Autism Empowerment Kit
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2010 Cancun, Mexico
Welcome to the NINETIETH ANNUAL CONVENTION of the WESTERN PSYCHOLOGICAL ASSOCIATION APRIL 22-25, 2010 at the Fiesta Americana Condesa Cancun The 90th meeting of the Western Psychological Association has: , The WPA Film Festival , Outstanding Invited Speakers , Special Programs for Students and Teachers , A Forum for Your Research Visit WPA at: www.westernpsych.org HOSTED BY 1 Dear Conference Attendees: On behalf of the University of Southern California, it is my great pleasure to welcome you to the 90th Annual Western Psychological Association Convention. USC, the Col- lege of Letters, Arts and Sciences, and the Department of Psychology are pleased to serve as sponsors of the annual meeting. I would especially like to thank WP A Presi- dent Stanley Sue, Executive Officer Chris Cozby, and Program Chair Steven Lopez for this opportunity. Located in Los Angeles, USC is one of the world’s leading private research universities. In the fall of 2009, USC enrolled 17,000 undergraduates, and 18,000 graduate and professional students. As a global university, the convention’s theme of diversity and its setting in Mexico are consistent with our multiple initiatives to address diversity issues within the United States. The Princeton Review has selected USC as one of 81 “Colleges with a Conscience” based on its outstanding record of involvement in the surrounding community with its large proportion of Latino Americans, African Americans and Asian Americans. In addition, USC enrolls more international students than any other U.S. university. Several mem- bers of the College’s Psychology Department are devoted to cross-national research in Korea, China, Rwanda, Finland, Sweden and Mexico, as well as multicultural research within the U.S. -
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. -
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. -
Instructor Will Post This Information in Week 1 Welcome Announcement
Syllabus Page 1 of 10 AB583SA: Special Topics III- Study of China 3 Credit Hours Spring 2, 2019 Travel Dates: 4/22/19-5/1/19 Course Introduction Instructor: Office and Hours: Instructor will post this information in Week 1 welcome Phone: announcement. E-mail: Official Course Description: This interdisciplinary course will examine how behavioral analysis and related fields in psychology design applied solutions to complex social problems within the cultural contexts of China and our own communities. We will analyze behavioral analysis and other disciplinary interventions for issues such as psychiatric care, adoption, and the education of learners with special needs. Students will also consider ethics related to creating meaningful changes through their practice. While in China, students will meet learners with special needs in schools and talk with educational experts, learn about educational and organizational histories within the culture, explore interventions for individuals with mental health diagnoses, discuss topics with organizational and educational leaders and university students in China, and experience a variety of cultural events. Institutional Learning Goals, Competencies and Outcomes Institutional Learning Goals Please refer to the 2014-2015 Statement of Values for a description of how our Institutional Learning Goals are derived. Diversity Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that are different from their own. By the end of this course, students will be able to… 1. Demonstrate knowledge of the world-view of the local culture within the context of psychology. -
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. -
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. -
How to Do a Test for Coronavirus at Home
How to do a test for Coronavirus at home An autism-friendly guide to testing your child or young person 2 Ambitious about Autism How to do a test for Coronavirus at home If your child or young person has symptoms, you should order a home test for Coronavirus. The home testing kit for Coronavirus is a swab test. The test is invasive, and swabs are taken from inside the nose and throat. Some autistic children and young people • Use a now and next visual where the ‘next’ may find the home testing kit distressing. side is an activity that your child enjoys, something that will motivate them to It is important to make adjustments to complete the Coronavirus home testing kit support your child and ensure the test is • Ask them to blow their nose to ensure taken safely and accurately. other bacteria doesn’t interfere with the test To relieve anxiety, you can use our Coronavirus home testing visual stories • To prepare yourself, wash your hands with for children and young people. soap for 20 seconds or use hand sanitiser. • To prepare your environment, clean the There are several ways you can prepare surface before you put the home testing your child for the test: kit down. • If appropriate, allow your child to support their stress or anxiety by playing with their favourite toy or stimming toy during the test • Put their favourite programme on so they can watch during the test • Play relaxing music during the test • Your child or young person might prefer to watch or close their eyes as you take swabs, give them the option Ambitious about Autism An autism-friendly guide to testing your child or young person 3 There are four steps to the Coronavirus home testing kit. -
