Free topic subject presented in the Conference, January 2017
BKK, Thailand
(some of the photos couldn't be downloaded due to the third parties policy.)
School psychology is still a relatively young profession.
The National Association of School Psychology (NASP) was established and formally recognized as a doctoral specialty by the American Psychological Association (APA) in 1968.
In 2002, U.S. News and World Report named school psychology one of the top ten "hot professions.“
Many school psychologists in the field are retiring, creating a demand for qualified school psychologists.
Indian School Psychology Association was established in 2009.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
School psychology is still a relatively young profession.
The National Association of School Psychology (NASP) was established and formally recognized as a doctoral specialty by the American Psychological Association (APA) in 1968.
In 2002, U.S. News and World Report named school psychology one of the top ten "hot professions.“
Many school psychologists in the field are retiring, creating a demand for qualified school psychologists.
Indian School Psychology Association was established in 2009.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
We introduce the basics of adult ADHD and how it can be treated effectively with an online program based on the principles of Cognitive Behavioral Therapy.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
We introduce the basics of adult ADHD and how it can be treated effectively with an online program based on the principles of Cognitive Behavioral Therapy.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Understanding Autism in Children For Effective Treatment Approaches.pdfUniquely Manual
"Discover effective autism treatment approaches for children, including early intervention, evidence-based therapies, sensory integration, and social skill support."
Understanding Autism in Children: Effective Treatment ApproachesUniquely Manual
"Discover effective autism treatment approaches for children, including early intervention, evidence-based therapies, sensory integration, and social skill support."
Intervention in children with disabilities, ASD, ID, LD, TBI. Therapeutic approaches and different therapies in such cases.
Specific challenges and emotional social issues.
Power Point from 2nd City Disability studies in Education COnference, CHicago...Jane Strauss
This presentation will be a case study – examining how taking a “disability studies and advocacy” approach to educational design has worked over 17 years of services for the presenter's son. In the course of that time, services have been provided in the home, a charter school, a nonpublic school, via home education, and now, in a public school environment. Tips for explaining disability related issues, and for approaching educators about LRE and presuming competence will be included, along with suggestions for modifying Education programs to incorporate the social dynamics of disability and inclusion.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. Case
A Thai boy 11 yo. Known-case: ASD, AR
Diagnosed when he was 2 yo.; with mutism,
poor eye contact, walking with tiptoe.
He came for treatment at the hospital 7 years ago for speech therapy,
while also being cared by 3 other hospitals.
He was sent to the C & A psychiatric unit for further evaluation
2 years ago. (9 yo.)
3. Question
If you were a child psychiatrist, what kind of interventions for
clinical standard treatment in first visit ?
A. Behavioral
B. Educational
C. Communication
D. All of above
4. After you assessed all his past history of treatment, you found out he has
been being treated with speech therapist, occupational therapist and
pediatrician(medications for his behavior). Also he studies in grade 5 of
special education program at the boarding school.
What else could you do ?
His mother said she couldn’t wait for OT service queues at another
hospital, she worried about his lack of socialization. He can’t tell what he
want to others and he cries every time he was sent to the school.
