A History of Autism
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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. -
The Effectiveness of Snoezelen in Reducing
234 The effectiveness of Snoezelen in reducing stereotyping in ARTICLE ORIGINAL adults with intellectual disabilities: a case study of Occupational Therapy intervention in multisensory stimulation rooms A eficácia do Snoezelen na redução das estereotipias em adultos com deficiência intelectual: um estudo de caso da intervenção da terapia ocupacional em salas de estimulação multissensorial* Ana Sofia Pinto Lopes1, Janine Vanessa Martins Araújo1, Marco Paulo Vieira Ferreira1, Jaime Emanuel Moreira Ribeiro2 http://dx.doi.org/10.11606/issn.2238-6149.v26i2p234-243 Lopes ASP, Araújo JVM,Ferreira MPV, Ribeiro JEM. The KEYWORDS: Stereotyped behavior; Intellectual disability; effectiveness of Snoezelen in reducing stereotyping in adults with Occupational Therapy. intellectual disabilities: a case study of Occupational Therapy intervention in multisensory stimulation rooms. Rev Ter Ocup Lopes ASP, Araújo JVM, Ferreira MPV, Ribeiro JEM. Univ São Paulo. 2015 May-Aug.;26(2):234-43. A eficácia do Snoezelen na redução das estereotipias em adultos com deficiência intelectual: um estudo de caso da ABSTRACT: There is little evidence of the effectiveness of intervenção da terapia ocupacional em salas de estimulação intervention in Snoezelen rooms in stereotyping reduction multissensorial. Rev Ter Ocup Univ São Paulo. 2015 in adults with intellectual disabilities. In this direction, the maio-ago.;26(2):234-43. present study sought to evaluate the relationship between this multisensory stimulation and stereotyping reduction RESUMO: Existem escassas evidências sobre a eficácia da in adults with intellectual disabilities. Through the case intervenção em salas de Snoezelen na redução de estereotipias em study methodology, the behavior of a subject was analyzed adultos com deficiência intelectual. Neste sentido, o presente estudo before, during and after the multisensory stimulation in pretendeu avaliar a relação entre esta estimulação multissensorial e Snoezelen rooms for ten biweekly sessions, lasting an hour a redução de estereotipias em adultos com deficiência intelectual. -
Psychoanalysis and Education Author(S): Bruno Bettelheim Reviewed Work(S): Source: the School Review, Vol
Psychoanalysis and Education Author(s): Bruno Bettelheim Reviewed work(s): Source: The School Review, Vol. 77, No. 2 (Jun., 1969), pp. 73-86 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/1084381 . Accessed: 26/10/2012 15:54 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to The School Review. http://www.jstor.org The School Review Volume 77 June 1969 Number 2 BRUNO BETTELHEIM Universityof Chicago Psychoanalysisand Education Education is man's oldest and best means of shaping future generations and of perpetuating his particular society. Psychoanalysis is our newest body of theory for understanding and modifying human behavior. How strange, then, that we are still without any psychoanalytic theory of learn- ing. Psychoanalysis has a great deal to offer education and much also to learn from it. Unhappily the relation between them has been most neurotic up to now, like a marriage where both partners are aware of their mutual need but do not really understand one another and therefore cannot pull together as one. -
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. -
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. -
Before You Donate to Autism Speaks, Consider the Facts
