Draft Code of Good Practice on Prevention of Violence Against Persons with Autism
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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. -
The TEACCH Program in the Era of Evidence-Based Practice
J Autism Dev Disord DOI 10.1007/s10803-009-0901-6 ORIGINAL PAPER The TEACCH Program in the Era of Evidence-Based Practice Gary B. Mesibov • Victoria Shea Ó Springer Science+Business Media, LLC 2009 Abstract ‘Evidence-based practice’ as initially defined in children with autism (e.g., Rogers 1998; Rogers and Vis- medicine and adult psychotherapy had limited applicability mara 2008). to autism interventions, but recent elaborations of the The initial definitions for EST in psychology were quite concept by the American Psychological Association (Am rigid (e.g., requiring evidence from at least two group Psychol 61: 271–285, 2006) and Kazdin (Am Psychol studies using randomized controlled trials or nine single- 63(1):146–159, 2008) have increased its relevance to our case studies, using a treatment manual, and employing a field. This article discusses the TEACCH program (of research design that demonstrated that the intervention which the first author is director) as an example of an being studied was better than another treatment [not just evidence-based practice in light of recent formulations of ‘no treatment’ or a ‘waiting list control group’]). These that concept. criteria, designed to evaluate adult psychotherapy, were not a particularly good fit for evaluating autism interventions Keywords TEACCH Á Evidence-based because of the relatively limited research base and the extremely heterogeneous population of people with autism, among other factors (Mesibov and Shea 2009) (The term Brief History of Evidence-Based Practice autism will be used from this point forward to mean all autism spectrum disorders.). The concept of evidence-based interventions began in the Actually, many psychologists chafed under the early field of medicine in the 1970’s and in recent years has been EST criteria, leading the American Psychological Associ- employed in many other disciplines. -
AVAILABLE from DOCUMENT RESUME Massachusetts
DOCUMENT RESUME ED 455 646 EC 308 534 TITLE Exploring the Options for Young Children with Autism. INSTITUTION Massachusetts State Dept. of Education, Quincy. PUB DATE 1998-00-00 NOTE 65p. AVAILABLE FROM Massachusetts Department of Education, 350 Main St., Malden, MA 02148-5023. Tel: 781-338-3625; e-mail: [email protected]; Web Site: http://www.doe.mass.edu. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Art Activities; *Autism; Cognitive Development; *Curriculum; *Developmentally Appropriate Practices; Early Childhood Education; *Educational Strategies; *Inclusive Schools; Language Acquisition; Motor Development; Scheduling; *Symptoms (Individual Disorders); Teacher Role; Young Children ABSTRACT This report discusses the identification and treatment of young children with autism. It is divided into four components that include a summary of areas that should be addressed when designing programs and services for young children with autism. The first part describes characteristics of autism, differences between autism-related disorders, and early intervention and preschool for children with autism. The benefits of inclusive programs for children with autism are listed, along with factors that must be present for successful social and educational integration of children with autism. Key considerations that should be addressed by the assessment process are provided and the organization of the classroom environment is highlighted. Part 2 of the report discusses using the early childhood curriculum for children with autism that considers age appropriateness and individual appropriateness. Suggestions for assisting children with autism in enhancing their social skills are offered, along with recommendations for promoting language and communication development, encouraging cognitive development, and providing aesthetic and physical activities. -
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. -
AUTISTIC SPECTRUM DISORDERS a Guide to Services for Children