5. What is the level of Evidence for effectiveness of Social skill training ?
A. High
B. Moderate
C. Low
D. Insufficient
6. Outline
• Introduction
• Concepts and Goals
• Relative factors
• Treatment modalities and Interventions
(Evidence-based)
• Resources and Application
7. Timeline of ASD Management
1995
1943
1944
1910
1900
1985
1972
1971
1964
2000 - Present
1967
1996
1987
1979
Introduction
Eclectic treatment
approach
More Evidence-based
treatments
Research on
intervention
techniques has been
established…
10. A developmental model of
risk factors, risk processes,
and outcome in autism
(G dawson, 2008)
Introduction
11. Concepts
• As a lifelong disorder
• No curative treatment
• Symptomatic approaches
• Two developmental periods are
especially important :
• early preschool
• early adolescence
• Individual-based;
but combination is more effective
in most cases
Concepts & Goals
Developmental
Behavioral
Educational
Communication
12. Goals
Primary goals;
• Maximize functioning
• More independent
• Improve the quality of life
Specific goals;
• Improve social functioning and
play skills
• Improve communication skills
• Improve adaptive skills
• Decrease negative behaviors
• Promote academic functioning
and cognition
Concepts & Goals
13. Relative factors
• Age/Developmental Level
• Type & Severity of the Communication Disorder
• Strengths and Interests
• Medical Problems
• Family’s Interests and Ability to Participate
• Language Uses
• Community Resources
Relative factors
Choice of setting depends on…
14. Treatment modalities
• Developmental, Behavioral, Educational and
Communication Interventions
• Complementary and Alternative therapies: CAM
• Psychopharmacological Interventions
Treatment modalities
15. Developmental, Behavioral, Educational and
Communication Interventions (Lancet, 2014)
• Comprehensive approaches
• ABA-based
• Structured-teaching
• Targeted skill-based intervention
• Targeted behavioral intervention for
anxiety and aggression
• Parent-mediated early intervention
- EIBI
- EIBI + ESDM, DIR/floortime
⁃ TEACCH
- PECS
- Social skill training
- CBT, ABA
- Special Education
- Speech therapy
- OT, Sensory Integration thrapy
- PT
Treatment modalities
16. Interventions Target Evidence (GRADE) Framework and Goals
Comprehensive: ABA-based
• EIBI
• EIBI + Developmental and
relationship-based
approaches
<5 years
<5 years
Low or moderate
Moderate or insufficient for
ESDM; not established for
floortime
Discrete trial training, 1:1, intensive
ESDM; accelerate development in all
domains, ABA + pivotal response training
Floortime; functional emotional
development, sensory modulation, etc.
Comprehensive: structured
teaching
• TEACCH
Children, adolescents, and
adults Low
Provides structures of the environment
and activities
Targeted skill-based intervention
• PECS
• Social skill training
• Vocational intervention
Non-verbal individuals
≥6 years, adolescents, and
adults
Adolescents and adults
Moderate
Low or moderate
Insufficient
spontaneous social-communication skills
Fairly short-term to build social skills
interview training and on-the-job support
Targeted behavioral intervention
for anxiety and aggression
• CBT
Children, adolescents, and
adults Not established
Reduce anxiety: practical adaptive skills
with concrete instructions
Reduce aggression: functional behavior
assessment
Parent-mediated early
intervention
• Training for joint attention,
parent–child interaction, and
communication
Young children Insufficient or low increasing parental efficacy in real-life
settings
Evidence (GRADE)
17. EIBI
Developmental & Behavioral Ix.
Target : Young children (<5 years)
Evidence : Low or moderate
Goals : improve core symptoms of ASD and maladaptive behaviors
Effective characteristics :
• highly individualized
• up to 40 hours per week
• one-to-one direct teaching
• initially using discrete trials
• Various settings; home,
classroom, community
18. EIBI
Developmental & Behavioral Ix.
Resource : คลินิกส่งเสริมพัฒนาการเด็ก, รพ. รามาธิบดี
เครือข่าย-หน่วยงานของกรมสุขภาพจิต เช่น สถาบันราชานุกูล สถาบันยุวประ
สาทไวโยปถัมภ์ สถาบันสุขภาพจิตเด็กและวัยรุ่นราชนครินทร์
• The most significant improvements within the first 12 months
• Pretreatment variables associated with improved outcomes;
- presence of joint attention
- functional play skills
- higher cognitive abilities
- decreased severity of autism symptoms
19. EIBI +
Developmental and relationship-based
approaches
Developmental & Behavioral Ix.
Target : Young children (<5 years)
Evidence : Moderate; insufficient for
ESDM; not established for floortime
Goals : teaching skills that are essential to development;
social communication, emotional relationships, cognitive abilities
22. EIBI +
Developmental and relationship-based
approaches
Developmental & Behavioral Ix.
ESDM : Comprehensive model
= Intensive ABA + Developmental and relationship-based approaches
• parents as therapists
• RCT significant language, cognitive, and adaptive functioning gains
in 48 toddlers over a two-year period (sustained in 2 years after)
• efficacious in young children, but not clear to be generalized to other
specific or combinations of models
23. Interventions Target Evidence (GRADE) Framework and Goals
Comprehensive: ABA-based
• EIBI
• EIBI + Developmental and
relationship-based
approaches
<5 years
<5 years
Low or moderate
Moderate or insufficient for
ESDM; not established for
floortime
Discrete trial training, 1:1, intensive
ESDM; accelerate development in all
domains, ABA + pivotal response training
Floortime; functional emotional
development, sensory modulation, etc.
