Complete Guide to Asperger's Syndrome / Tony Attwood
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Curriculum Vitae Laurent Mottron
CURRICULUM VITAE LAURENT MOTTRON Table des matières SECTION I - IDENTIFICATION ET POINTS SAILLANTS DE CARRIÈRE ........................................... 3 SECTION II - FORMATION, DIPLÔMES ............................................................................................. 4 Diplômes .......................................................................................................................................... 4 Études post-doctorales ..................................................................................................................... 4 SECTION III – HONNEURS ................................................................................................................. 5 Bourses de formation et soutien salarial ........................................................................................... 5 Prix et distinctions ............................................................................................................................. 5 SECTION IV - CARRIÈRE ACADÉMIQUE .......................................................................................... 7 Poste de professeur .......................................................................................................................... 7 Poste de direction ............................................................................................................................. 7 SECTION V – EXPERTISE PROFESSIONNELLE .............................................................................. 8 1. Comités de pairs nationaux -
Výroční Zpráva 2018
Výroční zpráVa 2018 V národním ústaVu pro autismus, z. ú. poskytujeme od roku 2003 širokou nabídku služeb pro lidi s poruchou autistického spektra (pas) a jejich rodiny z celé české republiky. a 15 let pomáháme sVětu porozumět autismu a lidem s autismem porozumět sVětu stručně o poruchách autistického spektra (pas) co je autismus? dinný život. I přes různá možná nadání a silné živých situací, vztahy v rodinách bývají napjaté ních dovedností, nebo analyzují a řeší prob - Autismus je vrozená neurovývojová porucha stránky všem osobám s touto diagnózou a jednotliví členové rodiny jsou vystaveni vel - lémové chování . Někteří pracovníci poskytují způsobující deficit v sociálních a komunikač - komplikuje autismus život. Dopad autismu na kému stresu, který často může vést až k roz - odborné poradenství pobytovým zařízením ních schopnostech, která ovlivňuje mnohé člověka a na jeho rodinu lze považovat za zá - padu rodiny a psychickým obtížím souro - sociální péče, které mají v péči klienty s PAS. oblasti života a navenek se projevuje nestan - važný a handicapující. zenců. Založili jsme sociální podnik – Nakladatelství dardním, často sociálně problémovým (spíše PASPARTA , který zaměstnává lidi s autismem. problematickým) chováním. Osoby s autis - jaký problém Ve společnosti řešíme? co děláme pro zlepšení žiVota lidí Podporujeme také činnost tzv. sebeobhájců – mem mají sice mnoho společného, ale záro - Výskyt autismu v populaci je cca 1–2 %. Autis - s autismem a jejich rodin? lidí s PAS, kteří se snaží prosazovat své názory veň se od sebe i výrazně odlišují. Mezi poruchy mus ovlivňuje nejen život lidí s touto diagnó - Poskytujeme komplexní nabídku služeb pro a svá práva ve společnosti. Máme ucelený sys - autistického spektra (PAS) spadá kromě dět - zou, ale také jejich rodiny a širší okolí. -
Outcome Measure Empathy Quotient Sensitivity to Change Not Known
Outcome Measure Empathy Quotient Sensitivity to Change Not known Population Adult How to obtain Available from the Autism Research Centre: https://www.autismresearchcentre.com/arc_tests. Domain Social Cognition Time to administer 3-5 minutes Type of Measure Self-report scale Description The Empathy Quotient (EQ) (Baron-Cohen & Wheelwright, 2004) is a self-report questionnaire with 40 items tapping empathy (approximately half reverse scored) and 20 filler items. On each item the participant is asked to decide whether they strongly agree, slightly agree, slightly disagree or strongly disagree with the statement. They receive a score of 2 for strongly endorsing the empathic response, a score of 1 for mild endorsement and a score of 0 for anything else (maximum score =80). There is also a child version of the EQ available. (B. Auyeung, C. Allison, S. Wheelwright, & S. Baron- Cohen, 2012; Auyeung et al., 2009). Properties Internal Consistency: Cronbach’s alpha for the EQ as a whole ranged from 0.78 to 0.92 across studies (Baron- Cohen & Wheelwright, 2004; Vellante et al., 2013; Voracek & Dressler, 2006). A factor analysis of the EQ suggested three factors: Cognitive empathy, emotional reactivity and social skills (Lawrence, Shaw, Baker, Baron-Cohen, & David, 2004). Test re-test reliability: Following an interval of 12 months, test retest reliability ranged from r=0.84 (Lawrence et al., 2004) to r=0.97 (Baron-Cohen & Wheelwright, 2004). Concurrent Validity: The EQ has been shown to be inversely correlated with the two domains of the Autism Spectrum Quotient that measure social sensitivity and sensitive communication, r= - 0.56 (Baron-Cohen & Wheelwright, 2004). -
Specialisterne & SAP: a Partnership for Access to Markets, Multiple
