This is the first part of the re-echo session I've given to special education teachers and professionals on December 18, 2011 at AJ.
Much of the contents in this presentation were based on the 2011 Autism around the world conference recently held in Zayed University Dubai.
Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
□ Average intelligence □ Not very adaptable
□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
□ Average intelligence □ Not very adaptable
□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Why do children with autism need special care in the first place?Children with autism are different. Autism spectrum disorder (ASD) is a complex developmental disability; signs typically appear during early childhood and affect a person’s ability to communicate, and interact with others. Some of the behaviors associated with autism include
•delayed learning of language
•difficulty making eye contact or holding a conversation
•narrow or intense interests
•poor motor skills
•sensory sensitivities
Keynote Address: HELP 2014 Conference, Holistic Enhancement of Learning Potential, 10th Annual Conference, Taj Club House, Chennai, India. Sponsored by the Alpha to Omega Learning Center, Lalitha Ramanujan, Founder/Director.
In today's educational system, we have reached a stage where we can differentiate between a child's temper tantrum and a learning disability. However, it is still imperative to know more about learning disabilities so as to facilitate their inclusion in mainstream education.
Lola Nasretdinova talks about autism for the international conference on child disability issues, Bishkek, 1-3 March 2011, Kyrgyzstan.
Лола Насретдинова о спектре аутистических нарушений (на англ.) для международной конференции в Бишкеке 1-3 марта 2011 г.
10.6 Developmental Disabilities and EducationIn addition to gift.docxhyacinthshackley2629
10.6 Developmental Disabilities and Education
In addition to gifted children and those with more profound intellectual disorders, a significant number of children receive other kinds of special education services. About 6.4 million schoolchildren receive public special education services in the United States. Over 85% are related to behavioral problems (emotional disturbance) and developmental and learning disabilities (National Center for Education Statistics, 2013a). Whereas the numbers of individuals with intellectual disabilities in public schools have declined somewhat over the past two decades, those with emotional disturbances and other developmental disorders have increased dramatically. Like many other disabilities that affect children, the reason for this trend is unknown. Overall, the percentage of children enrolled in special education has increased from 8.3% in 1977 to over 13% currently. As shown in Figure 10.5, enrollment in special education has been dropping gradually since reaching a peak of 13.8% during the 2004–2005 school year.
Figure 10.5: Number of children receiving special education services
Public education services must meet the needs of all children, including those who have special needs.
Source: U.S. Department of Education.
Autism Spectrum Disorder
Early impairments in communication, including speech delays and nonverbal communication (e.g., gestures, eye contact), are characteristic signs of autism spectrum disorder (ASD). Other common markers include fixated interests, repetitive behaviors, and inflexibility over routines. Because of better screening procedures, this developmental disorder can now be identified by 18–24 months of age. A substantial proportion of children with ASD are mute, and many more attain initial language and then lose it. Recent brain imaging has discovered that ASD brains probably process voices and other social stimuli differently beginning at an early age (Grossman, Oberecker, Koch, & Friederici, 2010; Johnson, 2004; Lloyd-Fox, Johnson, & Blasi, 2013).
Courtesy of Ron Mossler
One of the characteristics of Asperger's syndrome is idiosyncratic, or uniquely peculiar, behaviors. In this writing sample from a sixth grader, Trevor refused to skip lines between spelling words. What is only barely visible (in the center of the image) is the smeared paper from Trevor's propensity to press extremely hard on his pencil.
A bit over half of all children with ASD have intellectual disabilities (Centers for Disease Control and Prevention, 2014d). The vast majority have social deficits, too, like skills needed to form friendships or to display empathy (another instance of the interaction of physical, cognitive, and psychosocial domains). Behavioral stereotypes like repetitive rocking or hand flapping that are indicative of ASD are often compared to obsessive-compulsive disorder (OCD). However, people with OCD usually perform rituals (compulsions) in order to experience relief from their thoughts (o.
