Feb272012utube
•Download as PPTX, PDF•
0 likes•431 views
This document provides an overview of Relationship Development Intervention (RDI), an autism treatment that focuses on developing dynamic intelligence. It defines autism as a spectrum disorder with varying symptoms that may include repetitive behaviors, poor social skills, unusual communication, and behavioral differences. RDI aims to address deficits in dynamic intelligence, which involves skills like problem-solving, flexibility, and emotional regulation, by re-establishing guided participation relationships between parents and children. Parents are trained to slow down, communicate in ways their child can understand, and challenge the child to think independently over time.
Report
Share
Report
Share
Recommended
Understanding the Needs of Children Who are Deaf / HOH with Additional Deve...
To understand the importance of developmental
progression over time.
To recognize the importance of evaluating
variety of outcomes in children with additional
needs.
To understand that teamwork is critical in
serving children in this group of children.
Presentation4 (1)
This document discusses different types of intelligence and factors that influence intelligence. It begins by defining intelligence as the ability to learn, understand, think logically, and problem solve. There are said to be 8 types of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Factors that can increase intelligence include deep thinking, good reasoning, learning from experiences, and practicing. The document also discusses whether differences in intelligence are due to nature (heredity) or nurture (environmental influences). It describes cognitive intelligence as intellectual abilities and emotional intelligence as understanding one's own and others' emotions. Emotional intelligence is argued to be more
Using aac with children who have complex needs
The document provides guidance on augmentative communication for children with complex communication needs. It discusses who may benefit from augmentative communication, including those with physical challenges, autism, developmental delays, and more. The key benefits are providing motivation, a means of expression and interaction, and improving language skills. Children learn language most effectively through natural immersion, like modeling augmentative systems in daily contexts. Active participation is important for learning, so choices, control, and adaptations should be provided. Assessment is an ongoing team process to understand each child's abilities and needs over time.
Learning Disabilities and ADD/ADHD
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Characteristics of Dual Exceptionalities
This document lists characteristics of individuals with different disabilities or learning profiles. Visually impaired individuals tend to have superior memory, strong communication skills, and are highly motivated learners. Hearing impaired individuals may struggle with completing tasks and adhering to rules. Those with ADHD often develop compensatory skills and have advanced academic abilities. Physically disabled individuals demonstrate high reasoning skills and creativity. Learning disabled individuals can be perfectionists with low tolerance for change. Those with Asperger's/autism may engage in repetitive behaviors and lack social insight.
Serving Children with Autism Spectrum Disorder: Part 1 (March 2017)
This document provides an overview of strategies for libraries to effectively serve youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and developmental issues at different ages. The document outlines tips for creating an inclusive environment, such as providing structure, visual supports, and choices. It also describes strategies for positive interaction, behavior management, and applying principles of applied behavioral analysis. The overall goal is to make the library a comfortable place for youth with ASD to explore and socialize.
Autism handout
Autism is a developmental disability that affects communication and social skills, and is defined by IDEA as significantly impairing verbal and nonverbal communication and social interaction, generally evident before age 3, in a way that adversely impacts educational performance. Characteristics can include repetitive behaviors, resistance to change, and unusual responses to sensory experiences. According to 2012 CDC statistics, 1 in 88 children overall are diagnosed with autism, including 1 in 54 boys. The autism spectrum includes disorders like autistic disorder, Asperger's syndrome, and PDD-NOS. Characteristics involve difficulties with social relationships, communication, and repetitive or narrow interests. Non-profit organizations like Autism Speaks and the Autism Society provide resources and support
Autism handout
Autism is a developmental disability that affects communication and social skills, and is defined by IDEA as generally appearing before age 3 and impacting educational performance. It is characterized by challenges with verbal/nonverbal communication, social interaction, and engaging in repetitive behaviors. Statistics show about 1 in 88 children overall are diagnosed with autism, including 1 in 54 boys, with types including Autistic Disorder, Asperger's Syndrome, and others. Teachers are provided tips to help students with autism, such as using visual aids and schedules, fostering structured environments and social skills, and communicating through methods like social stories, picture boards, and partnering with special education. Resources are available from organizations like Autism Speaks to assist teachers
Recommended
Understanding the Needs of Children Who are Deaf / HOH with Additional Deve...
To understand the importance of developmental
progression over time.
To recognize the importance of evaluating
variety of outcomes in children with additional
needs.
To understand that teamwork is critical in
serving children in this group of children.
