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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. -
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. -
A Study Guide by Marguerite O Lhara
A STUDY GUIDE BY MArguerite o ’hARA http://www.metromagazine.com.au http://www.theeducationshop.com.au Introduction > Mary and Max is an animated feature film from the creators of the Academy Award-winning short animation Harvie Krumpet (Adam Elliot, 2003). This is Adam Elliot’s first full-length feature film. LikeHarvie , it is an animated film with claymation characters. However, unlike many animated feature films, it is minimal in its use of colour and the action does not revolve around kooky creatures with human voices and super skills. Mary and Max is about the lives of two people who become pen pals, from opposite sides of the world. Like Harvie Krumpet, Mary and Max is innocent but not naive, as it takes us on a journey that explores friendship and autism as well as taxidermy, psychiatry, alcoholism, where babies come from, obesity, kleptomania, sexual difference, trust, copulating dogs, religious difference, agoraphobia and much more. Synopsis at the Berlin Film festival in the seter, 1995) and WALL·E (Andrew Generation14+ section aimed at Stanton, 2008), will be something HIS IS A TALE of pen- teenagers where it was awarded that many students will find fasci- friendship between two the Jury Special Mention. How- nating. Tvery different people – Mary ever, this is not a film written Dinkle, a chubby, lonely eight-year- specifically for a young audience. It would be enjoyed by middle and old girl living in the suburbs of It is both fascinating and engaging senior secondary students as well Melbourne, and Max Horovitz, a in the way it tells the story of the as tertiary students studying film. -
Video Self-Modeling Technique That Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking
International Education Studies; Vol. 9, No. 11; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Video Self-Modeling Technique that Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking Ülker ŞEN1 1 Gazi Education Faculty, Gazi University, Ankara, Turkey Correspondence: Ülker ŞEN, Department of Social Science and Turkish Education, Gazi Education Faculty, Gazi University, Ankara, Turkey. E-mail: [email protected] Received: September 1, 2016 Accepted: October 3, 2016 Online Published: October 26, 2016 doi:10.5539/ies.v9n11p66 URL: http://dx.doi.org/10.5539/ies.v9n11p66 Abstract The use of technology in the field of education makes the educational process more efficient and motivating. Technological tools are used for developing the communication skills of students and teachers in the learning process increasing the participation, supporting the peer, the realization of collaborative learning. The use of technology is increasingly widespread in the language teaching as well as in all areas of the education. The use of technology in the classroom language teaching activities allows students to be more active in the learning process than other techniques, learn at their own pace and give them a chance to repeat the activities they want to do. Computers, videos, tablets and other technological products such as mobile phones are increasingly feel the importance in language teaching and learning in recent years. In fact teaching methods and techniques built on the use of technology have been developed. Video self-modeling is one of these methods. Video self-modeling is an application with evidence basis, defined as watching and taking as a model the target behavior exhibited by the person on the videotape. -
“I Can LEARN. I Can WORK” Campaign +
Autism-Europe N°74 / April 2021 “I can LEARN. I can WORK” campaign celebrated across the EU and beyond COVID-19 crisis: The situation of autistic people in times of the pandemic New EU Disability Strategy: building a Union without barriers for the next decade The ChildIN project: training chilminders across Europe for inclusion The IVEA project enhances the inclusion of autistic people through employment AE’s Congress 2022: + Join us in Cracow for a “Happy Journey through Life” Funded by the European Union Contents 03 Edito 04 The “I can LEARN. I can WORK” campaign celebrated across the EU and beyond 07 AE governing bodies’ meetings: More than 80 representatives meet virtually 08 New EU Disability Strategy : building a Union without barriers for the next decade Edito 10 Hector Diez, autistic student of physics 12 08 “My suffering in education almost killed my desire to investigate the universe” 12 COVID-19 crisis: The situation of autistic people in times of the pandemic 14 The ChildIN project: training chilminders across Europe for inclusion 16 The IVEA project enhances the inclusion of autistic people through employment 14 18 AE’s Congress 2022: Join us in Cracow for a “Happy Journey through Life” 19 Working, housing and leisure opportunities to promote the autonomy in France 20 Raising awareness and supporting families of autistic youth in Andorra 04 21 Providing innovative support to autistic people and their families in Cyprus 22 Members list More articles at: 16 www.autismeurope.org Collaborators Editorial Committee: Cristina Fernández, Harald Neerland, Zsuzsanna Szilvasy, Marta Roca, Stéfany Bonnot-Briey, Liga Berzina, Tomasz Michałowicz. -
