DOCSLIB.ORG

A Case Study Investigating Therapy Methods Used by Speech Language Pathologists Working with Children with Autism Spectrum Disorders

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Case Study Investigating Therapy Methods Used by Speech Language Pathologists Working with Children with Autism Spectrum Disorders Graduate Theses, Dissertations, and Problem Reports 2021 A Case Study Investigating Therapy Methods Used by Speech Language Pathologists Working with Children with Autism Spectrum Disorders Julia Byers Van Volkenburg West Virginia University, [email protected] Follow this and additional works at: https://researchrepository.wvu.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons, Speech and Hearing Science Commons, and the Speech Pathology and Audiology Commons Recommended Citation Van Volkenburg, Julia Byers, "A Case Study Investigating Therapy Methods Used by Speech Language Pathologists Working with Children with Autism Spectrum Disorders" (2021). Graduate Theses, Dissertations, and Problem Reports. 8344. https://researchrepository.wvu.edu/etd/8344 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. A Case Study Investigating Therapy Methods Used by Speech Language Pathologists Working with Children with Autism Spectrum Disorders Julia Van Volkenburg Dissertation submitted to the College of Education and Human Services at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction Keri Duncan Valentine, Ph.D., Chair Allison Swan Dagen, Ph.D. Francene Kirk, Ed.D. Dennis M. Ruscello, Ph.D. Samuel Stack, Ph.D. Department of Curriculum and Instruction/Literacy Studies Morgantown, West Virginia 2021 Keywords: Speech Language Pathology, Autism Spectrum Disorders, Language Therapy, Creative Dramatics Copyright 2021 Julia Van Volkenburg ABSTRACT A Case Study Investigating Therapy Methods Used by Speech Language Pathologists Working with Children with Autism Spectrum Disorders Julia Van Volkenburg This study was an in-depth examination of the experiences of five speech language pathologists (SLPs) working with children with Autism Spectrum Disorders (ASD) during language therapy sessions. This case study aimed to better understand the various therapy techniques being used by the SLPs through interviews and a reflective journal kept by the researcher. It also sought to examine the ways those therapy techniques may have included creative dramatics. Through thematic analysis, major and minor themes emerged from the interviews. The main theme of the study was the importance of individualizing therapy for students with ASD. Individualizing therapy was supported by minor themes involving the severity of the child’s ASD, special interests of the student, and incentives for communication. The other main themes were temporality issues, counseling caregivers, and traditional therapy versus creative therapy. The SLPs identified interventions they used in their practice. They also discussed their most successful interventions and the interventions that were most enjoyed by their students. This study also investigated whether SLPs were using creative dramatics with students with ASD. Three of the SLPs interviewed were successfully using creative dramatics. Role playing was the most popular and successful creative dramatic therapy technique listed by the SLPs. Lastly, this study found a need for further research not only on the treatment experiences of SLPs during language therapy, but also exploring creative dramatics as a therapy intervention. iii ACKNOWLEDGEMENTS It is with gratitude that I thank all who have helped me with this dissertation. First, I would like to thank Dr. Keri Valentine, the chairperson of my doctoral committee. She has been an invaluable mentor and advisor who has guided me through this process with her wisdom and dedication for my academic pursuits. I also want to thank my esteemed committee members, Dr. Alison Swan Dagen, Dr. Francene Kirk, Dr. Dennis Ruscello, and Dr. Samuel Stack for their patience, guidance, and support during my dissertation process. I am indebted to my entire doctoral committee. Words cannot articulate the appreciation I have for the opportunity to work with this tremendous group. I also want to thank my husband, Jeff Van Volkenburg, for his continuous encouragement, unwavering support, and love during this entire process. He is my inspiration for hard work to accomplish one’s dreams. I want to thank my parents, Judy and George Byers, for being the model of true educators and academics. I send them my gratitude for supporting my studies and for showing me the value of education. I want to thank my children, David and Juliana, for their hugs and love during this time. I want them to know that if they work hard enough, they can accomplish anything. I also want to thank my beloved dog, Zeus, who was by my side during long evenings of writing. Lastly, I want to thank my mother-in-law, Julie Van Volkenburg, for always encouraging me to pursue my studies. I want to recognize my friend, former colleague, and special educator, Beth Vincent. For years, at Jayenne Elementary we collaborated to maintain a language group for our students with ASD. We explored creative dramatic techniques and even put on plays in her classroom. It was a “golden time” for us, and experience that was life-changing for me as an SLP. iv Lastly, I want to thank my students for inspiring me to study ASD. They have made me a better SLP. I especially want to thank my first student with ASD, Sam, whose love for creative dramatics inspired me to pursue it further as an essential therapy technique. v TABLE OF CONTENTS Page ABSTRACT .................