Presentation4 (1)
This document discusses different types of intelligence and factors that influence intelligence. It begins by defining intelligence as the ability to learn, understand, think logically, and problem solve. There are said to be 8 types of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Factors that can increase intelligence include deep thinking, good reasoning, learning from experiences, and practicing. The document also discusses whether differences in intelligence are due to nature (heredity) or nurture (environmental influences). It describes cognitive intelligence as intellectual abilities and emotional intelligence as understanding one's own and others' emotions. Emotional intelligence is argued to be more
Using aac with children who have complex needs
The document provides guidance on augmentative communication for children with complex communication needs. It discusses who may benefit from augmentative communication, including those with physical challenges, autism, developmental delays, and more. The key benefits are providing motivation, a means of expression and interaction, and improving language skills. Children learn language most effectively through natural immersion, like modeling augmentative systems in daily contexts. Active participation is important for learning, so choices, control, and adaptations should be provided. Assessment is an ongoing team process to understand each child's abilities and needs over time.
Learning Disabilities and ADD/ADHD
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Characteristics of Dual Exceptionalities
This document lists characteristics of individuals with different disabilities or learning profiles. Visually impaired individuals tend to have superior memory, strong communication skills, and are highly motivated learners. Hearing impaired individuals may struggle with completing tasks and adhering to rules. Those with ADHD often develop compensatory skills and have advanced academic abilities. Physically disabled individuals demonstrate high reasoning skills and creativity. Learning disabled individuals can be perfectionists with low tolerance for change. Those with Asperger's/autism may engage in repetitive behaviors and lack social insight.
Serving Children with Autism Spectrum Disorder: Part 1 (March 2017)
This document provides an overview of strategies for libraries to effectively serve youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and developmental issues at different ages. The document outlines tips for creating an inclusive environment, such as providing structure, visual supports, and choices. It also describes strategies for positive interaction, behavior management, and applying principles of applied behavioral analysis. The overall goal is to make the library a comfortable place for youth with ASD to explore and socialize.
Autism handout
Autism is a developmental disability that affects communication and social skills, and is defined by IDEA as significantly impairing verbal and nonverbal communication and social interaction, generally evident before age 3, in a way that adversely impacts educational performance. Characteristics can include repetitive behaviors, resistance to change, and unusual responses to sensory experiences. According to 2012 CDC statistics, 1 in 88 children overall are diagnosed with autism, including 1 in 54 boys. The autism spectrum includes disorders like autistic disorder, Asperger's syndrome, and PDD-NOS. Characteristics involve difficulties with social relationships, communication, and repetitive or narrow interests. Non-profit organizations like Autism Speaks and the Autism Society provide resources and support
Autism handout
Autism is a developmental disability that affects communication and social skills, and is defined by IDEA as generally appearing before age 3 and impacting educational performance. It is characterized by challenges with verbal/nonverbal communication, social interaction, and engaging in repetitive behaviors. Statistics show about 1 in 88 children overall are diagnosed with autism, including 1 in 54 boys, with types including Autistic Disorder, Asperger's Syndrome, and others. Teachers are provided tips to help students with autism, such as using visual aids and schedules, fostering structured environments and social skills, and communicating through methods like social stories, picture boards, and partnering with special education. Resources are available from organizations like Autism Speaks to assist teachers
UDL and Autism
Universal Design for Learning (UDL) provides principles for curriculum development that give all students equal opportunities to learn through flexible instructional approaches. The three principles of UDL are representation, expression, and engagement. UDL aims to reduce barriers to learning and implement inclusive practices. Autism is a disorder marked by social and communication impairments, as well as repetitive behaviors. It impacts learning through deficits in social interaction and communication. Teaching methods found effective for autism include modeling, naturalistic teaching, and story-based interventions that present steps or social scenarios visually.
Autism disorder
Autism is a neurological disorder characterized by difficulties with social interaction and communication, as well as restricted and repetitive behaviors. It is diagnosed based on observations of these characteristics. There are different types of autism that vary in symptoms and severity. While the specific causes are unknown, autism is generally thought to involve abnormalities in brain development and genetics. Therapies aim to help those with autism improve communication, social, and life skills.
Learning disabilities (Cognitive)
This document discusses different types of cognitive exceptionalities including learning disabilities, intellectual disabilities, and gifted/talented students. It provides information on the characteristics and definitions of each type of exceptionality. It also discusses accommodations and modifications teachers can make in the classroom to support students with cognitive exceptionalities, such as planning specialized lesson plans, grouping students, and breaking assignments into smaller tasks.
Autism spectrum disorder
این پاورپوینت توسط دکتر هاشم فرهنگ دوست در کارگاه توانبخشی عملکردهای اجرایی از سری کارگاه های آخرهفته های توانبخشی فروردین ارائه شده است.
برای مشاهده دیگر مطالب می توانید به وب سایت فروردین مراجعه نمایید.