Comprehensive: structured
teaching
• TEACCH
Children, adolescents, and
adults Low
Provides structures of the environment
and activities
Targeted skill-based intervention
• PECS
• Social skill training
• Vocational intervention
Non-verbal individuals
≥6 years, adolescents, and
adults
Adolescents and adults
Moderate
Low or moderate
Insufficient
spontaneous social-communication skills
Fairly short-term to build social skills
interview training and on-the-job support
Targeted behavioral intervention
for anxiety and aggression
• CBT Children, adolescents, and
adults
Not established
Reduce anxiety: practical adaptive skills
with concrete instructions
Reduce aggression: functional behavior
assessment
Parent-mediated early
intervention
• Training for joint attention,
parent–child interaction, and
communication
Young children Insufficient or low increasing parental efficacy in real-life
settings
24. TEACCH
Developmental & Behavioral Ix.
Target : Children, adolescents, and adults
Evidence : Low
Goals : Provides structures of the environment and activities that
can be understood by the individual
Effective characteristics :
• Individualized person
• Family-centered plan
• Organizing the physical environment
• Predictable sequence of activities
• Routines with flexibility
• Structured work/activity systems
• Visual schedules, Visually structured
activities
25. TEACCH
Developmental & Behavioral Ix.
• CCT - comparing TEACCH with no intervention
improvements in fine motor skills, gross motor skills, cognitive
functioning, social adaptive functioning, and communication skills
Resource :
Special Education Services, IPD, RICD
Pros;
• Uses relative strengths in visual skills and interests to supplement
weaker skills
• Uses special interests to engage for learning
• Supports self-initiated use of meaningful communication
27. Interventions Target Evidence (GRADE) Framework and Goals
Comprehensive: ABA-based
• EIBI
• EIBI + Developmental and
relationship-based
approaches
<5 years
<5 years
Low or moderate
Moderate or insufficient for
ESDM; not established for
floortime
Discrete trial training, 1:1, intensive
ESDM; accelerate development in all
domains, ABA + pivotal response training
Floortime; functional emotional
development, sensory modulation, etc.
Comprehensive: structured
teaching
• TEACCH
Children, adolescents, and
adults Low
Provides structures of the environment
and activities
Targeted skill-based intervention
• PECS
• Social skill training
• Vocational intervention
Non-verbal individuals
≥6 years, adolescents, and
adults
Adolescents and adults
Moderate
Low or moderate
Insufficient
spontaneous social-communication skills
Fairly short-term to build social skills
interview training and on-the-job support
Targeted behavioral intervention
for anxiety and aggression
• CBT Children, adolescents, and
adults
Not established
Reduce anxiety: practical adaptive skills
with concrete instructions
Reduce aggression: functional behavior
assessment
Parent-mediated early
intervention
• Training for joint attention,
parent–child interaction, and
communication
Young children Insufficient or low increasing parental efficacy in real-life
settings
28. PECS
Pros :
• helpful in improving communication initiation
• decreasing frustration related to communication deficits
• more flexible incorporating photographs, pictures, scene arrays, and video
and voice output are available through personal computers and mobile
devices
Developmental & Behavioral Ix.
Target : Non-verbal individuals
Evidence : Moderate
Goals : Teaches spontaneous social-communication skills through use
of symbols or pictures
30. Interventions Target Evidence (GRADE) Framework and Goals
Comprehensive: ABA-based
• EIBI
• EIBI + Developmental and
relationship-based
approaches
<5 years
<5 years
Low or moderate
Moderate or insufficient for
ESDM; not established for
floortime
Discrete trial training, 1:1, intensive
ESDM; accelerate development in all
domains, ABA + pivotal response training
Floortime; functional emotional
development, sensory modulation, etc.
