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Tero Toivanen

http://www.sciencedaily.com/releases/2010/02/100211121758.htm - 2 views

ow.ly/16yxnV

autism fragile X syndrome social withdrawal hyperarousal anxiety

shared by Tero Toivanen on 11 Feb 10 - Cached
  • Tero Toivanen on 11 Feb 10
     
    The sensory overload in people with fragile X results in social withdrawal, hyperarousal and anxiety. It shows up in early infancy and progressively worsens throughout childhood.
Tero Toivanen

Developmental delay in brain provides clue to sensory hypersensitivity in autism - 1 views

www.physorg.com/news185027732.html

autism fragile X syndrome mental retardation hypersensitivity social withdrawal

shared by Tero Toivanen on 10 Feb 10 - Cached
  • Tero Toivanen on 10 Feb 10
     
    New research provides insight into why fragile X syndrome, the most common known cause of autism and mental retardation, is associated with an extreme hypersensitivity to sounds, touch, smells, and visual stimuli that causes sensory overload and results in social withdrawal, hyperarousal, and anxiety.
Tero Toivanen

Autism and Parental Obsession: A Troublesome Mix - 0 views

autism.about.com/...bsession-a-troublesome-mix.htm

troublesome parental obsession autism

shared by Tero Toivanen on 04 Mar 09 - Cached
  • But what really troubled me about both of these books is the obsessive nature of each author's focus on her child's autism - and the assumption, on the part of both authors, that all parents should be equally obsessed.
  • Not only is it fiscally, personally and physically dangerous to become obsessive about autism treatments, but the the promise of a cure is disingenuous. The probability of a child with autism being literally cured is astronomically small (though of course symptoms can lessen and all children gain new skills). By playing on parents guilt and anxiety, though, it's not too hard to push families to the brink of financial, physical and personal collapse.
  • Tero Toivanen on 04 Mar 09
     
    Autism and Parental Obsession: A Troublesome Mix
Tero Toivanen

12 Tips to Setting up an Autism Classroom « Principal Kendrick - 6 views

kendrik2.wordpress.com/...setting-up-an-autism-classroom

autism special education special needs students SPED ASD:teaching classroom ASD:educators tips

shared by Tero Toivanen on 30 Dec 10 - Cached
  • In a world that’s ever changing, routine and structure provide great comfort to a child on the autism spectrum.  Define routines clearly. 
  • Activities are successful when they’re broken into small steps.
  • Make sure children know what to do if they finish ahead of time.  Typically, children with autism do not use free time productively; therefore strive to have as little downtime between activities as possible.
  • ...47 more annotations...
  • 2. Use visuals
  • Remember to keep explanations simple and short about each picture or concentration will wane.   Give written instructions instead of verbal whenever you can.  Highlight or underline any text for emphasis.
  • People with autism like order and detail.  They feel in control and secure when they know what to expect
  • Picture schedules are even more powerful because they help a student visualize the actions.
  • Make sure you have this schedule in a very visible place in your classroom and direct the students’ attention to it frequently, particularly a few minutes before you begin the next activity.
  • Written schedules are very effective for good readers.  These can also be typed up and placed on a student’s desk.
  • 4. Reduce distractions
  • Many people with autism find it difficult to filter out background noise and visual information.  Children with autism pay attention to detail.  Wall charts and posters can be very distracting. 
  • Try and seat children away from windows and doors. 
  • 5. Use concrete language
  • Always keep your language simple and concrete.   Get your point across in as few words as possible. 
  • Avoid using idioms.
  • Give very clear choices and try not to leave choices open ended.  You’re bound to get a better result by asking “Do you want to read or draw?” than by asking “What do you want to do now?”
  • 6. It’s not personal
  • Children with autism are not rude.  They simply don’t understand social rules or how they’re supposed to behave.
  • NEVER, ever, speak about a child on the autism spectrum as if they weren’t present
  • Despite the lack of reaction they sometimes present, hearing you speak about them in a negative way will crush their self esteem.
  • 7. Transitions
  • Children on the autism spectrum feel secure when things are constant.  Changing an activity provides a fear of the unknown.  This elevates stress which produces anxiety
  • Reduce the stress of transitions by giving ample warning
  • Using schedules helps with transitions too as students have time to “psyche themselves up” for the changes ahead.
  • People can be slow when they are learning a new skill until they become proficient
  • Encourage your students to ask each other for help and information
  • Making decisions is equally important and this begins by teaching students to make a choice.  Offer two choices. 
  • When giving a directive or asking a question, make sure you allow for extra processing time before offering guidance.  Self help skills are essential to learn
  • Never underestimate the power of consistency.
  • Avoid this temptation and make sure you allow ample time before you abandon an idea.  Remember that consistency is a key component of success.  If you’re teaching a student to control aggression, the same plan should be implemented in all settings, at school and at home.
  • 9. Rewards before consequences
  • We all love being rewarded and people with autism are no different.  Rewards and positive reinforcement are a wonderful way to increase desired behavior
  • If possible, let your students pick their own reward so they can anticipate receiving it.
  • There are many reward systems which include negative responses and typically, these do not work as well.
  • Focusing on negative aspects can often lead to poor results and a de-motivated student.  When used correctly, rewards are very powerful and irresistible
  • Every reward should be showered in praise.  Even though people on the spectrum might not respond typically when praised, they enjoy it just as much as you!
  • 10. Teach with lists
  • Teaching with lists sets clear expectations.  It defines a beginning, middle and an end.
  • People on the autism spectrum respond well to order and lists are no exception.  Almost anything can be taught in a list format.
  • While typical people often think in very abstract format, people on the spectrum have a very organized way of thought.  Finding ways to work within these parameters can escalate the learning curve.    
  • 11. Creative teaching
  • It helps to be creative when you’re teaching students with autism.  People on the spectrum think out of the box and if you do too, you will get great results.
    • Tero Toivanen
      Tero Toivanen on 30 Dec 10
       