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................... iii LIST OF TABLES ....................................................................................................................... viii LIST OF FIGURES ....................................................................................................................... ix CHAPTER 1 INTRODUCTION .....................................................................................................1 Introduction ..........................................................................................................................1 Pilot Study ............................................................................................................................2 Background of Dissertation Study .......................................................................................6 Historical Perspective ..........................................................................................................7 Increase of Autism Spectrum Disorders ..............................................................................9 Lack of Research on Lived Experiences of Speech Language Pathologists .....................10 Current Efforts ...................................................................................................................11 Motivation for the Study ....................................................................................................13 Context of Study ................................................................................................................15 The Building Blocks Model ...............................................................................................16 Significance of Study .........................................................................................................18 Purpose of the Investigation...............................................................................................20 Research Questions ............................................................................................................21 Conclusion .........................................................................................................................21 CHAPTER 2 LITERATURE REVIEW ........................................................................................23 Background on Autism Spectrum Disorder .......................................................................23 Evidence-Based Interventions ...........................................................................................24 What is Creative Dramatics ...............................................................................................30 History of Creative Dramatics in Education ......................................................................33 Creative Dramatics Influence on Pedagogy .......................................................................37 Creative Dramatics Used with Students with ASD ...........................................................40 vi Conclusion .........................................................................................................................43 CHAPTER 3: METHODS .............................................................................................................45
Load more

Recommended publications
  • Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder
    Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Edwards, Laura Ann. 2015. Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder. Doctoral dissertation, Harvard Graduate School of Education. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519638 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder Laura Ann Edwards Tina A. Grotzer Charles A. Nelson Gigi Luk A Thesis Presented to the Faculty of the Graduate School of Education of Harvard University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education 2015 ii © 2015 Laura Ann Edwards All Rights Reserved iii Acknowledgements This dissertation would not have been possible without the contributions of many, throughout my doctoral career. I would first and foremost like to thank the members of my ad hoc committee—Chuck Nelson, Tina Grotzer, and Gigi Luk. Chuck has been my day-to-day mentor since I arrived at Harvard. He has scaffolded my development as a researcher, enabling me to operate autonomously, while always being available to provide support and advice. I am indebted to him for his prompt and thoughtful attention to me, and his mentorship in my past, current, and future academic endeavors.
    [Show full text]
  • May 9-12 Rotterdam Netherlands
    2018 ANNUAL MEETING MAY 9-12 ROTTERDAM NETHERLANDS PROGRAM BOOK www.autism-insar.org INSAR 2018 Sponsors We thank the following organizations for their generous support of the INSAR Annual Meeting. Platinum Sponsor Level Gold Sponsor Level Silver Sponsor Level Autism Science Foundation Hilibrand Foundation Nancy Lurie Marks Family Foundation TABLE OF CONTENTS Sponsorship .................................Inside Front Cover TABLE OF CONTENTS Special Interest Groups Schedule .......................... 6 Speaker Ready Room ............................................ 6 De Doelen Floor Plans ........................................ 7-9 Meeting Information Schedule-At-A-Glance .................................... 10-12 In-Conjunction Events .................................... 13-14 Keynote Speakers .............................................. 15 Awardees ..................................................... 16-19 INSAR MISSION Acknowledgments .......................................... 20-21 STATEMENT To promote the highest quality INSAR Summer Institute .................................... 22 research in order to improve the Abstract Author Index ...................................... 134 lives of people affected by autism. General Information .......................................... 208 Exhibitors ....................................................... 210 Strategic Initiatives Setting the Bar: Increase the quality, AM diversity and relevance of research promoted through annual meetings, journal, Keynote Address ...............................................