Comprehensive: structured
teaching
• TEACCH
Children, adolescents, and
adults Low
Provides structures of the environment
and activities
Targeted skill-based intervention
• PECS
• Social skill training
• Vocational intervention
Non-verbal individuals
≥6 years, adolescents, and
adults
Adolescents and adults
Moderate
Low or moderate
Insufficient
spontaneous social-communication skills
Fairly short-term to build social skills
interview training and on-the-job support
Targeted behavioral intervention
for anxiety and aggression
• CBT Children, adolescents, and
adults
Not established
Reduce anxiety: practical adaptive skills
with concrete instructions
Reduce aggression: functional behavior
assessment
Parent-mediated early
intervention
• Training for joint attention,
parent–child interaction, and
communication
Young children Insufficient or low increasing parental efficacy in real-life
settings
31. Social skills training
Developmental & Behavioral Ix.
Target : Children aged ≥6 years, adolescents, and adults
Evidence : Low or moderate
Goals : training sessions to build social skills, usually through a group
format
Type of therapies :
• Joint attention interventions
• Modeling
• Peer training package
• Story-based intervention package/the Socials Stories
32. Effective characteristics :
• peer training > isolated social skills instruction (more effective)
• targeting social behavior (imitation, joint attention, and affect
sharing) improving the frequency of socially engaged imitation in
toddlers
Comorbid :
Emotional or behavioral problems may influence outcomes
(not in ADHD)
Social skills training
Developmental & Behavioral Ix.
33. Interventions Target Evidence (GRADE) Framework and Goals
Comprehensive: ABA-based
• EIBI
• EIBI + Developmental and
relationship-based
approaches
<5 years
<5 years
Low or moderate
Moderate or insufficient for
ESDM; not established for
floortime
Discrete trial training, 1:1, intensive
ESDM; accelerate development in all
domains, ABA + pivotal response training
Floortime; functional emotional
development, sensory modulation, etc.
Comprehensive: structured
teaching
• TEACCH
Children, adolescents, and
adults Low
Provides structures of the environment
and activities
Targeted skill-based intervention
• PECS
• Social skill training
• Vocational intervention
Non-verbal individuals
≥6 years, adolescents, and
adults
Adolescents and adults
Moderate
Low or moderate
Insufficient
spontaneous social-communication skills
Fairly short-term to build social skills
interview training and on-the-job support
Targeted behavioral intervention
for anxiety and aggression
• CBT, ABA Children, adolescents, and
adults
Not established
Reduce anxiety: practical adaptive skills
with concrete instructions
Reduce aggression: functional behavior
assessment
Parent-mediated early
intervention
• Training for joint attention,
parent–child interaction, and
communication
Young children Insufficient or low increasing parental efficacy in real-life
settings
34. CBT
Developmental & Behavioral Ix.
Target : Children, adolescents, and adults
Evidence : Not established
Goals : reduce anxiety
Concepts :
• modifies dysfunctional
• teaching of practical adaptive skills with concrete instructions
• often combined with social skill training
• systematic desensitisation is useful particularly for individuals with ID
35. ABA
Developmental & Behavioral Ix.
Target : Children, adolescents, and adults
Evidence : Not established
Goals : reduce aggression
Concepts :
• apply functional behavior assessment
• teach alternative behaviors and skills; • antecedent manipulations
• changes in instructional context
• reinforcement-based strategies
• behavior reduction strategies
36. Special Education
Effective characteristics :
• intensive, individualized, staff-to-student = 1: 1-2
• experienced, interdisciplinary team of providers
• family involvement
Educational Ix.
Target : Young children (<5 years)
Evidence : Low or moderate
Goals : enhancing verbal and nonverbal communication, academic
skills, social, motor, and behavioral capabilities
37. Special Education
• Min. of 25 hrs/wk
• Functional analysis of behavior problems
• Ongoing program evaluation and adjustment
• Close monitoring and modification as the child's needs change
• Curriculum emphasizing attention, imitation, communication, play,
and social interaction
• Highly supportive teaching environment
• Predictability and structure
Educational Ix.
38. Special Education
Educational Ix.
What to evaluate ?
