Sheeba Narikuzhy - Newcomer youth mental health needs, barriers & best practicesYCEC_YorkU
This document discusses newcomer youth mental health needs, barriers, and promising practices. It notes the growing newcomer population in Canada and economic costs of mental illness. Newcomer youth face increased risks of mental health issues like depression and issues adjusting to the Canadian system. Barriers include stigma, lack of knowledge about services, and trauma from past experiences. Promising practices to engage newcomer families include culturally competent services, psychoeducation, and collaborating with community partners. The document provides statistics on issues like dropout rates and outlines the work of one program to support newcomer youth mental health.
Mohamed Abdelbadie discusses the long-term mental health consequences of sexual abuse. Sexual abuse in children involves forcing or encouraging sexual acts, while in adults it means physical or coercive intrusion of a sexual nature. Studies show depression in 80% of abuse survivors and PTSD in 50%. Other common effects include anxiety, low self-esteem, health risks like substance abuse, and social difficulties. Neurobiological factors like disruptions in brain areas related to emotion and stress responses may underlie these mental health issues. The severity and chronicity of abuse, relationship to the perpetrator, family support, and coping strategies can impact the survivor's long-term adjustment and resilience.
This document summarizes how poverty can impact individuals with autism spectrum disorders and intellectual disabilities. It discusses that poverty negatively impacts prefrontal cortex development and can exacerbate symptoms. Families living in poverty may experience delays in diagnosis for their children with autism due to limited access to specialists and services. They are also at risk for increased financial strain from medical costs and lost income due to care responsibilities. Interventions should focus on comprehensive services, early childhood support, and ensuring access to accurate diagnosis and information about obtaining services.
This document provides information about autism spectrum disorder (ASD) including its definition, characteristics, prevalence rates, differences in diagnosis among ethnic groups, and classroom strategies and accommodations for students with ASD. It defines ASD as a neurological disorder affecting social skills, communication, and restricted behaviors. Statistics are presented on the rising diagnosis rates in the US population as well as delays in diagnosis for African American and Hispanic children compared to white children, which may be due to cultural and socioeconomic factors. Suggested classroom strategies include visual schedules, structured environments, sensory accommodations, and individualized behavior plans.
Various groups’ perceptions of children with autismmichellea27
This document discusses different perceptions of children with autism from various groups. Parents often feel stigmatized by strangers who don't understand their child's autism. Teachers have expressed concerns about inclusion but are getting more training; some studies found teachers were not well-informed on autism. Peers often view autistic children more negatively and as less friendly. Perceptions vary based on experiences and exposures. The document emphasizes the need for teachers to understand students on individual levels and accept them for who they are with patience, understanding and kindness.
Sheeba Narikuzhy - Newcomer youth mental health needs, barriers & best practicesYCEC_YorkU
This document discusses newcomer youth mental health needs, barriers, and promising practices. It notes the growing newcomer population in Canada and economic costs of mental illness. Newcomer youth face increased risks of mental health issues like depression and issues adjusting to the Canadian system. Barriers include stigma, lack of knowledge about services, and trauma from past experiences. Promising practices to engage newcomer families include culturally competent services, psychoeducation, and collaborating with community partners. The document provides statistics on issues like dropout rates and outlines the work of one program to support newcomer youth mental health.
Mohamed Abdelbadie discusses the long-term mental health consequences of sexual abuse. Sexual abuse in children involves forcing or encouraging sexual acts, while in adults it means physical or coercive intrusion of a sexual nature. Studies show depression in 80% of abuse survivors and PTSD in 50%. Other common effects include anxiety, low self-esteem, health risks like substance abuse, and social difficulties. Neurobiological factors like disruptions in brain areas related to emotion and stress responses may underlie these mental health issues. The severity and chronicity of abuse, relationship to the perpetrator, family support, and coping strategies can impact the survivor's long-term adjustment and resilience.
This document summarizes how poverty can impact individuals with autism spectrum disorders and intellectual disabilities. It discusses that poverty negatively impacts prefrontal cortex development and can exacerbate symptoms. Families living in poverty may experience delays in diagnosis for their children with autism due to limited access to specialists and services. They are also at risk for increased financial strain from medical costs and lost income due to care responsibilities. Interventions should focus on comprehensive services, early childhood support, and ensuring access to accurate diagnosis and information about obtaining services.
This document provides information about autism spectrum disorder (ASD) including its definition, characteristics, prevalence rates, differences in diagnosis among ethnic groups, and classroom strategies and accommodations for students with ASD. It defines ASD as a neurological disorder affecting social skills, communication, and restricted behaviors. Statistics are presented on the rising diagnosis rates in the US population as well as delays in diagnosis for African American and Hispanic children compared to white children, which may be due to cultural and socioeconomic factors. Suggested classroom strategies include visual schedules, structured environments, sensory accommodations, and individualized behavior plans.
Various groups’ perceptions of children with autismmichellea27
This document discusses different perceptions of children with autism from various groups. Parents often feel stigmatized by strangers who don't understand their child's autism. Teachers have expressed concerns about inclusion but are getting more training; some studies found teachers were not well-informed on autism. Peers often view autistic children more negatively and as less friendly. Perceptions vary based on experiences and exposures. The document emphasizes the need for teachers to understand students on individual levels and accept them for who they are with patience, understanding and kindness.