    [Show full text]
  • Interagency Autism Coordinating Committee
    1 INTERAGENCY AUTISM COORDINATING COMMITTEE FULL COMMITTEE MEETING THURSDAY, July 22, 2021 The full Interagency Autism Coordinating Committee (IACC) convened virtually, at 2:00 p.m., Joshua Gordon, M.D., Ph.D., Chair, presiding. PRESENT: JOSHUA GORDON, M.D., Ph.D., Chair, IACC, Director, National Institute of Mental Health, (NIMH) SUSAN DANIELS, Ph.D., Executive Secretary, IACC, Office of Autism Research Coordination (OARC), NIMH COURTNEY FERRELL AKLIN, Ph.D., National Institutes of Health (NIH)(representing Francis Collins, M.D., Ph.D.) MARIA MERCEDES AVILA, Ph.D., M.S.W., M.Ed. University of Vermont SKYE BASS, L.C.S.W., Indian Health Service (IHS) DIANA BIANCHI, M.D., Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) SAMANTHA CRANE, J.D., Autistic Self Advocacy Network 2 PRESENT: (continued) AISHA DICKERSON, Ph.D., Johns Hopkins University TIFFANY FARCHIONE, M.D., U.S. Food and Drug Administration (FDA) MARIA FRYER, M.S., U.S. Department of Justice (DOJ) DAYANA GARCIA, M.Ed., Administration for Children and Families (ACF) DENA GASSNER, M.S.W., Adelphi University MORÉNIKE GIWA ONAIWU, M.A., Rice University ALYCIA HALLADAY, Ph.D., Autism Science Foundation CRAIG JOHNSON, B.A. Champions Foundation JENNIFER JOHNSON, Ed.D., Administration for Community Living (ACL) CINDY LAWLER, Ph.D., National Institute of Environmental Health Sciences (NIEHS) (representing Rick Woychik, Ph.D.) ALISON MARVIN, Ph.D., Social Security Administration (SSA) LINDSEY NEBEKER,B.A., Freelance Presenter/Trainer SCOTT PATTERSON, Ph.D., U.S. Department of Veterans Affairs (VA)(representing Matthew Miller, Ph.D., M.P.H.) VALERIE PARADIZ, Ph.D., Autism Speaks 3 PRESENT (continued) GEORGINA PEACOCK, M.D., M.P.H., F.A.A.P., Centers for Disease Control and Prevention (CDC) JENNY MAI PHAN, Ph.D., University of Wisconsin-Madison JOSEPH PIVEN, M.D., University of North Carolina-Chapel Hill JALYNN PRINCE, B.F.A., Madison House Autism Foundation LAUREN RAMOS, M.P.H., Health Resources and Services Administration (HRSA) SCOTT MICHAEL ROBERTSON, Ph.D., U.S.
    [Show full text]
  • Spirituality in the Context of Nonverbal Autism
    Spirituality in the Context of Nonverbal Autism Author Hills, Karenne J. Published 2019-10-08 Thesis Type Thesis (PhD Doctorate) School School of Human Serv & Soc Wrk DOI https://doi.org/10.25904/1912/880 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/388655 Griffith Research Online https://research-repository.griffith.edu.au Spirituality in the Context of Nonverbal Autism Karenne Joy Hills Bachelor of Nursing GU – 1997 Bachelor of Counselling UNE – 2001 Master of Counselling CHC – 2012 Graduate Certificate Couple Counselling CHC – 2013 School of Human Services and Social Work Faculty of Health Griffith University Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy April 2019 ii KEYWORDS Spirituality; Nonverbal Autism; Theology; Imago Dei; Language; Silence; Mystery; Inclusion iii ABSTRACT This thesis explored the spirituality of people who are not able to typically express a belief or understanding of traditional religious doctrine. The study is underpinned by the theological premise that honours the inherent value and worth of all human beings as carriers of the Imago Dei – created in the image of God. When the life context of someone prevents the intellectual, communicative or social ingredients generally associated with traditional spiritual or religious involvement, the possibility of a different experience or expression must be considered. This research explored such a possibility through the context of people diagnosed with severe autism, who do not communicate by the use of oral speech. People with nonverbal autism are identified as being on the severe end of the autism spectrum.
