1. Autism Is a 7;Spectrum7; Disorder
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in title, tags, annotations or urlWindows 7 Accessibility Features | Special Education - 0 views
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CESA 7: Autism Information for Staff - 1 views
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Top Autism Facts - Top Autism Facts - 2 views
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it is possible to be bright, verbal, and autistic as well as mentally retarded, non-verbal and autistic.
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The only significant difference between AS and High Functioning Autism is that people with AS usually develop speech right on time while people with autism usually have speech delays.
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Even in an ideal world, "including" a child with autism in a typical class may not be the best choice. Decisions about autistic education are generally made by a team made up of parents, teachers, administrators and therapists who know the child well.
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Since every person with autism is different, however, such "always" and "never" statements simply don7;t hold water.
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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
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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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News from the Associated Press - newsjournalonline.com - 0 views
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Leo Lytel was diagnosed with autism as a toddler. But by age 9 he had overcome the disorder. His progress is part of a growing body of research that suggests at least 10 percent of children with autism can "recover" from it - most of them after undergoing years of intensive behavioral therapy.
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She presented research this week at an autism conference in Chicago that included 20 children who, according to rigorous analysis, got a correct diagnosis but years later were no longer considered autistic.
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Skeptics question the phenomenon, but University of Connecticut psychology professor Deborah Fein is among those convinced it7;s real.
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Previous studies have suggested between 3 percent and 25 percent of autistic kids recover. Fein says her studies have shown the range is 10 percent to 20 percent.
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But even after lots of therapy - often carefully designed educational and social activities with rewards - most autistic children remain autistic. Recovery is "not a realistic expectation for the majority of kids," but parents should know it can happen, Fein said.
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The children in Fein7;s study, which is still ongoing, were diagnosed by an autism specialist before age 5 but no longer meet diagnostic criteria for autism. The initial diagnoses were verified through early medical records.
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The researchers are also doing imaging tests to see if the recovered kids7; brains look more like those of autistic or nonautistic children.
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Most of the formerly autistic kids got long-term behavior treatment soon after diagnosis, in some cases for 30 or 40 hours weekly.
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Many also have above-average IQs and had been diagnosed with relatively mild cases of autism. At age 2, many were within the normal range for motor development, able to walk, climb and hold a pencil.
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None of the children has shown any sign of relapse. But nearly three-fourths of the formerly autistic kids have had other disorders, including attention-deficit problems, tics and phobias; eight still are affected.
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shared by Tero Toivanen on 26 Mar 09
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Autism Blog - » Blog Archive » Is there an autism epidemic - the latest science - 0 views
leftbrainrightbrain.co.uk/?p=2023
autism epidemic Eric Fombonne autism-epidemic epidemiology omnibus experts science
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Pervasive Developmental Disorders, including Autistic Disorder, Asperger Disorder, Pervasive Developmental Disorder Not Otherwise Specified, and Childhood Disintegrative Disorder.
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For autistic disorder, Fombonne says: The correlation between prevalence and year of publication was statistically significant and studies with prevalenceover 7/10,000 were all published since 1987. These findings point towards an increase in prevalence estimates in the last 15-20 years.
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recent autism surveys have consistently identified smaller numbers of children with AS than those with autism within the same survey.
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We therefore used for subsequent calculations an estimate of 6/10,000 for AS, recognizing the strong limitations of available data on AS.
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How much lower is difficult to establish from existing data, but a ratio of 3 or 4 to 1 would appear an acceptable,
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Eight studies provided data on childhood disintegrative disorder (CDD). Prevalence estimates ranged from 0 to 9.2/100,000.
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Current evidence does not strongly support the hypothesis of a secular increase in the incidence of autism but power todetect time trends is seriously limited in existing datasets.
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The upper-bound limit of the associated confidence interval (4.0/100,000) indicates that CDD is a very rare condition, with about 1 case to occur for every 103 cases of autistic disorder.
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Whilst it is clear that prevalence estimates have gone up over time, this increase most likely represents changes in the concepts, definitions, service availability and awareness of autistic-spectrum disorders in both the lay and professional public.
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The possibility that a true change in the underlying incidence has contributed to higher prevalence figures remains, however, to be adequately tested.