The document discusses the genetics behind autism spectrum disorder (ASD). It notes that while the genetics are complex, research suggests both genetic and environmental factors play a role. Studies of twins have found concordance rates between 56-95% in identical twins, suggesting a strong genetic component. Chromosomal abnormalities like deletions, duplications, and inversions have also been linked to ASD. The document examines different genetic studies of autism in twins, siblings, and families that provide evidence for a genetic basis of ASD. It concludes that autism likely has both genetic and environmental causes.
Autism is a lifelong neurodevelopmental disorder defined by difficulties with social interaction and communication, as well as restrictive and repetitive behaviors. The core features of autism must be present for diagnosis and typically appear during the first two years of life. While the specific causes of autism are unknown, there is strong evidence for a genetic basis. Diagnosis involves comprehensive assessment tools, and early diagnosis allows for earlier intervention leading to improved outcomes. Treatment requires a multidisciplinary approach.
Irit Bar Netzer: Children with Fetal Alcohol Syndrome in Adoptive and Foster ...Beitissie1
The lecture focuses on the great importance of clinical and therapeutic intervention in improving behaviors, parent-child relationships and more, in Fetal Alcohol Syndrome cases.
"Let's play with the blocks together."
Child: "Okay."
Peer
Mediated
Peer: "Do you want to build a tower with me?"
Child: "Yes."
Peer
Initiated
Peer: "Look at the castle I made. Want to help me add a moat?"
Child: "Sure!"
Adult
Facilitated
Adult: "Jake likes trains. Do you want to show him your train?"
Child: "Here is my train."
Peer: "Cool train!"
Child
Directed
This document discusses the challenges that adolescents with ADHD face as they transition from childhood to adolescence. It notes that ADHD symptoms like inattention and impulsivity persist in many cases and can negatively impact academic performance, relationships with parents and peers, risk-taking behaviors, and sexual health. The document outlines specific ways that domains like school, social interactions, decision-making, and sexuality are often more difficult for teens with ADHD due to impairments in executive functioning skills that increase responsibility and independence during adolescence.
Irit Bar Netzer: Children with Fetal Alcohol Syndrome in Adoptive and Foster ...Beitissie1
The lecture focuses on the great importance of clinical and therapeutic intervention in improving behaviors, parent-child relationships and more, in Fetal Alcohol Syndrome cases.
This document discusses substance use among teens and its negative impacts. It notes that as of 2009-2011, around 30-50% of teens reported using alcohol or drugs, with around 12% having a substance use disorder. Substance use is associated with risks like accidents, injuries, poor academic performance, and adult substance abuse. Treatment needs to be comprehensive and address psychological, family, social, and developmental factors through approaches like family therapy, CBT, biofeedback, and social support programs to help teens regain their futures.
This document discusses attention deficit hyperactivity disorder (ADHD) from a chiropractic perspective. It notes increasing rates of ADHD and other disorders in children and outlines chiropractic theories regarding how spinal issues may contribute to neurological dysfunction. Specifically, it proposes that birth trauma and other injuries can cause spinal subluxations leading to abnormal nervous system function impacting behaviors. Research showing chiropractic care may help address ADHD symptoms through reducing subluxations and improving brain function is referenced.
This document discusses the need for a holistic and common approach to supporting students with developmental disorders and additional needs in schools. It argues that students often present with overlapping difficulties rather than discrete issues. A graduated response is needed that provides inclusive support to all students while also screening those at risk and referring them for specialized support when needed. Taking such an approach can help reduce misdiagnoses and delays in support that result from children receiving help through different "doors" in the system.
The document discusses the challenges of sexual and reproductive health for people with disabilities, ambiguous genitalia, and those who identify as LGBT (lesbian, gay, bisexual, transgender). It defines key terms and outlines causes and challenges faced by each group. These include social stigma, lack of healthcare access, higher risk of sexual violence and illness. The document recommends improving awareness, training healthcare workers, strengthening family support, and developing inclusive policies to ensure all individuals can access necessary healthcare and support regardless of their sexual or gender identity.
In this webinar, speaker Judy french, from PACER’s National Bullying Prevention Center, Los Angeles, will discuss:
- Children with disabilities are more likely to be bullied than non-disabled children
- How you can tell if your child is being bullied
- How to work with the school
- Advocacy/Self-Advocacy/Peer Advocacy: learning to help one another and ourselves
1) Autism is a neurodevelopmental disorder characterized by difficulties in social interaction and communication, as well as restricted and repetitive behaviors. It is part of a spectrum of conditions known as autism spectrum disorder (ASD).
2) ASD is diagnosed based on difficulties in social interaction, communication, and restricted or repetitive behaviors observed before age 3. There are different classifications of ASD including autistic disorder, Asperger's syndrome, and others.
3) Treatment for ASD is multidisciplinary and includes behavioral training, education supports, and sometimes medical interventions. However, there are significant challenges to diagnosis and support for those with ASD in Sri Lanka due to lack of awareness, services, and
The document discusses the plight of orphaned and vulnerable youth in Botswana due to HIV/AIDS. It notes that over 1 in 5 children in Botswana are orphans and many have lost parents to HIV/AIDS. These youth often must take on adult responsibilities like caring for siblings and working to support their families. While the UN and some organizations aim to help with services, more focus is needed on adolescents who have unique needs beyond just basic support. The Stepping Stones International initiative provides after school programs, education, and support to empower youth in Botswana.
Child maltreatment is a huge global problem with a serious impact on the victims’ physical and mental health, well-being and development throughout their lives and by extension, on society in general.