    [Show full text]
  • Study of Nonverbal Autism Must Go Beyond Words, Experts Say
    Spectrum | Autism Research News https://www.spectrumnews.org NEWS Study of nonverbal autism must go beyond words, experts say BY SARAH DEWEERDT 2 SEPTEMBER 2013 Sound out: Interactive devices do not hinder nonverbal children with autism from learning to speak, and may even help them. Roughly 25 percent of people with autism speak few or no words. A generation ago, that figure was closer to 50 percent. Most researchers agree that the decline is due to the recognition of more people with milder forms of autism, as well as to the advent of early intervention programs that have helped more children develop language than in the past. “One of the primary success stories of early interventions is that they promote language development,” says Helen Tager-Flusberg, director of the Research on Autism & Developmental Disorders program at Boston University. “Nevertheless,” she says, “there are clearly individuals who are diagnosed early, do have access to high-quality interventions, and still fail to acquire spoken language.” Paradoxically, many researchers now argue that in order to better understand and treat this subgroup of nonverbal people with autism, the field needs to move beyond focusing on speech production. Emerging research suggests that seemingly unrelated issues, such as motor skills and joint attention, may instead be key. Language delay gets a lion’s share of the attention perhaps because it is often the first and most 1 / 4 Spectrum | Autism Research News https://www.spectrumnews.org compelling sign of autism. “Parents, pediatricians, psychologists — everyone, we all focus on word production,” says Joe McCleery, lecturer in developmental neuroscience at the University of Birmingham in the U.K.
    [Show full text]
  • Vitamin D and Autism Spectrum Disorder: a Literature Review
    nutrients Review Vitamin D and Autism Spectrum Disorder: A Literature Review Hajar Mazahery 1, Carlos A. Camargo Jr. 2, Cathryn Conlon 1, Kathryn L. Beck 1, Marlena C. Kruger 1 and Pamela R. von Hurst 1,* 1 Institute of Food Science and Technology—School of Food and Nutrition, Massey University, Palmerston North 4474, New Zealand; [email protected] (H.M.); [email protected] (C.C.); [email protected] (K.L.B.); [email protected] (M.C.K.) 2 Department of Emergency Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, MA 02114, USA; [email protected] * Correspondence: [email protected]; Tel.: +64-9-213-6657 Received: 14 March 2016; Accepted: 14 April 2016; Published: 21 April 2016 Abstract: Low vitamin D status in early development has been hypothesised as an environmental risk factor for Autism Spectrum Disorder (ASD), given the concurrent increase in the prevalence of these two conditions, and the association of vitamin D with many ASD-associated medical conditions. Identification of vitamin D-ASD factors may provide indications for primary and secondary prevention interventions. We systematically reviewed the literature for studies on vitamin D-ASD relationship, including potential mechanistic pathways. We identified seven specific areas, including: latitude, season of conception/birth, maternal migration/ethnicity, vitamin D status of mothers and ASD patients, and vitamin D intervention to prevent and treat ASD. Due to differences in the methodological procedures and inconsistent results, drawing conclusions from the first three areas is difficult. Using a more direct measure of vitamin D status—that is, serum 25(OH)D level during pregnancy or childhood—we found growing evidence for a relationship between vitamin D and ASD.
    [Show full text]
  • Download the Book of Abstracts
    12th Autism-Europe International Congress September 13-15th 2019 ABSTRACT BOOK TABLE OF CONTENTS Foreword by Zsuzsanna Szilvásy - President of Autism-Europe p. 1 Foreword by Danièle Langloys - President of Autisme France p. 1 Scientific Committee p. 2 Honorary Scientific Committee p. 3 Index by session p. 4 First author index p.17 Index by Keywords p.26 Abstracts p.28 We are glad to invite you to the 12th In- how to shape better lives for autistic people. have happy and fulfilling lives. ternational Congress of Autism-Europe , which is organized in cooperation with Au- On the occasion of this three-day event With kindest regards, tisme France, in the beautiful city of Nice. people from all over the world will come Our congresses are held every three years, together to share the most recent deve- and we are delighted to be back in France, lopments across the field of autism. The 36 years after the congress of Paris. It will congress will address a wide range of is- be a great opportunity to take stock of the sues, including: diagnostic and assess- progress achieved and look at the opportu- ment, language and communication, ac- nities ahead. cess to education, employment, research and ethics, gender and sexuality, inclusion The 2019 congress’ motto is “A new Dyna- and community living, mental and physical mic for Change and Inclusion”, in keeping health, interventions, strategic planning with our aspiration that international scienti- and coordination of services as well as fic research on autism should be translated rights and participation. into concrete changes and foster social in- clusion for autistic people of all ages and We hope you will enjoy this Congress, needs.
