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1 | [footer text here] 2 | [footer text here] • The reason I wanted to give this talk is because I have come to understand that a lot of what we know for sure about autism, just isn’t so. We have developed services for autistic people which are based on the belief that autism is primarily a psychological problem characterized by deficits in social understanding, restricted behaviors and interests, and cognition. But I have come to believe that autism is better accommodated and supported when it is understood as a neurological condition. [pause] Increasingly, people working in a neurological paradigm are achieving remarkably good outcomes, especially for those who don’t speak or whose speech is unreliable communication, and for those with prominent symptoms of dyspraxia. Dyspraxia is difficulty coordinating movement. 3 | [footer text here] • Ten years ago, we thought that autism was a thing. Find the gene! Maybe it’s vaccines? It’s an epidemic and a crisis! We’ve mostly moved through that, thankfully. But remnants of it sometimes rear its ugly head on occasion. • A diagnosis of autism doesn’t correlate with any specific trait or characteristic. People can be super smart or have significant cognitive challenges. They can be organized or have executive function problems. They can be a competitive surfer or use a wheelchair. They may or may not have seizures. They may have normal, very acute or scrambled senses. They may be blind or deaf. They may be polite and regulated to a fault, or have significant anxiety, behavioral, or mental health problems. • Historically, autism was defined by psychiatrists who were rooted in early 20th Century cultural ideas about intelligence, eugenics, and social hygiene. -
The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously. -
Check These Sites for Up-To-The-Minute Information on Autism Spectrum Disorders
World Wide Web links on Autism - Check these sites for up-to-the-minute information on Autism Spectrum Disorders: Asperger Syndrome: http://www.familyvillage.wisc.edu/lib_aspe.htm www.edul.edu/bkirby/asperger www.asperger.org/ Autism & Brain Development Research: http://nodulus.extern.ucsd.edu/abdrl/html Autism Research Institute: http://www.autism.com.ari Autism Resources - John Wobus http://web.syr.edu/~jmwobus/autism/ Center for the Study of Autism: http://www.autism.org/ http://www.autism.org/ http://www.autism.org/links.html Childhood Disintegrative Disorder: http://info.med.vale.edu/chldstdv/autism/ccd-info.html Family Village - Autism Resources: http://www.familyvillage.wisc.edu/lib_autm.htm MN Dept. of CFL Web Page on Autism Spectrum Disorders: http://cfl.state.mn.us/speced/Autism.htm National Alliance for Autism Research http://www.naar.org Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS): http://info.med.vale.edu/chldstdy/autism/pdd-info.html Rett's Disorder: http://www.familyvillage.wisc.edu/lib_rett.htm AUTISM Title Description 101 Activities for Kids in When what you've got is a small space and a Tight Spaces restless child, what you need are 101 ingenious by: Carol Stock solutions - right away! Here they are - easy to Kranowitz, M.A. 1995 implement, creative fun for the three to seven year old - activities that can turn tough moments into teachable, terrific ones. A "5" Could Make Me This interactive way of using the 5-point scale Lose Control! offers a very concrete way of helping children by: Kari Dunn Buron with autism spectrum disorders to understand and control their emotional responses. -
VOLUME 1 an INVESTIGATION INTO the USE of the TRANSPORTERS DVD to ENHANCE EMOTION RECOGNITION in CHILDREN with an AUTISTIC SPECTRUM CONDITION By
VOLUME 1 AN INVESTIGATION INTO THE USE OF THE TRANSPORTERS DVD TO ENHANCE EMOTION RECOGNITION IN CHILDREN WITH AN AUTISTIC SPECTRUM CONDITION by Heather Ball A thesis submitted to The University of Birmingham in part fulfilment for the degree of Postgraduate Professional Training Programme in Educational Psychology School of Education The University of Birmingham June 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT Baron-Cohen (2002) developed an intervention for children with a diagnosis of Autistic Spectrum Conditions (ASC) which utilises a DVD called the Transporters. The Transporters is a make- believe world of imaginary characters where vehicles have feelings and contains a combination of systematic elements such as trains and trams with human faces. The development of the Transporters is based on the ‘empathizing-systemizing’ theory. That is, in contrast to difficulties with emotion recognition, individuals with ASC have been shown to have an enhanced ability in ‘systemizing’ compared to typically developing children (Baron- Cohen, 2002). An experimental design with multiple baselines was used to assess the impact of the Transporters DVD intervention on the emotion recognition of children with Highly Functioning Autism (HFA). -