(WHO & INTERNATIONAL SOCIETY FOR PREVENTION OF CHILD ABUSE AND Neglect)
This document is a thesis submitted by Annabel Myers examining predictors of college adjustment in students with Attention-Deficit Hyperactivity Disorder (ADHD). The thesis summarizes previous research showing that ADHD symptoms, particularly inattentiveness, are related to poorer academic adjustment, lower GPAs, and difficulty completing college. It also discusses how personality characteristics like neuroticism and conscientiousness, as well as stress, may impact college adjustment. The current study assessed these relationships and whether they can predict academic adjustment, social adjustment, and GPA in college students with ADHD.
This document presents a study on the life pressures faced by mothers of children with disabilities and how those pressures relate to future anxiety and quality of life. The study examines mothers of children with autism, intellectual disabilities, hearing impairments, and visual impairments. It aims to understand the relationships between life pressures, future anxiety, and quality of life for mothers of children with different disabilities. The study also examines whether there are differences in life pressures, future anxiety, and quality of life between the groups of mothers.
Making a difference? Education and health of children in out-of-home careSFI-slides
The document discusses the education and health outcomes of children in out-of-home care. It finds that school failure is a strong predictor of negative psychosocial outcomes for foster children. Two Swedish trials found that assessing foster children's literacy and numeracy skills, and providing individualized educational support, substantially improved their test scores and skills over two years. The document advocates for health assessments and monitoring of all children when entering care to address untreated health problems and promote better long-term health outcomes.
physically ans mentally challenged children has diffirent and special needs that to be addressed definitely in health care which usually doesnt happens
Late Autism Diagnosis: Latino Childrenclarygreen22
Late Autism Diagnosis: Latino Children
The document discusses that Latino children are often diagnosed with autism two years later than non-Hispanic children due to barriers like language differences and a lack of awareness about autism in Latino communities. Doctors have difficulty communicating with Spanish-speaking families and identifying autism risks. Not receiving an early diagnosis means that Latino children with autism do not get access to important early intervention services. The document recommends increasing the number of Spanish-speaking doctors, providing resources to families in Spanish, and spreading more awareness about autism in Latino communities.
1) The document examines cross-cultural challenges in identifying and treating children with autism. Research shows that Latino and African American children are less likely to be diagnosed with autism and receive later diagnoses than white children.
2) Cultural norms and expectations can create barriers to accurate diagnosis by distorting the perceptions of parents, families, and professionals. All diagnostic tools are culturally loaded and may influence test results differently for various cultural groups.
3) Professionals can help address these issues by gaining a deeper understanding of cultural contexts, observing children in their natural environments, acknowledging their own biases, and facilitating open dialogue with parents.
The document discusses the genetics behind autism spectrum disorder (ASD). It notes that while the genetics are complex, research suggests both genetic and environmental factors play a role. Studies of twins have found concordance rates between 56-95% in identical twins, suggesting a strong genetic component. Chromosomal abnormalities like deletions, duplications, and inversions have also been linked to ASD. The document examines different genetic studies of autism in twins, siblings, and families that provide evidence for a genetic basis of ASD. It concludes that autism likely has both genetic and environmental causes.
Autism is a lifelong neurodevelopmental disorder defined by difficulties with social interaction and communication, as well as restrictive and repetitive behaviors. The core features of autism must be present for diagnosis and typically appear during the first two years of life. While the specific causes of autism are unknown, there is strong evidence for a genetic basis. Diagnosis involves comprehensive assessment tools, and early diagnosis allows for earlier intervention leading to improved outcomes. Treatment requires a multidisciplinary approach.
Irit Bar Netzer: Children with Fetal Alcohol Syndrome in Adoptive and Foster ...Beitissie1
The lecture focuses on the great importance of clinical and therapeutic intervention in improving behaviors, parent-child relationships and more, in Fetal Alcohol Syndrome cases.
"Let's play with the blocks together."
Child: "Okay."
Peer
Mediated
Peer: "Do you want to build a tower with me?"
Child: "Yes."
Peer
Initiated
Peer: "Look at the castle I made. Want to help me add a moat?"
Child: "Sure!"
Adult
Facilitated
Adult: "Jake likes trains. Do you want to show him your train?"
Child: "Here is my train."
Peer: "Cool train!"
Child
Directed
This document discusses the challenges that adolescents with ADHD face as they transition from childhood to adolescence. It notes that ADHD symptoms like inattention and impulsivity persist in many cases and can negatively impact academic performance, relationships with parents and peers, risk-taking behaviors, and sexual health. The document outlines specific ways that domains like school, social interactions, decision-making, and sexuality are often more difficult for teens with ADHD due to impairments in executive functioning skills that increase responsibility and independence during adolescence.
Irit Bar Netzer: Children with Fetal Alcohol Syndrome in Adoptive and Foster ...Beitissie1
The lecture focuses on the great importance of clinical and therapeutic intervention in improving behaviors, parent-child relationships and more, in Fetal Alcohol Syndrome cases.
This document discusses substance use among teens and its negative impacts. It notes that as of 2009-2011, around 30-50% of teens reported using alcohol or drugs, with around 12% having a substance use disorder. Substance use is associated with risks like accidents, injuries, poor academic performance, and adult substance abuse. Treatment needs to be comprehensive and address psychological, family, social, and developmental factors through approaches like family therapy, CBT, biofeedback, and social support programs to help teens regain their futures.
This document discusses attention deficit hyperactivity disorder (ADHD) from a chiropractic perspective. It notes increasing rates of ADHD and other disorders in children and outlines chiropractic theories regarding how spinal issues may contribute to neurological dysfunction. Specifically, it proposes that birth trauma and other injuries can cause spinal subluxations leading to abnormal nervous system function impacting behaviors. Research showing chiropractic care may help address ADHD symptoms through reducing subluxations and improving brain function is referenced.
