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Specificity and Heterogeneity in Children's Responses to Profound
BRITISH JOURNAL OF PSYCHIATRY !2001), 179, 97^103 Specificity and heterogeneity in children's selected at random from within bands stratified according to age of entry to the responses to profound institutional privation{{ UK, and a comparison group of 52 non- deprived within-UK adoptees placed before the age of 6 months for details see Rutter MICHAEL L. RUTTER, JANA M. KREPPNER and THOMAS G. O'CONNOR et aletal, 1998,1998).). Of these, 156 children from on behalf of the English and Romanian Adoptees $ERA) study team* Romania and 50 within-UK adoptees had complete data-sets and were used for analyses where these were required. Four- fifths of the Romanian adoptees had been reared in institutions for most of their life and nearly all had been admitted to Background The sequelae of Studies of children suffering profound institutions in the neonatal period mean profound early privation are varied. institutional privation in infancy and early age of admission was 0.34 months). The childhood have shown that it results in major conditions in the Romanian institutions Aims Todelineate the behavioural developmental impairment, that there is were generally extremely bad see Kaler & patterns that are specifically associated considerable developmental catch-up follow- Freeman, 1994;Castle et aletal, 1999;Johnson, ingingadoption into well-functioning families, 2001);and the condition of most of the with institutional privation. and that there are clinically significantficantsigni children on arrival in the UK was also very MethodMethod A group of165 children sequelae in some of the children Chisholm poor. Their mean weight was 2.4 standard et aletal, 1995;Ames, 1997;Fisher et aletal, 1997;,1997; deviations below the mean with over half adopted from Romania before the age Chisholm, 1998;Rutter et aletal, 1998, 2001; below the third percentile) and the retro- of 42 months were compared at 4 years O'ConnorO'Connor et aletal, 2000). -
Autism: Resource List
Autism: Resource List Books for Children: Ages 4 to 8 Andy and His Yellow Frisbee; by Mary Thompson; Woodbine House, 1996 Asperger's huh? A Child's Perspective; by Rosina Schnurr; Anisor, 1999 Autism; Sudipta Bardhan-Quallen; KidHaven Press, 2005 Ian's Walk: A Story About Autism; by Laurie Lears; illustrated by Karen Ritz; Albert Whitman, 1998 When My Autism Gets Too Big: A Relaxation Book for Children With Autism Spectrum Disorders; by Kari Dunn Baron; Autism Asperger Publ Co, 2004 Ages 9 to 12 Autism; Elaine Landau; Franklin Watts, 2001 Autism; by Carol Baldwin; Heinemann Library, 2002 Autism; Sarah Lennard-Brown; Raintree, 2004 Different Like Me: My Book Of Autism Heroes; Jennifer Elder; illustrations by Marc Thomas and Jennifer Elder; Jessica Kingsley, 2005 Mori's Story: A Book About a Boy With Autism; by Zachary M. Gartenberg; Lerner Publications Co., 1998 (for siblings) To Be Me; by Rebecca Elinger: WPS Creative Therapy Store, 2005 Teen Coping With Asperger Syndrome; Maxine Rosaler; The Rosen Pub. Group, 2004 Everything You Need to Know When a Brother or Sister Is Autistic; Marsha S. Rosenberg; Rosen Pub. Group, 1999 Your Life is Not a Label: A Guide to Living Fully with Autism and Asperger's Syndrome; by Jerry Newport; Future Horizons, 2001 Books for Adults: Activity Schedules for Children with Autism: Teaching Independent Behavior; by Lynn McClannahan; Woodbine House, 2003 The Asperger Parent: How to Raise a Child with Asperger Syndrome and Maintain Your Sense of Humor; by Jeffrey Cohen; Autism Asperger Publ. Co, -
Bulletin Spring 2010
THE UNIVE RSIT Y of EDINBU RGH SPRING 2010 bTHE UNIVuERSITY OlF ElDINeBURGH StTAFFiMAn GAZINE Life through a lens Our Vet School is captured on camera – page 8 One world, Cultivating the Hard to Mapping the one vision revolution swallow universe A new health academy The collective campus Can a government policy Physicist Dr Phil Clark on the aims to make the world effort to reduce our carbon improve the treatment of University’s role in the ATLAS a better place – page 7 footprint – page 10 depression? – page14 experiment – page 17 advertisement... “I want to help future generations of researchers continue our work.” THE UNIVERSITY of EDINBURGH CAMPAIGN Kath Melia is Professor of Nursing Studies role in developing nursing at Edinburgh, at the University of Edinburgh. This year, had remembered the University in her will, she took the significant step of making a gift a gesture which is helping the important in her will to help continue the work and work we are doing today. This has inspired research of the University. me to do the same.” Kath explains, “I was touched to find that a By making a gift in your will, you, too, former colleague, who had played a pivotal can help shape the future of Edinburgh. Legacies from former members of staff at the University of If you would like more information on leaving a legacy to the Edinburgh support teaching, facilities and research across the University of Edinburgh or if you have already done so, Schools and Colleges. We are very grateful for this commitment. please contact our Legacy team in confidence: This support is vital to help this work continue and legacies, big email: [email protected] and small, can make a difference to a research project or help [email protected] support a junior researcher present their work for the first time. -