Before you donate to Autism Speaks, Consider the facts Autism Speaks’ Budget Very little money donated to Autism source: Autism Speaks 990 Non-Profit Tax Exemption Form, 2018* Speaks goes toward helping autistic Research “Awareness” & people and families. Lobbying Only 1% of Autism Speaks’ budget goes towards the “Family Service” grants that are the organization’s means of funding services. Autism Speaks spends 20x as much—20%—on fundraising. Although Autism Speaks has not 27% 48% prioritized services with a practical impact for families and individuals in its budget, its rates of executive pay are the highest in the autism world: some salaries exceed $600,000 a year. 20% 4% Autism Speaks talks about us 1% without us. Fundraising Misc. Family Services Autism Speaks has only 1 autistic person out of a total of 28 individuals on its Board of Directors. Instead, donate to organizations By contrast, 23 out of 28 board members represent that help autistic people: major corporations, including current and former Autistic Self Advocacy Network (ASAN) CEOs and senior executives of PayPal, Goldman provides support, community, and public policy Sachs, White Castle, FX Networks, Virgin Mobile, advocacy, by and for people on the autism spectrum. eBay, AMC Networks, L’Oreal, CBS, SiriusXM, autisticadvocacy.org American Express, S.C. Johnson, and Royal Bank Autistic Women & Nonbinary Network (AWN) of Scotland. seeks to share information which works to build acceptance and understanding of disability, while dispelling stereotypes and misinformation which Autism Speaks’ fundraising strategies perpetuate unnecessary fears surrounding an promote fear, stigma, and prejudice autism diagnosis. against autistic people. -
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. -
REVIEW ARTICLE the Genetics of Autism
REVIEW ARTICLE The Genetics of Autism Rebecca Muhle, BA*; Stephanie V. Trentacoste, BA*; and Isabelle Rapin, MD‡ ABSTRACT. Autism is a complex, behaviorally de- tribution of a few well characterized X-linked disorders, fined, static disorder of the immature brain that is of male-to-male transmission in a number of families rules great concern to the practicing pediatrician because of an out X-linkage as the prevailing mode of inheritance. The astonishing 556% reported increase in pediatric preva- recurrence rate in siblings of affected children is ϳ2% to lence between 1991 and 1997, to a prevalence higher than 8%, much higher than the prevalence rate in the general that of spina bifida, cancer, or Down syndrome. This population but much lower than in single-gene diseases. jump is probably attributable to heightened awareness Twin studies reported 60% concordance for classic au- and changing diagnostic criteria rather than to new en- tism in monozygotic (MZ) twins versus 0 in dizygotic vironmental influences. Autism is not a disease but a (DZ) twins, the higher MZ concordance attesting to ge- syndrome with multiple nongenetic and genetic causes. netic inheritance as the predominant causative agent. By autism (the autistic spectrum disorders [ASDs]), we Reevaluation for a broader autistic phenotype that in- mean the wide spectrum of developmental disorders cluded communication and social disorders increased characterized by impairments in 3 behavioral domains: 1) concordance remarkably from 60% to 92% in MZ twins social interaction; 2) language, communication, and and from 0% to 10% in DZ pairs. This suggests that imaginative play; and 3) range of interests and activities. -
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. -
Student Research Report Mother Blaming; Or Autism, Gender and Science
66 Student research report Mother blaming; or autism, gender and science HILARY STACE Introduction My PhD ‘Moving beyond love and luck; building right relationships and respecting lived expe- rience in New Zealand autism policy’ suggests that good outcomes for autism are dependent on having family to advocate and luck that they will be able to find services and supportive peo- ple. But, we could improve autism policy if we worked with the experts, people with autism. My interest in this topic arose from having an autistic son who now has a job and a full social life, but he’s still autistic. When researching autism the meme of the ‘refrigerator mother’ and other mother blaming assumptions are difficult to avoid. Why is this? Autism: contested meanings Autism was named in 1943 (Kanner, 1943, p. 53). The latest descriptions in the pyschiatrists’ bible the DSM IV TR (American Psychiatric Association, 2000) consider it to be a triad of im- pairments: in