    [Show full text]
  • 2011 Portfolio Analysis Projects
    2011 Portfolio Analysis Projects Please note that data are not yet final; additional projects may be added. Table of Contents Question Page Number Question 1: When should I be concerned? 2 Question 2: How can I understand what is happening? Question 3: What caused this to happen and can it be prevented? Question 4: Which treatments and interventions will help? Question 5: Where can I turn for services? Question 6: What does the future hold, particularly for adults? Question 7: What other infrastructure and surveillance needs must be met? QUESTION 1: WHEN SHOULD I BE CONCERNED? This document is for discussion purposes only and does not reflect the decisions of the IACC 1.S.A Develop, with existing tools, at least one efficient diagnostic instrument (i.e., briefer, less time intensive) that is valid in diverse populations for use in large-scale studies by 2011. IACC Recommended Budget: $5,300,000 over 2 years. Project Title Principal Investigator Institution Funding Funder Biomarkers and diagnostics for ASD Bahn, Sabine Institute of Biotechnology $149,600 Autism Speaks Quantitative analysis of craniofacial dysmorphology in University of Massachusetts Deutsch, Curtis $137,861 Simons Foundation autism Medical School National Institutes Early detection of pervasive developmental disorders Fein, Deborah University of Connecticut $1,025,577 of Health Improving accuracy and accessibility of early autism Howard, National Institutes Total Child Health, Inc. $518,904 screening Barbara of Health Assessing the accuracy of rapid phenotyping of Law, Paul Kennedy Krieger Institute $ 124998 Autism Speaks nonverbal autistic children Autism dysmorphology measure validity study Miles, Judith University of Missouri $195,570 Simons Foundation Southwestern Autism Southwest Autism Validation of a screening questionnaire for ASD in Smith, Research & Resource Center $0 Research & older children Christopher (SARRC) Resource Center Multimedia tool for psychology graduate student ASD Strickland, National Institutes Virtual Reality Aids, Inc.
    [Show full text]
  • May 9-12 Rotterdam Netherlands
    2018 ANNUAL MEETING MAY 9-12 ROTTERDAM NETHERLANDS PROGRAM BOOK www.autism-insar.org INSAR 2018 Sponsors We thank the following organizations for their generous support of the INSAR Annual Meeting. Platinum Sponsor Level Gold Sponsor Level Silver Sponsor Level Autism Science Foundation Hilibrand Foundation Nancy Lurie Marks Family Foundation TABLE OF CONTENTS Sponsorship .................................Inside Front Cover TABLE OF CONTENTS Special Interest Groups Schedule .......................... 6 Speaker Ready Room ............................................ 6 De Doelen Floor Plans ........................................ 7-9 Meeting Information Schedule-At-A-Glance .................................... 10-12 In-Conjunction Events .................................... 13-14 Keynote Speakers .............................................. 15 Awardees ..................................................... 16-19 INSAR MISSION Acknowledgments .......................................... 20-21 STATEMENT To promote the highest quality INSAR Summer Institute .................................... 22 research in order to improve the Abstract Author Index ...................................... 134 lives of people affected by autism. General Information .......................................... 208 Exhibitors ....................................................... 210 Strategic Initiatives Setting the Bar: Increase the quality, AM diversity and relevance of research promoted through annual meetings, journal, Keynote Address ...............................................
    [Show full text]
  • 2011 Portfolio Analysis Projects
    2011 Portfolio Analysis Projects Please note that data are not yet final; additional projects may be added. Table of Contents Question Page Number Question 1: When should I be concerned? 2 Question 2: How can I understand what is happening? Question 3: What caused this to happen and can it be prevented? Question 4: Which treatments and interventions will help? Question 5: Where can I turn for services? Question 6: What does the future hold, particularly for adults? Question 7: What other infrastructure and surveillance needs must be met? QUESTION 1: WHEN SHOULD I BE CONCERNED? This document is for discussion purposes only and does not reflect the decisions of the IACC 1.S.A Develop, with existing tools, at least one efficient diagnostic instrument (i.e., briefer, less time intensive) that is valid in diverse populations for use in large-scale studies by 2011. IACC Recommended Budget: $5,300,000 over 2 years. Project Title Principal Investigator Institution Funding Funder Biomarkers and diagnostics for ASD Bahn, Sabine Institute of Biotechnology $149,600 Autism Speaks Quantitative analysis of craniofacial dysmorphology in University of Massachusetts Deutsch, Curtis $137,861 Simons Foundation autism Medical School National Institutes Early detection of pervasive developmental disorders Fein, Deborah University of Connecticut $1,025,577 of Health Improving accuracy and accessibility of early autism Howard, National Institutes Total Child Health, Inc. $518,904 screening Barbara of Health Assessing the accuracy of rapid phenotyping of Law, Paul Kennedy Krieger Institute $ 124998 Autism Speaks nonverbal autistic children Autism dysmorphology measure validity study Miles, Judith University of Missouri $195,570 Simons Foundation Southwestern Autism Southwest Autism Validation of a screening questionnaire for ASD in Smith, Research & Resource Center $0 Research & older children Christopher (SARRC) Resource Center Multimedia tool for psychology graduate student ASD Strickland, National Institutes Virtual Reality Aids, Inc.