Boosting Social Enterprise Development Good Practice Compendium © OECD/European Union, 2017 Chapter 19 Specialisterne & SAP: A partnership for access to markets, multiple countries/ Denmark Specialisterne and SAP have established a partnership that aims to harness the special skills of people with autism, and provide them with training and work- integration opportunities. To this end, they have implemented the “Autism at Work Programme”. This chapter describes the partnership’s objectives, rationale and key activities, together with the challenges faced in implementing it and the impact it has achieved to date. It concludes with the lessons learnt and the conditions for transferring this practice to another context. Summary While people with autism spectrum disorder (ASD) have unique skills – for example, an outstanding memory or a remarkable eye for detail, a structured way of working, the ability to think outside the box and perform repetitive tasks with ceaseless enthusiasm – they struggle with social interaction and personal communication. Specialisterne (“The Specialists”) is a social enterprise established in Denmark in 2004 to pioneer new ways of harnessing the untapped skills of people with ASD and empower them by matching them with businesses in need of information technology (IT) experts. An impact assessment of Specialisterne concluded that its consultants have become valuable contributors to the labour market and solid taxpayers, less reliant on social-welfare contributions. In 2008, Specialisterne Foundation (SPF) was established to scale the Specialisterne model and impact, with the objective of creating one million jobs globally for people with ASD by 2025. To this end, it has developed partnerships with international 215 19. -
Webinar Transcript
ROUGH EDITED COPY CONFERTEL CONFERTEL-RESPECTABILITY 6269025 JULY 27, 2016 * * * * * This is being provided in a rough-draft format. Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings. * * * * >> Good afternoon, everybody. And welcome to the Respectability webinar for July 27, 2016. I'm delighted to be here with you today, one day after the 26th anniversary of The Americans with Disabilities Act. We're excited to be joined today by Thorkil Sonne. If you've been working on the employment issues with people with disabilities, you probably heard the name Thorkil come up. And that is with some very good reason. He's been doing amazing, innovative work with employment opportunities, high technology jobs with people in the Autism Spectrum. We're delighted to be here today to share his experiences to show-- what it does and we always with these webinars, we want to bring in the leaders and game changers who are at the frontlines with jobs with people with a wide variety of disabilities. We're glad to be here with Thorkil. Our webinar is possible by the wonderful support of JP Morgan Chase. After this webinar, in a couple of days, we shall be posting a recording of this session as well as a copy of the PowerPoint slides that we're going to be going through today. And after Thorkil has gone through his, we'll have a time for questions and answers. We'll have the operator tell you how to dial in. -
Becoming Autistic: How Do Late Diagnosed Autistic People
Becoming Autistic: How do Late Diagnosed Autistic People Assigned Female at Birth Understand, Discuss and Create their Gender Identity through the Discourses of Autism? Emily Violet Maddox Submitted in accordance with the requirements for the degree of Master of Philosophy The University of Leeds School of Sociology and Social Policy September 2019 1 Table of Contents ACKNOWLEDGEMENTS ................................................................................................................................... 5 ABSTRACT ....................................................................................................................................................... 6 ABBREVIATIONS ............................................................................................................................................. 7 CHAPTER ONE ................................................................................................................................................. 8 INTRODUCTION .............................................................................................................................................. 8 1.1 RESEARCH OBJECTIVES ........................................................................................................................................ 8 1.2 TERMINOLOGY ................................................................................................................................................ 14 1.3 OUTLINE OF CHAPTERS .................................................................................................................................... -
Empathy in a Broader Context: Development, Mechanisms, Remediation
EDITORIAL published: 12 June 2020 doi: 10.3389/fpsyt.2020.00529 Editorial: Empathy in a Broader Context: Development, Mechanisms, Remediation Simon Surguladze 1* and Dessa Bergen-Cico 2 1 Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom, 2 Public Health Department, Syracuse University, Syracuse, NY, United States Keywords: empathy, neurobiology of empathy, phenomenology of empathy, positive empathy, empathy and age Editorial on the Research Topic Empathy in a Broader Context: Development, Mechanisms, Remediation Empathy has long been a subject of interest of social sciences, starting with the concept of Einfühlung (“in-feeling” or “feeling into”) as the human capacity to feel the emotions that the artist or writer had worked to represent (1). Later on, Theodor Lipps transformed Einfühlung from a concept of aesthetics into a central category of the philosophy of the social and human sciences and postulated that Einfühlung meant the “experience of another human” underpinned by “inner imitation” or instinctive kinaesthetic sensations in the observer as felt by the observed target (2). The word empathy was introduced to English-speaking world by E.B. Titchener (3) who translated Einfühlung by using Greek em- (“in'”) “ ” “ ” “ ” Edited and reviewed by: and pathos,(feeling , suffering ,or pity ). This heralded the beginning of new, psychological fi Sören Krach, research into the phenomenon, followed by operationalising the concepts of empathy thus rmly fi University of Lübeck, Germany rooting it in the elds of sociology and psychology. *Correspondence: The empathy is considered as a multifaceted construct encompassing (1) affective empathy, i.e., Simon Surguladze affective sharing, (2) empathic concern: motivation to caring for another's welfare, and (3) [email protected] perspective taking or cognitive empathy, the ability to consciously put oneself into the mind of another and understand what that person is thinking or feeling (4). -
FORGOTTEN: Ontario Adults with Autism and Adults with Aspergers.”