Cerebellum and Cognitive-sensory motor skill in developmental Dyslexia
Cerebellum and Cognitive-sensory motor skill in developmental DyslexiaFarvardin Neuro-Cognitive Training Group
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.comDMIT DERMATOGLYPHICS MULTIPLE INTELLIGENCE TEST
Each child is uniquely gifted, yet parents and educators cannot clearly identify a child’s talents. Today, dermatoglyphics analysis can easily reveal our intrinsic qualities and talents. Dermatoglyphics, the study of the pattern on fingers and hands, has been proven that our fingerprints are uniquely intertwined with an individual’s genetic composition and central nervous system
Fingerprint analysis: Implications of genetic identifiers on the learning potential
While the scientific communities all over the world are still in awe of the potential of the Dermatoglyphics Multiple Intelligence Test (DMIT) in mapping human development potential, it has quietly made headways into academics. Based on the tenets of the seminal theory of Multiple Intelligences by Dr. Howard Gardner, the Dermatoglyphics Multiple Intelligence Test (DMIT) maps a scientifically accurate trajectory of skill-development and talent augmentation for individuals.
Based on the advanced, scientifically proven discipline of Dermatoglyphics, Dermatoglyphics Multiple Intelligence Test (DMIT) studies the unique developmental potential within an individual, by studying the ridges and undulations on his/her palms, toes and skin.
detailed presentation on learning disabilities
This document discusses learning disabilities, including definitions, types, suspected causes, assessment practices, and legal considerations. It notes that learning disabilities affect a broad range of academic and functional skills, such as reading, writing, and reasoning. Common types include dyslexia, dyscalculia, and dysgraphia. Assessment involves informal methods like observations as well as formal testing of cognitive abilities, information processing, and educational achievement. Technology can help individuals with learning disabilities, and laws like IDEA, Section 504, and ADA provide legal protections for students.
Autism
This document defines autism according to IDEA and provides characteristics and statistics about autism. Autism is a developmental disability affecting communication and social interaction, evident before age 3, that impacts educational performance. Characteristics include repetitive behaviors, resistance to change, and unusual sensory responses. The CDC reports that 1 in 88 children overall are diagnosed with autism, including 1 in 54 boys. The autism spectrum includes several disorders. Characteristics involve difficulties with social relationships, communication, repetitive behaviors and interests, and stress. The document lists nonprofit organizations and provides teacher tips and resources for working with students with autism.
Learning disorders
This document provides information on learning disabilities. It defines learning disabilities as disorders involving the basic psychological processes of understanding or using language that affect areas like reading, writing, spelling, and math. It notes specific conditions are excluded, and that learning disabilities are characterized by academic underachievement compared to a child's overall intellectual ability. Diagnosis involves identifying a significant difference between intelligence and achievement testing scores. Potential causes and the most common types of learning disabilities are also outlined.
Areas of assessment_for_intelletual_disability
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
The gifted brain
The document discusses theories of giftedness and how gifted brains learn differently. It covers topics like parts of the brain, memory, emotions, intelligence theories, nurturing gifted children, and challenging gifted learners through differentiation, creativity, Bloom's Taxonomy, problem-based learning and more. Key parts that make gifted brains unique include above average aptitude in specific areas, different reactions to being gifted, higher neural efficiency allowing complex problem solving, and learning through depth and complexity rather than repetition.
Learning disorders Nursing Perspective
1. The document discusses various learning disorders that affect children including specific reading disorder (dyslexia), specific spelling disorder, specific writing disorder, and specific disorders of arithmetical skills.
2. It provides details on the clinical features, epidemiology, comorbidities, etiology, and management principles for each disorder. Multisensory methods like the Fernald method and Gillingham Approach are recommended for teaching reading, spelling, and writing skills.
3. Nursing care involves early identification and treatment, parental counseling, structured learning activities to develop skills, and addressing any comorbid conditions or emotional issues associated with academic struggles. Preventive approaches aim to improve functional literacy and academic success.
The Challenged Learner | Bryan Akers | EDU 594 SAU
This is my EDU 594 Major Project #1 Presentation. For more information, check out my webpage www.thechallengedlearner.weebly.com on Learning Delays and my action plan for educators in working with these students.
Serving Children with Autism Spectrum Disorder: Part 2 (March 2017)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies print and digital resources that work well for youth with ASD, such as predictable books and non-fiction materials. Effective reading strategies include using visual aids, modeling think-alouds, and story dramatization. The document also discusses instructional strategies like direct instruction, discrete trial training, and constructivist approaches. It provides recommendations for incorporating assistive technologies, addressing language and sensory issues, and designing engaging learning activities for youth with ASD.
Learning Disabilities, ADHD, and Emotional/Behavioral Disorders
This document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities and ADHD, describes their characteristics and prevalence. It discusses the identification process and assessments used to diagnose these disabilities. It also outlines common academic and behavioral issues associated with them, as well as recommended intervention strategies.
Autism
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.
Thinking Skills Presentation
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
Untitled presentation-4
This document discusses the intersection of autism and deafness in children, and the benefits of teaching sign language. It notes that deafness occurs more often in children with autism, but the conditions are often misdiagnosed due to masking behaviors. The language gap that results when a child goes years without communication can be damaging. However, studies have found that teaching sign language via applied behavior analysis techniques can improve communication and reduce behavioral issues for nonverbal autistic children. Structured teaching with visual supports and a focus on reinforcement have been shown to effectively establish sign language skills.
