The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
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.
Overview of the importance of early intervention for children with autism. Discusses some common signs of autism and research based treatment options such as applied behavior analysis (ABA)
Complex developmental disability in infancy and early childhood, sign and symptom, its treatment via therapist approaches across the child's daily life
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.
Overview of the importance of early intervention for children with autism. Discusses some common signs of autism and research based treatment options such as applied behavior analysis (ABA)
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.
It is vitally important for anyone who wants to work with children with Autism be aware of how ‘Autism’ is for their clients. The ‘Autism’ world can feel like a literal sensory minefield for those who have this condition and this can mean that day to day living can be confronting, frustrating and difficult. The consultant’s role is to make life more manageable and provide strategies that will assist clients who are on the Autism Spectrum to negotiate day to day living, as well as providing the best training for them to reach their potential.
This slide gives you an introduction to Autism Awareness,
A wealth of experience, research and knowledge has gone into developing this Autism Certification Course to provide you with the skills, training and strategies that can be used in the field, working with children and families who live with Autism.
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, 2020
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
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.
It is vitally important for anyone who wants to work with children with Autism be aware of how ‘Autism’ is for their clients. The ‘Autism’ world can feel like a literal sensory minefield for those who have this condition and this can mean that day to day living can be confronting, frustrating and difficult. The consultant’s role is to make life more manageable and provide strategies that will assist clients who are on the Autism Spectrum to negotiate day to day living, as well as providing the best training for them to reach their potential.
This slide gives you an introduction to Autism Awareness,
A wealth of experience, research and knowledge has gone into developing this Autism Certification Course to provide you with the skills, training and strategies that can be used in the field, working with children and families who live with Autism.
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, 2020
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
Topic 10 - Autism, Asperger's and ADHD 2010Simon Bignell
Topic 10 - Autism, Asperger's and ADHD.
Autism, Asperger's and ADHD.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Health Related Quality of Life with Children of Autism Spectrum Disorder in B...farhana safa
Research done by Dr. Farhana Safa about Autism Spectrum Disorder in Bangladesh. This was done during my MPH program under the course no.: MPH5040 at American International University, Bangladesh (AIUB).
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
Autism Friendly Village , Hyderabad for Children and Adults with AutismAK Kundra
Autism Ashram is an exclusive residential facility for children and adults with autism in India- near Hyderabad, just 38 km from Secunderabad Railway Station.
Created and Conceived by professionals and Care4Autism Center, the parent organisation.
Essay about Autism
Essay about Autism
Essay On Autism
Argumentative Essay On Autism
Thesis Statement On Autism
Teaching Children with Autism Essay
Children With Autism Essay
Persuasive Speech On Autism
Informational Essay on Autism
Essay on autism
Autism Essay
Argumentative Essay On Autism
Essay on Autism
Introduction Autism Essay
Autism in Children Essay example
Essay about Autism
Persuasive Essay About Autism
Descriptive Essay About Autism
Autism Awareness
These days, there are so many ways we can find information: Google, Facebook, Twitter, USQ’s Social Hub, SlideShare… the list goes on! But despite having access to all these fantastic resources, myths, stigma and stereotypes still exist when it comes to understanding disability.
Here at USQ, we think it’s important that everyone is on the right page when it comes to understanding different life experiences in your classrooms, workplaces and relationships, so we’ve put together some true or false scenarios to test your knowledge. Let's bust some myths, stop the stigma and start honest, accurate conversations about disabilities. Did you learn something new?
If you liked these disability myth busters and want to learn more about how to better understand and support your peers, simply search the ‘disability’ tag on USQ’s Social Hub or contact USQ’s Student Services team!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. What we will cover today
Autism: what it is and is not
Autistic spectrum
Triad of Impairments
How people with autism see the world
Facts and figures
Communication
Introduction to:
◦ Autism and learning disability
◦ Understanding behaviour
◦ Anxiety and strategies for managing anxiety
◦ Challenging behaviour
Approaches, therapies and interventions
Asperger's and higher education
3. What is autism?
Throughout this session we will use the term autism -
although it is well known that autism occurs in differing
degrees of severity and in a variety of forms.
The terms Spectrum and/or Continuum of disorders
or conditions are commonly used to group people
together that have a shared difficulty in making sense of
the world.
Autism is a lifelong developmental disability that
affects the way a person communicates and
relates to people around them. Children and adults
with autism are unable to relate to others in a
socially meaningful way.