FORGOTTEN Ontario Adults with Autism and Adults with Aspergers PUBLISHED BY AUTISM ONTARIO, 2008 Autism Ontario has been the voice of people with Autism Spectrum Disorders (ASD) and their families since 1973, working to ensure that each individual with ASD is provided the means to achieve quality of life as a respected member of society. With thousands of members and supporters across the province, Autism Ontario is the largest collective voice for families whose teen and adult children struggle to receive necessary clinical and support services to meet their unique needs. PHOTOS Our thanks to our cover and report photo participants! Eric Beedham, Pam Newman Button, Tony Hill, Andrew Kyneston, Dwayne McLaughlin, Nadine McLaughlin, Marsha Serkin, Beth Waleski, Gary Waleski, and Jordan Weinroth. COPYRIGHT This document is in the public domain and may be used and reprinted without special permission, except for those copyrighted materials noted for which further reproduction is prohibited without the specific permission of copyright holders. Autism Ontario will appreciate citation as to source. The suggested format for citation is: “Autism Ontario (2008). FORGOTTEN: Ontario Adults with Autism and Adults with Aspergers.” This report can be downloaded from www.autismontario.com Autism Ontario 1179A King Street West Toronto, ON M6K 3C5 416-246-9592 Table of Contents ACKNOWLEDGEMENTS 4 COMMENTARY FROM DR. SUSAN BRYSON 5 EXECUTIVE SUMMARY & RECOMMENDATIONS 6 REPORT 10 What are Autism Spectrum Disorders? 10 Everyday Barriers 11 Impact of Increased -
The National Autism Project: Aims and Objectives
The National Autism Project: aims and objectives The National Autism Project: Address for correspondence aims and objectives E-mail: ian@ nationalautismproject. org.uk C Ian Ragan, London Editorial comment Dr Ian Ragan is the director of the National Autism Project (NAP), launched in April 2015 and funded by The Shirley Foundation. In this paper, he describes the key aims of the project and the advisers and organisations who are contributing to this work. He makes the case that the spending on autism, relative to other conditions, is very low and that this has limited the progress on identifying the most effective interven- tions. It is hoped that data will be gathered on the cost-benefit of different services and strategies which can then be used strategically to inform future practice in health, education and social care and the voluntary sector. Readers of the GAP Journal who would like to read more about NAP or contribute to its work can visit the website www.nationalautismproject.org.uk. Note: The term autism is used throughout this paper to denote all individuals on the autism spectrum, including those with Asperger syndrome. Introduction All charities face the issue of deciding how best to spend for young people and adults? Can we be sure that ‘ben- their money and to justify their existence to their donors, efits’, as normally defined by the neurotypical majority, supporters and beneficiaries. They can augment their are really meeting the needs of the autistic minority? in-house expertise with the opinions of independent It was to try and find answers to such questions that experts but every organisation still needs to develop Dame Stephanie (Steve) Shirley with others developed its own strategy, its future direction, and its goals and the idea of the National Autism Project (NAP) which was ambitions. -
Theory of Mind and Executive Control Deficits in Typically Developing
J Autism Dev Disord DOI 10.1007/s10803-016-2735-3 ORIGINAL PAPER Theory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits 1,2 2 1,2 Elif Go¨kc¸en • Norah Frederickson • K. V. Petrides Ó The Author(s) 2016. This article is published with open access at Springerlink.com Abstract Autism spectrum disorder (ASD) is charac- Introduction terised by profound difficulties in empathic processing and executive control. Whilst the links between these processes Empathy is the ability to understand and share the affective have been frequently investigated in populations with experiences of others (Decety and Jackson 2006; Decety autism, few studies have examined them at the subclinical and Lamm 2006; Singer and Lamm 2009) and plays a level. In addition, the contribution of alexithymia, a trait pivotal role in the formation of successful human rela- characterised by impaired interoceptive awareness and tionships (Baron-Cohen and Wheelwright 2004; Decety empathy, and elevated in those with ASD, is currently 2010; Dziobek et al. 2008; Rameson et al. 2012; Singer unclear. The present two-part study employed a compre- 2006). Two main components contribute to