This document discusses the need for a holistic and common approach to supporting students with developmental disorders and additional needs in schools. It argues that students often present with overlapping difficulties rather than discrete issues. A graduated response is needed that provides inclusive support to all students while also screening those at risk and referring them for specialized support when needed. Taking such an approach can help reduce misdiagnoses and delays in support that result from children receiving help through different "doors" in the system.
The document discusses the challenges of sexual and reproductive health for people with disabilities, ambiguous genitalia, and those who identify as LGBT (lesbian, gay, bisexual, transgender). It defines key terms and outlines causes and challenges faced by each group. These include social stigma, lack of healthcare access, higher risk of sexual violence and illness. The document recommends improving awareness, training healthcare workers, strengthening family support, and developing inclusive policies to ensure all individuals can access necessary healthcare and support regardless of their sexual or gender identity.
In this webinar, speaker Judy french, from PACER’s National Bullying Prevention Center, Los Angeles, will discuss:
- Children with disabilities are more likely to be bullied than non-disabled children
- How you can tell if your child is being bullied
- How to work with the school
- Advocacy/Self-Advocacy/Peer Advocacy: learning to help one another and ourselves
1) Autism is a neurodevelopmental disorder characterized by difficulties in social interaction and communication, as well as restricted and repetitive behaviors. It is part of a spectrum of conditions known as autism spectrum disorder (ASD).
2) ASD is diagnosed based on difficulties in social interaction, communication, and restricted or repetitive behaviors observed before age 3. There are different classifications of ASD including autistic disorder, Asperger's syndrome, and others.
3) Treatment for ASD is multidisciplinary and includes behavioral training, education supports, and sometimes medical interventions. However, there are significant challenges to diagnosis and support for those with ASD in Sri Lanka due to lack of awareness, services, and
The document discusses the plight of orphaned and vulnerable youth in Botswana due to HIV/AIDS. It notes that over 1 in 5 children in Botswana are orphans and many have lost parents to HIV/AIDS. These youth often must take on adult responsibilities like caring for siblings and working to support their families. While the UN and some organizations aim to help with services, more focus is needed on adolescents who have unique needs beyond just basic support. The Stepping Stones International initiative provides after school programs, education, and support to empower youth in Botswana.
Child maltreatment is a huge global problem with a serious impact on the victims’ physical and mental health, well-being and development throughout their lives and by extension, on society in general.
(WHO & INTERNATIONAL SOCIETY FOR PREVENTION OF CHILD ABUSE AND Neglect)
This document is a thesis submitted by Annabel Myers examining predictors of college adjustment in students with Attention-Deficit Hyperactivity Disorder (ADHD). The thesis summarizes previous research showing that ADHD symptoms, particularly inattentiveness, are related to poorer academic adjustment, lower GPAs, and difficulty completing college. It also discusses how personality characteristics like neuroticism and conscientiousness, as well as stress, may impact college adjustment. The current study assessed these relationships and whether they can predict academic adjustment, social adjustment, and GPA in college students with ADHD.
This document presents a study on the life pressures faced by mothers of children with disabilities and how those pressures relate to future anxiety and quality of life. The study examines mothers of children with autism, intellectual disabilities, hearing impairments, and visual impairments. It aims to understand the relationships between life pressures, future anxiety, and quality of life for mothers of children with different disabilities. The study also examines whether there are differences in life pressures, future anxiety, and quality of life between the groups of mothers.
Making a difference? Education and health of children in out-of-home careSFI-slides
The document discusses the education and health outcomes of children in out-of-home care. It finds that school failure is a strong predictor of negative psychosocial outcomes for foster children. Two Swedish trials found that assessing foster children's literacy and numeracy skills, and providing individualized educational support, substantially improved their test scores and skills over two years. The document advocates for health assessments and monitoring of all children when entering care to address untreated health problems and promote better long-term health outcomes.
physically ans mentally challenged children has diffirent and special needs that to be addressed definitely in health care which usually doesnt happens
Late Autism Diagnosis: Latino Childrenclarygreen22
Late Autism Diagnosis: Latino Children
The document discusses that Latino children are often diagnosed with autism two years later than non-Hispanic children due to barriers like language differences and a lack of awareness about autism in Latino communities. Doctors have difficulty communicating with Spanish-speaking families and identifying autism risks. Not receiving an early diagnosis means that Latino children with autism do not get access to important early intervention services. The document recommends increasing the number of Spanish-speaking doctors, providing resources to families in Spanish, and spreading more awareness about autism in Latino communities.
1) The document examines cross-cultural challenges in identifying and treating children with autism. Research shows that Latino and African American children are less likely to be diagnosed with autism and receive later diagnoses than white children.
2) Cultural norms and expectations can create barriers to accurate diagnosis by distorting the perceptions of parents, families, and professionals. All diagnostic tools are culturally loaded and may influence test results differently for various cultural groups.
3) Professionals can help address these issues by gaining a deeper understanding of cultural contexts, observing children in their natural environments, acknowledging their own biases, and facilitating open dialogue with parents.
Autism Diagnoses and Access to Services: Latino and African American Parents' Perspectives.
A collaboration between the Autism Speaks Autism Treatment Network at Children's Hospital Los Angeles and the Southern California Clinical and Translational Science Institute.