Developmental Coordination Disorder
This presentation gives an overview of developmental coordination disorder or dyspraxia as it is commonly known
What is autism?
The presentation provided an overview of autism spectrum disorder (ASD) for faculty at the Rhode Island School for the Deaf. It defined ASD, discussed its core characteristics including difficulties with social skills, communication, and restricted or repetitive behaviors. The presentation aimed to dispel myths about ASD and provide resources for further information. Next steps included identifying classroom needs to focus on for a future professional development session on strategies for teaching students with ASD.
Supporting students with asd in an inclusive setting with resource pages
This document provides an overview of supports for students with autism spectrum disorder (ASD) in an inclusive school setting. It discusses the characteristics of ASD and how it affects socialization, communication, and behaviors. It also outlines strategies to support students with ASD, including using visual supports, social skills instruction, social stories, and addressing behaviors and social/emotional needs through techniques like comic strip conversations, social problem-solving cue cards, and identifying expected versus unexpected behaviors. The document is a resource for teachers and staff on understanding ASD and implementing effective classroom supports and interventions.
Supporting students with asd in an inclusive setting with resource pages
Supporting students with asd in an inclusive setting with resource pagesInclusive_Education_Community
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020More Related Content
What's hot
UDL and Autism
Universal Design for Learning (UDL) provides principles for curriculum development that give all students equal opportunities to learn through flexible instructional approaches. The three principles of UDL are representation, expression, and engagement. UDL aims to reduce barriers to learning and implement inclusive practices. Autism is a disorder marked by social and communication impairments, as well as repetitive behaviors. It impacts learning through deficits in social interaction and communication. Teaching methods found effective for autism include modeling, naturalistic teaching, and story-based interventions that present steps or social scenarios visually.
Autism disorder
Autism is a neurological disorder characterized by difficulties with social interaction and communication, as well as restricted and repetitive behaviors. It is diagnosed based on observations of these characteristics. There are different types of autism that vary in symptoms and severity. While the specific causes are unknown, autism is generally thought to involve abnormalities in brain development and genetics. Therapies aim to help those with autism improve communication, social, and life skills.
Learning disabilities (Cognitive)
This document discusses different types of cognitive exceptionalities including learning disabilities, intellectual disabilities, and gifted/talented students. It provides information on the characteristics and definitions of each type of exceptionality. It also discusses accommodations and modifications teachers can make in the classroom to support students with cognitive exceptionalities, such as planning specialized lesson plans, grouping students, and breaking assignments into smaller tasks.
Autism spectrum disorder
این پاورپوینت توسط دکتر هاشم فرهنگ دوست در کارگاه توانبخشی عملکردهای اجرایی از سری کارگاه های آخرهفته های توانبخشی فروردین ارائه شده است.
برای مشاهده دیگر مطالب می توانید به وب سایت فروردین مراجعه نمایید.
Cerebellum and Cognitive-sensory motor skill in developmental Dyslexia
Cerebellum and Cognitive-sensory motor skill in developmental DyslexiaFarvardin Neuro-Cognitive Training Group
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.comDMIT DERMATOGLYPHICS MULTIPLE INTELLIGENCE TEST
Each child is uniquely gifted, yet parents and educators cannot clearly identify a child’s talents. Today, dermatoglyphics analysis can easily reveal our intrinsic qualities and talents. Dermatoglyphics, the study of the pattern on fingers and hands, has been proven that our fingerprints are uniquely intertwined with an individual’s genetic composition and central nervous system
Fingerprint analysis: Implications of genetic identifiers on the learning potential
While the scientific communities all over the world are still in awe of the potential of the Dermatoglyphics Multiple Intelligence Test (DMIT) in mapping human development potential, it has quietly made headways into academics. Based on the tenets of the seminal theory of Multiple Intelligences by Dr. Howard Gardner, the Dermatoglyphics Multiple Intelligence Test (DMIT) maps a scientifically accurate trajectory of skill-development and talent augmentation for individuals.
Based on the advanced, scientifically proven discipline of Dermatoglyphics, Dermatoglyphics Multiple Intelligence Test (DMIT) studies the unique developmental potential within an individual, by studying the ridges and undulations on his/her palms, toes and skin.
detailed presentation on learning disabilities
This document discusses learning disabilities, including definitions, types, suspected causes, assessment practices, and legal considerations. It notes that learning disabilities affect a broad range of academic and functional skills, such as reading, writing, and reasoning. Common types include dyslexia, dyscalculia, and dysgraphia. Assessment involves informal methods like observations as well as formal testing of cognitive abilities, information processing, and educational achievement. Technology can help individuals with learning disabilities, and laws like IDEA, Section 504, and ADA provide legal protections for students.
