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Tero Toivanen

Autism Therapy: pivotal response training | Healing Thresholds - 0 views

autism.healingthresholds.com/...pivotal-response-training

autism therapy Pivotal Response Training PRT ABA Applied Behavioral Analysis

shared by Tero Toivanen on 29 Dec 09 - Cached
  • Future research may allow therapists to know in advance which type of applied behavior analysis (ABA therapy) is most likely to work for any given child with autism.
  • This study of six children was designed to see if it is possible to predict which type of ABA therapy will work for which child with autism.
  • The authors were able to predict which children would respond to pivotal response training, but not which ones would respond to discrete trial training. The authors note that all children were first exposed to pivotal response training and then to discrete trial training and this may have influenced the results. Children who liked toys were more likely to respond to pivotal response training than children who did not like toys.
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  • This study looked at whether or not a type of applied behavior analysis (pivotal response training) could be used to teach play skills to children with autism.
  • . Both children in the study improved their social skills during recess time.
  • Tero Toivanen on 29 Dec 09
     
    Type of training in which certain behaviors are assumed to be crucial for other behaviors. These pivotal behaviors are then targeted so that the behaviors that depend upon them can change as well.
Tero Toivanen

New Study: Autism has Multiple Genetic Roots | Suite101 - 3 views

suite101.com/...multiple-genetic-roots-a246721

autism research study

shared by Tero Toivanen on 10 Nov 12 - No Cached
  • The study’s major finding was that children with ASD have significantly more CNVs affecting their genes than children without ASD. Children with ASD have 20 percent more CNVs in general, and 70 percent more CNVs impacting genes known to be associated with ASD or cognitive problems. Significantly, many of the genes that are affected control important functions such as cell proliferation and cell-to-cell communication.
  • Some of the newly discovered genetic variants are inherited, and are found in parents or siblings of children with them. Others, however, seem to have originated spontaneously in the affected child, and do not appear in other family members.
  • While these findings add significantly to the scientific understanding of the genetic and biological underpinnings of ASD, the immediate usefulness is limited. That’s because there are a very large number of CNVs, and each child shows a different pattern of genetic changes. Each of these changes is rare; no CNV showed up in more than one percent of the children studied.
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  • “This will lead to a paradigm shift in understanding the etiology of autism,” says Stephen Scherer, a senior scientist at The Hospital for Sick Children in Toronto, Canada. “Until now, most scientists thought individuals with autism shared common genes. We now think each person has his own rare variations.”
  • If significant CNVs show up, behavioral treatment can be started early. That has been shown to improve children’s outcomes significantly. “If we provide stimulation early, while the brain is still plastic, we can improve cognitive development, social interaction and communication,” says Geri Dawson, Chief Science Officer of Autism Speaks, the major sponsor of the research project.
  • What this new research suggests is that autism and ASD probably result from the interaction between many different genes and a child’s environment. Rather than search for one single cause and one “magic bullet,” researchers will try to find as many significant genetic variants as possible, link them to the biological functions and pathways they control, and then search for medications that can improve or normalize the functioning of damaged pathways.
Tero Toivanen

Autism-like behaviors reversed in mice: New hope for understanding autism - 3 views

www.sciencedaily.com/...121121145402.htm

autism research

shared by Tero Toivanen on 22 Nov 12 - No Cached
  • Tero Toivanen on 22 Nov 12
     
    "Researchers from McGill University and the University of Montreal have identified a crucial link between protein synthesis and autism spectrum disorders (ASD), which can bolster new therapeutic avenues."
Tero Toivanen

Pivotal Response Intervention: Introduction - 0 views

www.autismnetwork.org/...index.html

pivotal Pivotal Response Intervention PRI PRT intervention

shared by Tero Toivanen on 27 Mar 09 - Cached
  • Current research into strategies for children with ASD indicates that the most efficient and effective interventions for these children include the following characteristics: (a) attention to student motivation, (b) teaching the student to respond to a variety of cues, (c) self-instruction procedures, and (d) teaching the student to learn through initiating to others (Koegel et al., 2001). These are known as pivotal areas of instruction for individuals with ASD and make up an approach called Pivotal Response Intervention (PRI).
  • Tero Toivanen on 27 Mar 09
     
    Pivotal Response Intervention: Introduction
Graeme Wadlow

Explosive, oppositional, and aggressive behavior in children with autism compared to ot... - 0 views

www.sciencedirect.com/...S1750946711001450

RP1 autm attn ScienceDirect Attention-Deficit_Hyperactivity Disorder ADHD autism ASD Explosive; Oppositional; Aggressive;

shared by Graeme Wadlow on 04 Jan 12 - No Cached
  • Graeme Wadlow on 04 Jan 12
     
    ScienceDirect - Research in Autism Spectrum Disorders : Explosive, oppositional, and aggressive behavior in children with autism compared to other clinical disorders and typical children
Tero Toivanen

Sensory Friendly Classrooms with Dr. Roya Ostovar - The SPD Blogger Network - 3 views

www.spdbloggernetwork.com/...lassrooms-with-dr-roya-ostovar

classrooms sensory friendly accommodations school SPD special education special needs SPED classroom autism

shared by Tero Toivanen on 01 Apr 11 - No Cached
  • Having sensory friendly settings is common sense and it benefits everyone, all students and learners as well as teachers and staff. Changing the classroom also teaches all students how to find practical and adaptive ways of making their setting work for them to allow for optimal learning and functioning, a skill that is beneficial to everyone. It also makes more sense to change the environment to fit the child’s needs and not the other way around. Changing the classroom helps the child with SPD blend in with other students, and it is not isolating, or stigmatizing.
  • A sensory friendly classroom improves attention, concentration, ability to focus for longer periods of time, learning, social functioning, and it also reduces the overall level of stress
  • For more specific and multiple examples of the accommodations that can be made, a book I authored titled “The Ultimate Guide to Sensory Processing Disorder” offers a comprehensive guide.
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  • Vision: Reduce/ eliminate clutter and visual distractions; modify assignments to be shorter; use a highlighter
  • Auditory: Reduce/eliminate distracting noise; play Mozart or calming music in the background when possible
  • Tactile: Allow students to use chalk on the board because it is more tactile rich
  • Olfactory: Use scented markers to wake kids up; have lavender lotion or soap; and avoid noxious odors in the classroom
  • Vestibular: Allow movement and breaks; offer therapy balls to sit on; Movin-Sit cushions benefit the whole classroom; stretch breaks, start class with movement activities
  • Properioception: Movement, Movin-Sit cushions, Brain Gym, Yoga, Chair push ups (i.e. sitting on hands and pushing up); chairs and tables at right height and positioned correctly
  • A sensory friendly classroom gets the kids with SPD and ASD ready to learn; improves the overall functioning of the child including learning, attention, concentration, social functioning, and behavioral presentation; and lowers their stress and anxiety levels
  • Two quick suggestions: 1) Simplify the classroom: Less is more. Take a minimalistic approach to setting up the room and; 2) Support all learning styles: Some kids learn through auditory channels, some visual, and some through kinesthetic and hands on activities. By the same token, incorporate activities that support the sensory channel and each child’s sensory profile
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