This study examined differences in parenting stress levels between single-parent and two-parent households raising children with autism. The study found that while single-parent households reported similar levels of stress overall compared to two-parent households, social support was more strongly correlated with reduced stress for two-parent households. Additionally, two-parent households reported a greater reduction in stress levels over the course of an intervention program compared to single-parent households. This suggests that general social support may be less effective at reducing parenting stress for single parents of children with autism.
iPads and apps have been shown to help address the needs of children with autism by providing visual supports, social tools, easy-to-use interfaces, and more. Studies have found benefits for children with autism using iPads and apps. While an organization granted iPads to over 800 families, there was high demand from more families. Libraries can help fill this need by offering apps for use in the library, providing curated app recommendations for parents, and incorporating apps into programming for children with autism.
This document summarizes a dissertation investigating potential disparities in the age of diagnosis of autism spectrum disorders between African American and White children. The study examines how caregiver factors such as empowerment levels, reactions to initial symptoms, and attributions of symptoms may impact the age at which children receive an ASD diagnosis. Using survey methods, 168 families reported on diagnostic factors, empowerment, and views of initial ASD symptoms. Results found no significant differences in age of diagnosis between racial groups, but found that severity of symptoms, caregiver worry about symptoms, and attributing symptoms to behavioral problems predicted an earlier age of diagnosis.
In spite of investment in and prominent attention paid to racial and ethnic health care disparities, there still exist enormous disparities in the United States across multiple domains including access to care and use of services, prevention and population health, chronic diseases, health status and quality of care
Best Practices In Vocational Transition Assessment For Adults With AsdMargaret Kay
The document summarizes best practices in vocational transition assessment for adults with autism spectrum disorders. It discusses assessing strengths and weaknesses, using case studies to illustrate keys to finding appropriate jobs. The goals of transition assessment are to prepare students for participation in the adult world by evaluating interests, skills, and needed supports through a coordinated set of school and post-school activities. However, unemployment rates for autistic adults remain extremely high, calling for improved transition planning and support into integrated employment.
The document presented research on nonverbal forms of communication for children with autism. It discussed various methods including American Sign Language, Picture Exchange Communication Systems (PECS), message boards, and voice output communication devices. The research found that no single method was most effective and that the best approach depends on the individual child's needs and abilities.
Art therapy can benefit children with autism by addressing behaviors, improving social skills, and allowing creative expression. It uses art-making to enhance well-being. Individual art therapy allows in-depth assessment and customization to a child's needs, while group art therapy fosters socialization through structured activities and modeling good behaviors. The goals are to improve communication, imagination, socialization and help the child develop abilities at their level through choice of materials.
The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
Autism Spectrum Disorder is a developmental disability affecting communication and social skills that is usually apparent before age 3. It includes conditions like Asperger's Syndrome and requires lifelong support. Characteristics include difficulties with social interaction, communication and repetitive behaviors. Educational adaptations focus on structure, routines, technology assistance and teaching social skills. Research continues on the causes and new treatment approaches to help those with autism achieve their full potential.
This document discusses barriers and opportunities for adults with autism in Washington State. It notes that while around 50,000 individuals with autism enter adulthood annually in the US, there are no accurate estimates of how many adults live with autism in Washington State. Several barriers are outlined, including a lack of providers trained to support adults with autism and limited employment and post-secondary education opportunities. However, the document also highlights recent initiatives in Washington aimed at improving support, such as expanding Medicaid waiver programs, improving transition services, and increasing autism training for providers. Overall, it presents a vision of increased collaboration between medical, research and advocacy communities to improve outcomes for adults living with autism.
Emotional Health and Foster Care AdolescentsSarah Parks
This document proposes a research study to evaluate the impact of the foster care system in South Carolina on the emotional health of adolescents. It will use a mixed methods approach, including focus groups and the Beck Youth Inventory quantitative assessment. The focus groups will gather perspectives from males and females ages 13-18 across the state from different foster care situations. Questions will address emotional state, experiences impacting emotional health, and how the system maintains emotional well-being. The study aims to better understand how the system affects teens and identify opportunities for improvement.
Research proposal emotional health and foster care adolescentsKaren McWaters
This document provides an overview of a proposed research study on the emotional health of adolescents in foster care. It discusses relevant literature showing common mental health issues like trauma, disorders, and behavioral problems among foster youth. The study aims to evaluate the impact of the South Carolina foster system through mixed methods. Focus groups and a standardized inventory will be used to assess emotions like depression, anxiety, anger, and self-concept among teen participants. The research seeks to identify ways to improve emotional care for adolescents and inform policies to support their well-being.
Amanda Gulsrud, PhD: Current Research on ASD in Adulthood: The Evidence and t...Semel Admin
The document summarizes current research on autism spectrum disorder (ASD) in adulthood. It finds that while autism symptoms and behavior problems tend to decrease with age on average, adaptive functioning may decline in midlife. Most young adults with ASD are unemployed after high school, which is a critical transition point. Longitudinal studies also show influences of socioeconomic factors, with those from lower-income families showing less improvement. More research is still needed into interventions for adults with ASD, especially regarding employment. Existing programs have had some success incorporating behavioral techniques and social skills training.
Supporting Abused and Neglected Children Through Early Care and PolicyHealthy City
Title: Supporting abused and neglected children through early care and policy
This webinar will make the case for supporting abused and neglected children through early care opportunities as well as describe how to use the healthycity.org site to research and identify policy solutions around foster youth and early childhood education issues.