Autism
This document defines autism according to IDEA and provides characteristics and statistics about autism. Autism is a developmental disability affecting communication and social interaction, evident before age 3, that impacts educational performance. Characteristics include repetitive behaviors, resistance to change, and unusual sensory responses. The CDC reports that 1 in 88 children overall are diagnosed with autism, including 1 in 54 boys. The autism spectrum includes several disorders. Characteristics involve difficulties with social relationships, communication, repetitive behaviors and interests, and stress. The document lists nonprofit organizations and provides teacher tips and resources for working with students with autism.
Learning disorders
This document provides information on learning disabilities. It defines learning disabilities as disorders involving the basic psychological processes of understanding or using language that affect areas like reading, writing, spelling, and math. It notes specific conditions are excluded, and that learning disabilities are characterized by academic underachievement compared to a child's overall intellectual ability. Diagnosis involves identifying a significant difference between intelligence and achievement testing scores. Potential causes and the most common types of learning disabilities are also outlined.
Areas of assessment_for_intelletual_disability
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
The gifted brain
The document discusses theories of giftedness and how gifted brains learn differently. It covers topics like parts of the brain, memory, emotions, intelligence theories, nurturing gifted children, and challenging gifted learners through differentiation, creativity, Bloom's Taxonomy, problem-based learning and more. Key parts that make gifted brains unique include above average aptitude in specific areas, different reactions to being gifted, higher neural efficiency allowing complex problem solving, and learning through depth and complexity rather than repetition.
Learning disorders Nursing Perspective
1. The document discusses various learning disorders that affect children including specific reading disorder (dyslexia), specific spelling disorder, specific writing disorder, and specific disorders of arithmetical skills.
2. It provides details on the clinical features, epidemiology, comorbidities, etiology, and management principles for each disorder. Multisensory methods like the Fernald method and Gillingham Approach are recommended for teaching reading, spelling, and writing skills.
3. Nursing care involves early identification and treatment, parental counseling, structured learning activities to develop skills, and addressing any comorbid conditions or emotional issues associated with academic struggles. Preventive approaches aim to improve functional literacy and academic success.
The Challenged Learner | Bryan Akers | EDU 594 SAU
This is my EDU 594 Major Project #1 Presentation. For more information, check out my webpage www.thechallengedlearner.weebly.com on Learning Delays and my action plan for educators in working with these students.
Serving Children with Autism Spectrum Disorder: Part 2 (March 2017)
This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies print and digital resources that work well for youth with ASD, such as predictable books and non-fiction materials. Effective reading strategies include using visual aids, modeling think-alouds, and story dramatization. The document also discusses instructional strategies like direct instruction, discrete trial training, and constructivist approaches. It provides recommendations for incorporating assistive technologies, addressing language and sensory issues, and designing engaging learning activities for youth with ASD.
Learning Disabilities, ADHD, and Emotional/Behavioral Disorders
This document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities and ADHD, describes their characteristics and prevalence. It discusses the identification process and assessments used to diagnose these disabilities. It also outlines common academic and behavioral issues associated with them, as well as recommended intervention strategies.
Autism
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.
Thinking Skills Presentation
The document discusses the importance of teaching thinking skills to students and taking a whole-school approach. It provides examples of thinking strategies and tools that can be taught at different year levels, including the Six Thinking Hats, Brainstorming, Thinkers Keys, Graphic Organisers, SCAMPER, and Blooms Taxonomy. The whole-school approach aims to develop a thinking culture and empower students with analytical, critical and creative thinking abilities.
Untitled presentation-4
This document discusses the intersection of autism and deafness in children, and the benefits of teaching sign language. It notes that deafness occurs more often in children with autism, but the conditions are often misdiagnosed due to masking behaviors. The language gap that results when a child goes years without communication can be damaging. However, studies have found that teaching sign language via applied behavior analysis techniques can improve communication and reduce behavioral issues for nonverbal autistic children. Structured teaching with visual supports and a focus on reinforcement have been shown to effectively establish sign language skills.
Developmental Coordination Disorder
This presentation gives an overview of developmental coordination disorder or dyspraxia as it is commonly known
What's hot (19)
Cerebellum and Cognitive-sensory motor skill in developmental Dyslexia
Cerebellum and Cognitive-sensory motor skill in developmental Dyslexia
The Challenged Learner | Bryan Akers | EDU 594 SAU
The Challenged Learner | Bryan Akers | EDU 594 SAU
Serving Children with Autism Spectrum Disorder: Part 2 (March 2017)
Serving Children with Autism Spectrum Disorder: Part 2 (March 2017)
Learning Disabilities, ADHD, and Emotional/Behavioral Disorders
Learning Disabilities, ADHD, and Emotional/Behavioral Disorders
Similar to Feb272012utube
What is autism?
The presentation provided an overview of autism spectrum disorder (ASD) for faculty at the Rhode Island School for the Deaf. It defined ASD, discussed its core characteristics including difficulties with social skills, communication, and restricted or repetitive behaviors. The presentation aimed to dispel myths about ASD and provide resources for further information. Next steps included identifying classroom needs to focus on for a future professional development session on strategies for teaching students with ASD.