The TEACCH Program in the Era of Evidence-Based Practice
J Autism Dev Disord DOI 10.1007/s10803-009-0901-6 ORIGINAL PAPER The TEACCH Program in the Era of Evidence-Based Practice Gary B. Mesibov • Victoria Shea Ó Springer Science+Business Media, LLC 2009 Abstract ‘Evidence-based practice’ as initially defined in children with autism (e.g., Rogers 1998; Rogers and Vis- medicine and adult psychotherapy had limited applicability mara 2008). to autism interventions, but recent elaborations of the The initial definitions for EST in psychology were quite concept by the American Psychological Association (Am rigid (e.g., requiring evidence from at least two group Psychol 61: 271–285, 2006) and Kazdin (Am Psychol studies using randomized controlled trials or nine single- 63(1):146–159, 2008) have increased its relevance to our case studies, using a treatment manual, and employing a field. This article discusses the TEACCH program (of research design that demonstrated that the intervention which the first author is director) as an example of an being studied was better than another treatment [not just evidence-based practice in light of recent formulations of ‘no treatment’ or a ‘waiting list control group’]). These that concept. criteria, designed to evaluate adult psychotherapy, were not a particularly good fit for evaluating autism interventions Keywords TEACCH Á Evidence-based because of the relatively limited research base and the extremely heterogeneous population of people with autism, among other factors (Mesibov and Shea 2009) (The term Brief History of Evidence-Based Practice autism will be used from this point forward to mean all autism spectrum disorders.). The concept of evidence-based interventions began in the Actually, many psychologists chafed under the early field of medicine in the 1970’s and in recent years has been EST criteria, leading the American Psychological Associ- employed in many other disciplines. -
AVAILABLE from DOCUMENT RESUME Massachusetts
DOCUMENT RESUME ED 455 646 EC 308 534 TITLE Exploring the Options for Young Children with Autism. INSTITUTION Massachusetts State Dept. of Education, Quincy. PUB DATE 1998-00-00 NOTE 65p. AVAILABLE FROM Massachusetts Department of Education, 350 Main St., Malden, MA 02148-5023. Tel: 781-338-3625; e-mail: [email protected]; Web Site: http://www.doe.mass.edu. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Art Activities; *Autism; Cognitive Development; *Curriculum; *Developmentally Appropriate Practices; Early Childhood Education; *Educational Strategies; *Inclusive Schools; Language Acquisition; Motor Development; Scheduling; *Symptoms (Individual Disorders); Teacher Role; Young Children ABSTRACT This report discusses the identification and treatment of young children with autism. It is divided into four components that include a summary of areas that should be addressed when designing programs and services for young children with autism. The first part describes characteristics of autism, differences between autism-related disorders, and early intervention and preschool for children with autism. The benefits of inclusive programs for children with autism are listed, along with factors that must be present for successful social and educational integration of children with autism. Key considerations that should be addressed by the assessment process are provided and the organization of the classroom environment is highlighted. Part 2 of the report discusses using the early childhood curriculum for children with autism that considers age appropriateness and individual appropriateness. Suggestions for assisting children with autism in enhancing their social skills are offered, along with recommendations for promoting language and communication development, encouraging cognitive development, and providing aesthetic and physical activities. -
The Relationship Between Social Skills and Challenging Behaviors in Children with Autism Spectrum Disorders
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2010 The elr ationship between social skills and challenging behaviors in children with autism spectrum disorders Jonathan Wilkins Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Psychology Commons Recommended Citation Wilkins, Jonathan, "The er lationship between social skills and challenging behaviors in children with autism spectrum disorders" (2010). LSU Doctoral Dissertations. 766. https://digitalcommons.lsu.edu/gradschool_dissertations/766 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE RELATIONSHIP BETWEEN SOCIAL SKILLS AND CHALLENGING BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS A Dissertation Submitted to the Graduate Faculty of Louisiana State University Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctorate of Philosophy in The Department of Psychology by Jonathan Wilkins M.A., Louisiana State University 2008 B.A., Carleton College 1998 August 2010 TABLE OF CONTENTS List of Tables ............................................................................................................................... -