• chronologic age
• developmental level
• specific strengths and
weaknesses
• family needs
Resource :
Special Education Services
39. Communication Ix.
Speech therapy (Traditional)
Target : Any,
Evidence : -
Goals :
• improve core deficits in social and functional
communication skills
• promote communication skills to improve in
overall functioning
• specific goals may vary depending upon the level of function
40. Communication Ix.
Speech therapy
For individuals who do not yet use words; use of alternative
communication modalities
e.g. sign language, communication boards, visual supports, picture exchange,
and other forms of augmentative communication
For individuals with fluent speech, the focus should be on
pragmatic language skills training
41. PRACTICE PARAMETERS (2014)
Methods Available for the Delivery of Social Reciprocity/
Pragmatic Language-Oriented Interventions
Developmental Level Methods
Infant/preschool (play based) guided participation, Do-Watch-Listen-Say,
play organizers, buddy skills
School age social stories, social skills groups peer network/circle of friends
Adolescence peer network/circle of friends
visual schedule/verbal rehearsal
social skills group, social thinking
training scripts
[CS]
Speech therapy
Speech therapy + Social skills training
Communication Ix.
43. Communication Ix.
Speech therapy
หน่วยแก้ไขการพูด
รพ. รามาธิบดีและโรงเรียนแพทย์ทุกแห่ง
สถาบันราชานุกูล, สถาบันสุขภาพเด็กแห่งชาติฯ
สถาบันประสาทวิทยา, สถาบันสุขภาพจิตเด็ก
และวัยรุ่นราชนครินทร์, โรงพยาบาลเจริญกรุง
ประชารักษ์, โรงพยาบาลสมเด็จพระปิ่นเกล้า
ฯลฯ
Resource :
44. Sensory Integration therapy, Traditional OT
Target : Young children to adolescent
Evidence : -/inconsistent
Goals :
• young children focuses on enhancing sensory processing,
sensorimotor and social-behavioral performance, self-care and
participation in play
• older children may include social and behavioral performance
and transition to work and independence in the community
Developmental-based Ix.
45. Traditional OT
Developmental-based Ix.
Concepts:
• associated ASD features : motor delays atypical features
• Motor delays effect ability to mimic another’s actions as well as to
participate in goal-directed behavior,
• provide means for learning other skills (social and academics)
46. Sensory Integration therapy (SIT)
Concepts:
• clinical-based
• child- directed
• uses play activities to engage
child participation and
challenge sensory processing
and motor planning skills
• daily routine (home, school)
Areas of Possible Sensory Intervention
Developmental-based Ix.
47. Sensory Integration therapy, OT
Resource :
หน่วยงานกิจกรรมบาบัดของสถาบัน
ในสังกัดกรมสุขภาพจิต เช่น สถาบัน
ราชานุกูล, สถาบันสุขภาพจิตเด็ก
และวัยรุ่นราชนครินทร์, ยุวประสาท
ไวโยปถัมภ์
Developmental-based Ix.
48. Physical therapy (PT)
Target : Any ages
Evidence : -/inconsistent
Goals:
• Improve participation in activities of daily living
• Acquire new motor skills, motor strength
• Develop better coordination
• Improve reciprocal play skills (throw & catch a ball)
• Develop motor imitation skills
Developmental-based Ix.
