PARAMETER FOR THE ASSESSMENT AND TREATMENT OF CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER ABSTRACT Autism spectrum disorder (ASD) is characterized by patterns of delay and deviance in the development of social, communicative, and cognitive skills which arise in the first years of life. Although frequently associated with intellectual disability, this condition is distinctive in terms of its course, impact, and treatment. ASD has a wide range of syndrome expression and its management presents particular challenges for clinicians. Individuals with an ASD can present for clinical care at any point in development. The multiple developmental and behavioral problems associated with this condition necessitate multidisciplinary care, coordination of services, and advocacy for individuals and their families. Early, sustained intervention and the use of multiple treatment modalities are indicated. Key Words: autism, practice parameters, guidelines, developmental disorders, pervasive developmental disorders. ATTRIBUTION This parameter was developed by Fred Volkmar, M.D., Matthew Siegel, M.D., Marc Woodbury-Smith, M.D., Bryan King, M.D., James McCracken, M.D., Matthew State, M.D., Ph.D.
    [Show full text]
  • Measuring the Effectiveness of Play As an Intervention to Support
    Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis by Gregory V. Boerio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Youngstown State University May, 2021 Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis Gregory V. Boerio I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory V. Boerio, Student Date Approvals: _______________________________________________________________ Dr. Karen H. Larwin, Dissertation Chair Date _______________________________________________________________ Dr. Patrick T. Spearman, Committee Member Date _______________________________________________________________ Dr. Carrie R. Jackson, Committee Member Date _______________________________________________________________ Dr. Matthew J. Erickson, Committee Member Date _______________________________________________________________ Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii © G. Boerio 2021 iii Abstract The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age.
    [Show full text]
  • 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: ........................................................................................
    [Show full text]
  • Sensory Processing Disorder and Occupational Therapy
    Running head: SENSORY PROCESSING DISORDER AND OCCUPATIONAL 1 Sensory Processing Disorder and Occupational Therapy (Persuasive Essay) ENGL 2201 East Carolina University SENSORY PROCESSING DISORDER AND OCCUPATIONAL THERAPY 2 Sensory Processing Disorder is a condition that causes hyposensitivity and hypersensitivity among its victims. Many people who suffer from Sensory Processing Disorder (SPD) also have other disabilities such as autism, ADHD, and other cognitive disorders. According to The Professional Counselor, approximately 5-17% of the population has symptoms of SPD (Goodman-Scott & Lambert, 2015. p. 274). There has been an ongoing debate among medical professionals on whether SPD should be considered its own disorder. Currently in the DSM-V, SPD is not classified as its own disorder because these symptoms are often accompanied by other cognitive disorders. Even though SPD is not in the DSM-V it is still imperative that these individuals seek treatment for their symptoms. For the last 50 years, occupational therapists have been studying this disorder, and formulating treatment plans to help relieve symptoms (Goodman-Scott, & Lambert, 2015. p. 274). Occupational therapists goal is to improve a patient’s quality of life by using individualized, evidence based treatment plans. According to the American Academy of Pediatrics, occupational therapy is considered the main form of treatment for symptoms of SPD because it is noted in the DSM-V as a symptom of autism (Critz, Blake, & Nogueira, 2015. p. 711). Some of the treatment plans occupational therapists use to relieve symptoms of SPD among their patients are sensory integration programs, sensory diets, floortime therapy, and self-management programs. This article argues for the effectiveness of the treatment methods implemented by occupational therapists on individuals with symptoms of SPD.
    [Show full text]
  • 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.
    [Show full text]
  • Autism & Faith Resources
    AUTISM & FAITH RESOURCES BOOKS: Autism and Spirituality: Psyche, Self, and Spirit in People on the Autism Spectrum Olga Bogdashina The author argues persuasively that the spiritual development of those on the autism spectrum is in fact way ahead of that of their neurotypical peers. She describes differences in sensory perceptual, cognitive and linguistic development that make spiritual and religious experiences come more easily to those on the autism spectrum, and presents a coherent framework for understanding the routes of spiritual development and spiritual intelligence of giftedness within this group. Using research evidence and many real examples to illustrate her hypotheses, she suggests practical ways of supporting the spiritual needs of people on the autism spectrum and their families. Autism and Alleluias Kathleen Deyer Bolduc Almost everyone knows a family that has been affected by autism. What is the role that faith plays in helping families cope? In this series of slice-of-life vignettes, God's grace glimmers through as Joel, an intellectually challenged young adult with autism, teaches those who love him that life requires a childlike faith, humility, trust, and forgiveness. A Place Called Acceptance: Ministry With Families of Children With Disabilities Kathleen Deyer Bolduc The book describes how to welcome and minister to families of children with disabilities. The author discusses theology and disability, the grief process some parents experience, and the impact of disabilities on family systems. Including People with Disabilities in Faith Communities: A Guide for Service Providers, Families & Congregations Eric Carter This book addresses how faith communities, service providers, and families can work together to support the full participation of individuals with disabilities in the faith community of their choice.