Measuring the Effectiveness of Play As an Intervention to Support
Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis by Gregory V. Boerio Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Youngstown State University May, 2021 Measuring the Effectiveness of Play as an Intervention to Support Language Development in Young Children with Autism Spectrum Disorder: A Hierarchically- Modeled Meta-Analysis Gregory V. Boerio I hereby release this dissertation to the public. I understand that this dissertation will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: _______________________________________________________________ Gregory V. Boerio, Student Date Approvals: _______________________________________________________________ Dr. Karen H. Larwin, Dissertation Chair Date _______________________________________________________________ Dr. Patrick T. Spearman, Committee Member Date _______________________________________________________________ Dr. Carrie R. Jackson, Committee Member Date _______________________________________________________________ Dr. Matthew J. Erickson, Committee Member Date _______________________________________________________________ Dr. Salvatore A. Sanders, Dean of Graduate Studies Date ii © G. Boerio 2021 iii Abstract The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. -
LEO KANNER (1894-1981) PAPERS to Many As "Kanner's Syndrome")
Kanner Papers (1 of 3) student, Kanner taught himself pediatric psychiatry--and went on to teach generations of students what he learned. He published the first American textbook to bear the title "Child Psychiatry." In separate prefaces to the first edition, Adolf Meyer wrote, "it will serve as a safe starting point and an incentive to proceed from what is well tried to the ever new ground to be conquered" and Edwards Parks added, "the book is full of wisdom and common sense, no other book is quite like it. It brings to the pediatrician much needed aid." Dr. Kanner is best known for his delineation in 1943 of the syndrome he described as "autistic disturbances of affective contact" but later designated as early infantile autism (and known LEO KANNER (1894-1981) PAPERS to many as "Kanner's syndrome"). Less well known but deserving of as much remembrance is Leo Kanner's concern for mentally ARCHIVES FINDING AID [Processed by W. E. Baxter, 12 November, 1985.] retarded children at a time when most psychiatrists excluded them from the purview of their clinics. Presentation of a paper on this subject resulted in a double row of inch-high headlines across the BIOGRAPHY Baltimore Sun on April 8, 1938, and led to community action to end a foul practice generated by the collusion of attorneys and Leo Kanner was born on June 13, 1894, in Klekotow, Austria. judges over the valiant opposition of the superintendent of the The young Kanner proved to be an extraordinary student and began Training School. The practice had been to obtain the release of to write poetry when he was only ten. -
AUTISTIC SPECTRUM DISORDERS a Guide to Services for Children
the Foundation for People with Learning Disabilities AUTISTIC SPECTRUM DISORDERS A Guide to Services for Children with Autistic Spectrum Disorders for Commissioners and Providers Rita Jordan, Glenys Jones & Hugh Morgan The Mental Health Foundation is the UK’s leading charity working for the needs of people with mental health problems and those with learning disabilities. We aim to improve people’s lives, reduce stigma surrounding the issues and to promote understanding. We fund research and help develop community services. We provide information for the general public and health and social care professionals. We aim to maximise expertise and resources by creating partnerships between ourselves and others including Government, health and social services. Since October 1998, The Foundation’s work with people with learning disabilities has been carried out under the name, the Foundation for People with Learning Disabilities. It remains part of the Mental Health Foundation. The Foundation for People with Learning Disabilities would like to thank The Shirley Foundation for funding this publication. Contents Contents Introduction ___________________________________________________ 2 Section 1: Definition, Identification and Diagnosis ________________ 3 What is an Autistic Spectrum Disorder? _________________________ 3 The Triad of Impairments in Autistic Spectrum Disorders _________ 3 Levels of Explanation __________________________________________ 5 Individual Differences __________________________________________ 6 Associated Conditions __________________________________________ -
Session 1 Understanding Pervasive Developmental Disorders and Autism Spectrum Disorders