54. Complementary and Alternative therapies
Treatment modalities : CAM
Nutritional supplements and diets;
• Possible benefit, potential risk
- Gluten-free,
casein-free diet (2C)
• Unknown benefit, potential risk
- Vitamin B6 and magnesium
• Possible benefit, low risk
- Melatonin
- Oxytocin
- Sulforaphane
• Unknown benefit, low risk
- Omega-3 fatty acids
- Probiotics
55. Clinical Application
• Ramathibodi hospital
• Child Development Unit : Early Intervention Clinic อาคารสิริกิติ์ ชั้น 3
• Speech and Language Clinic/ ภาควิชาวิทยาศาสตร์สื่อความหมายและความผิดปกติของการสื่อ
ความหมาย : Speech therapy อาคาร 4 ชั้น 4
• Others services;
- Speech : หน่วยแก้ไขการพูด โรงเรียนแพทย์ทุกแห่ง, สถาบันราชานุกูล, สถาบันสุขภาพเด็กแห่งชาติฯ
สถาบันประสาทวิทยา, สถาบันสุขภาพจิตเด็กและวัยรุ่นราชนครินทร์, โรงพยาบาลเจริญกรุงประชารักษ์, โรงพยาบาล
สมเด็จพระปิ่นเกล้า ฯลฯ
- OT,PT : หน่วยงานกิจกรรมบาบัดและกายภาพบาบัดของสถาบันในสังกัดกรมสุขภาพจิต เช่น สถาบันราชานุกูล,
สถาบันสุขภาพจิตเด็กและวัยรุ่นราชนครินทร์, ยุวประสาทไวโยปถัมภ์ เป็นต้น
Resources and Application
56. National Resources (For Parents)
• สถาบันสุขภาพจิตเด็กและวัยรุ่นราชนครินทร์ : http://www.smartteen.net/main
• สถาบันราชานุกูล : http://www.rajanukul.go.th
• โรงพยาบาลยุวประสาทไวทโยปถัมภ์ : http://ycap.go.th
• สถาบันสุขภาพจิตเด็กและวัยรุ่นภาคตะวันออกเฉียงเหนือ : http://www.necam.go.th
• Center for Autism Recovery and Education - CARE Thailand :
www.carethaiautism.com
• http://rajanukul.go.th/main/ebook.php (free social stories)
Resources and Application
57. International Resources(For Parents)
Autism Today: largest autism-related information online; multilingual
Action for Autism: worldwide links to autism organization, resources in about 100 different countries
www.autism-india.org/worldorgs.com
Center for the Study of Autism
www.autism.org
Autistic Living: site developed by parents for parents
www.autisticliving.com
Autism Speaks: world's largest autism advocacy organization
http://www.autismspeaks.org/
Autism Resources: over 16 languages
www.autism-resources/links/nonenglish.html
Autism Society of America (ASA)
www.autism-society.org
Autism Research Institute
www.autism.com/
Resources and Application
58. What is the level of Evidence for effectiveness of Social skill training ?
A. High
B. Moderate
C. Low
D. Insufficient
Case (continue)
Continue Sensory integration therapy with Occupational therapist and
Speech therapy sessions…..
59. References
• Reichow B, Barton EE, Boyd BA, Hume K. Early intensive behavioral intervention (EIBI) for young
children with autism spectrum disorders (ASD). Cochrane Database Syst Rev 2012; 10:CD009260
• Howlin P, Magiati I, Charman T. Systematic review of early intensive behavioral interventions for
children with autism. Am J Intellect Dev Disabil 2009; 114:23.
• Dawson G, Rogers S, Munson J, et al. Randomized, controlled trial of an intervention for toddlers
with autism: the Early Start Denver Model. Pediatrics 2010; 125:e17.
• Autism(Seminar). Lancet 2014; 383: 896–910. Published Online September 26, 2013
• Practice Parameter for the Assessment and Treatment of Children and Adolescents With Autism
Spectrum Disorder. JAACAP, Feb. 2014
• Reichow B, Steiner AM, Volkmar F. Social skills groups for people aged 6 to 21 with autism
spectrum disorders (ASD). Cochrane Database Syst Rev 2012; :CD008511.
• A National clinical guideline- SIGN145 : assessment, diagnosis and interventions for ASD. June
2016 (Healthcare Improvement Scotland)
• Management of autism in children and young people: summary of NICE and SCIE guidance. BMJ
2013;347:f4865 doi: 10.1136/bmj.f4865 (Published 28 August 2013)
• LeBlanc & Gillis. Behavioral Interventions for Children with Autism Spectrum Disorders. Pediatr
Clin N Am 59 (2012) 147–164.
Editor's Notes
Show resource
some form of brain injury. It includes the Doman-Delecato or Glenn Doman programme, autism rehabilitation therapy, psychomotor patterning and developmental reflexive rehabilitation Patterning therapy involves a series of bodily exercises and other activities designed to “rewire” the brain in individuals with autism and other disorders.
