Structuring the Home for Autism
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ENO Directory Over 20 Years Ago We Pioneered the Hammock Counter-Culture
ENO Directory Over 20 years ago we pioneered the hammock counter-culture. Environmental Conservation As a hammock company, we know the importance of trees and so do our customers. Since then, we’ve ventured We believe that when given the chance, individuals will use their purchasing power from mountains to sea, to protect the planet, which is why we plant two trees in an area of need for every hammock sold. Additionally, we proudly pledge 1% of our annual sales to support from backyard to backcountry, nonprofit organisations focused on environmental solutions. and everywhere in between. — MEMBER — No matter your passion or pursuit, our tried-and-true products outfit Materials & Chemistry you with an all-access pass to We are committed to the journey of building more sustainable and responsibly made explore, connect and relax... products. This includes sourcing high-quality materials with post-consumer recycled content and bluesign® approved chemistry, as well as adopting safer ingredients for water repellents, colour dyes, and beyond. We have adopted the industry leading bluesign® Restricted Substances List (RSL) which provides a comprehensive system for managing chemical hazards, workplace safety, and environmental impacts during material production. To support our RSL, we have set up a testing program with an accredited third-party laboratory and have placed an emphasis on priority chemicals of concern established by the outdoor industry. We look forward to sharing our progress along the way. Hammocks 3 - 6 Social Responsibility We protect the welfare of our community and the planet from the beginning to the end Specialist Hammocks 7 - 9 of our product life cycle through a strict code of conduct, product repair and take- back programs. -
Autism Spectrum Disorders Resources for Teachers and Parents
Autism Spectrum Disorders Resources for Teachers and Parents The goal of the Autism Spectrum Disorders Strategic Plan is to ensure development and provision of quality special education programs and a full array of educational services for individuals with Autism Spectrum Disorders. One of the key components of the ASD Strategic Plan is to enhance educational programs for students with ASD through development of a comprehensive curriculum that employs “best practices” and meets the unique needs of this student population. This document was created to provide teachers, parents, and community resource providers with access to instructional strategies. Listed below are suggested resources which can be used with students with Autism Spectrum Disorders. Social Stories: Carol Gray created social stories. This is a “must see” website. http://www.thegraycenter.org/ A collection of social stories are provided that can be adapted for your student/child. http://www.polyxo.com/socialstories/ An explanation of social stories is provided on this website. http://www.autism.org/stories.html A description of social stories, comic book conversations and thinking stories is given. http://www.autism.org/stories.html A collection of social stories already created for you to use. http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_stories.htm This link lists the top ten tips for writing a social story and other helpful ideas. http://www.frsd.k12.nj.us/autistic/Parent%20Training/social_stories%20notes.htm Visual Schedules: A definition and sample visual schedules are shown on this website. http://www.cesa7.k12.wi.us/sped/autism/structure/str11.htm The “how to” of organizing a visual schedule is described here. -
Excessive Daytime Sleepiness in Children and Adolescents Across the Weight Spectrum
Excessive Daytime Sleepiness in Children and Adolescents across the Weight Spectrum by Lilach Kamer A thesis submitted in conformity with the requirements for the degree of Master of Science Institute of Medical Science University of Toronto © Copyright by Lilach Kamer 2011 Excessive Daytime Sleepiness in Children and Adolescents across the Weight Spectrum. Lilach Kamer Master of Science Institute of Medical Science University of Toronto 2011 Abstract A relationship between overweight and excessive daytime sleepiness (EDS) has been suggested in the adult population, and to a limited extent in the pediatric population. Daytime sleepiness can interfere with various components of daytime function. In light of the increase in the rates of pediatric overweight and obesity, the aim of this study was to investigate the relationship between weight and EDS in a pediatric population. Using a retrospective approach, data collected in a pediatric sleep clinic was analyzed. Objective measures of EDS were correlated with age, gender, body mass index percentile, and overnight sleep test recording variables. In males and in all children under the age of 13 years old, EDS was more common in those weighing above the normal range, EDS was present particularly during mid-morning hours. Additionally, weight above the normal range correlated with evidence of EDS after adjusting for measures of sleep pathologies. - ii - Acknowledgments First and foremost, I would like to thank my supervisor, Dr. Colin Shapiro for the opportunity to work and learn at the Youthdale Child and Adolescent Sleep Center, and for patiently developing my budding research skills. To the staff at the Youthdale Child and Adolescent Sleep Center, especially Dragana Jovanovic and Inna Voloh, for introducing me into the intricate world of pediatric sleep testing as well as Dora Zalai and Rose Lata for their patience, advice, dedication and willingness to accommodate my research needs…and for smiling while they do this. -