The Sisters' Experience of Having a Sibling with an Autism Spectrum Disorder
Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2013 The iS sters' Experience of Having a Sibling with an Autism Spectrum Disorder Melissa L. McVicker Antioch University - New England Follow this and additional works at: http://aura.antioch.edu/etds Part of the Family, Life Course, and Society Commons, Marriage and Family Therapy and Counseling Commons, and the Psychology Commons Recommended Citation McVicker, Melissa L., "The iS sters' Experience of Having a Sibling with an Autism Spectrum Disorder" (2013). Dissertations & Theses. 49. http://aura.antioch.edu/etds/49 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. THE SISTERS’ EXPERIENCE OF HAVING A SIBLING WITH AN AUTISM SPECTRUM DISORDER A Dissertation Presented to The Faculty of the Applied Psychology Antioch University New England In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy in Marriage and Family Therapy By Melissa L. McVicker, M.S. May, 2013 ii Melissa McVicker. The Sisters’ Experience of Having a Sibling with an Autism Spectrum Disorder (Directed by Amy Blanchard, PhD and Kevin Lyness, PhD). Applied Psychology Department, Spring 2013. ABSTRACT This dissertation consists of two articles. This first article is a literature review identifying studies of autism spectrum disorders and sibling relationships published in the past 10 years. -
Autism, Asperger's & Theory of Mind a Literature Review
Autism, Asperger©s & Theory of Mind A Literature Review Abstract: This literature review examines the history and pertinent research on Autism, a brain development disorder characterized by social impairment, communication difficulties and ritualistic behavior, and Theory of Mind, the ability for one to impute mental states to the self and to others. An introduction to these topics is followed by an investigation of whether Theory of Mind is missing in cases of autism, whether it is truly a core deficit of the disorder and what the ramifications are if this is the case. Also examined is whether this deficit is also present in cases of Asperger©s syndrome, where language is not delayed and IQs are usually high, as there has been controversy in this area. Possible biological connections are examined, including the Mirror Neuron system. A look at the world of treatment and adaptive technology solutions for the deficit is also undertaken. Lars Sorensen Cognition and Children©s Thinking Seminar : 295:590 Spring 2009 1 Introduction Theory of mind (ToM), the ability to impute mental states to the self and others and make reasoned decisions based on this information, is a cognitive skill usually found in typical children by the age of four or five years old. It is now believed to be a core deficit in cases of autism, a neurological disorder characterized by social and communication impairment, repetitive behavior and delayed speech. A great deal of research has been done in the last thirty years that focuses on this area. Do autistic children -
The Persistence of Fad Interventions in the Face of Negative Scientific Evidence: Facilitated Communication for Autism As a Case Example
Evidence-Based Communication Assessment and Intervention ISSN: 1748-9539 (Print) 1748-9547 (Online) Journal homepage: http://www.tandfonline.com/loi/tebc20 The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane To cite this article: Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example, Evidence-Based Communication Assessment and Intervention, 8:2, 62-101, DOI: 10.1080/17489539.2014.976332 To link to this article: http://dx.doi.org/10.1080/17489539.2014.976332 Published online: 02 Feb 2015. Submit your article to this journal Article views: 5252 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tebc20 Download by: [University of Lethbridge] Date: 05 October 2015, At: 05:52 Evidence-Based Communication Assessment and Intervention, 2014 Vol. 8, No. 2, 62–101, http://dx.doi.org/10.1080/17489539.2014.976332 EBP Advancement Corner The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld1, Julia Marshall1, James T. Todd2 & Howard C. Shane3 1Department of Psychology, Emory University, Atlanta, GA, USA, 2Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA, 3Boston Children’s Hospital, Boston, MA, USA ................................................................................................................................................. Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. -
FORGOTTEN: Ontario Adults with Autism and Adults with Aspergers.”
