Teaching Students with Autism

l  volume,  frutto  di  una  ricerca  finanziata  dal  Ministero  dell’Istruzione,  dell’Università  e  della  Ricerca, si inserisce nel dibattito conseguente a quella che è stata definita la ‘terza rivoluzione’ nella  storia  dell’autismo,  ossia  il  momento  in  cui,  prendendo  coscienza  del  fatto  che  si  tratta  di  una condizione che perdura nell’età adulta, ci si interroga sulle strategie da adottare per una piena inclusione delle persone con disturbo dello spettro autistico nella società. Intrecciando riflessioni teoriche con la presentazione di tre casi, il volume illustra un modello di intervento interdisciplinare (basato su competenze neuropsichiatriche, psicologiche, pedagogiche e  bio-ingegneristiche),  che  permetta  di  accompagnare  gli  studenti  con  disturbi  dello  spettro  autistico  nel  passaggio  dalla  scuola  all’università  e  consenta  loro  una  partecipazione  attiva  alla  vita universitaria.

(PDF) Autismo e Università a cura di. Available from: https://www.researchgate.net/publication/337844545_Autismo_e_Universita_a_cura_di [accessed Dec 09 2019].

Our musical instruments should be reconsidered in various sizes, for various purposes and being reexamined their effect and capabilities. The original instruments are already exceptional, colourful and they are suitable to be used for duo, trio, quarted chamber music teams (İlerici, 1964). It is seen that Autism spectrum disorders children are innate gifted in music. As they cannot communicate with the outside world and the social environment, they live in a withdrawn world. They should be ensured to interact with music starting from of pre-school ages. Considering the place, these children live and their socio-cultural environment, a different kind of style of musical therapy should be chosen for every children. The therapist is the half of the treating with music, and the other half is the child who is going to be treated. Children teach the therapist the style of the treatment. In other words, they are the teacher of the therapist, because these children lead the way through their interactive behavior, body language and sensory organs.

With more and more families presenting with two or more children with autism, this revolutionary treatment method in autism is transforming the lives of these autistic children and their families. Not only that, this approach is healing the lives of the entire family, thus being the FIRST, scientifically proven healing approach in autism that is truly (W) Holistic in every sense of the term. This is a win-win situation for all, as one can see the RESULTS of this path-breaking treatment in autism, right from Day ONE. The Problem While it is known that there is a " risk " of another child with autism being born in a family where the parents already have one child with autism, the actual statistics for the same is lacking. This article is inspired by my experience in healing children with autism in families with more than one child with autism. Autism Treatment Approach The healing method that was applied was Intent Healing™ that is based on Applied Energy Medicine and Applied Intentional Epigenetics. One can know more details about the same by perusing these articles on the scientific basis of the same and the case reports of successfully healed cases here: http://www.intenthealing.com/blog/ and in this online course on 'The Energy Basis of Autism and the Solution' , where the Testimonials and the Evidence of successfully healed cases of Autism, in line with EBM (Evidence Based Medicine) applying Intent Healing™ is available here: http://authenticautismsolutions.usefedora.com The treatment method applied was as follows: 1. Energy assessments of both parents and the autistic children: The energy patterns of the parents and the children were assessed over two days and two nights and the reports shared with the parents. This helps in understanding the underlying specific causes for the symptoms of autism seen in each child with autism, which was unique to each child. 2. Individual healing sessions with each parent: These sessions were done over skype and as Remote Healing sessions timed according to the time zones where the parents lived. Intent Healing™ energies were channeled in the sessions and the individual parents' energies were realigned first. 3. Individual sessions for each child: These sessions were done as Remote Healing sessions while each child was sleeping in bed at different times of the night. In some cases the sessions were done for one child and once the symptoms disappeared in that child the ISSN 2379-7150 sessions were done for the other child who had autism and then the third child after that. In some cases with two children with autism the sessions were done on the same day at different timings and improvements in the symptoms in both the children with each session were noted and documented till complete disappearance of all the symptoms was achieved. Results 1. In all the cases improvements of the symptoms in the children were seen right from the very FIRST session. 2. With consecutive sessions, PROGRESSIVE improvements in the symptoms were seen and documented in both the children with autism in the cases where the families had two children with autism and those families with more than two children with autism, the improvements were seen in ALL the autistic children. 3. In ALL the cases of families with two or more than two children with autism, 70-80% of the limiting symptoms of autism in each child disappeared over a span of 20-30 days were the sessions were done on consecutive days with no break in between. In families where the sessions were done for each child one after the other (doing the sessions for one child only first till the symptoms disappeared and then moving on to the next child and so on), the time period for recovery was correspondingly longer due to the logistics involved. 4. The ENTIRE FAMILY including the parents got healed in the process. By this I mean the physical well-being of the parents improved and they had more energy to devote to their individual creative pursuits and careers and were able to see progress in ALL aspects of their lives individually, as well as collectively, as a family.

Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in w...

The present study is examining the use of music by teachers of students in the Autism Spectrum as an instructional tool in the classroom.  In order to explore teachers’ routines concerning the use of music, two days of classroom observation were held, followed by five teacher interviews. The participants were working in special schools in the area of Bristol in the UK.
The findings suggest that music is mainly used when transitioning from one activity to the other, as well as during group sessions. Music was used in order to teach different subjects to students with autism, as teachers believed that they are more understandable when taught through music. It was also found that music relaxes students with autism and calms them down. Moreover, it was found that it is of high importance for music to be implemented as a part of the daily routines when working with students with Autism Spectrum Disorders.
Additionally, teachers were asked about their beliefs concerning the generalization of the positive outcomes that music might have in other contexts and times of the day.  It was found that this is a rather complex issue, as they felt that under certain circumstances it would be possible, while is some other it might be quite challenging. Nevertheless, it was supported that such transfer would be helpful.
In addition to the above, the present study also identified some challenges in the use of music with individuals with autism. Those refer to common ideas between the teachers that suggest that music might sometimes be a barrier, as, when it stops or when the students do not like the song, they might get upset.
The present study also acknowledges some limitations of the research undertaken. Ideas for future research are discussed, in order for the above issues to be explored further.

Whereas the motto of the United Nations’ 2030 Agenda for Sustainable Development is “Leave no one behind”, it serves as a guiding principle for all to work towards an inclusive society.As Physical Education (PE) serves as a fertile ground for expressions of supportive milieu, the new generation of PE teachers should seize this opportunity to become advocates of mainstreaming students with additional needs in order to achieve substantive equality for all in schools. Pursuing this endeavor, understanding the meaning of their experiences in mainstreaming may give a glimpse of the current perspectives and viewpoints that are vital in the formulation of appropriate intervention for improved inclusive instruction in the 21st century. This Heideggerian phenomenological study using one-on-one unstructured interviews was used to explore the meaning of the lived experience of the seventeen (17) purposively selected millennial teachers in mainstreamed PE classrooms in Cebu City and Cebu Province, Philippines. Using hermeneutical analysis, it was deduced that while they see mainstreaming as a wonderful concept, their experiences on it had apparently captured A Reflection of a Wider Problem on Inclusion in Academia as an overarching theme that encapsulated how PE teachers today subsisted the multifaceted issues and challenges on mainstreaming. This journey was specified through the subthemes: A Test of Pedagogical Competence, Multifaceted Contextual Inclusion Challenges, Fete of Teacher’s Complex Support Roles and Risk of Curriculum Infidelity. The findings implicate that pedagogies that “fit all” do not guarantee the best possible learning outcomes and, teachers who represent only as “teacher” do not foster inclusive ethos to their students. Achieving these expectations can be daunting, thus, it is recommended that education administrators to conduct capacity building opportunities to the faculty and staff for indepth theoretical knowledge and practical understanding on the concept and application of inclusive education.