the Foundation for People with Learning Disabilities AUTISTIC SPECTRUM DISORDERS A Guide to Services for Children with Autistic Spectrum Disorders for Commissioners and Providers Rita Jordan, Glenys Jones & Hugh Morgan The Mental Health Foundation is the UK’s leading charity working for the needs of people with mental health problems and those with learning disabilities. We aim to improve people’s lives, reduce stigma surrounding the issues and to promote understanding. We fund research and help develop community services. We provide information for the general public and health and social care professionals. We aim to maximise expertise and resources by creating partnerships between ourselves and others including Government, health and social services. Since October 1998, The Foundation’s work with people with learning disabilities has been carried out under the name, the Foundation for People with Learning Disabilities. It remains part of the Mental Health Foundation. The Foundation for People with Learning Disabilities would like to thank The Shirley Foundation for funding this publication. Contents Contents Introduction ___________________________________________________ 2 Section 1: Definition, Identification and Diagnosis ________________ 3 What is an Autistic Spectrum Disorder? _________________________ 3 The Triad of Impairments in Autistic Spectrum Disorders _________ 3 Levels of Explanation __________________________________________ 5 Individual Differences __________________________________________ 6 Associated Conditions __________________________________________ -
Seattle Children's Primary Care Principles for Child Mental Health
Seattle Children’s Primary Care Principles for Child Mental Health By Robert Hilt, MD, program director, Partnership Access Line and Rebecca Barclay, MD, associate clinical program director, Partnership Access Line Seattle Children’s Hospital Version 10.0 — 2021 2 PRIMARY CARE PRINCIPLES FOR CHILD MENTAL HEALTH Partnership Access Line: Child Psychiatric Consultation Program for Primary Care Providers The Partnership Access Line (PAL) supports primary care providers with questions about mental health care such as diagnostic clarification, medication adjustment or treatment planning. The PAL team is staffed with child and adolescent psychiatrists affiliated with the University of Washington School of Medicine and Seattle Children’s Hospital. 877-501-PALS (7257) Monday – Friday 9 am — 6 pm www.seattlechildrens.org/PAL PRIMARY CARE PRINCIPLES FOR CHILD MENTAL HEALTH 3 Partnership Access Line Child Psychiatric Consultation Program for Primary Care Providers Consultations can be patient-specific or can be general questions related to child psychiatry. The phone consultation is covered by HIPAA, section 45 CFR 164.506; no additional release of patient information is required to consult by phone. Prescriber calls with questions about pediatric mental health care Child and Adolescent Master’s level social worker can Psychiatrist (CAP) connects consult on mental health resources for a telephone consult for your patient Phone consultation record will be Mental health resource list faxed faxed by next business day to PCP within 10 business days Eligible state insurance/Medicaid patients may be eligible for a one-time telemedicine appointment Detailed report sent to provider within 10 business days The information in this book is intended to offer helpful guidance on the diagnostic and treatment process conducted by a primary care provider, and is not a substitute for specific professional medical advice. -
Cannon Final Thesis
ABSTRACT THE EFFECTS OF FLOOR TIME ON COMMUNICATION INTERACTION BEHAVIORS BETWEEN TYPICALLY DEVELOPING PRESCHOOLERS AND PRESCHOOLERS WITH AUTISM By Nichole Lynn Cannon It is important for children with autism to form social relationships among peers to prevent social isolation and to experience the benefits of developing social contacts. The current study trains preschool peers how to interact with their peers with autism through the use of floor time. Floor time is an educational model adopted by Stanley Greenspan.. The purpose of the study was to determine a.) Can typical preschoolers implement the steps of floor time with their peers with autism and b.) Do peers with autism demonstrate an increase in their communication interaction with their typical peers when the steps of floor time are implemented? The current study had four participants, two typical preschoolers and two preschoolers with autism. Results indicated that typical preschoolers can learn to implement the steps of floor time with their peers with autism. The study also showed children with autism exhibit increases in communication behaviors. THE EFFECTS OF FLOOR TIME ON COMMUNICATION INTERACTION BEHAVIORS BETWEEN TYPICALLY DEVELOPING PRESCHOOLERS AND PRESCHOOLERS WITH AUTISM A Thesis Submitted to the Faculty of Miami University In partial fulfillment of the requirements for the degree of Master of Arts Department of Speech Pathology and Audiology By Nichole Lynn Cannon Miami University Oxford, OH 2006 Advisor________________________________ Kathleen Hutchinson, Ph.D Reader_________________________________ -
