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Individual Needs in Autism Spectrum Disorders
The problem with AUTISM SPECTRUM DISORDERS is the word spectrum. Although there are similarities and typical patterns of characteristics and behaviors, it quickly becomes evident that there are individual differences. In addition, there are many individuals with different diagnoses or complex challenges who have similar learning needs as students with ASD. This department will cover a variety of topics related to identifying and meeting the needs of individuals and their families.
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Throwing Rocks
Aileen Hecht
I tried very hard to be friends with the kids in my neighborhood, four of which were my cousins, and four or so others living within a hundred yards as well. I really only followed them around (mostly the girls), observing, mimicking, assimilating, trying to learn to be like them so that I could not only be their friends but to make friends at school as well. They weren't necessarily popular but as far as neighborhood cliques go, I very much found the breaks from solitude appealing and somewhat more comforting than those provided by the classmates at school considering that half of the neighborhood playmates were family. Family is an entirely different entity than the classmates who were . . . keep reading
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Autism Service Dogs: An Interview with John Wheelwright
Did you know that an Autism Service Dog can reduce a child's inappropriate behaviors and serve as a positive social link to other people? In this interview, John Wheelwright, Executive Director of Dogs with Wings Assistance Dog Society, discusses how service dogs can make a positive difference for children with autism and their families. |image2|Service dogs are specially trained to anchor themselves in a "stay" position and not move when children wander or bolt into danger. They accompany the child at home and in the community. These dogs provide a calming influence which improves the autistic child's behavior, sleep patterns and self-regulation. . . . keep reading
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Adolescents with Autism - Where do parents go from here?
GEORGIA KOHART
All parents know what it's like to answer the same question over and over, but imagine responding to a barrage of anxious inquiries 100 times -- in one minute. As parents of a child with Asperger's autism, Adam and Tessy Ridgeway of Ayersville know what that is like. Even dining out . . . keep reading
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AUTISM: A boy's essay
JOSHUA WRIGHT
Autism is like a disease that you can never find a cure for. For me, it all started when I was born on June 11, 1998. When I was 3, I was diagnosed with autism. So, I watched the same movies constantly (such as "The Lion King," which I absolutely LOVE!!!!!!), had scattered & disorganized language, & woke up constantly when my mom had already put me to sleep! . . . keep reading
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Positive Effects of Owning a Dog for Children with Autism Spectrum Disorders
Lauren Padgett
For someone with autism, a dog can be a great way to teach friendship, empathy and responsibility. When my autistic son Lucas was 16, his older brother left for college. Within a few months, my husband and I began to notice how much Lucas missed his big brother and best friend. There was no one at home to get Lucas laughing at stupid videos on the internet, or to gently harass him with a "You're It", beginning an impromptu game of tag through the house. And while my husband and I both tried our best to fill that gap, it was painfully obvious that Lucas was lonely without Robert here. How could we provide someone like Lucas with a true, genuine friendship? . . . keep reading
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Using Visual Strategies to Improve Communication with Multi-Handicapped Students
QUESTION: I am interested in learning how to make a visual communication system that can be adapted successfully for a classroom of Multi-Handicapped students that have a wide range of abilities. ANSWER: First, let's deal with the concept of a classroom of Multi-Handicapped students. Students with most any learning challenge can benefit from the use of visual strategies in the classroom. I speak a lot about working with students with Autism Spectrum Disorders. But what we have learned is that what works for these students works well for lots of other students, too. Think of all the purposes we can accomplish with visual strategies. . . . keep reading
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Understanding the Need for Using Visual Strategies in Teaching Students with Autism Spectrum Disorders
Linda Hodgdon, M.Ed., CCC-SLP
Understanding WHY is Half the Battle. Using visual strategies with students used to be rare. Now it is a more common practice for educators who have a lot of experience working with autism. In my Visual Strategies Workshops at least 75% of the people indicate that they use some visual tools with students. They see great results from this method of communication support. That is why they are attending the workshop. They want to learn more. The problem is. . . .there are still a lot of people who have difficulty understanding the need. Some of them struggle and argue and fight to try to avoid accepting the need for this communication approach. . . . keep reading
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How to Use Visual Strategies for Students with Moderate Mental Retardation and Limited Mobility
QUESTION: I would like to know how to use visual strategies to improve communication with children with moderate mental retardation that have limited mobility, e.g. in a wheelchair, cerebral palsy with limited use of hands. ANSWER: Your question is targeting a challenging group of students. It has been common for many years to establish the goal of helping these students develop functional expressive communication skills using picture boards and various Alternative/Augmentative Communication (AAC) systems. The primary focus of this intervention is improving expressive communication. . . . keep reading
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Austism: A Special Problem Requiring Many Professional Roles to Effectively Handle
Linda Hodgdon, M.Ed., CCC-SLP
I had an opportunity recently to observe a professional debate. Two people. Two different professional roles. Both serving students with autism. They were staking out their territory. One person was trying to make the boundary lines very clear. He was the expert in his field and he did not want the other person to cross the line. No one else was permitted to know about "his stuff." He was protecting his turf. In fact, he became angry when the other person said something to cross into his territory. It Takes a Lot of Information I began to think about all the different people that provide information to help understand the challenges of Autism Spectrum Disorders. . . . keep reading
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