FORGOTTEN Ontario Adults with Autism and Adults with Aspergers PUBLISHED BY AUTISM ONTARIO, 2008 Autism Ontario has been the voice of people with Autism Spectrum Disorders (ASD) and their families since 1973, working to ensure that each individual with ASD is provided the means to achieve quality of life as a respected member of society. With thousands of members and supporters across the province, Autism Ontario is the largest collective voice for families whose teen and adult children struggle to receive necessary clinical and support services to meet their unique needs. PHOTOS Our thanks to our cover and report photo participants! Eric Beedham, Pam Newman Button, Tony Hill, Andrew Kyneston, Dwayne McLaughlin, Nadine McLaughlin, Marsha Serkin, Beth Waleski, Gary Waleski, and Jordan Weinroth. COPYRIGHT This document is in the public domain and may be used and reprinted without special permission, except for those copyrighted materials noted for which further reproduction is prohibited without the specific permission of copyright holders. Autism Ontario will appreciate citation as to source. The suggested format for citation is: “Autism Ontario (2008). FORGOTTEN: Ontario Adults with Autism and Adults with Aspergers.” This report can be downloaded from www.autismontario.com Autism Ontario 1179A King Street West Toronto, ON M6K 3C5 416-246-9592 Table of Contents ACKNOWLEDGEMENTS 4 COMMENTARY FROM DR. SUSAN BRYSON 5 EXECUTIVE SUMMARY & RECOMMENDATIONS 6 REPORT 10 What are Autism Spectrum Disorders? 10 Everyday Barriers 11 Impact of Increased -
Often Missed and Frequently Misunderstood, Dyslexia Has Been the Ruin of Many Children’S School Ambitions
Every Child Journal Conditions Reading pictures Often missed and frequently misunderstood, dyslexia has been the ruin of many children’s school ambitions. So can mental imaging make a difference? Olive Hickmott thinks so. 78 Vol 4.3 n www.teachingtimes.com Conditions Every Child Journal yslexia has had an interesting history and major disagreements still rage around the subject. Ever since it was first identified at the end of the 19th century, diagnosis and discovery has been met with scepticism. DDyslexia was defined as a Special Educational Need by the 1993 Education Act, having been first recognised by Parliament in the Chronically Sick and Disabled Persons Act 1970. In 1994, the Department for Education and Employment published its first code of practice on the subject. This document, however, appeared reluctant to define dyslexia as a learning difficulty. The term, coming from the Greek ‘dys’ meaning absence and ‘lexia’ meaning language, has a stronger basis in scientific evidence now, yet there are still questions about its causal origins and whether it has become blurred with a more general difficulty some children have with reading. This is also at the heart of a debate about dyslexia as a diagnosable cognitive deficit, psychological condition or a more general learning difficulty – while others feel that this discussion can obscure the need for practical help to Reading support children in overcoming their dyslexia. Emerging from this debate is an understanding that dyslexia may be a difference in the way that people understand the world, rather than a deficit. The technique of Empowering Learning™ has emerged from this more recent perspective. -
Constructing Narratives and Identities in Auto/Biography About Autism
RELATIONAL REPRESENTATION: CONSTRUCTING NARRATIVES AND IDENTITIES IN AUTO/BIOGRAPHY ABOUT AUTISM by MONICA L. ORLANDO Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of English CASE WESTERN RESERVE UNIVERSITY May 2015 2 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Monica Orlando candidate for the degree of Doctor of Philosophy.* Committee Chair Kimberly Emmons Committee Member Michael Clune Committee Member William Siebenschuh Committee Member Jonathan Sadowsky Committee Member Joseph Valente Date of Defense March 3, 2015 * We also certify that written approval has been obtained for any proprietary material contained therein. 3 Dedications and Thanks To my husband Joe, for his patience and support throughout this graduate school journey. To my family, especially my father, who is not here to see me finish, but has always been so proud of me. To Kim Emmons, my dissertation advisor and mentor, who has been a true joy to work with over the past several years. I am very fortunate to have been guided through this project by such a supportive and encouraging person. To the graduate students and faculty of the English department, who have made my experience at Case both educational and enjoyable. I am grateful for having shared the past five years with all of them. 4 Table of Contents Abstract ............................................................................................................................... 