empathic pro- hensive battery of tasks to examine these processes. Find- cessing: an affective component, which allows one to ings support the notion that executive function and theory vicariously experience the feelings of others whilst of mind are related abilities. They also suggest that indi- understanding that they are distinct from one’s own, and a viduals with elevated levels of autism-like traits experience cognitive component (also referred to as metalizing, cog- a partially similar pattern of social and executive function nitive perspective-taking, or Theory of Mind; ToM), which difficulties to those diagnosed with ASD, and that these involves the ability to understand and make inferences impairments are not explained by co-occurring about what another person is thinking or feeling, without alexithymia. -
Constructing Narratives and Identities in Auto/Biography About Autism
RELATIONAL REPRESENTATION: CONSTRUCTING NARRATIVES AND IDENTITIES IN AUTO/BIOGRAPHY ABOUT AUTISM by MONICA L. ORLANDO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English CASE WESTERN RESERVE UNIVERSITY May 2015 2 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Monica Orlando candidate for the degree of Doctor of Philosophy.* Committee Chair Kimberly Emmons Committee Member Michael Clune Committee Member William Siebenschuh Committee Member Jonathan Sadowsky Committee Member Joseph Valente Date of Defense March 3, 2015 * We also certify that written approval has been obtained for any proprietary material contained therein. 3 Dedications and Thanks To my husband Joe, for his patience and support throughout this graduate school journey. To my family, especially my father, who is not here to see me finish, but has always been so proud of me. To Kim Emmons, my dissertation advisor and mentor, who has been a true joy to work with over the past several years. I am very fortunate to have been guided through this project by such a supportive and encouraging person. To the graduate students and faculty of the English department, who have made my experience at Case both educational and enjoyable. I am grateful for having shared the past five years with all of them. 4 Table of Contents Abstract ............................................................................................................................... 5 Chapter 1: Introduction Relationality and the Construction of Identity in Autism Life Writing ........................ 6 Chapter 2 Clara Claiborne Park’s The Siege and Exiting Nirvana: Shifting Conceptions of Autism and Authority ................................................................................................. 53 Chapter 3 Transformative Narratives: Double Voicing and Personhood in Collaborative Life Writing about Autism .............................................................................................. -
Developing an Individual Transition Plan (ITP)
2/5/09 Developing an Individual Transition Plan (ITP) Presented by Nancy LaCross Autism Resource Specialist [email protected] Individual Transition Plan An ITP is like a road map It tells us how to get from here to there. Where to start? . Start with your dreams and the dreams of your child! . Start asking questions: “Can my child have a job….live alone….take care of himself?” 1 2/5/09 When to start? .NOW ! . Beginning the process early gives the family a focus and the child a future Transition – moving to adulthood A process and a plan to bridge the gap between the school and community where the student will live, work and enjoy adult life Federal Law . IDEA = Individuals with Disabilities Education Act . ITP = Individual Transition Plan 2 2/5/09 Coordinated set of activities Community Adult life participation Vocational training Post-secondary education Continuing Adult services Independent living education Job ITP = Individual Transition Plan • Should be written when student is 14 (NC) • Team of people • Outlines training and support needed • Highly individualized • To prepare the student for life after high school Who’s on the team? . Parents . Student . Teachers . Guidance counselor . Transition coordinator . Vocational counselor . Job coach . Employer . Adult service representative . Friends/relatives 3 2/5/09 As someone famous once said: “It takes a village…..” . Preparing for this transition will require a long- term planning process . Ensure that your child has access to more resources than you can offer alone . Network, network, network…..and be creative Be clear about requirements……………. Even with a diploma a student may be ineligible for admission to a technical school or college if they fail to meet their admissions criteria.