Learning objectives:
1) Strengthen one’s understanding of populations that make up abused and neglected children
2) Learn how to identify data around abused and neglected children on healthycity.org
3) Understand policy opportunities to improve conditions for the youngest abused and neglected children
The document discusses The Op Foundation, which aims to optimize the potential of children with developmental delays and disabilities. It does this through awareness campaigns, continuing education workshops for professionals, and facilitating collaboration between families, health providers, and educators. The foundation's mission is to serve as a resource on this issue and to advocate for children with special needs.
The document summarizes key outcomes of systems of care for children's mental health. It finds that systems of care are associated with:
1) Improved clinical outcomes like reduced behavioral and emotional problems, improved functioning, and fewer suicidal thoughts.
2) Cost savings from reduced use of restrictive care settings like inpatient hospitals and residential treatment centers. Savings are also seen from reduced juvenile justice involvement.
3) Better educational outcomes such as improved school attendance and fewer suspensions.
This document summarizes information about the UCLA Center for Autism Research and Treatment (UCLA CART). It provides an overview of autism spectrum disorder and discusses UCLA CART's research, clinical services, and efforts to address disparities in autism diagnosis and treatment for minority populations like African Americans. UCLA CART conducts numerous research studies on autism across the lifespan from infants to adults and is working to increase participation from underrepresented groups in its studies through community outreach events.
Childhood adversity, such as child abuse and exposure to violence and poverty, can have negative long-term impacts on health and well being. In this webinar, our panelists discussed how to describe the burden of childhood adversity in your community, how to frame your message most effectively, and how to engage and mobilize your community to address the roots and effects of childhood adversity. Panelists also lead participants on a virtual tour of Kidsdata’s Childhood Adversity and Resilience data, research, and policy recommendations.
Can Integrated Parental and Teacher Support Meet the Challenges of the Autist...Anna Fisher
This document proposes an intervention to improve care and outcomes for autistic adolescents in classrooms. It involves setting individualized goals for students through collaboration between parents and teachers, and tracking progress toward goals through monthly meetings. The program aims to address challenges like inadequate support, bullying, and lack of involvement from parents and teachers. It is expected to improve students' social, academic, and life skills by holding all parties accountable for the child's progress. Evaluating paperwork documenting goal progress each year will assess whether the intervention is effective at improving outcomes for students.
This document provides an overview of autism spectrum disorder (ASD), including its definition, characteristics, causes, assessment tools, interventions, teaching strategies, and partnerships to support individuals with ASD. Some key points covered are:
- ASD is a developmental disability affecting communication and social skills. It involves a wide range of behaviors and severity.
- Common characteristics include lack of communication, lack of social interaction, sensory issues, and insistence on routines.
- Assessment tools include the PEP-R, ADOS, and CARS to evaluate individuals for ASD.
- Early intervention programs provide structure, predictability, and support to help children with ASD.
- Collaboration between families,
P. P. P. On Autism Spectrum Disorder 11 6 2008jalene66
This document provides an overview of autism spectrum disorder (ASD), including its definition, characteristics, causes, assessment tools, interventions, teaching strategies, and partnerships to support individuals with ASD. Some key points covered are:
- ASD is a developmental disability affecting communication and social skills. It involves a wide range of symptoms and severity.
- Nationally, about 1 in 166 children have ASD. It is estimated to affect 24,000 new births each year and is far more prevalent in boys.
- Common characteristics include difficulties with social interaction, communication, sensory processing, and insistence on routines.
- The cause is not fully known but believed to involve genetic and biological factors in the
This document provides information about autism spectrum disorder (ASD) including:
- ASD typically appears in the first 3 years and is a neurological disorder that impacts brain development.
- It is defined by impairments in social interaction and communication as well as restricted behaviors.
- Early intervention is crucial and children in Maryland can be placed on a registry for the Autism Waiver program which provides free services.
- The document outlines resources for families of children recently diagnosed with ASD.
Child-health practitioners in Iowa must find better ways to address family, neighborhood and economic factors that shape children' health and well being, according to CFPC executive director Charles Bruner and Debra Waldron, director and chief medical officer of the Child Health Specialty Clinics at the University of Iowa. They presented at the Iowa Governor's Conference on Public Health in Ames on April 5.
The document discusses the issue of mental health in schools and the need to address it. It notes that 1 in 5 students experience mental health issues but only 20% receive needed services. Several organizations are working to promote the Mental Health in Schools Act, which would expand access to mental health services and support in schools. The act aims to help students dealing with trauma, violence, and mental health problems succeed academically.
This document outlines a proposal for a partnership between educational and healthcare organizations to improve outcomes for at-risk youth. It discusses reforms in education, such as improving teacher quality, and in healthcare, such as expanding Medicaid managed care. Adverse childhood experiences like abuse, neglect, and household dysfunction are linked to poor health and education outcomes. The proposal focuses on mitigating toxic stress through school-based primary care, behavioral health services, and parent engagement programs. Early initiatives could include school physicals, mental health training, and connecting families to resources. Data shows intervention programs that build resilience can offset the effects of adverse experiences. The presenters seek partner districts and organizations to launch a multi-pronged effort.
International professional psychology of serviceSusan Hawes
Western psychologists are called to provide services to address the needs of disadvantaged children in developing countries. Key needs include improving children's health, nutrition, education and development. Successful interventions integrate these areas, involve parents and communities, provide age-appropriate learning activities, and give staff systematic training. Assessments and programs should be culturally-sensitive and empower local people and organizations. Psychologists can help by collaborating with local experts, evaluating programs, conducting research, and teaching about global issues.