Keywords:- Asia, Inclusive Education, Mainstreaming, Millennial, Phenomenology, Physical Education, Philippines.

A 17 year old boy diagnosed as a case of Autism became completely independent and free from all the limiting symptoms of autism that he had been suffering from since the age of 2 years and started earning on his own for the first time in his life after undergoing 20 Remote Healing sessions using the cutting-edge science of Applied Intentional Epigenetics with Intent Healing (TM). INTRODUCTION The biggest worry for all parents with children diagnosed with Autism or ASD is about the " future " of their child. This concern specifically includes the nagging doubt whether their child would be able to survive independently or they would need to plan for institutional care for their child. With 1 in 68 children being diagnosed with autism, the prevalence of children on the spectrum who grow into adulthood without being able to manage even their basic needs independently is on the increase. Added to this is the prevailing erroneous notion that there is no known effective " scientific " cure for the debilitating symptoms in autism. I present here a case of a 17 year old adolescent with autism who had been completely dependent on his parents even for completing the basic tasks of survival on a daily basis, for 17 years of his life and was healed by me operating in the newly emerging scientific discipline of Applied Intentional Epigenetics, using the cutting edge Intent Healing (TM) Remote Healing method, following which all his limiting

Temper tantrum is uncontrolled emotional expression of child such as angriness. Temper Tantrum is excessive emotions as result of unpleasing condition felt by a child due to unfulfilled desire or due to the child cannot express the desire. Tantrum may be: crying, bite, hitting, kicking, and screaming. Tantrum frequently happens in child with autism. One solution to solve this condition is to use Brain Gym. Brain Gym is a set of simple basic crawls functioning to stimulate brain in easing learning activity. A set of activities are quick, attractive and increasing spirit when doing activities. Crawl of Brain Gym is made to stimulate left and right brains (laterality dimension; stimulate systems associated with feeling/emotion, middle brain (limbic) and big brain (concentration dimension).

El objetivo de este artículo es explicar de qué manera el juego se constituye
en una estrategia que posibilita el desarrollo del lenguaje en su
función comunicativa, mediatizadora y reguladora en un niño de cuatro
años con trastorno del espectro autista (TEA), desde el ámbito de la
educación inclusiva en la transición de la edad preescolar a la escolar.
Esta investigación es de diseño pretest-postest. La intervención se fundamentó
en la estrategia del juego y tuvo una duración de tres años. El
proceso interventivo requirió de la realización de ajustes específicos en el
aula a la que asistía el estudiante con TEA, considerando sus necesidades
de desarrollo. Estos ajustes se dirigieron al uso de diversas herramientas
culturales en el ámbito educativo (dibujos, llavero de imágenes, gestos)
por parte de la docente para ayudar al niño a comprender la importancia
de aprender a comunicarse con los otros estudiantes. Los resultados
demostraron que, en el juego, la función comunicativa posibilita el
desarrollo de las funciones mediatizadora y reguladora del lenguaje en el niño en el marco de una educación inclusiva. Además, el juego como
estrategia ayuda en el desarrollo de conductas prosociales o altruistas.

Education is a vital component of life and a fundamental human right.  Barriers exist that prevent students with learning disabilities and their parents to access effective resources.  Parent advocacy is essential.  Community involvement is key to balance in the lives of students with learning disabilities.  This research explores the barriers that exist and includes a personal perspective.

An increasing number of school children are diagnosed with Autism Spectrum
Disorder (ASD). These children may be referred for assessments for a variety of
reasons, including to assess for intellectual impairments, eligibility for support,
or to monitor progress. Characteristics of ASD, such as social communication
difficulties, as well as common comorbid conditions and behaviours, may make
such assessments more challenging than for assessments with children without
ASD. The present article overviews characteristics of ASD, challenges with assessment,
and strategies to choose, prepare for, and complete a standardised
assessment to provide information to assist psychologists and other professionals
to complete a valid assessment of a child with ASD. Resources and
recommendations for further reading are provided.