5 Chapter 1: Introduction Relationality and the Construction of Identity in Autism Life Writing ........................ 6 Chapter 2 Clara Claiborne Park’s The Siege and Exiting Nirvana: Shifting Conceptions of Autism and Authority ................................................................................................. 53 Chapter 3 Transformative Narratives: Double Voicing and Personhood in Collaborative Life Writing about Autism .............................................................................................. -
Seattle Children's Primary Care Principles for Child Mental Health
Seattle Children’s Primary Care Principles for Child Mental Health By Robert Hilt, MD, program director, Partnership Access Line and Rebecca Barclay, MD, associate clinical program director, Partnership Access Line Seattle Children’s Hospital Version 10.0 — 2021 2 PRIMARY CARE PRINCIPLES FOR CHILD MENTAL HEALTH Partnership Access Line: Child Psychiatric Consultation Program for Primary Care Providers The Partnership Access Line (PAL) supports primary care providers with questions about mental health care such as diagnostic clarification, medication adjustment or treatment planning. The PAL team is staffed with child and adolescent psychiatrists affiliated with the University of Washington School of Medicine and Seattle Children’s Hospital. 877-501-PALS (7257) Monday – Friday 9 am — 6 pm www.seattlechildrens.org/PAL PRIMARY CARE PRINCIPLES FOR CHILD MENTAL HEALTH 3 Partnership Access Line Child Psychiatric Consultation Program for Primary Care Providers Consultations can be patient-specific or can be general questions related to child psychiatry. The phone consultation is covered by HIPAA, section 45 CFR 164.506; no additional release of patient information is required to consult by phone. Prescriber calls with questions about pediatric mental health care Child and Adolescent Master’s level social worker can Psychiatrist (CAP) connects consult on mental health resources for a telephone consult for your patient Phone consultation record will be Mental health resource list faxed faxed by next business day to PCP within 10 business days Eligible state insurance/Medicaid patients may be eligible for a one-time telemedicine appointment Detailed report sent to provider within 10 business days The information in this book is intended to offer helpful guidance on the diagnostic and treatment process conducted by a primary care provider, and is not a substitute for specific professional medical advice. -
Autistic Spectrum Disorders a Resource for Families in Wales
Autistic Spectrum Disorders A Resource for Families in Wales December 2010 ISBN 978 0 7504 5977 8 © Crown copyright 2011 WAG10-11196 F1141011 2 Contents Page What are Autistic Spectrum Disorders? 4 Assessment and Diagnosis 6 The impact of ASD within the family 7 Living with a person with ASD 10 Public reactions 11 “It’s not bad parenting and this is why” 11 What can be done to make things better? 13 What support is there? 14 Links and further resources 17 Authors 20 This booklet provides an introduction for people who have a family member with autism. A few important things to point out at the start are: • Autism is no-one’s fault. • The causes of autism are not yet known. • It is a life-long condition and as yet there is no known cure. 3 What are Autism Spectrum Disorders? Autism is often the short-hand name given to a wide ‘spectrum’ of disorders, which includes Asperger syndrome and high functioning autism (HFA). Whatever term is used similar approaches are needed. Autism affects around 1 in 100 people in very different ways. Some can live typical and independent lives, form relationships and have children, while others will always need specialist support. All will, however, have some difficulty in the following three areas: • social communication; • social interaction; • social imagination. Difficulty with social communication This includes spoken language and non verbal communication. 80% of the way people communicate with each other is through non verbal means such as gesture, facial expression and body movements. This includes things like pointing, a wave, a smile or frown, turning away, an angry stance and fidgeting.