6. What is autism cont.
Their ability to develop friendships is impaired, as is
their capacity to understand other people's feelings.
People with autism can often have accompanying
learning disabilities and/or mental health problems.
The term spectrum condition means that, while all
people with autism share certain areas of difficulty,
their condition will affect them in different ways.
Asperger's syndrome, is believed by many experts to
falls at the higher-functioning end of the autistic
spectrum.
7. Triad of Impairments
All people with autism (and Aspergers) have impairments
in social interaction, social communication and
imagination. This is referred to as the triad of
impairments – it is the degree that varies:
Social interaction (difficulty with social relationships,
for example appearing aloof and indifferent to other
people);
Social communication (difficulty with verbal and
non-verbal communication, for example not really
under-standing the meaning of gestures, facial
expressions or tone of voice); and
Flexibility in thinking and behaving (difficulty in
the development of play and imagination, for example
having a limited range of imaginative activities, possibly
copied and pursued rigidly and repetitively).
8. It can be hard to create awareness of
autism as people with the condition do
not 'look' disabled: parents of children
with autism often say that other people
simply think their child is naughty; while
adults find that they are misunderstood.
All people with autism can benefit from a
timely diagnosis and access to appropriate
services and support.
9. Autism and learning disabilities
People with Asperger syndrome and other
forms of autism at the higher functioning end
of the spectrum can have normal intellectual
capabilities, and some are of above average
intelligence.
However, many people with autism also have
significant intellectual disabilities but the two
do not necessarily go hand in hand.
Test: IQ 70
10. Communication
For people with autistic spectrum
disorders, 'body language' can appear
just as foreign as if people were speaking
ancient Greek!
What do we mean by ‘body language’?
11. As soon as we meet a person we make
judgements about them. From their facial
expression, tone of voice and body language we
can usually tell whether they are happy, angry or
sad and respond accordingly.
At one end of the spectrum People with
Asperger syndrome can find it harder to read
the signals that most of us take for granted. This
means they find it more difficult to communicate
and interact with others which can lead to high
levels of anxiety and confusion.
12. People further along the autism continuum
have difficulties with both verbal and non-
verbal language. Many have a very literal
understanding of language, and think people
always mean exactly what they say.
They can find it difficult to use or understand:
facial expressions or tone of voice
jokes and sarcasm
common phrases and sayings; an example
might be the phrase 'It's cool', which people
often say when they think that something is
good, but strictly speaking, means that it's a
bit cold.
13.
14. Try to adapt your communication -
speak simply and directly, and say
exactly what you mean. Also, whenever
possible, include visual cues to your
meaning.
15. Dispelling the myths
Whilst autism, as a term, was only defined
50 years ago, it has probably been a part of
the human condition throughout history.
However, newly defined disorders inevitably
lead to confusion, so here are a few
pointers to what autism is and what it is
not:
16. What it is
A developmental disorder involving a biological or organic
defect in the functioning of the brain;
Occurs on average in four times as many males as females; 17
males to 1 female for high functioning/Asperger syndrome; 1
male to 1 female for profound learning disabilities.
A spectrum disorder comprising individuals with profound
learning difficulties through to people with average or above
average IQ;
Associated with known organic causes e.g. maternal rubella,
tuberous sclerosis;
Associated with epilepsy or seizure disorders in one third of
individuals at adolescence;
In many cases genetically linked (often a family member has
autism)
Associated with unusual responses to sensory stimuli;
A life-long disability with a need for correspondingly life-long
support in most cases.
17. What it is not
The result of emotional deprivation or emotional
stress;
A wilful desire to avoid social contact;
Due in any way to parental rejection or cold
parenting;
In any way class related;
A mental illness;
Misunderstood genius (although in a few
circumstances some individuals have special
abilities in narrow areas);
Curable (although improvements can be made in
all cases).
18. How common is it?
Autism is much more common than many
people think. There are over half a million
people in the UK with autism - that's
around 1 in 100.
If you include their families, autism touches
the lives of over two million people every
day.
19. More facts and figures
Over 40% of children with autism have been bullied at school.
Over 50% of children with autism are not in the kind of school
their parents believe would best support them.
One in five children with autism has been excluded from
school, many more than once.
Nearly two-thirds of adults with autism in England do not have
enough support to meet their needs.
At least one in three adults with autism are experiencing
severe mental health difficulties due to a lack of support1.
Only 15% of adults with autism in the UK are in full-time paid
employment.