Background: Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A "no reinforcement after correction" (NRC) condition was compared to a "reinforcement after correction" (RC) condition, using an adapted alternated treatments design. Results: All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants' performance was higher with RC than without in 17 sessions and was the same in 3 sessions. Conclusions: We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings.

Résumé
Dans nos travaux de recherche sur les situations de handicap en milieu scolaire, nous avons développé le paradigme de l’entre-deux (Thouroude, 2002, 2016). Le concept d’entre-deux, emprunté à Daniel Sibony (1991), permet de penser la différence comme un espace ouvert sur l’autre et non comme un espace fermé. Penser la différence en tant qu’entre-deux, c’est penser ce qui nous lie à l’autre.
Nous avons appliqué cette posture à la rencontre avec l’altérité en contexte scolaire. L’entre-deux désigne alors une posture pédagogique orientée vers les points communs et les points de rencontre avec des sujets-élèves, afin de créer
des liens avec eux. Ces liens sont particulièrement difficiles à établir pour l’enseignant qui exerce auprès d’élèves autistes. Notre article explore les voies d’accès à l’entre-deux dans ce contexte particulier. Notre méthodologie s’appuie sur une vignette scolaire. Nous présenterons un élève de sept ans, Pinocchio, autiste. Cette vignette met au travail la création d’un lien dans un espace d’enseignement (Hélie, 2015). Nous pensons que c’est ce lien qui ouvre la voie vers les processus de symbolisation.
Mots clés : autisme, entre-deux, pédagogie, symbolisation.

Referring to this study, its purpose is to identify the level of knowledge of parents, citizens and professionals as well as educators regarding the level of recognition of children with autism. Objectives, aims of the work are: to know the level of engagement these classmates (learners) know and analyze the anxiety of young parents and professionals, how much they work with these children, and in this paper, we will analyze the weaknesses in the recognition of working methods with these children and the provision of contemporary methods during the teaching hours. Work analyzes have been done directly with the students in the classroom. Also within the framework of this paper are questionnaires and surveys directly with parents of these children and professionals dealing with this thematic of the problem, analyzed the encyclopedic dictionary research, to know the term autistic. During the study of literature and data processing developed during our research, we have concluded that: knowing autism as a phenomenon, but also as a term that is still widespread, shows that the integration of autistic children into a regular education system is very necessary and needs no education, and their integration into special schools. From the conclusions drawn from this paper, we think that we have to organize many workshops with the children with the parents of these children and with the responsible persons dealing with the education of these children to clarify what is autism and its characteristics, as the paper has concluded that there is a lack of information about these children.

The new definition of EBM or 'evidence based medicine' that would help make the 'paradigm-shift' in autism towards applying the solution(s) and seeing the results is - including and accepting the individual case-reports of "healed" cases of autism on an case to case basis as presented as the evidence of the individual with autism being free from the limiting symptoms of autism (symptoms defined or described as "limiting" by the individual with the particular symptoms) due to any method or intervention that that individual used/applied.
Therefore, the re-defining of EBM in autism is of urgent and
immediate importance and significance as that would open the path to more and more cases of "autism healing"/ autism "solutions" coming to light from all over the world.
This would be the way forward in ensuring a global awakening
towards experiencing the healing in autism instead of
struggling needlessly, in many cases,with the debilitating symptoms of autism.
The time to make that paradigm-shift from the problem to the solution in autism is now.