Supporting students with asd in an inclusive setting with resource pages
This document provides an overview of supports for students with autism spectrum disorder (ASD) in an inclusive school setting. It discusses the characteristics of ASD and how it affects socialization, communication, and behaviors. It also outlines strategies to support students with ASD, including using visual supports, social skills instruction, social stories, and addressing behaviors and social/emotional needs through techniques like comic strip conversations, social problem-solving cue cards, and identifying expected versus unexpected behaviors. The document is a resource for teachers and staff on understanding ASD and implementing effective classroom supports and interventions.
Supporting students with asd in an inclusive setting with resource pages
Supporting students with asd in an inclusive setting with resource pagesInclusive_Education_Community
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020Cognative linguistic therapy
Cognitive linguistic therapy aims to improve communication skills impaired by cognitive issues. It promotes attention, memory, and problem-solving through individualized therapy. The document discusses cognition, cognitive processes like attention, language, learning, memory, perception, and thought. It explains how cognition impacts perceiving the world, forming impressions, filling in gaps, and interacting with the environment. It provides tips for developing children's cognition at home, such as reading daily, using language, singing nursery rhymes, engaging in creative play, puzzles, and movement.
Dyslexia-Presentation.pptx
Dyslexia is a learning difficulty that primarily affects word reading, spelling, and related language skills. It is caused by difficulties with phonological awareness, verbal memory, and processing speed. Dyslexia is not due to low intelligence - it is a neurological difference, not a sign of laziness or lack of effort. With appropriate support and accommodations, people with dyslexia can learn strategies to overcome challenges and be successful students and professionals.
Learning disability
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
Learning difficulties
This document discusses learning difficulties (LD) such as dyslexia, dysgraphia, and dyscalculia. It notes that LD affects up to 1 in 5 children and is often genetic. Children with LD have average or above average intelligence but struggle academically. Early detection and intervention are important to help children develop strategies to overcome their LD. Assessment by a psychologist can establish eligibility for academic support. LD management may also involve treating associated disorders and providing accommodations in school. Remedial training, parental support, and focusing on a child's strengths can help boost their self-esteem and long-term success.
Only oral language development copy 2
Oral language involves listening and speaking abilities. It is a learned skill that plays an important role in cognitive development. According to Vygotsky, language is a mental tool that allows children to think more abstractly and flexibly without relying on immediate stimuli. When children use symbols and concepts through language, they can imagine, create ideas, and share thoughts with others.
Social Thinking & Theory of Mind: Putting it all together
You will find out what Social Thinking is, what Theory of Mind (ToM) is, and how they are related. You will learn what skills must be in place so ToM can develop. You will also will be able to list and describe various social communicators, and select appropriate therapeutic interventions.
Attention Deficit Hyperactivity Disorder
This document discusses attention deficit hyperactivity disorder (ADHD), including what it is, common symptoms, potential causes such as genetics and environmental factors, how it is diagnosed using rating scales, and treatments including occupational therapy, medications, and psychotherapy. Occupational therapy can help address issues like motor skills, sensory processing, and academic problems, and treats ADHD by improving underlying skills rather than just masking symptoms.
Autism spectrum disorder
The document provides an overview of Autism Spectrum Disorder (ASD), including:
1) ASD is a lifelong neurological disorder that is usually evident before age 3 and is characterized by differences in brain structure and a range of symptoms and severity.
2) It affects communication, social interaction, and behaviors and can be accompanied by sensory processing issues.
3) While the causes are unknown, studies show differences in brain structure and connectivity in individuals with ASD compared to neurotypical individuals.
4) There are many treatment approaches that aim to improve symptoms, including behavioral, developmental, sensory-based, and alternative therapies. Choosing an approach depends on the individual's specific needs.
Intelligence quotient
This document discusses intelligence and IQ tests. It provides information on:
- IQ being a measure of relative intelligence determined by standardized tests.
- The first IQ test being created in 1905 to determine which students needed extra help in school.
- IQ tests measuring verbal and mathematical abilities but not considering other types of intelligence.
- Advantages of IQ tests including predicting success and identifying strengths/weaknesses.
- Limitations of IQ tests including not considering all types of intelligence or accurately predicting success.
Intelligence quotient
This document discusses intelligence and IQ tests. It provides information on:
- IQ being a measure of relative intelligence determined by standardized tests.
- The first IQ test being created in 1905 to determine which students needed extra help in school.
- IQ tests measuring verbal and mathematical abilities but not considering other types of intelligence.
- Advantages of IQ tests including predicting success and identifying strengths/weaknesses.
- Limitations of IQ tests including not considering all types of intelligence or accurately predicting success.
