DOCSLIB.ORG

Autism Spectrum Disorder Resource Library Available to Staff and Families

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Autism Spectrum Disorder Resource Library Available to Staff and Families Autism Spectrum Disorder Resource Library Available to Staff and Families To borrow items, call 989-269-9216 Funded by: Huron Intermediate School District, Autism Education Center/START Project at Grand Valley State University And the Michigan Department of Education/IDEA Mandated Activities Project Sharing Training and Resources To Better Serve Our Students August 2014 Resources by Topic – For detailed descriptions, see alphabetical listing. Autism in General 1001 Great Ideas Higher Functioning Adolescents and Young A Land We Can Share- Literacy Adults with Autism Autism Information for Teachers I Hate to Write Autism & Law Enforcement Roll Call I Have Autism Briefing Video Individualized Assessment and Treatment Autism Facts and Strategies for Parents Just Give Him the Whale – Fascinations Autism Spectrum Disorder Awareness Kit Kids in the Syndrome Autism Spectrum Disorders Living Along the Autism Spectrum Autism: The Child Who Wouldn’t Play Living With Adult Autism Autism: Identification, Education, and Normal People Scare Me Treatment The Puzzle of Autism Autism: Teaching Does Make a Difference Relationship-Based Intervention ASD Evaluation and Eligibility Guidelines SCERTS Model Behavioral Interventions for Young Souls Beneath and Beyond Autism DVD Children with Autism Souls Beneath and Beyond Autism Book Breakthroughs: How to Reach Students The Source of Nonverbal Learning with Autism Disorders But He Knows His Colors Straight Talk About Autism with Parents Children With Autism: A Parent’s Guide and Kids Data/Documentation Manual Targeting Autism Do You Hear What I Hear? Teaching Children with Autism Educating Children with Autism Understanding ASD Emergence: Labeled Autistic Unstrange Minds Evidence Based Practice and Autism What Did You Say? Terms and Definitions Floor Time Training Videotape Series Asperger Syndrome in General Ask Me About Asperger’s Syndrome Look Me In the Eye Asperger Syndrome Navigating the Social World: A Curriculum Asperger Syndrome: A Guide for Individuals with ASD Asperger Syndrome and Adolescence – Practical Solutions to Everyday Challenges Practical Solutions for School Success Normal People Scare Me Asperger;s Syndrome – Dr. Tony Attwood Quirky, Yes Hopeless, No Asperger’s… What Does It Mean To Me? This is Asperger Syndrome Can I Tell You About Asperger Syndrome? Today’s Man Dr. Tony Attwood, Asperger Syndrome Understanding Aspergers; Fast Facts Kids in the Syndrome Mix Your Life is Not a Label Behavior Behavioral Interventions for Young QUEST Being Bullied Restraint and Seclusion: Resource Bullies Are a Pain in the Brain Document Children with Autism The New Social Story Book Data/Documentation Manual Positive Beginnings Difficult Moments School Rules Vol. 1 and 2’ Hidden Curriculum The Challenging Child How to Teach Pivotal Behaviors Time Now Invisible Clock/Timer Increasing Success in School Through Time Timer 3” Priming Time Timer Wrist Watch Incredible 5-Point Scale Writing with Symbols 2000 Career Guidance and Transition to Adult Life Buses and Trains for Everyone The New Transition Handbook Career Decisions Curriculum Guide Social Skills Toolkit Careers – Opportunities for Growth Social Skills for Teenagers and Adults Community Based Instruction Backpack with Asperger Syndrome Employability and Social Skills for Strategies for Organizations Success Program The Job Developer’s Handbook How to Teach Self-Management to People Transition Guidelines Manual and with Severe Disabilities Resources Living With Adult Autism Transition Services Project More That A Job: Securing Satisfying Unwritten Rules of Social Relationships Careers for People with Disabilities Using Public Transportation Kit Children’s Resources It’s So Much Work To Be Your Friend All About My Brother Joey and Sam All Cats Have Asperger Syndrome Leo the Late Bloomer Andy and His Yellow Frisbee Little Rainman The Autism Acceptance Book Looking After Louis Autism and PDD: Book Series Model Me Kids Videos A Bad Case of Tattle Tongue My Friend with Autism A Five is Against the Law My Mouth is a Volcano! Being Bullied My School Day Bringing Up Parents School Rules Vol. 1 and 2 Bullies Are a Pain in the Brain Since We’re Friends Franklin Talking Dictionary The Social Success Workbook for Teens Getting Kids in Sync Story Movies Going to the Doctor Super Silly Sayings that are Over Your I