Hiring decisions can be risky. How much can employers save by better understanding the motivations and objectives of each applicant?  How much time and expertise should be invested in getting to know each applicant? Will such efforts raise the return on investment?  What are the shortcomings and deficits of the criteria to evaluate, compare and rank applicants?  How do they need to get changed to reflect the shift in the relative order of job skills between employees when the composition of the team (total of all employees) changes by hiring, firing or replacing?  A job description combines tasks and steps to a random set of job responsibilities.  But could there be better ways to bundle tasks together and to look for the most qualified applicant for this particular arbitrarily defined task bundle?  Could the employer benefit from regrouping all small tasks, which a company must perform, by changing which and how many small job tasks will be bundled together in different job descriptions?  And if so, how can reassigning each little tasks from different jobs to the most suitable employee (task-centered approach) instead of looking for the most qualified applicant for a particular job (job-centered approach) help in improving productivity and profitability?  How and why will the new task-centered approach help to increase the workforce diversity more than the job-centered approach?  How can reassigning tasks help disabled and handicapped lacking essential job functions to get hired anyways?  How can employers benefit from not only looking for the most qualified applicant for any particular job (i.e. arbitrarily bundle of tasks and steps) Why does the task-centered based hiring decision benefit employees, employees, applicants and disabled job-seekers more than job-centered based hiring decisions?  What are the benefits to seek the best employee for each task (task-centered) instead of the most qualified applicant for a particular job?  How can employers benefit from a paradigm shift replacing the job-centered with the task-centered hiring perspective?  How can the multi-dimensional effects, which different combinations of employees (i.e. teams) on the overall productivity and profitability be measured?  How much welfare and unemployment benefits could be saved if employers were aware of the additional benefits when making task or employee based hiring decisions instead of exclusively looking for the most qualified applicant?  How can reassigning job-tasks to different employees help applicants to become the most qualified job-seeker despite lacking essential job functions?  How could employers be convinced that they'd benefit most from reassigning tasks from different jobs to the employee most qualified for a particular task instead of only looking for the best applicant for a particular job consisting of an arbitrary bundle of tasks?

It is 25 years since the Salamanca Statement called on the international community to endorse the approach of inclusive education, including at the tertiary level. The past quarter century has witnessed the global massification of postsecondary education, yet this explosion of facilities and enrollment has largely entrenched and exacerbated the exclusion of people with disabilities from the sector. Higher education systems must become disability-inclusive in order to meet international obligations and global frameworks.

With the escalating prevalence of autism spectrum disorder, there is also an increasing number of autistic savants, who besides their autistic disorder, also possess both extraordinary special abilities and remarkable memory. Within this group of autistic savants, there is a hidden category of low-functioning individuals with autism first identified by Rimland (1990) as autistic crypto-savants – unable to communicate (with little or no speech) but possess savant talents hidden, or remained secret, and are unknown to those around them. The existence of such individuals cannot be denied unless proven otherwise. Hence, in this paper the authors hope to focus on two key issues: firstly, the need to fully understand and explain their aetiologies; and secondly, with no conclusions drawn currently, the need to fully explore the ramifications of autistic crypto-savants. The term autistic crypto-savantism and its definition, like the broader term autism, has evolved over the past decades due to better understanding and/or new discoveries. Hence, the authors of this paper strongly feel that there is a need to re-examine the existence of autistic crypto-savantism within the wider context of autistic savantism and current definition of autism.

Although “mainstream” medicine continues to turn a blind eye to the presence of autism treatments and therapies that are showing results in autism , in the spirit of practising “good science” , this article seeks to present the SCIENCE behind HOW these Therapies “work” and WHY they seem to work only in some cases of autism and not on ALL the cases on the ASD Spectrum. Today we stand at the threshold of a new revolution in science where the “common man” is not only a participant but also the harbinger (in many cases) and the “discoverer” and also the “inventor” of SOLUTIONS for problems and issues and challenges that especially mainstream “Professionals” with their degrees and qualifications are unable to  understand or “accept” . Read More ...

Jacques Bénesteau et moi-même présentons ici une première tentative de traduction en langue française de l'ouvrage de O. Ivar Loovas, (2002). Teaching Individuals with Developmental Delays, Basic Intervention techniques, Pro ED, 429 pages, ISBN-13 : 978-0890798898. Il s'agit du Chapitre 29 :Lecture et écriture : une brève introduction.
Nina W. Lovaas et Svein Eikeseth
.