Types of disabilities
This document discusses different types of learning disabilities including problems with reading, writing, spelling, arithmetic, and attention. It defines learning disabilities and describes their characteristics such as difficulties with reading, writing, math, organization, memory, and focus. The document also covers specific learning disabilities like dyslexia, dysgraphia, dyscalculia, and ADHD. It provides definitions, causes, characteristics, and treatment approaches for these different types of disabilities.
Identifying and supporting children with language difficulties
This document discusses identifying and supporting children with language difficulties. It covers the key components of language including speech, language, receptive and expressive language. It defines language disorder and delay and discusses implications such as academic, social and vocational challenges. It provides strategies for teachers such as using visual supports, multi-sensory experiences, essential knowledge and clear instructions. Recognizing language difficulties early and getting support is important for children's learning and development.
Universal Accessibility In Product Design | Seattle Interactive Conference 2018
Universal Accessibility In Product Design | Seattle Interactive Conference 2018Seattle Interactive Conference
Presenters:
Treyce Meredith, Product Designer, Carbon Five
Devi Pellerin, Senior Designer, Carbon Five
Design’s primary function is to make something useful. Unfortunately, most products are not accessible to everyone. For adults and children with non-typical cognition and learning styles, technology can help even the playing field, combats negative stereotypes, and take into account their deficits and capitalize on their cognitive strengths.
We will look at design solutions targeting specific conditions like ADHD, Dyslexia, and Autism -- and the core problems technology is trying to solve. We'll then widen the lens to compare how many of our most commonly used devices and apps use the same tactics to achieve universal accessibility for all.
Advocacy session 4 august
This document discusses learning disabilities and social emotional aspects. It defines learning disabilities as disorders that affect how information is acquired, retained, understood and expressed. This can be due to impairments in processing, memory, or expression. It notes that 20-25% of adults with learning disabilities require counseling for social emotional issues, and another 20-25% could benefit. Social difficulties may stem from primary social skills deficits, feelings of shame, or family system issues. Implications are that support should address the underlying causes, which may require individual counseling, social skills training, family counseling, or a combination.
Unit i dyslexia. carmel
This document discusses dyslexia and provides information for parents. It lists some key characteristics of dyslexia like difficulties with reading, spelling, handwriting, and processing sounds. The document notes that while dyslexic children share some traits, no two are exactly alike. Possible causes of dyslexia mentioned include differences in the brain, genetics, memory, and speed of processing. The document emphasizes that dyslexia is not caused by poor parenting and that there are ways to help dyslexic children.
INTELLIGENCE BY SIMUNYAMA......... P.pptx
The document discusses measuring and determining intelligence. It describes how Alfred Binet developed early intelligence tests to measure children's intelligence quotients (IQs). It explains that IQ is calculated by dividing a person's mental age by their chronological age and multiplying by 100. A person's environment and the opportunities they receive can impact their ability to maximize their inherited intelligence. The document also covers extremes of intelligence like mental retardation and giftedness. It lists factors like heredity, environment, gender, and race that can influence a person's intelligence.
2013- A Pathway to Success for Students who Present with Social Skill Needs
This document summarizes strategies for improving social cognition skills in students who present with social skill needs. It discusses assessing social cognition using the Social Radar system and teaching foundational skills like perspective taking, listening, and humor through Social Thinking methods. The document emphasizes that social cognition is separate from but related to mental health, and should be a priority above academics. It presents a pyramid model with social cognition and independent living skills above academics. The goal is to enable students to independently navigate social and academic worlds.
Similar to Feb272012utube (20)
Supporting students with asd in an inclusive setting with resource pages
Supporting students with asd in an inclusive setting with resource pages
Supporting students with asd in an inclusive setting with resource pages
Supporting students with asd in an inclusive setting with resource pages
Social Thinking & Theory of Mind: Putting it all together
Social Thinking & Theory of Mind: Putting it all together
Identifying and supporting children with language difficulties
Identifying and supporting children with language difficulties
Universal Accessibility In Product Design | Seattle Interactive Conference 2018
Universal Accessibility In Product Design | Seattle Interactive Conference 2018
2013- A Pathway to Success for Students who Present with Social Skill Needs
2013- A Pathway to Success for Students who Present with Social Skill Needs
Recently uploaded
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotes
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Cell Therapy Expansion and Challenges in Autoimmune Disease
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Adhd Medication Shortage Uk - trinexpharmacy.com
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Top-Vitamin-Supplement-Brands-in-India List
Swisschem Dermacare provides the Top 10 Vitamin Supplement Brands in India. To know more about us give us call at our official number
The Nervous and Chemical Regulation of Respiration
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
vonoprazan A novel drug for GERD presentation
Vonoprazan, a new potassium acid channel blocker used in the conditions of GERD and gastric ulcer, duodenal ulcer ....
All info about Diabetes and how to control it.
One health condition that is becoming more common day by day is diabetes.
According to research conducted by the National Family Health Survey of India, diabetic cases show a projection which might increase to 10.4% by 2030.
REGULATION FOR COMBINATION PRODUCTS AND MEDICAL DEVICES.pptx
It includes regulation of combination products and medical devices. FDA and industry liaisons.