Can Do It – Social Skills Head – Book of Idioms Ian’s Walk This is Asperger Syndrome I Have Autism Time for a Playdate It’s Okay to be Different Time For School Trevor Trevor When My Worries Gets Too Big! Welcome to School; Helping Friends Relaxation Book for Children with Autism When My Worries Get To Big Writing with Symbols What to do When Good Enough Isn’t Good Enough – Perfectionism Communication Skills Augmentative and Alternative Picture Exchange Communication System Communication Relationship-Based Intervention ASD: New Service Delivery Models for Say It! Teaching Children to Talk Non Verbal Young Children SCERTS Model Engaging Autism: Floor Time Scripting: Social Communications for Franklin Talking Dictionary Adolescents Idioms through the Year Social Skills Picture Book Improving Speech and Eating Skills in Teaching Play Skills to Children with ASD Children with ASD Thinking of YOU, Thinking of ME More than Words Writing with Symbols 2000 Family Supports 1001 Great Ideas for Teaching and Parent Survival Manual Raising Children with Autism Spectrum Parent Retreat Kit Disorders Siblings of Children with Autism: A Guide Autism Facts and Strategies for Parents for Families Children with Autism: A Parent’s Guide Sibling Stories: Reflections on Life with a Do You Hear What I Hear? Brother or Sister on the Autism Helping Your Child with Autism Spectrum Specrtum Disorder Sibling Support Toolkit How to Teach Self-Management to People Sibshops: Workshops for Siblings of with Severe Disabilities Children with Special Needs Interactions: Collaboration Skills for Ten Things Your Student with Autism School Professionals Wishes You Knew Keys to Parenting the Child with Autism Toilet Training for Children with Severe Making Visual Supports Work in the Home Handicaps and Community Unstrange Minds A Parent’s Guide to Autism Health and Sensory Issues Getting Kids in Sync Spelling Test Simulation How to Teach Self-Management to People Toilet Training for Individuals with ASD with Severe Disabilities Toilet Training for Children with Severe Medications – Fact and Fiction Handicaps Sensory Challenges and Answers Transportation Issues Sensory Defensiveness Staff and Peer Supports A Peer Buddy Manual Peer Play and the Autism Spectrum: The LINK Program Art of Guiding Children’s Socialization and Bullies Are a Pain in the Brain Imagination Friends Peer to Peer Interactions: Collaboration Skills for Peer Support Strategies for Improving School Professionals All Students’ Social Lives and Learning Links Curriculum The Power of Peers Paraprofessional Supports-Oakland Relationship-Based Interventions Peer Buddy Programs for Successful The 7 Habits of the Highly Effective Secondary School Inclusion Parapro Transitions at School Here I Come, Ready or Not! Services for Students with ASD Individual Student Education Profile You’re going to Love This Kid! Inclusion Visual Strategies and Supports for Academic and Social Learning Activity Schedules for Children Simple Strategies That Work Autism & PDD: Adolescent Social Skills The Social Skills Book Autism & PDD: Intermediate Social Skills Social Skills Toolkit Autism & PDD: Primary Social Skills Social Stories Quarterly Autism & PDD: Safety Solving Behavior Problems in Autism Comic Strip Conversations Tasks Galore Community Based Instruction Backpack Time Now Invisible Clock/Timer Friendship Time Timer 3” Making Visual Supports Work in the Home Time Timer Wrist Watch and Community Visual Strategies: An Interactive CD My Social Stories Book Visual Supports in the Classroom Play Time/Social Time Visual Supports for the Student with Power Cards: Using Special Interests to Autism Scripting: Social Communications for Visual Thinking of a Person with Autism Adolescents Writing Social Stories The Pyramid Approach to Education Writing with Symbols Resources are available in a variety of formats: Workbook DVD Book VHS Tape Kit Journal Software A 5 is Against the Law! – By: Dunn-Buron, Kari; Copyright 2007. This Practical guide for teens and young adults that helps them understand a 5-point scale for controlling emotional responses and also addresses the hidden curriculum. 2 copies Incredible 5-Point Scale – By: Dunn-Buron, Kari and Curtis, Mitzi; Copyright 2003. This book describes a strategy for helping individuals with autism to understand and control their emotional responses. Includes print resources. 2 copies Also available in DVD. 5 copies The 7 Habits of the Highly Effective Parapro – By: Downriver- Dearborn Regional Collaborative Network; Copyright 2006. This PowerPoint presentation with handouts is used to train para- professionals in two, three-hour sessions. The seven habits, adapted from Stephan Covey’s work are: Be proactive; Begin with the end in mind; Put first things first; Think win/win; Seek first to understand, then to be understood; Synergize; Sharpen the saw/self-renewal. 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders – By: Notbohm, Ellen and Zysk, Veronica. Copyright 2004. Parents and professionals will find page after page of try-it- now solutions that have worked for thousands grappling with communication, social, sensory, behavior, self-care issues, and more. Activity