Conventional medicine has long since conditioned the human mind into swallowing pills with the thumb rule " A pill for every ill ". Over time however, people from all over the world have come to realize that this is not true. This, after suffering from the stated and unstated side-effects of the very drugs/medicines that are supposed to cure them from diseases and conditions. Read more ..

Applied Intentional Epigenetics is transforming the way children who present with epilepsy coexisting with autism are being treated today. This article explores the option of applying Epigenetics as a Biotechnological Tool in curing the limiting symptoms of autism and curing seizure disorders when present along with autism, thus helping the child to be free from both without taking any conventional antiepileptic medications. Read More ...

With the escalating prevalence of autism spectrum disorder, there is also an increasing number of autistic savants, who besides their autistic disorder, also possess both extraordinary special abilities and remarkable memory. Within this group of autistic savants, there is a hidden category of low-functioning individuals with autism first identified by Rimland (1990) as <em>autistic crypto-savants</em> – unable to communicate (with little or no speech) but possess savant talents hidden, or remained secret, and are unknown to those around them. The existence of such individuals cannot be denied unless proven otherwise. Hence, in this paper the authors hope to focus on two key issues: firstly, the need to fully understand and explain their aetiologies; and secondly, with no conclusions drawn currently, the need to fully explore the ramifications of autistic crypto-savants. The term <em>autistic crypto-savantism</em> and its definition, like the broader term aut...

Naming Adult Autism is one of the first critiques of cultural and medical narratives of Autism to be authored by an adult diagnosed with this condition.
Autism is a ‘social disorder’, defined by interactions and lifestyle. Yet, the expectations of normalcy against which Autism is defined have too rarely been questioned. This book demonstrates the value of the Humanities towards developing fuller understandings of Autistic adulthood, adapting theory from Adorno, Foucault and Butler.

Instead of the usual pathway of learning the alphabet, recognising and understanding words, and then writing down the "thoughts" in a linear arrangement of "coded letters", SAN Language offers an alternative language study method (for any nationality - with the same symbols being used).

Using visual symbols as a logical development of the thought process, then placing these "visual thoughts" into a spatial arrangement to define these symbols into the structure of language, communication can be simplified.

All parts of grammar are built into this visual language - without the student having to learn grammatical terminology.

No alphabet, spelling, "words", sounds or having to have a massive vocabulary or knowing how words change for grammatical purpose (verbs, adjectives, adverbs etc.) makes SAN Language an easy method for teaching language.

SAN Language can be learnt by a teacher in 2 hours with expert tuition.

The resulting simple spatial arrangements of symbols can be understood (with the glance of an eye) by any nationality.

Purpose
Many people with an autistic spectrum condition have one or more “special interests” which is more restricted, and which they pursue with more than average intensity. The purpose of this paper is to offer a first-person perspective on inclusion of special interests in academic learning. The paper describes examples of special interests of university students and offers recommendations for university teachers.

Design/methodology/approach
The author combines the emerging strategy of using his own autobiographical material as research object with the more establish method of conceptual analysis.

Findings
The author finds that special interests can be a source of academic strength, but can also interfere with learning. The paper argues that including special interests in academic learning is an effective way of including students with autism in higher education, but requires some special provisions.

Originality/value
Existing research has focused either on the special interests of persons with autism or on their inclusion in education, but the combination of these two issues has rarely been considered. The paper addresses this neglected topic from the inside perspective of a former student with autism who, after completing a research master’s in philosophy, was diagnosed with Asperger’s syndrome at age 34. The author combines this inside perspective with knowledge of the theory and history of autism.