Autism and Aspergers in Popular Australian Cinema Post-2000 | Ellis | Disability Studies Quarterly
Autism and Aspergers in Popular Australian Cinema Post-2000 | Ellis | Disability Studies Quarterly Autism & Aspergers In Popular Australian Cinema Post 2000 Reviewed By Katie Ellis, Murdoch University, E-Mail: [email protected] Australian Cinema is known for its tendency to feature bizarre and extraordinary characters that exist on the margins of mainstream society (O'Regan 1996, 261). While several theorists have noted the prevalence of disability within this national cinema (Ellis 2008; Duncan, Goggin & Newell 2005; Ferrier 2001), an investigation of characters that have autism is largely absent. Although characters may have displayed autistic tendencies or perpetuated misinformed media representations of this condition, it was unusual for Australian films to outright label a character as having autism until recent years. Somersault, The Black Balloon, and Mary & Max are three recent Australian films that explicitly introduce characters with autism or Asperger syndrome. Of the three, the last two depict autism with sensitivity, neither exploiting it for the purposes of the main character's development nor turning it into a spectacle of compensatory super ability. The Black Balloon, in particular, demonstrates the importance of the intentions of the filmmaker in including disability among notions of a diverse Australian community. Somersault. Red Carpet Productions. Directed By Cate Shortland 2004 Australia Using minor characters with disabilities to provide the audience with more insight into the main characters is a common narrative tool in Australian cinema (Ellis 2008, 57). Film is a visual medium that adopts visual methods of storytelling, and impairment has become a part of film language, as another variable of meaning within the shot. -
Video Modeling for Social Communication in Adults with ASD
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Winter 12-11-2016 Video Modeling for Social Communication in Adults with ASD Haley Ann Altman Bowling Green State University, [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Speech Pathology and Audiology Commons Repository Citation Altman, Haley Ann, "Video Modeling for Social Communication in Adults with ASD" (2016). Honors Projects. 288. https://scholarworks.bgsu.edu/honorsprojects/288 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Running head: VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS 1 WITH ASD Video Modeling for Social Communication in Adults with ASD Haley Altman Honors Project Submitted to the Honors College at Bowling Green State University in partial fulfillment of the requirements for graduation with University Honors December 2016 Dr. Lynne Hewitt, Department of Communication Sciences and Disorders, Associate Professor, Department Chair, Advisor Dr. Brooks Vostal, School of Intervention Services, Advisor VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS WITH ASD 2 Abstract Individuals with autism spectrum disorder (ASD) can experience significant difficulty and psychosocial toll as a result of their impairments in social communication. Specifically for adults, this can have a negative effect on relationships and vocational stability. However, there is a lack of effective intervention for adults with ASD to assist in learning these social conventions. Video modeling is an intervention that has potential to help these individuals learn to be successful in social problem-solving situations. -
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 -
DIPARTIMENTO INCLUSIONE Database Alunni
DIPARTIMENTO INCLUSIONE Database alunni BES Coordinatore: Del Signore Laura Piano di lavoro Insegnanti di sostegno Ambiti di ricerca 1.Catalogazione strumentazione Del Signore Lucia Sindrome di Down nel plesso Paola Sarro Autismo Ritardo mentale di vario 2.Catalogazione strumentazione Del Signore Laura grado nel plesso di S.Giovanni Incarico Minorazione vista Minorazione udito 3.Catalogazione strumentazione Parisi Monica Disabilità motoria nel plesso di Pico Disturbo del linguaggio Disturbi evolutivi specifici 4.Ricerca materiale didattico Gelfusa M. Lorella (ADHD, DOP, DSA) specifico 5.Ricerca personaggi famosi Cerrito Loredana 6.Filmografia Barbera Antonella 7.Sitografia La Starza M. Vittoria 8.Bibliografia Gerardi Giovanna DIPARTIMENTO INCLUSIONE 1. Plesso “Paola Sarro” 2. Plesso di San Giovanni Incarico 3. Plesso di Pico 4. Schede didattiche alunni con disabilità 5. Filmografia sulla disabilità 6. Personaggi famosi con disabilità 7. Sitografia 8. Bibliografia 1. Plesso “Paola Sarro” RISORSE DI PLESSO “PAOLA SARRO” RISORSE STRUTTURALI Laboratorio artistico-espressivo Laboratorio di lettura Laboratorio di informatica Laboratorio musicale Palestra Laboratorio lingua inglese RISORSE MATERIALI DISPONIBILI Strumentazioni Pc Lim Materiale didattico Abaco multibase n.3 Casetta delle figure geometriche Percorso sensoriale Solidi Blocchi logici Tellurio Regoli Globo terrestre Software Erickson Dislessia e trattamento sub lessicale Produzione del testo scritto 1 e 2 Geografia facile 1 e 2 Nel mondo dei numeri e delle operazioni 2 e 3 Recupero in …abilità di scrittura 2 Giocare con le parole Un mare di numeri Decodifica sintattica della frase Risolvere i problemi per immagini Sviluppare le competenze semantico-lessicali Un mare di parole Comprensione e produzione verbale Giochi..amo con la storia Hallo Deutsch: attività per l’apprendimento del tedesco Risorse materiali richieste Abbonamenti riviste Guida didattiche 2. -