'ADHD, Autism, and Asperger's' Topic 11 - Revision and Exam Tips.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
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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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
20. W H A T I S A U T I S M ? A complex developmental disability that typically appears during the first three years of life. Autism Spectrum Disorder results from a neurological condition that affects the functioning of the brain. Social interaction Communication ( but no significant clinical delay for AS ) Repetitive motions and restricted interests Anything that interferes with the central nervous system getting the needed information from the environment. ASA (2005) DSM IV-TR (2000) Miller (2000) Reframe • Communication • Socialization • Restricted Interests OOPS!!!!! WHAT ABOUT SENSORY INTEGRATION ISSUES? Step Ahead 2011 (Winter) AJ Group of Schools
23. Why does Stephen Shore wear a cap? Step Ahead 2011 (Winter) AJ Group of Schools
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28. Vision, VRT and autism Step Ahead 2011 (Winter) AJ Group of Schools
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30. Sight vs. Vision Step Ahead 2011 (Winter) AJ Group of Schools
31. Sight vs. Vision Step Ahead 2011 (Winter) AJ Group of Schools
32. Autism & Vision Research Step Ahead 2011 (Winter) AJ Group of Schools
33. DO CHILDREN WITH ASD DIFFER IN THEIR VISUAL DEFICITS COMPARED TO NON ASD CHILDREN? DR. JEFFREY BECKER/VISION-NEUROSENSORY SPECIALIST ASD CHILDREN VISUAL SKILL NON ASD CHILDREN 66%/ 62% FINE MOTOR SKILLS 15%/ 6% 71%/68% BINOCULAR SKILLS 18%/ 20% 55%/ 49% ACC/FOCUSING SKILLS 8%/ 7% 62%/ 66% OCULOMOTOR SKILLS 14%/ 12% 51%/ 72% TRACKMAN PHD 6-2008 AOA/EUROPEAN PUBLIC HEALTH RISK ASSEST. FEB 2007 VESTIBULAR/VOR SKILLS 6% / 10% Step Ahead 2011 (Winter) AJ Group of Schools
34. Vision controls GROSS MOTOR Vision controls FINE MOTOR Vision controls SELF-ESTEEM Step Ahead 2011 (Winter) AJ Group of Schools
59. Other technologies: LENA It's a simple four-step process. Parents start first thing in the morning and follow these instructions: 1 2 3 Step Ahead 2011 (Winter) AJ Group of Schools
63. Other technologies: AVAS Picture-based flashcard (with real-time feedback in articulation Step Ahead 2011 (Winter) AJ Group of Schools
64. Other technologies: AVAS 31 logarithmic parameters to diagnose and that can be recorded and viewed again Step Ahead 2011 (Winter) AJ Group of Schools
So what I decided to do is take the structure of a recent conference I attended in Dubai and that is “Autism around the world conference” which was organized by Child Learning and Enrichment Medical Center and perhaps one of the few best conferences I’ve attended since 2008 here in the UAE. That was a true conference since apart from the lectures and workshops happening simultaneously, the delegates actually had the chance to interact with experts, other professionals and some parents about issues revolving around autism. In that conference, autism was viewed in different lenses—there were psychologist, behaviourists, special educators, dieticians, optoimetrists, audiologists, physical intstructor and other experts working with autism—all of them having unique ways in managing autism issues. That conference a also a call to reframe our exisiting view of children with autism and it expanded the horizon of our understanding about what children with autism actually go through as they live along the autism spectrum. So taking these into consideration, I identified some discussions points which will be our focus for today.
From there, we’ll look shortly into visual stimming and autism from the optometrists perspective. We’ll try to gain insights why children with autism engage in visual stimming and look at some
88,900,000 results (0.20 seconds)
88,900,000 results (0.20 seconds)
88,900,000 results (0.20 seconds)
Still not sure where it came from No substantial cause
![Breakthroughs in Autism Management -1 ,[object Object],[object Object],[object Object],Emerging modalities in managing autism Step Ahead 2011 (Winter) AJ Group of Schools](https://image.slidesharecdn.com/breakthroughsinautismmanagementpart1-111218074803-phpapp02/85/Breakthroughs-in-autism-management-part-1-1-320.jpg)