Load more

Recommended publications
  • Northwestern University Feinberg School of Medicine Office of Diversity Presents
    Northwestern University Feinberg School of Medicine Office of Diversity presents Friday Film Series 2012-2013: Exploring Social Justice Through Film All films begin at 12:00 pm on the Chicago campus. Due to the length of most features, we begin promptly at noon! All films screened in Daniel Hale Williams Auditorium, McGaw Pavilion. Lunch provided for attendees. September 14 – Reel Injun by Neil Diamond (Cree) http://www.reelinjunthemovie.com/site/ Reel Injun is an entertaining and insightful look at the Hollywood Indian, exploring the portrayal of North American Natives through a century of cinema. Travelling through the heartland of America and into the Canadian North, Cree filmmaker Neil Diamond looks at how the myth of “the Injun” has influenced the world’s understanding – and misunderstanding – of Natives. With clips from hundreds of classic and recent films, and candid interviews with celebrated Native and non-Native directors, writers, actors, and activists including Clint Eastwood, Robbie Robertson, Graham Greene, Adam Beach, and Zacharias Kunuk, Reel Injun traces the evolution of cinema’s depiction of Native people from the silent film era to present day. October 19 – Becoming Chaz by Fenton Bailey & Randy Barbato http://www.chazbono.net/becomingchaz.html Growing up with famous parents, constantly in the public eye would be hard for anyone. Now imagine that all those images people have seen of you are lies about how you actually felt. Chaz Bono grew up as Sonny and Cher’s adorable golden-haired daughter and felt trapped in a female shell. Becoming Chaz is a bracingly intimate portrait of a person in transition and the relationships that must evolve with him.
    [Show full text]
  • Brain Disorder and Rock Art
    Brain Disorder and Rock Art Brain Disorder and Rock Art Robert G. Bednarik Prompted by numerous endeavours to link a variety of brain illnesses/conditions with the introduction of palaeoart, especially rock art, the author reviews these proposals in the light of the causes of these psychiatric conditions. Several of these proposals are linked to the assumption that palaeoart was introduced through shamanism. It is demonstrated that there is no simplistic link between shamanism and brain disorders, although it is possible that some of the relevant susceptibility alleles might be involved in some shamanic experiences. Similarly, no connection between rock art and shamanism has been credibly demonstrated. Moreover, the time frame applied in all these hypotheses is fallacious for several reasons. These notions are all based on the belief that palaeoart was introduced by ‘anatomically modern humans’ and on the replacement hypothesis. Finally, the assumption that neuropathologies and shamanism preceded the advent of palaeoart is also suspect. These numerous speculations derive from neglect of the relevant empirical factors, be they archaeological or neurological. This article owes a great deal to a recent paper by review the epistemological issues that lead to the for- Bullen (2011), critiquing the attribution of rock art mulation of such opinions by rock-art commentators. to bipolar disorder, and the subsequent elaboration Having elsewhere dealt in some detail with the by Helvenston (2012a) and Bullen’s (2012) response first of Whitley’s crucial propositions, that shamans (see below for details). This author is in agreement introduced palaeoart, the author will examine the with most of the points made in that discussion, so topic of the origins of what is simplistically termed this is not to present counterpoints or to canvas any ‘artistic production’ — ‘palaeoart’ would be a better substantive disagreements, but to follow Helvenston’s word for the phenomenon in question because it is example and expand the scope of the discussion.