The History of Autism
Furman University Furman University Scholar Exchange Narrative Documents 6-2-2015 The iH story of Autism Kieran A. Cook Alissa N. Willmerdinger Follow this and additional works at: http://scholarexchange.furman.edu/schopler-about Part of the Psychology Commons Recommended Citation Cook, Kieran A. and Willmerdinger, Alissa N., "The iH story of Autism" (2015). Narrative Documents. Book 1. http://scholarexchange.furman.edu/schopler-about/1 This Narrative Document is made available online by part of the Furman University Scholar Exchange (FUSE). It has been accepted for inclusion in Narrative Documents by an authorized FUSE administrator. For terms of use, please refer to the FUSE Institutional Repository Guidelines. For more information, please contact [email protected]. 1 The History of Autism Since the first description of autistic tendencies in the early 1800s, the definition and diagnostic criteria for autism have changed radically. The first Diagnostic Statistical Manual (DSM) categorized autism as a childhood subtype of schizophrenia (American Psychiatric Association, 1952) though autism was eventually separated from schizophrenia, becoming its own diagnosis. Over time autism evolved into a diagnostic spectrum by the time the DSM-5 was published in 2013. Autism is becoming more prevalent, and the diagnostic criteria and definition are likely to continue to change in the future. Early Conceptualizations of Autism In 1798 before the first use of the word autism, French physician Jean-Marc Gaspard Itard described Victor the Wild Boy of Aveyron, a young boy who was found after being isolated in the woods for 11 years, as being socially withdrawn in addition to having language and intellectual disabilities. -
Oversight of the State Department Hearing
OVERSIGHT OF THE STATE DEPARTMENT HEARING BEFORE THE COMMITTEE ON OVERSIGHT AND GOVERNMENT REFORM HOUSE OF REPRESENTATIVES ONE HUNDRED FOURTEENTH CONGRESS SECOND SESSION JULY 7, 2016 Serial No. 114–67 Printed for the use of the Committee on Oversight and Government Reform ( Available via the World Wide Web: http://www.fdsys.gov http://www.house.gov/reform VerDate Sep 11 2014 14:35 Oct 12, 2016 Jkt 000000 PO 00000 Frm 00001 Fmt 6011 Sfmt 6011 F:\21323.TXT APRIL AKING-6430 with DISTILLER VerDate Sep 11 2014 14:35 Oct 12, 2016 Jkt 000000 PO 00000 Frm 00002 Fmt 6011 Sfmt 6011 F:\21323.TXT APRIL AKING-6430 with DISTILLER OVERSIGHT OF THE STATE DEPARTMENT HEARING BEFORE THE COMMITTEE ON OVERSIGHT AND GOVERNMENT REFORM HOUSE OF REPRESENTATIVES ONE HUNDRED FOURTEENTH CONGRESS SECOND SESSION JULY 7, 2016 Serial No. 114–67 Printed for the use of the Committee on Oversight and Government Reform ( Available via the World Wide Web: http://www.fdsys.gov http://www.house.gov/reform U.S. GOVERNMENT PUBLISHING OFFICE 21–323 PDF WASHINGTON : 2016 For sale by the Superintendent of Documents, U.S. Government Publishing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 VerDate Sep 11 2014 14:35 Oct 12, 2016 Jkt 000000 PO 00000 Frm 00003 Fmt 5011 Sfmt 5011 F:\21323.TXT APRIL AKING-6430 with DISTILLER COMMITTEE ON OVERSIGHT AND GOVERNMENT REFORM JASON CHAFFETZ, Utah, Chairman JOHN L. MICA, Florida ELIJAH E. CUMMINGS, Maryland, Ranking MICHAEL R. -
Autism Speaks Does Not Provide Medical Or Legal Advice Or Services
100 Day Kit A tool kit to assist families in getting the critical information they need in the first 100 days after an autism diagnosis. Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided in this kit is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. This kit is not intended as a tool for verifying the credentials, qualifications, or abilities of any organization, product or professional. Autism Speaks has not validated and is not responsible for any information or services provided by third parties. You are urged to use independent judgment and request references when considering any resource associated with the provision of services related to autism ©2013 Autism Speaks Inc. Autism Speaks and Autism Speaks It’s Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved. About this Kit Autism Speaks would like to extend special thanks to the Parent Advisory Committee for the time and effort that they put into reviewing the 100 Day Kit. 100 Day Kit Parent Advisory Committee Stacy Crowe Rodney Goodman Beth Hawes Deborah Hilibrand Dawn Itzkowitz Stacy Karger Marjorie Madfis Donna Ross- Jones Judith Ursitti Marcy Wenning Family Services Committee Members Dan Aronson Parent Liz Bell Parent Sallie Bernard Parent, Executive Director, SafeMinds Farah Chapes Chief Administrative Officer, The Marcus Autism Center Peter F. Gerhardt, Ed.D Director, Upper School, The McCarton School Founding Chair of the Scientific Council, Organization for Autism Research Lorrie Henderson Ph.D., LCSW, MBA Brian Kelly * ** Parent ©2013 Autism Speaks Inc. -
The Issue of Prevalence of Autism/ASD
International Electronic Journal of Elementary Education, December 2016, 9(2), 263-306. The Issue of Prevalence of Autism/ASD Kamil ÖZERK a * a University of Oslo, Norway Received: May, 2016 / Revised: July, 2016/ Accepted: October, 2016 Abstract From a purely educationist perspective, gaining a deeper understanding of several aspects related to the prevalence of autism/ASD in a given population is of great value in planning and improving educational and psychological intervention for treatment, training, and teaching of children with this disorder. In this article, I present and discuss numerous facets of prevalence studies, beginning with assessing the changes in diagnostic manuals (DSM and ICD) over time. Based on the existing available research literature and empirical studies published during 2000 to 2016, I address the geographical- dimension and age-dimension of prevalence of autism/ASD. Over 50 studies from 21 countries reveals that prevalence rates of autism/ASD among children are on rise. There are inter-national and intra-national, regional/territorial variations with regard to prevalence rates, and I present and discuss possible factors/factor-groups that can explain these variations. Regardless of their geographic location, children with autism/ASD can be treated, trained, and taught, but to do so effectively requires reliable prevalence studies that can properly inform policy makers and higher institutions about the steps that must be taken in the field in order to improve the learning conditions of these children with special needs. Moving forward, it’s essential that studies of geographical dimension and age dimension of prevalence of autism/ASD must be supplemented by other (i.e. -
Dedicated to Tomás, Ever My Inspiration, with All My Love
Dedicated to Tomás, Ever my inspiration, With all my love. 1 ACKNOWLEDGEMENTS My heartfelt thanks to the children, adults, parents, carers, Special Needs Assistants, Community Workers and teachers who make our initiatives and research possible. Individually and collectively you are all inspirational, may you continue to shed great light on the world of disabilities and autism. I wish to acknowledge the many undergraduate students and graduates of our Sports Studies and Physical Education Degree programme in University College Cork, Ireland who have contributed to the development and delivery of quality physical activity programmes for children and adults of varying abilities across communities. Thanks to the members of Health Action Zone, Health Service Executive, Cork for collaborating and supporting the development of Physical Activity and Health related resources and programmes for children and adults in our communities. I especially wish to acknowledge Stephen Murphy and Bernard Twomey of Health Action Zone, HSE, Cork who have worked with me tirelessly on all our initiatives and in ensuring this book came to fruition. Susan Crawford, PhD. University College Cork, Ireland 2 About the Author Dr Susan Crawford is a lecturer in Sports Studies and Physical Education, The School of Education, University College Cork, Ireland. She originally qualified as a Registered General Nurse, Midwife, Holistic and Sports Massage therapist before completing a BSc in Sport and Exercise Science. Susan practiced for many years in these combined areas before completing her PhD at the University of Limerick in the area of fundamental movement skill development and social responsiveness for children with autism (2004-2007), following the award of a Scholarship from The Irish Research Council for Science, Engineering and Technology.