communication (none or inappropriate use of language), in understanding others (mind-blindness or lack of empathy) and imagination (replaced by obsessive special interests). It is now considered a wide spectrum from the non-verbal, intellectually impaired, cut-off per- son to the highly articulate and intelligent people such as Einstein (Attwood, 2009). People with autism describe the condition differently. They often use the term neurotypical for non-autistic people and neurodiverse to encompass alternatives such as autism. They usual- ly describe problems with understanding and predicting neurotypical peoples’ actions and be- haviour, particularly their non-verbal cues, and often report sensory sensitivities to such things as sound, touch or taste. -
Autism in 1959: Joey the Mechanical Boy
CONTRIBUTOR: Jeffrey P. Baker, MD, PhD Duke University School of Medicine, Durham, North Carolina Address correspondence to Jeffrey P. Baker, MD, PhD, Department of Pediatrics, Trent Center for Bioethics, Humanities, and History of Medicine, Box 3040 DUMC, Durham, NC 27710. E-mail: [email protected] Accepted for publication Mar 23, 2010 doi:10.1542/peds.2010-0846 Autism in 1959: Joey the Mechanical Boy “Joey, when we began our work with him,” wrote psychia- of books that capitalized on postwar America’s infatua- trist Bruno Bettelheim in 1959, “was a mechanical boy.” tion with Freudian theory.5 As director of the Orthogenic Thus began a Scientific American article that is widely re- School in Chicago, Illinois, a residential treatment center garded as one of the first accounts of autism in popular for young people with severe emotional disturbances, American media. Bettelheim’s provocative narrative de- Bettelheim became fascinated by autistic children, whose scribed a delicate 9-year-old boy with an empty gaze who, avoidance of social contact reminded him of the withdrawal he Bettelheim claimed, had “converted himself into a ‘machine’ had seen among concentration camp prisoners.6 In 1956, he because he did not dare to be human.” Although able to obtained a grant from the Ford Foundation to observe a series speak in a mechanical tone, he seemed lost in a world of of autistic children admitted to the Orthogenic School over the ritual. Joey began every meal by stringing an invisible wire course of several years. Joey would become one of his most from an imaginary wall outlet to the table, “insulating” him- famous patients. -
Coping Behaviour of Ethnic Turks Against State Atrocities During the Jivkov Regime in Bulgaria
1 COPING WITH STATE TERROR: COPING BEHAVIOUR OF ETHNIC TURKS AGAINST STATE ATROCITIES DURING THE JIVKOV REGIME IN BULGARIA Prof. Dr. Beğlan TOĞROL ÖZET: Çeşitli baskı (stress) durumlarına karşı başa çıkma (coping) yöntemleri in san psikolojisinin en önemli konularından birisidir. Bu konunun kişisel düzeyde ele alınmasıyla ilgili olarak birçok teknikler üretilmiş, çaresizliğe karşı alınabi lecek ve hayat kalitesini yükseltebilecek önlemler tartışıla gelmiştir. Ancak, bir toplumun başka bir toplum üzerindeki baskılarıyla ezilen toplumun, silahlı çatış ma dışındaki karşı koyma yöntemleriyle ilgili sistematik araştırmalar, yok değil se bile çok azdır. Yüzyılımızda teknolojiye bağlı ilerlemeler, bu ilerlemelerin in sanlığa getirdikleri imkan ve mutlulukların yamsıra insanlığın saldırganlık insi yaklarının da daha dakik ve korkunç şekillere dönüşebileceğini göstermiştir. Da ha Birinci Dünya Savaşı'nı takiben ve İkinci Dünya Savaşıyla birlikte ve onu ta kip eden sürede bazı politik sistemlerde devlet eliyle organize edilen ve bazı azınlık gruplarına karşı yöneltilen çeşitli baskı sistemleri, Buchenwald, Ausc hwitz, Gulag Takım Adaları, Kore esir kampları ve Belene gibi çeşitli terör odaklarını ortaya çıkarmıştır. Bunlar arasında bilhassa Nazi Almanya'sında olan lar, Savaşı müteakip çeşitli açılardan ele alınarak incelenmiştir. Jivkov'un Bulga ristan'ında olanlar ise, bilhassa 1980'lerden sonra Türk toplumuna yöneltilen baskı ve zulümler, Nazi Almanya'sında uygulananlarla pek çok bakımlardan benzerlik göstermesine rağmen batılı bilim