Similar to Blacher, palm desert keynote, 2 16-13 (20)
1. UCR Graduate School of Education
Lecture Series, UCR Palm Desert
1 in 88: Autism in your community and
why you should care
Jan Blacher, Ph.D.
Distinguished Professor
Graduate School of Education
SEARCH Family Autism Resource Center
University of California, Riverside
2.
3.
4. Why you should care: There is a pervasive impact of
ASD
• On educational …all teachers need to learn about
autism; all schools need to provide appropriate
programs.
• On the family ….affects parents & parenting;
siblings; extended families.
• On society …autism is everywhere; more and
more families are affected.
• It’s an economic issue…the economic costs of
NOT providing early, appropriate treatment and
education are far greater than funding early
intervention programs.
5. Autism in the News…..
There is an endless supply of magazine articles,
journals, newspaper stories, self-help books,
parenting books, and celebrity endorsements about
autism.
8. Autism in the News 2012………
Car Pollution linked to Autism : (Volk, H. 2012 (My Health News Daily)
Infant cries help identify autism in infants?
(Stephen Sheinkopf of Brown Alpert Medical School's Women & Infants
Hospital in Providence, R.I.; Autism Research 10-2012)
9. Autism in the News 2012………
“Differences in white matter fiber tract development present
from 6 to 24 months in infants with Autism.”
(Wolff, J.J., Gerig, G. et al. (2012) American Journal of Psychiatry, 168, 589-600)
A Blood Test for Autism? (By Laura Blue -Time, 2012)
10. Outline for Tonight
• What is autism? Defining Autism
• Is it really increasing? Autism by the numbers
• What causes autism? Causality
• What are we researching?
– Impact of Autism on the Family
– Schooling: Student-Teacher-Relationships
18. Disability Percent Change from 2000-2011
Disability Percentage Change
Autism
(14k – 71.8k)
+ 407%
Other Health Impairment
(21k -- 61.8k)
+190%
Emotional Disability
(22.3k -- 26.0k)
+18%
Intellectual Disability
(40.7k -- 43.3k)
+5%
Speech and Language
(165.5k -- 164.6k)
-7%
Specific Learning Disability
(349k -- 278.7k) Data from California Department of
Education – classification of Special Education students by qualifying
condition-report databases from 2000 to 2011
-17%
19. Ethnicity and Autism in California
34,656 receiving regional
center and developmental
center services
40.1% White
27.7% Hispanic/ Latino
8.4% Black/ African
American
9.1 % Asian/ Pacific
Islander
.2% American Indian
10.6% Other
Autism Spectrum Disorders, Changes in the California
Caseload, DDS (2007)
20. Characteristics of Autism: Cross-Cultural Aspects
CONSIDER THIS:
To date, we know that autism is an equal-
opportunity disorder…(Blacher, 2012)
About half of the over 25,000 children in
California under age 5 who have autism are
Latino….(Zarembro, 2012)
Latino children are diagnosed later than Anglo
children, often receiving services too little and
too late…( Blacher, 2009)
23. What about a cure??
Miracle Mineral
Solution
Cord Blood
GFCF Diet
Vaccine elimination
Hyperbaric Chamber
Oxytocin
Chelation
Antifungals
24. • Currently there is no “cure” for Autism.
• Research-based interventions help individuals
with autism function more effectively in their
daily activities.
• The earlier a child begins intervention the
better the developmental outcome.
http://www.cdc.gov/ncbddd/autism/facts.html
25. Impact of Autism on Families
Autism is part of my child, it’s not everything he
is. My child is more than just a diagnosis.
S.L.Coelho, The World According to August – One Good Friend
26. Child Behavior Problems by Diagnosis Group and Age
45
50
55
60
65
age 3 age 4 age 5
CBCL
total
behavior
problems
T-score
Autism
Undifferentiated
delays
Typically-
developing
Eisenhower, A. S., Baker, B. L., & Blacher, J. (2005).
Journal of Intellectual Disability Research.
27. Mother’s Stress Score by Child Diagnosis Group and Age
10
14
18
22
26
30
age 3 age 4 age 5
FIQ
negative
impact
Autism
Undifferentiated
delays
Typically-
developing
Eisenhower, A. S., Baker, B. L., & Blacher, J. (2005).
Journal of Intellectual Disability Research.
28. CBCL Total Behavior Problems, by IQ score:
Youth with No ASD
40
45
50
55
60
65
70
IQ < 70 IQ 70-85 IQ 86-100 IQ 101-115 IQ 116+
No ASD
No ASD
Total
Behavior
Problems
T
Score
_______________________________________________________________________________________________________
29. CBCL Total Behavior Problems, by IQ score:
Youth with ASD vs. No ASD
40
45
50
55
60
65
70
IQ < 70 IQ 70-85 IQ 86-100 IQ 101-115 IQ 116+
ASD
No ASD
Total
Behavior
Problems
T
Score
Aut vs. No Aut: F = 37.74, p <.001. Aut X IQ interaction: F = 3.86, p = .005
Blacher, J. & Baker, B. L. (2013).
___________________________________________________________________________________________
30. CBCL ADHD Scale by IQ score:
Youth with ASD vs. No ASD
0
1
2
3
4
5
6
7
8
9
10
IQ < 70 IQ 70-85 IQ 86-100 IQ 101-115 IQ 116+
ASD
No ASD
CBCL
ADHD
Scale
Sum
Score
Aut vs. No Aut: F = 35.12, p <.001. IQ: F=2.41, p = .05; Aut X IQ interaction: F = 2.84, p = .03
Blacher, J. & Baker, B. L. (2013).