    [Show full text]
  • The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008)
    The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The University of Iowa College of Education The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008) Susan G. Assouline Megan Foley Nicpon Nicholas Colangelo Matthew O’Brien The Paradox of Giftedness and Autism The University of Iowa Belin-Blank Center The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008) This Packet of Information (PIP) was originally developed in 2007 for the Student Program Faculty and Professional Staff of the Belin-Blank Center for Gifted Education and Talent Development (B-BC). It has been revised and expanded to incorporate multiple forms of special gifted programs including academic year Saturday programs, which can be both enrichment or accelerative; non-residential summer programs; and residential summer programs. Susan G. Assouline, Megan Foley Nicpon, Nicholas Colangelo, Matthew O’Brien We acknowledge the Messengers of Healing Winds Foundation for its support in the creation of this information packet. We acknowledge the students and families who participated in the Belin-Blank Center’s Assessment and Counseling Clinic. Their patience with the B-BC staff and their dedication to the project was critical to the development of the recommendations that comprise this Packet of Information for Professionals. © 2008, The University of Iowa Belin-Blank Center. All rights reserved. This publication, or parts thereof, may not be reproduced in any form without written permission of the authors. The Paradox of Giftedness and Autism Purpose Structure of PIP This Packet of Information for Professionals (PIP) Section I of PIP introduces general information related to both giftedness was developed for professionals who work with and autism spectrum disorders.
    [Show full text]
  • Resource Material Name Author Description Copyright Year Item
    Resource Material: Resource Material Copyright Item Author Description Name Year Number Guide for learning communication skills in the 10 Terrific People Skills For the New Workplace The Dartnell Corporation workplace 1997 R10001 toolkit to assist families in getting information they need in the 1st 100 days following an 100 Day Kit Autism diagnosis R10397 1001 Tips for the Parents of Autistic Girls Lyons 2010 R10426 Practical strategies to help people become better 144 Ways to Walk the Talk Erick Harvey, Alexander Lucia leaders 1997 R10002 St. Louis County Human Services Youth Programs 2015 Resources for Youth and Families - Office of Family and Community Services R10551 7 Kinds of Smart: Identifying and Developing Based on theory of "multiple intelligences," Your Multiple Intelligences Thomas Armstrong reveals the many different ways of being smart 1993 R10181 An activity-based method for evaluating and A 5 Could Make Me Lose Control Kari Dunn Buron supporting highly anxious students R10559 An activity-based method for evaluating and A 5 Could Make Me Lose Control Kari Dunn Buron supporting highly anxious students R10506 Based on the true story of a boy who compiled a book for his teachers on ways they could help A Child's Guide to Concentrating for Kids with him improve his concentration and feel more ADHD Bonita Blazer successful in school 1999 R10008 A Cup of Comfort for Parents of Children with stories that celebrate the differences in our Special Needs extraordinary kids 2009 R10382 A Framework for Understanding Poverty 1998 R10369
    [Show full text]
  • The Joy of Autism: Part 2
    However, even autistic individuals who are profoundly disabled eventually gain the ability to communicate effectively, and to learn, and to reason about their behaviour and about effective ways to exercise control over their environment, their unique individual aspects of autism that go beyond the physiology of autism and the source of the profound intrinsic disabilities will come to light. These aspects of autism involve how they think, how they feel, how they express their sensory preferences and aesthetic sensibilities, and how they experience the world around them. Those aspects of individuality must be accorded the same degree of respect and the same validity of meaning as they would be in a non autistic individual rather than be written off, as they all too often are, as the meaningless products of a monolithically bad affliction." Based on these extremes -- the disabling factors and atypical individuality, Phil says, they are more so disabling because society devalues the atypical aspects and fails to accommodate the disabling ones. That my friends, is what we are working towards -- a place where the group we seek to "help," we listen to. We do not get offended when we are corrected by the group. We are the parents. We have a duty to listen because one day, our children may be the same people correcting others tomorrow. In closing, about assumptions, I post the article written by Ann MacDonald a few days ago in the Seattle Post Intelligencer: By ANNE MCDONALD GUEST COLUMNIST Three years ago, a 6-year-old Seattle girl called Ashley, who had severe disabilities, was, at her parents' request, given a medical treatment called "growth attenuation" to prevent her growing.