Contemporary DIY Four Poster Bed
Contemporary DIY Four Poster Bed Here are a few housekeeping items before you start that will make this project even easier to tackle. First, this bed needs to be assembled in the space in the bedroom it will be in. The assembled parts are larger than a doorway. I stained and waxed my wood pieces before assembling. Since the wood was already finished, I placed a heavy moving blanket on the floor to protect the wood from scratches. Time to complete: 2-3 days Lumber: 2 - 1” x 2” x 8ft poplar 16 - 1” x 3” x 6ft poplar 2 – 2” x 2” x 6ft poplar 6 - 1” x 6” x 6ft maple 3 – 2” x 2” x8ft maple 2 – 2” x 3” x 8ft maple 2 – 2” x 6” x 6ft maple 4 – 3” x 3” x 8ft maple Materials: Pocket screws 1 ¼ Pocket screws 2 ” Wood screws 1 ¼ ” Wood screws 1 ½ “ Wood glue Sand paper Stain or paint to finish Cut List: Maple 4 - 3” x 3” at 78 ¾” bed posts 2 - 2” x 2” at 60 ½“ top rails 2 - 2” x 6” at 60 ½” footboard and lower headboard planks 6 – 1” x 6” at 60 ½” headboard planks 2 – 2” x 2” at 80 ½” upper rails 2 – 2” x 4” at 80 ½” lower side rails Poplar 2 – 1’ x 2’ at 80 ½” slat cleat 1 – 2’ x 2’ at 80 ½” center support 1 – 2” x 2” at 9 ¼” center support legs 16 – 1” x 3” at 60 ½” slats Preparation Cut, sand and finish all of the maple pieces. -
The Use of Visual Schedules (Master's Thesis, Northwestern College, Orange City, IA)
Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education 5-2017 The seU of Visual Schedules Amber Connelly Northwestern College - Orange City Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Early Childhood Education Commons, and the Special Education and Teaching Commons Recommended Citation Connelly, A. (2017). The use of visual schedules (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/40/ This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses & Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected]. Use of Visual Schedules 1 The Use of Visual Schedules Amber Connelly Northwestern College Use of Visual Schedules 2 Abstract This paper explores the use of visual schedules to support students diagnosed with Autism Spectrum Disorder with transitions throughout the school day. Students diagnosed with Autism Spectrum Disorder have a tough time interpreting verbal directions throughout the school day; therefore, there is an increase in student behaviors during transitions (Dettmer, Simpson, Brenda, & Ganz, 2000). The students utilized in this study are preschool aged students, which means they are between the ages of three to five. All students are in an integrated preschool classroom. The researcher implemented and created individualized visual schedules for each student in this paper. The researcher collected data and analyzed the data to determine the effects individualized visual schedules have on behaviors displayed during transitions throughout the school day. This paper explores whether individualized visual schedules can be used as an intervention to reduce the number of behaviors displayed during transitions throughout the school day. -
Sleeping While Awake Lant
CONSCIOUSNESS REDUX “It was literally true: I was going through life asleep. My body had no more feeling than a drowned corpse. My very existence, my life in the world, seemed like a hallucination. A strong wind would make me think my body was about to be blown to the end of the earth, to some land I had never seen or heard of, where my mind and body would separate forever.” —From Sleep, by Haruki Murakami, 1989 PHYSIOLOGY turn off—your mind remains hypervigi- Sleeping While Awake lant. You toss and turn but can’t find the blessed relief of sleep. The reasons for During microsleep, the entire brain nods off so briefly that we often don’t notice it. sleeplessness may be many, but the con- ) Now research shows that individual neurons in the brain can slumber, too, sequences are always the same: You are Koch fatigued the following day, you feel especially when we are sleep-deprived E ( sleepy, you nap. Attention wanders, your B CA We’ve all been there. You go to bed, reaction time slows, you have less cogni- C close your eyes, blanket your mind and tive-emotional control. Fortunately, BY CHRISTOF KOCH wait for consciousness to fade. A timeless fatigue is reversible and disappears after ); SEAN M Christof Koch is president interval later, you wake up, refreshed a night or two of solid sleep. and chief scientific officer at and ready to face the challenges of a new We spend about one third of our lives the Allen Institute for Brain day (note how you can never catch your- in a state of repose, defined by relative illustration Science in Seattle. -