Therapies and Special Education
EIBI = Based on ABA principles; usually home-based or school-based
teaching in simplified and structured steps); 1:1 adult-to-child ratio; intensive teaching for 20–40 h/week for 1–4 years
Early intensive behavioural intervention
+ developmental and relationship-based approaches
(eg, ESDM and floortime [DIR-based model])
*Early Start Denver Model (ESDM)
([developmental individual- difference, relationship-based model]) )
suggested by available systematic reviews and meta-analyses, with criteria directly following or similar to the Grading of Recommendations Assessment Development and Evaluation Working Group recommendation; different ratings for the same model or agent are from different reports.
(simple to more complex skills)
The most significant improvements generally are seen within the first 12 months of treatment
Pretreatment variables that are associated with improved outcomes include the presence of joint attention, functional play skills, higher cognitive abilities, and decreased severity of autism symptoms
(simple to more complex skills)
it is unclear whether one type of intensive behavioral intervention is better than another,
There are very few studies comparing ABA with other treatment models, and those studies have methodologic limitations.
Those performed comparing ABA with a Developmental Individual Difference Relationship-based Model (Floortime) and TEACCH found no difference in efficacy
(ABA/ DIR/TEACCH)
However, the current evidence is inconclusive
However, the current evidence is inconclusive
- Milieu therapy was associated with improvement in cognitive skills, overall course, and communication and play skills [46,47].
●Responsive teaching was associated with improvements in quality of social communication and expressive language [48].
● The More Than Words program was associated with positive outcomes in facilitative strategies and vocabulary
Treatment and Education of Autistic and related Communication-handicapped Children
EIBI = Based on ABA principles; usually home-based or school-based
teaching in simplified and structured steps); 1:1 adult-to-child ratio; intensive teaching for 20–40 h/week for 1–4 years
Early intensive behavioural intervention
+ developmental and relationship-based approaches
(eg, ESDM and floortime [DIR-based model])
*Early Start Denver Model (ESDM)
([developmental individual- difference, relationship-based model]) )
Picture Exchange Communication System
Targeted skill-based intervention
EIBI = Based on ABA principles; usually home-based or school-based
teaching in simplified and structured steps); 1:1 adult-to-child ratio; intensive teaching for 20–40 h/week for 1–4 years
Early intensive behavioural intervention
+ developmental and relationship-based approaches
(eg, ESDM and floortime [DIR-based model])
*Early Start Denver Model (ESDM)
([developmental individual- difference, relationship-based model]) )
2012 meta-analysis of five randomized trials (196 participants) found some evidence that participation in social skills groups improved overall social competence and friendship quality in the short term
1. (eg, pointing to objects, showing, etc) Joint attention Interventions teach the child to respond to the nonverbal social bids of others or to initiate joint attention interactions (eg, pointing, showing, following eye gaze)
2. Modeling (both real-life and video-based modeling) Interventions involve imitation of target behaviors that are demonstrated by an adult or peer
3. (including, but not limited to peer networks, peer initiation training, and peer-mediated social interventions)
4. (including the Socials Stories approach)
Conversational skills.
Basic social skills
(imitation paired with eye contact)
EIBI = Based on ABA principles; usually home-based or school-based
teaching in simplified and structured steps); 1:1 adult-to-child ratio; intensive teaching for 20–40 h/week for 1–4 years
Early intensive behavioural intervention
+ developmental and relationship-based approaches
(eg, ESDM and floortime [DIR-based model])
*Early Start Denver Model (ESDM)
([developmental individual- difference, relationship-based model]) )
compared with ordinary cognitive behavioural therapy, therapy modified for autism relies less on introspection and more on teaching of practical adaptive skills with concrete instructions
compared with ordinary cognitive behavioural therapy, therapy modified for autism relies less on introspection and more on teaching of practical adaptive skills with concrete instructions
social, cognitive development,
Adaptive skills
Core features of successful autism educational programs identified in observational studies and systematic reviews include….(cont’)
language interventions that span settings and are incorporated into their daily routines will be most beneficial
Not include** Augmentative communication strategies (eg, picture exchange system, gestures, sign language, electronic communication systems)
+ Visual supports (eg, visual schedules, choice boards)
Empirical evidence suggests that sensory and motor difficulties are present for many children with ASD, especially during early development.
However, empirical studies in this area are limited and primarily rely on parental report.
Emerging evidence from retrospective video studies and clinical evaluations suggest differences in sensory & motor features for individuals with ASD and individuals with other developmental disabilities.