      Exactly!
  • Often, people with autism have very specific interests.  Use these interests as motivators.
    • Tero Toivanen
      Tero Toivanen on 30 Dec 10
       
      This is how I work! It's works!
  • Another great strategy to use is called “Teaching with questions”.  This method keeps students involved, focused and ensures understanding.
  • Another great way of teaching is by adding humor to your lessons.  We all respond to humor.
    • Tero Toivanen
      Tero Toivanen on 30 Dec 10
       
      When you feel well, your students feel well also and learn better!
  • 12. Don’t sweat the small stuff
  • The final goal is for children to be happy and to function as independently as possible.
  • Don’t demand eye contact if a student has trouble processing visual and auditory information simultaneously.
    • Tero Toivanen
      Tero Toivanen on 30 Dec 10
       
      It may even be painful for the student... There are research about this issue.
  • By correcting every action a person does, you’re sending a message that they’re not good enough the way they are.  When making a decision about what to correct, always ask yourself first, “Will correcting this action help this person lead a productive and happy life?”
Tero Toivanen

Asperger Syndrome Tied to Low Cortisol Levels - 0 views

news.yahoo.com/...yndrometiedtolowcortisollevels

autism Asperger Syndrome stress hormone Cortisol Asperger's Disorder Asperger

shared by Tero Toivanen on 04 Apr 09 - Cached
  • Low levels of a stress hormone may be responsible for the obsession with routine and dislike for new experiences common in children with a certain type of autism.
  • The body produces cortisol, among other hormones, in stressful situations. Cortisol increases blood pressure and blood sugar levels, among other duties, to signal the body's need to adapt to changes occurring around it.
  • People with Asperger syndrome notably have very repetitive or narrow patterns of thought and behavior, such as being obsessed with either a single object or topic. Though tending to become experts in this limited domain, they have otherwise very limited social skills, according to the study.
  • ...4 more annotations...
  • "Although these are early days, we think this difference in stress hormone levels could be really significant in explaining why children with AS are less able to react and cope with unexpected change,"
  • If these Asperger symptoms are caused primarily by stress, caregivers could learn to steer children away from situations that would add to anxiety, the researchers said.
  • "This study suggests that children with AS may not adjust normally to the challenge of a new environment on waking,"
  • The researchers, whose findings were published in the journal Psychoneuroendocrinology, will next study if this lack of cortisol upon waking also occurs in children with other types of autism.
  • Tero Toivanen on 04 Apr 09
     
    Low levels of a stress hormone may be responsible for the obsession with routine and dislike for new experiences common in children with a certain type of autism.
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.
  • ...8 more annotations...
  • 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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