As humanity is rapidly moving towards gearing up to “ welcome “ the next stage in Human Evolution as represented by autistic beings, especially children with autism, an Emerging field of science namely Brain Theranostics is being enriched by Paradigm-Shifting Autism Treatment Techniques. This article introduces the Emerging Science of Theranostics in Autism and presents the Overview of this leading-edge application that is Transforming the Autism Diagnosis and Treatment Landscape today.
Before we proceed further in our understanding ..Read More

“Insanity is doing the same thing over and over again and expecting different results” - Albert Einstein

This article highlights how repetitive behavior modification based therapies in autism such as ABA (Applied Behavior
Analysis) is causing damage to the brain and stunting the growth and creativity of the autistic child and how “Early Intervention” in autism with these kinds of “Intensive” therapies is actually delaying the recovery of the autistic child from the limiting symptoms of Autism.Read More ...

#Autism #AutismTreatment #AutismSurrogateHealing #IntentHealing #NonVerbalAutism
What is Surrogate healing in Autism ?
Surrogate healing in Autism is the healing of the limiting
symptoms in a child with Autism by channeling Intent Healing™
energies with the parents of the child Autism as surrogates.
Read More ....

Naming Adult Autism is one of the first critiques of cultural and medical narratives of autism to be authored by an autistic adult.

This portion of the book can also be freely read on amazon.co.uk (just 'look inside' the book). The paperback is forthcoming. For more information on this book, please contact @RowmanInternat (twitter) or me @DrJamesMcGrath (twitter) [email protected] (email).

(If the file of this extract shows vertically, RIGHT CLICK -> click SHOW TOOLBAR -> click 'clockwise arrow' symbol). Thanks for looking. James.

The retention of students has long been a focus of administrators of higher education institutions. The voluntary withdrawal of students represents a significant loss of time and money for both schools and students. The issues of retention and attrition have been explored extensively over the preceding decades, yet the problem of voluntary withdrawal within the autistic student community remains. Previous studies have examined the issue from many angles utilizing many theoretical constructs. One of the more prominent theories concerning this student exodus ...

In recent times breathing exercises and modalities such as delivering hyperbaric oxygen are being promoted as a way of easing some of the symptoms in autism. Are these methods REALLY working? Can breathing be applied as an epigenetic tool in the treatment of autism? This article presents the mechanics underlying the art of breathing in the context of autism and explores the myths and the benefits of the same.
Read More ...

Nous présentons ici une première tentative de traduction en langue française de l'ouvrage de O. Ivar Loovas, (2002). Teaching Individuals with Developmental Delays, Basic Intervention techniques, Pro ED, 429 pages, ISBN-13 : 978-0890798898. Il s'agit de l'introduction de l'ouvrage princeps.

Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in w...

We have developed a system for automatic facial expression recognition running on Google Glass, delivering real-time social cues to children with Autism Spectrum Disorder (ASD). The system includes multiple mechanisms to engage children and their parents, who administer this technology within the home. We completed an at-home design trial with 14 families that used the learning aid over a 3-month period. We found that children with ASD generally respond well to wearing the system at home and opt for the most expressive feedback choice. We further evaluated app usage, facial engagement, and model accuracy. We found that the device can act as a powerful training aid when used periodically in the home, that interactive video content from wearable therapy sessions should be augmented with sufficient context about the content to produce long-term engagement, and that the design of wearable systems for children with ASD should be heavily dependent on the functioning level of the child. We contribute general design implications for developing wearable aids used by children with ASD and other behavioral disorders as well as their parents during at-home parent-administered therapy sessions.

The aim of this study was to assess opinions of families whose children are diagnosed with autism spectrum disorders on the impact of participation in sports on children. The research was carried out using qualitative method in a phenomenological design. The study group consists of 8 families of children with autism spectrum disorders that are doing sports for at least one year, and those families are selected according to "convenience sampling" of purposeful sampling methods. The data were collected by a semi-structured individual interview form based on review of literature, expert opinions and pilot practice. Content analysis technique was used to analyze the collected data. The questions in the interview form were designed to cover the development of children's motor skills, mental skills, daily life skills, problematic behaviors, social skills and sporting branches. According to research findings, it has been found that children's motor skills, mental skills, daily life skills, problematic behaviors, social life skills and sport skills have been developed and changed positively in so many ways.