Foundations of Autism Spectrum Disorders: An Online Course Session 1 Understanding Pervasive Developmental Disorders and Autism Spectrum Disorders National Professional Development Center on Autism Spectrum Disorders (2008). Session I: Understanding pervasive developmental disorders and autism spectrum disorder. In Foundations of autism spectrum disorders: An online course. Chapel Hill: FPG Child Development Institute, The University of North Carolina. Session 1, Lesson A Historical Background and DSM IV TR Classification of Pervasive Developmental Disorders Upon completion of Session 1, Lesson A, learners will: 1. identify early theorists in the field of autism. 2. list the 5 diagnoses described in the DSM-IV-TR that comprise the category of pervasive developmental disorder (PDD). 3. describe the primary features required for a diagnosis of autistic disorder. 4. identify the distinctions between autistic disorder and Asperger’s disorder. 5. list the PDD disorder that primarily occurs in girls and is caused by a genetic mutation. 6. identify the rare PDD diagnosis that is characterized by early normal development followed by regression that occurs after 2 years of age. 7. describe the criteria for a diagnosis of PDD-NOS. Historical Background Autism was first described in 1943 by Leo Kanner, a child psychiatrist at Johns Hopkins University in Baltimore, Maryland. He wrote about eleven children who were similar to each other but whose pattern of difficulties were quite different from children diagnosed with other conditions. His rich description and characterization of these children and of their disability have provided a firm foundation for subsequent work in the field. Because Dr. Kanner considered social withdrawal to be the primary feature of the disability, he used the term “autism,” from the Greek word autos, meaning self, and called the disorder “early infantile autism”. -
Aetiology of Autism: Findings and Questions*
Journal of Intellectual Disability Research 231 pp – Blackwell Science, LtdOxford, UKJIRJournal of Intellectual Disability Research-Blackwell Publishing Ltd, 4231238Original ArticleAetiology of autismM. Rutter invited review Aetiology of autism: findings and questions* M. Rutter SGDP Centre, Institute of Psychiatry, Denmark Hill, London, UK Abstract Keywords autism spectrum disorders, epidemiology, genetic influences, incidence, measles- Background Although there is good evidence that mumps-rubella vaccine autism is a multifactorial disorder, an adequate understanding of the genetic and non-genetic causes has yet to be achieved. Introduction Methods Empirical research findings and concep- tual reviews are reviewed with respect to evidence on Before turning to what is known on the aetiology of possible causal influences. autism, it is necessary to note that, over the last few Results Much the strongest evidence concerns the decades, there have been important changes in the importance of susceptibility genes, but such genes diagnostic concept. During the s, it was gener- have yet to be identified. Specific somatic conditions ally assumed that autism was a rare, seriously hand- (such as tuberous sclerosis and the fragile X anomaly) icapping disorder, usually associated with intellectual account for a small proportion of cases. Over recent disability (ID), constituting a condition that was decades there has been a major rise in the rate of qualitatively distinct from variations in social and diagnosed autism. The main explanation for this rise communicative competence within the normal range. is to be found in better ascertainment and a broad- Both epidemiological and genetic research findings ening of the diagnostic concept. Nevertheless, some have forced a change in concept as a result of the degree of true rise cannot be firmly excluded. -
Childhood Autism: Its Diagnosis, Nature, and Treatment
Archives ofDisease in Childhood 1991; 66: 737-741 737 CURRENT TOPIC Arch Dis Child: first published as 10.1136/adc.66.6.737 on 1 June 1991. Downloaded from Childhood autism: its diagnosis, nature, and treatment Sula Wolff Leo Kanner,I although not the first to describe epidemiological prevalence studies have found this serious and intriguing developmental dis- two to four autistic children in every 10 000, order of early childhood,2 so precisely captured more if severely retarded children with autistic its essential features that the clinical account of features are included.2 his first 11 cases has never been bettered. The There have been several long term follow up salient characteristics he mentioned were an studies of autistic clinic attenders but only two 'extreme autistic aloneness' from the beginning of total population samples.5 6 Gillberg and of life, delay and abnormality in language Steffenburg followed up 23 autistic children and acquisition with echolalia and pronomial rever- 23 with 'other psychoses', often associated with sal, and 'an obsessional desire for the mainte- organic handicapping conditions, to the age of nance of sameness' in the presence of islets of 16-23 years.6 In 17% of both groups outcome normality, in particular an excellent rote mem- was 'good' or 'fair', and in 44% of autistic and ory. He saw the primary deficit as an inborn dis- 70% of other psychotic children it was 'poor' or turbance of affective contact and later described 'very poor'. Among this still quite young group similar, although very mild features of emotio- of subjects only one was self supporting, 23 nal coldness and obsessionality in the parents.