A former Minneapolis school official said Somalis made up 25 percent of children in preschool classes for those with severe autism.
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FREE SOCIAL SKILLS DOWNLOADS | AutismTeachingStrategies.com - 0 views
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Discussion Meeting Issue 'Autism and talent' May 2009 - 0 views
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National Autism Center - 0 views
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The National Autism Center is May Institute's Center for the Promotion of Evidence-based Practice. It is a nonprofit organization dedicated to disseminating evidence-based information about the treatment of autism spectrum disorder (ASD), promoting best practices, and offering comprehensive and reliable resources for families, practitioners, and communities.
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An Outbreak of Autism, or a Statistical Fluke? - NYTimes.com - 0 views
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Since the cause of autism is unknown, the authorities in Minnesota say it is hard to know even what to investigate.
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A small recent study of refugees in schools in Stockholm found that Somalis were in classes for autistic children at three times the normal rate.
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Antivaccine activists are campaigning among them, which worries public health officials, especially because some families go back and forth to Somalia, where measles is still a significant cause of childhood death, according to Unicef.
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Last year, she said, 25 percent of the children in preschool classes offering the most intensive treatment had Somali parents, while only about 6 percent of public school enrollment is Somali. Dr. Daniel S. McLellan, a pediatrician, said that when he began practicing at Children’s Hospital six years ago, he was struck by how many autistic Somali children he saw.
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shared by Tero Toivanen on 10 Jan 10
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Research adds to evidence that autism is a brain 'connectivity' disorder - 1 views
www.physorg.com/news182327031.html
autism research autism spectrum autism spectrum disorders brain miswiring
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Now, researchers led by Mustafa Sahin, MD, PhD, of Children's Department of Neurology, provide evidence that mutations in one of the TSC's causative genes, known as TSC2, prevent growing nerve fibers (axons) from finding their proper destinations in the developing brain.
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Sahin and colleagues showed that when mouse neurons were deficient in TSC2, their axons failed to land in the right places.
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Further investigation showed that the axons' tips, known as "growth cones," did not respond to navigation cues from a group of molecules called ephrins.
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Although the study looked only at retinal connections to the brain, the researchers believe their findings may have general relevance for the organization of the developing brain. Scientists speculate that in autism, wiring may be abnormal in the areas of the brain involved in social cognition.
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shared by Tero Toivanen on 14 Mar 10
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Facilitated communication: Facts, Discussion Forum, and Encyclopedia Article - 1 views
www.absoluteastronomy.com/...Facilitated_communication
autism Facilitated Communication FC facilitator dyspraxia mental retardation research Independent Typing
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The procedure is controversial, since a majority of peer reviewPeer reviewPeer review is the process of subjecting an author's scholarly work, research, or ideas to the scrutiny of others who are experts in the same field. Peer review requires a community of experts in a given field, who are qualified and able to perform impartial review...ed scientific studies conclude that the typed language output attributed to the clients is directed or systematically determined by the therapists who provide facilitated assistance. Some peer-reviewed scientific studies have indicated instances of valid FC, and some FC users have reportedly gone on to type independently.
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Harvard UniversityHarvard UniversityHarvard University is a private university located in Cambridge, Massachusetts and a member of the Ivy League. Founded in 1636 by the colonial Massachusetts legislature, Harvard is the oldest institution of higher learning in the United States and currently comprises ten separate academic units... psychologist Daniel WegnerDaniel WegnerDaniel M. Wegner is an American social psychologist. He is a professor of psychology at Harvard University and a fellow of the American Association for the Advancement of Science. He is known for his work on mental control and conscious will, and for originating the study of transactive memory and... has argued that facilitated communication is a striking example of the ideomotor effectIdeomotor effectThe ideomotor effect is a psychological phenomenon wherein a subject makes motions unconsciously. As in reflexive responses to pain, the body sometimes reacts reflexively to ideas alone without the person consciously deciding to take action..., the well-known phenomenon whereby individuals' expectations exert unconscious influence over their motor actions. Even FC users and proponents do acknowledge the possibility of facilitators at times "guiding" users, consciously or unconsciously. Other theorists (Donnellan and Leary, 1995) argue that autism is in significant part characterized by dyspraxia (a movement disorder), and that there exists a synchronistic "dance" to communication in all mammalian social interaction which accounts for the mixed results in validation studies.
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Stephen von Tetzchner, the author of another leading textbook on Augmentative and Alternative CommunicationAugmentative and alternative communicationAugmentative and alternative communication is communication for those with impairments or restrictions on the production or comprehension of spoken or written language.-Definition :... has done theoretical research about facilitated communication. In his opinion "The existing evidence clearly demonstrates that facilitating techniques usually led to automatic writingAutomatic writingAutomatic writing is the process or production of writing material that does not come from the conscious thoughts of the writer. Practitioners say that the writer's hand forms the message, with the person being unaware of what will be written...., displaying the thoughts and the attitudes of the facilitators."
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Mark Mostert (2001) says: "Previous reviews of Facilitated Communication (FC) studies have clearly established that proponents' claims are largely unsubstantiated and that using FC as an intervention for communicatively impaired or noncommunicative individuals is not recommended." In March 2007, Scott Lilienfeld included facilitated communication on a list of treatments that have the potential to cause harm in clients, published in the APSAssociation for Psychological ScienceThe Association for Psychological Science , previously the American Psychological Society, is a non-profit organization whose mission is to promote, protect, and advance the interests of scientifically oriented psychology in research, application, teaching, and the improvement of human welfare... journal Perspectives on Psychological Science.
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The phrase "independent typing" is defined by supporters of FC as "typing without physical support", i.e., without being touched by another person. Skeptics of FC do not agree that this definition of independence suffices because of the possibility of influence by the facilitator. For example, Sue RubinSue RubinSue Rubin is a functionally non-verbal published autistic author who was the subject of the Oscar-nominated documentary Autism Is A World in which she communicated via the controversial communication technique of facilitated communication...., an FC user featured in the autobiographical documentary Autism Is A World, reportedly types without anyone touching her; however, she reports that she requires a facilitator to hold the keyboard and offer other assistance.
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The procedure is controversial, since a majority of peer reviewed scientific studies conclude that the typed language output attributed to the clients is directed or systematically determined by the therapists who provide facilitated assistance. Some peer-reviewed scientific studies have indicated instances of valid FC, and some FC users have reportedly gone on to type independently.
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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?”