Role of Mukta Pishti in the Management of Hyperthyroidism
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Do you have abnormal smell after periods? It may be vaginitis. Do not worry, herbal medicine Fuyan Pill can help you get a cure.
Efficacy of Avartana Sneha in Ayurveda
Avartana Sneha is a unique method of Preparation of Sneha Kalpana in Ayurveda, mainly it is indicated for the Vataja rogas.
Recently uploaded (20)
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotes
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotes
Cell Therapy Expansion and Challenges in Autoimmune Disease
Cell Therapy Expansion and Challenges in Autoimmune Disease
The Nervous and Chemical Regulation of Respiration
The Nervous and Chemical Regulation of Respiration
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...
CHEMOTHERAPY_RDP_CHAPTER 6_Anti Malarial Drugs.pdf
CHEMOTHERAPY_RDP_CHAPTER 6_Anti Malarial Drugs.pdf
Tests for analysis of different pharmaceutical.pptx
Tests for analysis of different pharmaceutical.pptx
REGULATION FOR COMBINATION PRODUCTS AND MEDICAL DEVICES.pptx
REGULATION FOR COMBINATION PRODUCTS AND MEDICAL DEVICES.pptx
Role of Mukta Pishti in the Management of Hyperthyroidism
Role of Mukta Pishti in the Management of Hyperthyroidism
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Feb272012utube
- 1. Parents Remediating Autism Relationship Development Intervention Presented by: Amy Cameron, MA, CCC-SP Certified RDI Consultant Speech-Language Pathologist
- 2. Autism treatment should start with an understanding of autism.
- 3. What is autism? • Defining autism is sometimes confusing because it is a spectrum disorder • Additionally, people with autism may show different symptoms • Unfortunately, people with autism are pre- disposed to having co-occurring conditions
- 4. Symptoms of autism Symptoms are an indication that the disorder is present. -repetitive behavior -poor social skills -unusual communication -differences in behavior
- 5. Co-Occurring Conditions Those conditions that may go along with autism. -sensory disorder -gut issues -sleep disorder -speech or language disorder -anxiety -ADD or ADHD
- 6. Core Deficit The common areas of impairment in all those with the diagnosis. Autism is a disorder of brain development. The connectivity and collaborations of the neural pathways in the brain are different in people with autism.
- 7. The brain differences directly impact how the person learns, communicates and processes information
- 8. Static and Dynamic Intelligence • One way to summarize the strengths and difficulties in autism • Static Intelligence deals with patterned, predictable and rule based information • Dynamic Intelligence deals with grey area, inferential, changing, and emotional information.
- 9. Examples of Static Intelligence • 2+2=4 • Schedule following • Imitating • Colors • Rules • Logic • Computer use • Formulas • Memorization
- 10. Examples of Dynamic Intelligence • Problems with no absolute answers • Good enough thinking • Incomplete projects • Grey area thinking • Managing multiple roles • Dealing with surprises • Contextual processing • Emotional regulation
- 11. All people need both static and dynamic intelligence. However, because people with autism universally have deficits in dynamic intelligence, it is essential to address. Dynamic intelligence is the central focus of RDI.
- 12. GREAT! How do I address Dynamic Intelligence with my child with autism?
- 13. We need to think about the input • Cognition and communication are very tightly linked • Communication can be static or dynamic in nature • Static communication includes questions, commands and prompts • Dynamic communication includes all other language functions
- 14. When communicating with a person who has autism… • Most people end up using questions, commands and prompts (trying to “get” the child to talk) • However, if the brain is only exposed to static communication, how can we expect it to think dynamically?
- 15. Recommendations for Communication • Utilize non-verbal means to communicate when possible • SLOW DOWN • Use you language to “give” to the child and not with the intention of “getting” from the child (model your own thinking) • Use language that helps the child to think and act on his own • SLOW DOWN
- 16. We consider how Dynamic Intelligence naturally occurs. • Dynamic Intelligence evolves from relationships and experiences with others. • We pass our thoughts and ideas through other's. • In this way we gain more perspectives, become more flexible and expand from their knowledge.
- 17. The Guided Participation Relationship
- 18. Unfortunately, this form of learning is disrupted in autism
- 19. Re-establishing the Guided Participation Relationship is top priority in RDI.
- 20. We teach parents how to set up opportunities for the child to think for himself
- 21. Parents learn to slow down and communicate in ways their child can be successful.
- 22. Parents become mindful of the child’s dynamic abilities and challenge child to take the next step.
- 23. RDI Consultants • Team with • Educate • Support • Brainstorm • Coach • Review • Guide
- 24. Development of a Guide and a Cognitive Apprentice
- 25. One year later…
- 26. Challenge, bowling without a ball
- 28. For more information: • Website: www.pathwaystreamentcenter.org • Amy’s email: AECameron@aol.com • www.rdiconnect.com