    [Show full text]
  • May 24, 2013, NIH Record, Vol. LXV, No. 11
    MAY 24, 2013 The Second Best Thing About Payday VOL. LXV, NO. 11 ‘Something Amazing Happened’ Response to HIV Alters Health Care Paradigm, Says El-Sadr By Belle Waring ABOVE · Congressman Chaka Fattah (l) gets a glimpse of NIH research. See more photos he myth of the American hero glorifies the rugged individual—the cowboy who and story, p. 12. Trides alone. But there’s a new model: the public health heroes. The plague fighters. features Working in their teams, there is magic. Some people think that HIV has gone away, 1 but over the last 3 decades, more than 60 mil- HIV Response Fundamentally Shifts lion people globally have been infected with Health Care Delivery, El-Sadr Says the virus and nearly 30 million people have 3 died of AIDS. NIDDK Opens Lab in Micronesia This makes the ongoing work of physicians 5 and researchers such as Dr. Wafaa El-Sadr es- Therapy Offers Personalized Care sential. She recently visited NIH to give the an- For Cancer Patients nual Dr. James C. Hill Memorial Lecture, “The 12 Global Response to the HIV Epidemic: Lessons Congressional Delegation Tours, Learned and Lasting Legacy.” A full house at- Shares a Working Lunch at NIH tended her talk in Lipsett Amphitheater. see el-sadr, page 4 Dr. Wafaa El-Sadr departments Autism Awareness More Than 80 Activities Author Robison’s Inspiring Story NIH Celebrates Take Your Child to Work, Educates about Asperger’s Earth Day Briefs 2 By Dana Steinberg By Dana Steinberg Digest 9 Milestones 11 “Autism made me NIH hosted its 18th Seen 12 a misfit lonely kid,” Take Your Child to said John Elder Work Day and cel- Robison at an Apr.
    [Show full text]
  • 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.
    [Show full text]
  • Rethinking Our Approach to Fostering Language and Social Development, Matt Braun
    2/24/2017 Rethinking our Approach in Introduction Schools and the Community: Taking a Strengths Based • Who am I? Approach to Fostering Language and Social Development • Who are you? • What are we doing here today? Matt Braun, PhD, L/CCC-SLP Speech Language Pathologist Owner- Speech & Language Solutions, LLC Getting Started Our Goal To reiterate some of the common themes we’ve heard through the Evaluate the evidence. conference: Evaluate our practice. From the folks at Notre Dame (ACE)- Welcome, Serve, Celebrate Create a culture of Inclusivity in our schools and communities (define How can we make changes? communities) What’s our plan to make those changes? This is a Journey….It takes time….but what are we doing to promote inclusivity in my school and community See Handout Overview Traditional approaches • Review Traditional Models of Practice Medical model and Subsequently, More Traditional Models of Practice • Introduce Strengths Bases Practices • Focusses on what is wrong, broken, or needs “fixing” • Review theory and evidence for Strengths Based Practices • In general physical health, something (a system, organ, bone, muscle, etc.) is • How to apply strengths based practices in the classroom broken, hurt, weakened, etc. • Questions/Comments/Discussion • Moving in to more social sciences we’ve tried and tried to apply this same model • Speaking in this way suggests that the problem lies within the person and implies that something is wrong or broken inferring there is something to fix (Saleebey, 2009) 1 2/24/2017 Traditional vs. Strengths Based The Evolution of Family Centered Approaches to Care Care and Strengths Based Practices • Traditional deficit based approaches aim to fix what is broken or support a disability.
    [Show full text]
  • 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.
