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Tero Toivanen

Autism Research Blog: Translating Autism: Vision problems in autism: Reduced convergence? - 0 views

www.translatingautism.com/...roblems-in-autism-reduced.html

autism vision problems reduced convergence

shared by Tero Toivanen on 06 Mar 09 - No Cached
  • The authors found that 11% of the typically developing children and 31% of the ASD had a documented visual impairment (myopia, astigmatism, etc). This difference was statistically significant. That is, children with ASD were significantly more likely than typically developing children to have these conditions. Children with autism also displayed significantly poorer visual acuity (but within normal limits), and lower convergence. Convergence refers to the process by which the eyes move towards each other to maintain focus on approaching or close-range objects.
  • The findings of reduced visual acuity in children with autism when compared to typically developing children contradict previous studies that have shown enhanced visual acuity in autism. This brings us to a major limitation of this study that was correctly noted by the authors.
  • Limited convergence therefore would be associated with more limited depth perception. I find this intriguing because the neuropsychological profile of children with high functioning autism is often very similar to what is observed in kids with non-verbal learning disabilities (including relative weaknesses in motor-visual functioning). In addition, many parents with children with ASD report that their kids have trouble with sports and other physical activities. I thus wonder how much the reduced convergence observed in ASD may affect the motor-visual functioning in autism.
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  • Clinically, I was also intrigued by the high rates of vision problems found among the ASD group. Although, as I mentioned, this may be due to a self-selection of the parents who agreed to participate, this is consistent with data suggesting that children with developmental disorders are more likely to have visual problems than typically developing children
  • Tero Toivanen on 06 Mar 09
     
    Analysis of visual functioning in children with autism suggests impairment in visual convergence. A brief review of: Elizabeth Milne, Helen Griffiths, David Buckley, Alison Scope (2009). Vision in Children and Adolescents with Autistic Spectrum Disorder: Evidence for Reduced Convergence Journal of Autism and Developmental Disorders DOI: 10.1007/s10803-009-0705-8
Tero Toivanen

Autistic Aphorisms: The Futility of More and More Studies - 0 views

autisticaphorisms.blogspot.com/...-of-more-and-more-studies.html

autism research data vision

shared by Tero Toivanen on 18 Apr 09 - Cached
  • The phrase “further research is needed in this area” has become so hackneyed within autism research articles it deserves its own special symbol (might I suggest an emoticon of an extended palm).
  • The problem in autism research is not lack of data. The problem is lack of vision.
  • Tero Toivanen on 18 Apr 09
     
    The problem in autism research is not lack of data. The problem is lack of vision.
Tero Toivanen

An Apple for the Students | By Marcia Kaye | University of Toronto Magazine - 3 views

www.magazine.utoronto.ca/...ildren-autism-ipad-marcia-kaye

autism students special needs ipad ipads

shared by Tero Toivanen on 30 Apr 12 - No Cached
  • The two-year study, which ended last December, found that within six weeks the devices boosted kids’ attention spans, raised their ability to identify pictured objects by 45 to 60 per cent, and improved communication skills in these mostly nonverbal children by 20 per cent.
  • A surprising bonus: students who had never been sociable were suddenly requesting an iPad to initiate an activity with another student.
  • McEwen suggests that the devices’ appeal may lie in their multisensory nature, with images and sound – and vibration (thanks to the addition of a downloadable app). She adds that the device’s voice app, which is always calm and unemotional, appeals to those who thrive on consistency, including many children with ASD.
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  • One boy in kindergarten who had always ignored green “yes” and red “no” boxes on paper responded instantly to the identical boxes on the screen.
  • The iPad’s larger screen is better suited to children with vision or fine-motor challenges, such as the blind six-year-old in a wheelchair who delights in moving his arm across the tablet to create his own music.
  • Tero Toivanen on 30 Apr 12
     
    Autistic children develop better communications skills when using iPads, researcher finds
J B

EASe - 0 views

www.vision-audio.com

auditory therapy autism ASD:therapies

shared by J B on 26 Apr 09 - Cached
  • J B on 26 Apr 09
     
    electronic auditory stimulation effect
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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