31. Negative Impact of Youth on the Family
with co-morbid ADHD
0
5
10
15
20
25
30
35
TD ID ASD
No ADHD
ADHD
Negative
Impact
on
Family
Highly significant and independent effects of status and ADHD
Blacher, J. & Baker, B. L. (2013).
32. Impact on Schooling
It’s no longer a question of WHETHER a public
school teacher will encounter a child with
autism….
It’s a question of WHEN
33. What do you remember most about your earliest
relationships with your teachers?
“We didn’t get along; my desk was in the coatroom
most of the year!”
“I was in love with my kindergarten teacher.”
“I didn’t know my letters and Mrs. Fletcher made me
feel bad about myself.”
“My first grade teacher was very pretty; that was the
only year my father went to PTA meetings!”
“Kindergarten made me love school.”
34. The Transition to School as a Crucial
Developmental Period
Kindergarten places new demands on
children’s academic skills, social
skills, behavior, and self-regulation
Nearly half (48%) of children were
found to be under- prepared for
kindergarten
Types of behaviors lacking: following
directions, working independently,
working in groups, communicating
Teachers of children with ID may also
be more stressed and engage in
more behavior struggles
35. Student Teacher Relationship Score at Age 6
Pianta, R. C. (2001). The Student–Teacher Relationship Scale. Charlottesville, VA: University of Virginia.
Conflict DD > TD
Dependency DD > TD
Closeness TD > DD
Total score p < .001
Eisenhower, A. B., Baker, B. L., & Blacher, J. (2007).
36. Student-teacher relationship total score, by status
group
Student
Teacher
Relationship
Total
Child age in years
Status F = 10.73 p = .001
Time F = 0.06 ns
S x T F = 0.03 ns
Blacher, J., Baker, B. L., & Eisenhower, A. S. (2010).
American Journal on Intellectual and Developmental
Disabilities
37. Student Teacher Relationship Score at Age 6
STRs are lower when children have Developmental Delays
HOWEVER – this is not because of the cognitive/IQ delay
Children with DD have higher Behavior Problems and lower
Social Skills than children with TD -- and it is these domains that
affect the STRS.
STRS Conflict is predicted by child Behavior Problems
STRS Closeness is predicted by child Social Skills
When these are considered, cognitive delay does not matter
39. Ongoing Study at SEARCH…
Do You Have a Child with Autism?
• The SEARCH family autism resource center
at UC Riverside (UCR) is looking for
children with autism to participate in a
research study
• Funded by the Institute for Educational
Sciences, R324A110086
• Dr. Jan Blacher, Principal Investigator,
Graduate School of Education UC Riverside,
IRB approval #HS 11-010
For more information call SEARCH: 951-827-3849
Successful Transition in the Early School
Years for Children with Autism
Your child may be eligible if he/she
• Is between the ages of 4-7
• Is diagnosed with autism or autism spectrum disorder
Participation involves
• Questionnaires, interviews, and gold standard
psychological assessments (including ADOS and ADI-R)
• 3 visits to UCR over 18 months
• Parents and teachers
Participants Receive
• $150.00 for three collection points
• Assessment report at first visit
• Parent-child DVD at second visit
• Developmental summary at third visit
40. Conclusions: Why should you care?
1** From 1990 to 2006, autism increased 600-700%
in California. * That means that you will all
encounter someone on the spectrum at some point
– maybe even someone in your family.
2** Appropriate, early, intensive behavioral
intervention can reduce life-long dependency on
families and society in about 50% of children on
the spectrum.
*
41. Conclusions: Why should you care?
3** The lifelong cost of autism to society, estimated even
10 years ago, was 3.1 million per person. Just the
25,000 Latino children under age 5 in California could
potentially cost 77.5 million dollar
4** There are economic savings for all of us. Up to 50%
of children on the autism spectrum can potentially
attend regular classes in public schools, become
college educated – maybe even at UCR --, get a job and
pay taxes.
Hertz-Picciotto I., Delwiche L. (2009). The continuing rise in autism and the role of age at diagnosis. Epidemiology 20(1):84-90.
42. The SEARCH Team
Doctoral Student Fellows:
– Lauren Berkovits
– Erin Knight
– Regan Linn
– Amanda McClure *
– Marina Murphy
– Leigh Ann Tipton
– Sasha Zeedyk
Post-Doctoral Fellow:
– Shana Cohen, Ph.D.
Coordinators:
Barbara Caplan, UCLA
Naomi Rodas, UCR
Josh Wilson, UMass-Boston
Collaborators:
Abbey Eisenhower, Ph.D., UMass-
Boston
Liz Laugeson, Psy.D., UCLA-The
Help Group Autism Research
Alliance
43. Thanks to our private donors, funders, sponsors
National Institute of Health (HD34879-1459)
Institute for Education Sciences (R324A110086)
UCRiverside Graduate School of Education, Vernon-Eady Funds
SEARCH Family Autism Resource Center
First 5 of Riverside & San Bernardino
The Help Group-UCLA Autism Research Alliance
44. Contact Information for SEARCH
Website: http://searchcenter.ucr.edu/
Facebook:
Dr. Jan Blacher
Graduate School of Education
951.827.3875
jan.blacher@ucr.edu
Editor's Notes
Autism task force in California has been addressing autism policy and politics, who gets treated, and how…Latinos are diagnosed later and less 6x less likely to receive evidence-based services.