    [Show full text]
  • Autistic Adult and Non-Autistic Parent Advocates: Bridging the Divide
    AUTHORS' VERSION Rottier, H. & Gernsbacher, M. A. (2020). Autistic adult and non-autistic parent advocates: Bridging the divide. In. A. C. Carey, J. M., Ostrove, & T. Fannon (Eds.) Disability alliances and allies (Research in social science and disability, Vol. 12, pp. 155-166). Emerald Publishing Limited. https://doi.org/10.1108/S1479-354720200000012011 Chapter 7 AUTISTIC ADULT AND NON-AUTISTIC PARENT ADVOCATES: BRIDGING THE DIVIDE Helen Rottier and Morton Ann Gernsbacher ABSTRACT Purpose: Due to the developmental nature of autism, which is often diagnosed in preschool or elementary school-aged children, non-autistic parents of autistic children typically play a prominent role in autism advocacy. How- ever, as autistic children become adults and adult diagnoses of autism continue to rise, autistic adults have played a more prominent role in advo- cacy. The purpose of this chapter is to explore the histories of adult and non-autistic parent advocacy in the United States and to examine the points of divergence and convergence. Approach: Because of their different perspectives and experiences, advocacy by autistic adults and non-autistic parents can have distinctive goals and conflicting priorities. Therefore, the approach we take in the current chapter is a collaboration between an autistic adult and a non-autistic parent, both of whom are research scholars. Findings: The authors explore the divergence of goals and discourse between autistic self-advocates and non-autistic parent advocates and offer three principles for building future
    [Show full text]
  • Articles and Books About U.S, for Example, That People Will Make Eye Contact As They Have Autism
    RTICLE A EER EVIEWED UBMISSION P R S Neuropluralism Alexandra Perry MEd EdD (candidate) Department of Philosophy, Bergen Community College Lyndhurst, NJ, USA the indications that a person may fall within the autism spectrum Abstract is the unwillingness or inability to make eye contact. Parents of autistic children are more oft en than not familiar with the results Autism is currently one of the most pressing issues in of developmental evaluations noting a lack of eye contact, and healthcare. Scholarship on the topic is commonly found many autistic children are sent squirming with the words “look among psychologists, educators, and, to some extent, me in the eye…” Autistic adults, too, oft en note that they tire of 1 philosophers. Surprisingly little scholarship, however, being reminded to make eye contact. has focused on the ethical issues relevant to autism. Bioethicists ought to give autism consideration, though John Elder Robison (2007) wrote a well-known memoir on the this may prove to be more diffi cult than it seems at fi rst experience of growing up autistic. Robison remembers people glance. The neurodiversity movement is likely to be noting his lack of eye contact with such comments as “You look credited with starting discussions on autism and related like a criminal,” or “nobody trusts a man who won’t look them in issues of justice and ethics, but perhaps this movement the eye.” (pp. 2) Robison also notes that: has set its sights short. Rather than looking for recognition ‘[S]ociopath’ and ‘psycho’ were two of the most common of neurological divergence, a society that is grounded in fi eld diagnoses for my look and expression.
    [Show full text]
  • Walden University 2012
    Walden Universit y COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES This is to certify that the doctoral dissertation by Michael Lucido has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Lisa Scharff, Committee Chairperson, Psychology Faculty Dr. Patricia Loun, Committee Member, Psychology Faculty Dr. Brian Ragsdale, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2012 Abstract Effects of Neurofeedback on Neuropsychological Functioning in an Adult with Autism by Michael J. Lucido M.A., University of Detroit Mercy, 2003 B.A., University of Detroit Mercy, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2012 Abstract Autism spectrum condition (ASC) is a complex neurodevelopmental disorder that impacts physiological processes, cognition, functional behaviors, social-communication, and often has comorbidities. One approach gaining empirical support for ASC treatment is neurofeedback. Neurofeedback uses operant conditioning to normalize cerebral activity through auditory and visual reinforcement. Live Z-score Training (LZT) has become the latest advancement in neurofeedback. There is no published research to date on LZT neurofeedback in adulthood ASC. The purpose of this study was to evaluate LZT’s impact on neuropsychological measures in an adult with ASC. A multiple baseline single-case research design was used with a convenience sample of one adult with ASC to evaluate the effects of 20 LZT sessions using the Conservative Dual Criterion visual inspection method as the primary form analysis. ADHD, mood stability, anxiety, depression, and ASC symptoms were significantly reduced according to the Neuropsych Questionnaire.
    [Show full text]