These patterns may relate to core features of ASD, the development of other behaviors, and later prognosis for individuals with ASD
meta-analysis of motor coordination in ASD to provide evidence for motor deficits as a core feature.
Empirical evidence suggests that sensory and motor difficulties are present for many children with ASD, especially during early development.
However, empirical studies in this area are limited and primarily rely on parental report.
Emerging evidence from retrospective video studies and clinical evaluations suggest differences in sensory & motor features for individuals with ASD and individuals with other developmental disabilities.
These patterns may relate to core features of ASD, the development of other behaviors, and later prognosis for individuals with ASD
meta-analysis of motor coordination in ASD to provide evidence for motor deficits as a core feature.
Motor delays tend to become more pronounced with age.
Motor skills provide means for learning other important
skills.
Motor planning deficits effect ability to mimic another’s actions as well as to participate in goal-directed behavior.
Low muscle tone
Repetitive motor movements
Oral-motor problems
Dyspraxia
Social Skills
Academics
A well organized system integrates multiple sources of input
Exercise, gaming, swimming, toewalking
Exergames combine play and exercise.
Exercise has been shown to support improvements in executive functioning (EF) in children.
exercise interventions consisting individually of jogging, horseback riding, martial arts, swimming or yoga/dance can result in improvements to numerous behavioral outcomes including stereotypic behaviors, social-emotional functioning, cognition and attention
Music therapy - horseback riding + pet therapy
= Possible benefit, low risk
AIT, Acupuncture = Unknown benefit, low risk
discourage CAM therapies with unknown benefits and potential risks in the treatment of ASD.
do not actively encourage CAM therapies with possible/unknown benefit and low risk
exercise interventions consisting individually of jogging, horseback riding, martial arts, swimming or yoga/dance can result in improvements to numerous behavioral outcomes including stereotypic behaviors, social-emotional functioning, cognition and attention
Neurofeedback is direct exercise of the brain. As the brain continues to get rewarded through visual and/or auditory feedback, neural networks on the area where the electrodes are located are being activated. With repeated neurofeedback sessions, these newly formed neural networks become more permanent and the dysfunctional symptoms of the client undertaking the training are steadily being reduced (based on the idea that human beings can consciously alter their brain function through training sessions in which they attempt to change the signal generated by their brain and measured via some neurological feedback mechanism.)
HEG - near infrared and passive infrared, are indirect measures of neural activity based on neurovascular coupling
Possible benefit, low risk
HBOT- Low-evidence, one RCT, systemic review 2016, there is no evidence that hyperbaric oxygen therapy improves core symptoms and associated symptoms of ASD. It is important to note that adverse effects (minor-grade ear barotrauma events) can occur.
Unknown benefit, potential risk
no evidence based recommendations for Nutritional therapy
Concept = treat a variety of symptoms, including the core symptoms of ASD (eg, deficits in social communication and interaction and restricted, repetitive patterns of behavior, interests, and activities), inattention, gastrointestinal symptoms, and sleep disturbance
- Gastrointestinal abnormalities, such as dysbiosis (abnormalities of microflora) or "leaky gut," prompting the use of secretin, antifungal agents, probiotics, etc (see 'Secretin' below and 'Antimicrobial agents' below and 'Probiotics' below)
●Food sensitivities and allergies, prompting the use of special diets, such as the gluten-free and/or casein-free diet (see 'Gluten-free casein-free diet' below)
●Autoimmunity, prompting the use of immunotherapy (see 'Intravenous immunoglobulin' below)
●Metabolic abnormalities (eg, in glutathione synthesis, sulfation, folate metabolism), prompting the use of antioxidants [10-12] (see 'Sulforaphane' below and 'Other interventions' below)
●Heavy metal toxicity, especially mercury, prompting the use of chelation therapy (see 'Chelation' below)
●Nutritional imbalances, prompting the use of nutritional supplements (eg, omega-3 fatty acids, vitamins) (see 'Omega-3 fatty acids' below and 'Vitamin B6 and magnesium' below and 'Other interventions' below)
●Inflammation [13] (see 'Sulforaphane' below)
ตามระบบ NICE, AAP, Scottish Intercollegiate Guidelines**