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Tero Toivanen

Facing Autism in New Brunswick: Autism Taboo: Shhhh! Don't Mention THEM! - 0 views

autisminnb.blogspot.com/...o-shhhh-dont-mention-them.html

autism mentally retarded intellectually disabled

shared by Tero Toivanen on 03 Jun 09 - Cached
  • It is now politically incorrect to refer to anyone as mentally retarded. The polite and proper term to use now is intellectually disabled. Either way there is very little mention of the fact that many persons with Autism Spectrum Disorder diagnoses are severely intellectually challenged. In the world's autism communities there are many who perceive it as an insult to mention the existence of the intellectually disabled autistic population.
  • some well known autism researchers work hard at showing the world how intelligent autistic persons really are, even those who cannot demonstrate that intelligence with any obvious ability to communicate or function in the real world.
  • The mere mention of the existence of low functioning autistic persons with serious intellectual challenges is forbidden.
  • ...12 more annotations...
  • The exclusion by autism self advocates of the intellectually disabled autistic population occurs despite the fact that many persons with Autistic Disorder are intellectually disabled. The ICD-10 mentions this fact expressly in its description of Autistic Disorder:
  • Autistic Disorder...In addition to these specific diagnostic features, it is frequent for children with autism to show a range of other nonspecific problems such as fear/phobias, sleeping and eating disturbances, temper tantrums, and aggression. Self-injury (e.g. by wrist-biting) is fairly common, especially when there is associated severe mental retardation.
  • All levels of IQ can occur in association with autism, but there is significant mental retardation in some three-quarters of cases.
  • There are more than 200 known causes of intellectual disability. Some common examples of intellectual disability are: Down syndrome Autism
  • The attempt by higher functioning persons with ASD's and Aspergers to disassociate "autism" from intellectual disability helps stigmatize persons with intellectual disabilities including the many persons with autistic disorder and intellectual disabilities.
  • And some ND's, to counter the fact that most with LFA are retarded, some "famous" autistics like to promote FC as "proof" that they aren't.
  • My cousin is profoundly autistic. He is around 20 and cannot communicate at all, not verbally or in the written word, and has never said a word. Luckily, his family is smart enough to know that if anyone tries use FC on him they will know it is a scam.If a facilitator told my aunt that P was writing poems and understood Shakespeare she would just laugh. She loves P as he is; she knows reality and doesn't try to force him to be someone he isn't.
  • The current Wikipedia article still shows a frequency of 25-70% incidence of mental retardation in people with autism.
  • Yet, the reader is drawn to see not the high percentage (25% is still very high) but the width of the range, therefore there must be something wrong with the ability of standard tests to measure "autistic intelligence".
  • Mentally retarded IMO comes from the intelligence scales. These do not address the learning styles of all people and are inflexible. I do believe there are better ways to understand how someone learns. I also don't believe there are limits on what we learn, the brain's placisity allows us to learn our entire life.
  • I've spoken hundreds of parents and it worries me that so many have problems accepting their children as they are and will be.For some intelligence is the magic word, a kind of hidden cure inside their child.But autistic kids with a normal IQ which they can use function better than those with high IQ's they can't use.
  • I am only concerned about the cases where the FC person NEVER does ANY kind of independent work, which seem to be the majority of FC cases.
  • Tero Toivanen on 03 Jun 09
     
    It is now politically incorrect to refer to anyone as mentally retarded. The polite and proper term to use now is intellectually disabled. Either way there is very little mention of the fact that many persons with Autism Spectrum Disorder diagnoses are severely intellectually challenged. In the world's autism communities there are many who perceive it as an insult to mention the existence of the intellectually disabled autistic population.
Graeme Wadlow

Specific Language Impairment (SLI) (My PubMed Research Paper Collection) - 0 views

www.ncbi.nlm.nih.gov/...1b15nj9lfjzvPpdC3cTItsF

RPC splg PubMed neurology genetics Specific Language Impairment Specific Language Impairment (SLI) language Impairment

shared by Graeme Wadlow on 04 Jan 12 - No Cached
  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Savant Syndrome (My PubMed Research Paper Collection) - 0 views

www.ncbi.nlm.nih.gov/...1dOGWLVMd_XzNDXxKGHFoIP

RPC pubmed Savant Syndrome autism ASD

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  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Pragmatic Language Impairment (PLI) (My PubMed Research Paper Collection) - 0 views

www.ncbi.nlm.nih.gov/...1v1skfpqogz3yWLTzTrl4If

RPC Pragmatic Language Impairment (PLI) PubMed Speech and Language

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  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Autism and Regression (My PubMed Research Paper Collection) - 0 views

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RPC autm PubMed regression cognition Autism ASD Speech and Language

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  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Autism (My PubMed Research Paper Collection) - 0 views

www.ncbi.nlm.nih.gov/...1l7E86s2ZxsE8mXqda-KbwX

RPC autm PubMed genetics neurology neuroscience Autism ASD

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  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Bishop Dorothy V.M. (Communication Neurology) Research papers (My PubMed Research Paper... - 0 views

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RPC LR dlex neur pubmed Bishop dyslexia (C)APD neuroscience neurobiology neurology research Auditory Processing Disorders (APD)

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  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Hyperlexia (My PubMed Research Paper Collection) - 0 views

www.ncbi.nlm.nih.gov/...1t90j9jJm7T6KsJeuU5Ok27

RPC autm PubMed hyperlexia education Autism ASD

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  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Identification and Evaluation of Children With Autism Spectrum Disorders - 0 views

pediatrics.aappublications.org/...1183.full

RP1 autm Pediatrics indentification Autism ASD Asperger Syndrome

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  • Graeme Wadlow on 04 Jan 12
     
    Full Free Text Journal of the American Academy of Pediatrics
Graeme Wadlow

Functioning of memory in subjects with autism - 0 views

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RP1 autm PubMed memory Autism ASD

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  • Graeme Wadlow on 04 Jan 12
     
    [Functioning of memory in subjects with autism] [Encephale. 2008] - PubMed result PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
Graeme Wadlow

Effects of Background Noise on Cortical Encoding of Speech in Autism Spectrum Disorders - 0 views

www.ncbi.nlm.nih.gov/...PMC2810203

RP1 audt autm ffta PubMed Kraus Cortical_encoding Speech Evoked_potentials Autism ASD Background noise

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  • Graeme Wadlow on 04 Jan 12
     
    PubMed comprises more than 21 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
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?”
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