Visual Strategies Kim Dobson
Visual Strategies Kim Dobson Things to Think About Common Core Student Learning Outcomes Students with Autism Sensory System Communication Visual Strategies QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture. Learning Through Seeing Children with autism and other pervasive developmental disorders learn in a variety of ways. But research has shown that for many children with autism and other similar disabilities, one way of learning is learning through seeing! Making Visual Supports Work in the Home and Community, Savner & Myles (2000) When children with autism are given opportunities to learn with visual cues, they: Learn more quickly Reduce aggressive or self-injurious behavior Decrease frustration and anxiety Learn to adjust to changes at home/school Complete tasks by themselves Gain independence Making Visual Supports Work in the Home and Community, Savner & Myles (2000) I see it . I understand ! Visual Strategies Help Children Follow rules Understand what they are supposed to do Understand how to complete work or play activities and tell someone they are finished Move from one activity to another Make choices about what they want to do “a tool that enables the child to keep track of the day’s events/activities at the same time helps him/her to develop an understanding of time” Visual Strategies Visual Schedules Choice boards Boundary Settings Labels Tasks/Activity Completion Visual Behavior Supports Other Visual Schedules Provides student with structure Capitalizes on students’ visual strengths -
Making It a Success!
ISSUE 51 l JULY 2019 l FREE Making it a success! www.suelarkey.com.au Puberty: Preparing for Success at Home and School Sensory Processing Disorder Learning Through Play Using Special Interests to Motivate and Engage Students Slow Processing Speed PLUS MORE! NEW Early Childhood Course now avaliable Practical strategies for home and school for Autism Spectrum Disorders LEARNING THROUGH PLAY It is through play that young children learn about and make sense of the world. They experiment with being a Mum or Dad as they act out what they have observed in daily life, e.g. feeding the baby and going to the shops. As children play they develop their cognitive and motor skills, increase their communication and social ability and above all have fun. Play for young children with autism is frequently centered on repetitive actions, e.g. spinning car wheels rather than pushing the car, lining blocks up rather than building towers. They don’t seem to know how to do what comes instinctively to other children. A young child with autism needs to be taught how to play step by step. Be dramatic as you play with your child in order to attract and maintain their attention. Add to the richness of the play by making noises, e.g. ball going down (wheee) doll crying (waa), car horn (beep, beep). Play alongside your child with the same or similar materials. It is important that you are fexible – if your child does not copy you, copy them. Remember that initially you are endeavouring to form a connection with your child the actual substance of the play is not important. -
Safe Sleep: Information for Parents
Safe Sleep: Information for Parents SIDS Crib The term SIDS, or sudden infant death syndrome, A crib can be a crib, bassinet, Pack-N-Play, is used to describe when babies die in their sleep play-yard, or playpen, but it should have a firm without any warning before their first birthday. In mattress and be covered with a well-fitted sheet the early 1990s, parents were told to stop putting only. It is very dangerous for babies to sleep on babies on their tummies to sleep. They were told to a sofa or armchair, because they can wiggle as put them on their backs or sides only. Later, they sleep and get trapped and be smothered. It experts said the side position wasn’t safe either, so is also not safe for them to sleep in a car seat, parents were told to put their babies only on their bouncy seat, swing, baby carrier, or sling, backs. because their neck can bend in ways that makes it hard for them to breathe. Today, we know that just putting babies on their backs to sleep is not enough to keep some of them There are some other very important things that from dying in their sleep. There are many other can help babies sleep safely: easy things parents can do to keep their babies safe Smoking—Keep babies away from people when they sleep. who smoke. We know that babies who are around people who smoke or babies born to Safe Sleep mothers who smoke have a higher risk of “ABC” is an easy way to remember how to make SIDS. -
Effectiveness of Weighted Blankets As an Intervention for Sleep Problems in Children with Autism”