    [Show full text]
  • How to Talk to an Austistic Kid Free
    FREE HOW TO TALK TO AN AUSTISTIC KID PDF Daniel Stefanski | 48 pages | 01 Apr 2011 | Free Spirit Publishing Inc.,U.S. | 9781575423654 | English | Minneapolis, United States What to Say: Answers for Kids With Autism (for Kids) - Nemours KidsHealth Approximately one third of children with autism are nonverbal. This means that they never learn to speak more than a few words in their lives. The primary identifying aspect for nonverbal autism is to determine whether or not the individual speaks clearly or without interference. Although there are individuals with autism that may struggle How to Talk to an Austistic Kid having a back-and-forth conversation, these are not nonverbal autistic people. Autistic children could lose the ability to speak later on as the symptoms of the disorder worsen over time. The individual could also be suffering from apraxia. This can cause the person to not be able to say what they actually want to say. Autistic individuals could also suffer from echolaliawhich is repetition of words and phrases. This could also hinder clear communication. Read: How to treat Echolalia in a Child with Autism. Social symptoms: Social interaction difficulties are a hallmark symptom for autism spectrum disorder. Individuals generally avoid eye contact. These could cause the individual to feel left How to Talk to an Austistic Kid and isolated, and may lead depression. Developmental symptoms: Each individual is unique. Every autistic person develops at a different rate. While a child can develop at a typical rate, their developmental progress could be delayed after the age of 2 or 3.
    [Show full text]
  • Autism Building a Life Skills Toolkit
    Building a Life Skills Tool Kit: Helping Prepare the Adolescent on the Autism Spectrum for Adult Life Kevin T. Blake, Ph.D., P.L.C. Tucson, AZ Cross Country Education Brentwood, TN Kevin T. Blake, Ph.D., P.L.C. www.drkevintblake.com 1 All Rights Reserved www.crosscountryeducation.com In the effort to comply with the appropriate boards/associations, I declare that I do have affiliations with or financial interest in a commercial organization that could pose a conflict of interest with my presentation. Building a Life Skills Tool Kit: Helping Prepare the Adolescent on the Autism Spectrum for Adult Life Kevin T. Blake, Ph.D., P.L.C. owns shares in the following companies: Amgen, Inc. Johnson & Johnson, Inc. Cross Country Education Leading the Way in Professional Development. www.CrossCountryEducation.com Kevin T. Blake, Ph.D., P.L.C. www.drkevintblake.com 2 All Rights Reserved www.crosscountryeducation.com Workshop Manual Layout • Workshop Slides (p. 1 - 121) • Helpful Resources: Websites, Books, etc. (p. 122-131) • Workshop Evaluation and scantron directions (p. 132-134) Kevin T. Blake, Ph.D., P.L.C. www.drkevintblake.com 3 All Rights Reserved www.crosscountryeducation.com Seminar Updates • Updates of this seminar, new information on Autism Spectrum Disorders, Learning Disorders, and AD/HD can be found at: www.drkevintblake.com Kevin T. Blake, Ph.D., P.L.C. www.drkevintblake.com 4 All Rights Reserved www.crosscountryeducation.com “Road Rules” and What To Expect 9:30 AM to 9:40 AM Break 11:30 AM to12:30 PM Lunch: On your own 2:00 PM to 2:10 PM Break 3:30 PM Conclusion I have 363 slides to present! Kevin T.
    [Show full text]