    [Show full text]
  • Autism Terminology Guidelines
    The language we use to talk about autism is important. A paper published in our journal (Kenny, Hattersley, Molins, Buckley, Povey & Pellicano, 2016) reported the results of a survey of UK stakeholders connected to autism, to enquire about preferences regarding the use of language. Based on the survey results, we have created guidelines on terms which are most acceptable to stakeholders in writing about autism. Whilst these guidelines are flexible, we would like researchers to be sensitive to the preferences expressed to us by the UK autism community. Preferred language The survey highlighted that there is no one preferred way to talk about autism, and researchers must be sensitive to the differing perspectives on this issue. Amongst autistic adults, the term ‘autistic person/people’ was the most commonly preferred term. The most preferred term amongst all stakeholders, on average, was ‘people on the autism spectrum’. Non-preferred language: 1. Suffers from OR is a victim of autism. Consider using the following terms instead: o is autistic o is on the autism spectrum o has autism / an autism spectrum disorder (ASD) / an autism spectrum condition (ASC) (Note: The term ASD is used by many people but some prefer the term 'autism spectrum condition' or 'on the autism spectrum' because it avoids the negative connotations of 'disability' or 'disorder'.) 2. Kanner’s autism 3. Referring to autism as a disease / illness. Consider using the following instead: o autism is a disability o autism is a condition 4. Retarded / mentally handicapped / backward. These terms are considered derogatory and offensive by members of the autism community and we would advise that they not be used.
    [Show full text]
  • A Person-Centered Approach to Problem Behavior: Using DIR®/Floortime with Adults Who Have Severe Developmental Delays Gene Christian, M.S., C.R.C
    The NADD BULLETIN A Person-Centered Approach to Problem Behavior: Using DIR®/Floortime with Adults Who Have Severe Developmental Delays Gene Christian, M.S., C.R.C. Abstract cades, the medical model dominated services for The developmental disability field, especially people with developmental delays. Throughout adult services, is characterized by contradictory the nineteenth and much of the twentieth cen- paradigms as the “support” or “disability rights” tury, developmental disabilities were perceived, movement has established powerful consumer essentially, as medical conditions. The disease and professional credibility in a sector that has model implicit in this approach was part of the been dominated by educational and medical mod- array of failings cited by those who sought to re- els. The author proposes a practical resolution to place that model during the mid to latter part this paradigm clash by describing an integration of the last century. Gradually, the medical ap- of evidence-based principles with a person-cen- proach was supplanted by the “developmental tered approach to problem behavior. It is recom- model” - an educational paradigm based on op- mended that applications of essential teachings erant principles. For almost forty years, service in the field of infant mental health can forge an delivery has been guided by the behavioral orien- alliance between the historically incompatible tation that learning occurs most efficiently when approaches of the disability rights movement observable, measurable behavior is manipulated and applied behavior analysis. This resolution is through analysis of environmental events. rooted in a model of assessment and treatment However, in the 1980’s, a different approach known as “Floortime.” “Floortime” is a form of to developmental disability services began to interpersonally contingent developmental inter- emerge.
    [Show full text]
  • The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians
    St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families.
    [Show full text]
  • The Fragile X Syndrome–Autism Comorbidity: What Do We Really Know?
    REVIEW ARTICLE published: 16 October 2014 doi: 10.3389/fgene.2014.00355 The fragile X syndrome–autism comorbidity: what do we really know? Leonard Abbeduto 1,2*, Andrea McDuffie 1,2 and Angela John Thurman 1,2 1 MIND Institute, University of California, Davis, Sacramento, CA, USA 2 Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA Edited by: Autism spectrum disorder (ASD) is a common comorbid condition in people with fragile Anne C. Wheeler, Carolina Institute X syndrome (FXS). It has been assumed that ASD symptoms reflect the same underlying for Developmental Disabilities; University of North Carolina at psychological and neurobiological impairments in both FXS and non-syndromic ASD, which Chapel Hill, USA has led to the claim that targeted pharmaceutical treatments that are efficacious for core Reviewed by: symptoms of FXS are likely to be beneficial for non-syndromic ASD as well. In contrast, we Molly Losh, Northwestern present evidence from a variety of sources suggesting that there are important differences University, USA in ASD symptoms, behavioral and psychiatric correlates, and developmental trajectories Dejan Budimirovic, Kennedy Krieger Institute/The Johns Hopkins between individuals with comorbid FXS and ASD and those with non-syndromic ASD. We University, USA also present evidence suggesting that social impairments may not distinguish individuals *Correspondence: with FXS with and without ASD. Finally, we present data that demonstrate that the Leonard Abbeduto, MIND Institute, neurobiological substrates of the behavioral impairments, including those reflecting core University of California, Davis, 2825 ASD symptoms, are different in FXS and non-syndromic ASD. Together, these data suggest 50th Street, Sacramento, CA 95817, USA that there are clinically important differences between FXS and non-syndromic ASD e-mail: leonard.abbeduto@ucdmc.
    [Show full text]
  • Connections Between Sensory Sensitivities in Autism
    PSU McNair Scholars Online Journal Volume 13 Issue 1 Underrepresented Content: Original Article 11 Contributions in Undergraduate Research 2019 Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority. Heidi Morgan Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/mcnair Let us know how access to this document benefits ou.y Recommended Citation Morgan, Heidi (2019) "Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority.," PSU McNair Scholars Online Journal: Vol. 13: Iss. 1, Article 11. https://doi.org/10.15760/mcnair.2019.13.1.11 This open access Article is distributed under the terms of the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License (CC BY-NC-SA 4.0). All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team. Portland State University McNair Research Journal 2019 Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority. by Heidi Morgan Faculty Mentor: Miranda Cunningham Citation: Morgan H. (2019). Connections between sensory sensitivities in autism; the importance of sensory friendly environments for accessibility and increased quality of life for the neurodivergent autistic minority. Portland State University McNair Scholars Online Journal, Vol. 0 Connections Between Sensory Sensitivities in Autism; the Importance of Sensory Friendly Environments for Accessibility and Increased Quality of Life for the Neurodivergent Autistic Minority.
    [Show full text]