EFFECTIVENESS OF WEIGHTED BLANKETS AS AN INTERVENTION FOR SLEEP PROBLEMS IN CHILDREN WITH AUTISM Thesis submitted in partial fulfilment of a Master of Science in Child and Family Psychology at the University of Canterbury by Jane Charleson University of Canterbury 2014 2 Contents List of Tables ................................................................................................................. 6 List of Figures ................................................................................................................ 7 Acknowledgements ........................................................................................................ 8 Abstract .......................................................................................................................... 9 Chapter 1 Introduction ................................................................................................. 10 Definition of autism spectrum disorder ................................................................... 11 Development of sleep in children ............................................................................ 12 Assessment of sleep ................................................................................................. 14 Definition of sleep problems .................................................................................... 16 Prevalence and nature of sleep problems in children with autism ........................... 18 Development and maintenance of sleep problems in children with autism ............ -
For Beautiful Living
For Beautiful Living SPRING/SUMMER 2016 www.cologneandcotton.com 1 Spring/Summer 2016 Creating bed linen since 1989 4 BED LINEN At Cologne & Cotton all our bed linen is carefully created for it’s unique design, beautiful quality and always in the purest of 100% cotton and linen. Since 1989 we 37 DUVETS & PILLOWS have been developing the very finest bed linens, from the silky feel of a cotton sateen 42 BLANKETS & THROWS weave to the smoothness of a pure cotton percale. 46 NIGHTWEAR Our beautiful hand embroidered sheets and pillowcases are future heirlooms to be cherished, and almost impossible to buy elsewhere. 50 NURSERY This season look out for all the other lovely things we sell, fabulous quality towels, 62 BATHROOM soft and colourful throws, gorgeous nightwear, the most irresistible bath products 68 PERFUMERY & HOME FRAGRANCE and a Perfumery to die for! 79 DINING & KITCHEN Vicky & Jenny Founders Cologne & Cotton Follow us on 42 46 19 73 8 48 2 3 BED LINEN PINK SALCOMBE STRIPE MARIETTE BED LINEN NEW NEW Our lovely new Mariette design has a beautiful, SEASON very fine Broderie Anglaise trim and is wonderfully smooth. Made in Portugal from 200 thread count Egyptian cotton percale. Pillowcase Household ...................................................................................£18.00 Standard oxford .......................................................................£26.00 Square oxford ..........................................................................£28.00 Superking oxford ...................................................................£28.00 -
Positive Effects of a Weighted Blanket on Insomnia
Central Journal of Sleep Medicine & Disorders Research Article *Corresponding author Gaby Badre, SDS Kliniken, Vasaplatsen 8, 411 34 Gothenburg, Sweden, Tel: 46-31-107-780; Fax: 46-31-107- Positive Effects of a Weighted 781; Email: Submitted: 09 May 2015 Blanket on Insomnia Accepted: 22 May 2015 Published: 25 May 2015 1,2 1,2 1,2,3 Ackerley R , Badre G * and Olausson H Copyright 1 Institute of Neuroscience and Physiology, University of Gothenburg, Sweden © 2015 Badre et al. 2SDS Clinic, ESRS accredited Sleep Research Laboratory, Gothenburg, Sweden 3Clinical and Experimental Medicine, University of Linköping, Sweden OPEN ACCESS Keywords Abstract • Sleep Insomnia is a common occurrence and can have a negative impact on physiological, • Insomnia psychological and social well-being. There is a need for simple, effective solutions to • Treatment increase sleep quality. It has been suggested that weighted blankets and vests can • Pressure provide a beneficial calming effect, especially in clinical disorders. Hence, we aimed • Touch to investigate the effects of a chain weighted blanket on insomnia, using objective and • Blanket subjective measures. Objectively, we found that sleep bout time increased, as well as a decrease in movements of the participants, during weighted blanket use. Subjectively, the participants liked sleeping with the blanket, found it easier to settle down to sleep and had an improved sleep, where they felt more refreshed in the morning. Overall, we found that when the participants used the weighted blanket, they had a calmer night’s sleep. A weighted blanket may aid in reducing insomnia through altered tactile inputs, thus may provide an innovative, non-pharmacological approach and complementary tool to improve sleep quality.