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.
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shared by Tero Toivanen on 10 Feb 10
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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
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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.
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Autism and Parental Obsession: A Troublesome Mix - 0 views
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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.
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shared by Tero Toivanen on 30 Dec 10
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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
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In a world that’s ever changing, routine and structure provide great comfort to a child on the autism spectrum. Define routines clearly.
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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.
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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.
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People with autism like order and detail. They feel in control and secure when they know what to expect
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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.
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Written schedules are very effective for good readers. These can also be typed up and placed on a student’s desk.
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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.
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Always keep your language simple and concrete. Get your point across in as few words as possible.
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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?”
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Children with autism are not rude. They simply don’t understand social rules or how they’re supposed to behave.
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Despite the lack of reaction they sometimes present, hearing you speak about them in a negative way will crush their self esteem.
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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
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Using schedules helps with transitions too as students have time to “psyche themselves up” for the changes ahead.
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Making decisions is equally important and this begins by teaching students to make a choice. Offer two choices.
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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
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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.
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We all love being rewarded and people with autism are no different. Rewards and positive reinforcement are a wonderful way to increase desired behavior
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There are many reward systems which include negative responses and typically, these do not work as well.
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Focusing on negative aspects can often lead to poor results and a de-motivated student. When used correctly, rewards are very powerful and irresistible
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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!
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People on the autism spectrum respond well to order and lists are no exception. Almost anything can be taught in a list format.
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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.
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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.
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Often, people with autism have very specific interests. Use these interests as motivators.
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Another great strategy to use is called “Teaching with questions”. This method keeps students involved, focused and ensures understanding.
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Don’t demand eye contact if a student has trouble processing visual and auditory information simultaneously.
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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?”
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shared by Tero Toivanen on 04 Apr 09
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Asperger Syndrome Tied to Low Cortisol Levels - 0 views
news.yahoo.com/...yndrometiedtolowcortisollevels
autism Asperger Syndrome stress hormone Cortisol Asperger's Disorder Asperger
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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.
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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.
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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.
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"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,"
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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.
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"This study suggests that children with AS may not adjust normally to the challenge of a new environment on waking,"
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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.
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shared by Tero Toivanen on 01 Apr 11
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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
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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.
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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
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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
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Auditory: Reduce/eliminate distracting noise; play Mozart or calming music in the background when possible
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Olfactory: Use scented markers to wake kids up; have lavender lotion or soap; and avoid noxious odors in the classroom
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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
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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
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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
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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