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. -
Boston Medical Center Autism Friendly Initiative: Improving
Boston Medical Center Autism Friendly Initiative: Improving Hospital Experience for Patients with Autism Sarah Qin, MBA1; Shari King, MA1; Lauren Busa, MA1; Julia Goupil1; Daniel Cahill1; Sarabeth Broder-Fingert, MD, MPH2; Marilyn Augustyn, MD1 1Department of Developmental and Behavioral Pediatrics, Boston Medical Center 2Department of Pediatrics, Boston University School of Medicine *We have nothing to disclose Background Identifying the Challenges Targeted Interventions Trainings The prevalence of autism spectrum disorder (ASD) is rising, Staff Survey: In partnership with PLAN parents, the Boston University School of however, there are significant barriers to quality healthcare for Autism Support Checklist (ASC) Medicine and the Goldman School of Dental Medicine, we train patients with ASD. Patients with ASD experience more outpatient Autism Support Checklist Name of Patient: ____________________________ The Autism Support future doctors and dentists how to better interact with patients visits and their annual healthcare costs are higher than patients Date Completed: _________________ Communication Checklist collects with ASD. 1. How does the patient communicate information? without ASD. Patients with ASD encounter high levels of unmet Spoken language Pictures information from Written Words need and lower levels of satisfaction with care. To address these Non-verbal “I will be better able to recognize ASD and adapt to Electronic Communication patients with ASD Gestures issues at Boston Medical Center (BMC), we have launched the Other: ____________________ patient interactions and understand the needs of both 2. What would help the patient understand information? and their caregivers Spoken language Autism Friendly Initiative to improve the healthcare experience for Pictures the patient and family.” Written Words about individualized Electronic Communication rd Other: ____________________ -3 Year Medical Student our patients with ASD. -
Name of Guide Library List
NameLibrary of guide List A Guide for ParentsBooks Working wonders for children with brain conditions Families where a child has a brain condition face challenges every day. Just to learn, play, make friends and experience the world can feel difficult, even impossible. But we don’t believe there’s any challenge that can’t be overcome. So we listen to families, we learn from them. We carry out research, we design and innovate, we make and share. From new equipment to new learning resources, to new ways to play and support each other, everything we find out together makes life better,better. It opens doors to discovering the world. It’s an incredibly rewarding journey for everyone involved. Why not be a part of it? You never know what we’ll discover together. www.cerebra.org.uk Our guides for parents help you find the answers you need. You can view and download the full series of our guides and factsheets completely free from our website www.cerebra.org.uk. If you would like to make a donation to help cover the cost of producing our guides give us a call on 01267 244216 or donate at www.cerebra.org.uk/fundraise/donate. Thank you. Contents How the Postal Lending Library Works 4 Acquired Brain Injury, Brain Tumour and Stroke 5 ADHD and ADD 6 Autism including Aspergers Syndrome (explaining autism) 7 Autism including Asperger Syndrome (living with autism) 10 Behaviour 14 Carers and Respite Care 16 Cerebral Palsy 17 Communication, Speech and Language 18 Down Syndrome 20 Education Teaching and Learning (general education) 21 Education Teaching -
DIGEST November 2015 Edition
DIGEST November 2015 Edition GenCen News and Events Please bear with us as we experience ongoing website issues! Find GenCen on Facebook Advising-- Appointment process for the GenCen Student Advisor. FALL 2015 Walk-In Hours: WEDNESDAYS 2:00-4:00PM The Fall 2015 GPID Resource Bulletin is now available (online pdf!) Graduate Student Grants to support travel for conference presentations Graduate Student Grants to support travel for research collection GenCen-coordinated Student Internships for Course Credit. Application Deadline EXTENDED to November 15 Tracy Dobson Award for Undergraduate Student Feminist Activism. Deadline December 18 Mary Anderson Award for the Best Undergrad Paper on Women & Gender in Global Perspective. Deadline December 18 Rita S. Gallin Award for the Best Graduate Paper on Women & Gender in Global Perspective. Deadline December 18 GenCen Colloquia Series: January 29, February 26, March 18, April 22 Gender, Justice, and Environmental Change Brown Bag Series: November 13, December 9 Possessed – Discussion on Domestic Violence and the Legal System. November 10 Amsterdam Study Abroad Information Session. November 11 The Flint Water Crisis: A Panel Discussion. November 18 4 th Annual MSU Conference on Women’s Health Research. November 20 A Handmade Response to Sweatshops: Craftivism, Protest, and Critique of Consumer Culture. November 23 Feminist Research Methodology Graduate Community MSU News and Events MSU Safe Place Website Resources Spartan Day of Service. November 7 Courage Ablaze: The Women and Children of Congo. November 2-19 Academic Women’s Forum. November 10, 24, December 8 Human Development & Family Studies Faculty Candidate Presentation Series. November 10, 12, 16, 18, 20 Marathon of Majors.