Autism-Video-Modeling.Pdf
Autism Video Modeling A Visually Based Intervention for Children With Autism Spectrum Disorder Jennifer B. Ganz Theresa L. Earles-Vollrath Katherine E. Cook Visually based interventions such as moderate or severe autism, often co- Grandin described her thought proces- video modeling have been demon- occurs with developmental delays, ses as “completely visual” (Grandin & strated to be effective with students emotional and behavioral disorders, Scariano, 1986, p. 131), noting that with autism spectrum disorder. This and attention deficits (Kogan et al., she remembered information by visu - approach has wide utility, is appropri - 2009). alizing a page in a book with the ate for use with students of a range of According to current legislation (i.e., information and that she had difficulty ages and abilities, promotes indepen- No Child Left Behind Act of 2001, remembering auditory information dent functioning, and can be used to Individuals With Disabilities Education unless she was able to pair it with a . C address numerous learner objectives, Act), instructional strategies used in visual image. Likewise, Liane Holliday E C classrooms must be scientifically Willey (1999) recalled relying on visu - 1 including behavioral, self-help, commu - 1 0 2 nication, and social objectives. What research-based (Simpson, Myles, & al landmarks to find her way to col - t h g i are the components of video modeling? Ganz, 2008). Visually based instruction lege classes and finding herself drawn r y p such as video modeling, a research- to visually based subjects, such as o What’s the best way to implement C . supported intervention, may be more architecture. -
The Impact of Video Modeling and Peer Mentoring of Social Skills for Middle School Students with Autism Spectrum Disorders in In
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2008 The Impact Of Video Modeling And Peer Mentoring Of Social Skills For Middle School Students With Autism Spectrum Disorders In In Christine Ogilvie University of Central Florida Part of the Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Ogilvie, Christine, "The Impact Of Video Modeling And Peer Mentoring Of Social Skills For Middle School Students With Autism Spectrum Disorders In In" (2008). Electronic Theses and Dissertations, 2004-2019. 3547. https://stars.library.ucf.edu/etd/3547 THE IMPACT OF VIDEO MODELING AND PEER MENTORING OF SOCIAL SKILLS FOR MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE SETTINGS by CHRISTINE ROSE OGILVIE B.S. Fitchburg State College, 1996 M.S. Fitchburg State College, 2001 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Exceptional Education in the College of Education at the University of Central Florida Orlando, Florida Summer Term 2008 Major Professor: Lisa A. Dieker © 2008 Christine R. Ogilvie ii ABSTRACT Given the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. -
View This Issue
AUTISM SPECTRUM NEWS TM YOUR TRUSTED SOURCE OF SCIENCE-BASED AUTISM EDUCATION, SPRING 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 6 NO. 4 Autism in the Workplace Identifying Employment Opportunities and Providing Support By Raul Jimenez II, MST According to Unger (1999), the roles and Amy Greenberg, BA of supervisors and co-workers are in- New Frontiers in Learning strumental to the success of people with disabilities in the workplace. Support is essential in the following areas: learning etween 1997 and 2011, the un- how to complete tasks and regular job employment rate of those di- duties, how to perform infrequent duties agnosed with disabilities has associated with the position, learning how ranged from 72% to 88%. This to complete novel tasks and assignments, Bis an astounding number of persons with taking lunch and other breaks, etc. Ung- disabilities and Autism Spectrum Disor- er’s research determined that success was ders (ASD), specifically, without a job. ensued with the proper training and sup- Despite the enthusiasm, motivation, and port in place to help those with disabilities dependability so many job seekers with in the workforce. ASD have in their will to work, many workplaces are hesitant to take the risk to Examples of Supported Employment support them, or lack the knowledge on how to support them in an employment A company in Guildford, CT, called Ros- setting. Supported employment is the es for Autism, trains, hires and provides opportunity for individuals with disabil- other employment opportunities for older ities to be integrated in a working envi- students and adults on the autism spec- ronment with the necessary supports to Flatow (1997) has argued that busi- and routines, such as a co-worker assist- trum.