51% of adults with autism in the UK have spent time with
neither a job, nor access to benefits, 10% of those having been
in this position for a decade or more.
61% of those out of work say they want to work.
79% of those on Incapacity Benefit say they want to work.
20. How does the world appear to
people with autism?
21. “If I get sensory overload
then I just shut down; you
get what's known as
fragmentation... it's weird,
like being tuned into 40
TV channels”.
22. People with autism have said that the world, to
them, is a mass of people, places and events
which they struggle to make sense of, and which
can cause them considerable anxiety.
In particular, understanding and relating to other
people, and taking part in everyday family and
social life may be harder for them.
Other people appear to know, intuitively, how
to communicate and interact with each other,
and some people with autism may wonder why
they are 'different'
23. Working with people with autism:
meet Scott and Marie
Key messages for practice
1) Autism affects people in a huge variety of ways.
2) Professionals and others need to have empathy and to understand
the perspective of the person with autism.
3) People with autism who are in employment often need some
additional support.
4) Professionals should use the expertise of the person with autism
and their family when providing support.
5) Good communication with people with autism is vital. This includes
recognising behaviour triggers, using visual prompts and speaking in
short, clear sentences.
6) Society disables people with autism, so we all need to
make adjustments to include them.
24. What adjustments can WE make?
Current Reality versus Desired
Future
________________________________________________
In groups, list the CURRENT REALITY of how you behave and act in
work in the context of working with people who suffer with autistic
spectrum disorder.
Why are you doing this job?
Being honest, what are your priorities in work?
What worries you?
Do you have enough time………?
How do you react to certain behaviours?
Are there things you feel you don’t do well enough?
__________________________________________________________________________________
We will come back to this later………
25.
26. Understanding behaviour
People with autism or Asperger syndrome may
appear to behave unusually. There will generally be
a reason for this: it can be an attempt to
communicate, or a way of coping with a particular
situation.
Knowing what causes challenging behaviour can
help you to develop ways of dealing with it.
27. Anxiety
Anxiety is a real difficulty for many adults with
autism or Asperger syndrome. It can affect a
person psychologically and physically. There are
different ways you can manage anxiety, from
keeping a diary to learning relaxation
techniques and getting support from others in
a similar situation.
Anxiety can happen for a range of reasons and
people with autism or Asperger syndrome can
vary in their ability to cope with it.
28. To understand emotion you need an imagination. One
of the areas of difficulty for people with autism is not
being able to imagine things, so understanding emotions
can be difficult for them. People at the higher end of the
autistic spectrum may understand some emotions and
recognise the feelings that are associated with them. By
helping someone to understand anxiety, you can help
them to manage it better.
Resources such as those sold by Incentive Plus as well
as the Autism Research Centre's CD ROM, Mind
reading, can help teach someone with autism about
emotions.Anxiety can affect both the mind and the
body, and produce a range of symptoms.
The psychological and physical symptoms of anxiety are
closely linked and so can lead to a vicious cycle that can
be difficult to break. ……………..
29. Psychological Physical symptoms of
symptoms of anxiety: anxiety:
easily losing patience excessive thirst
difficulty concentrating stomach upsets
thinking constantly about loose bowel movements
the worst outcome frequent urinating (going
difficulty sleeping to the loo)
depression periods of intensely
becoming preoccupied pounding heart
with or obsessive about muscle aches
one subject. headaches
dizziness
pins and needles
tremors.
REMEMBER: it is extremely important to get medical advice to
rule out any medical conditions.
30. Strategies for managing anxiety
Try and be aware of what makes them anxious and how
best to help them manage certain behaviours.
Keeping a diary in which they write about certain
situations and how these make them feel may help them
to understand their anxiety and manage it better.
Time and How anxious?
date Situation How I felt (out of 1 to
10)
31. Create an anxiety plan when someone with autism is
feeling positive about things. This is a list of things and
situations that cause anxiety as well as solutions and
strategies they can use to help them manage their
anxiety levels. The plan can be adapted, depending upon
how well someone understands anxiety………..
Situation Symptoms of
Solution
anxiety
Going on the bus. Hearts beats fast; Have stress ball in
sweat and feel sick. pocket.
Squeeze the ball and
take deep breaths.
Listen to music.
33. Dealing with challenging behaviour
This is a session all of its own…….
Here is just one example.
You work with an adult who becomes
very aggressive when the TV schedule
for his favourite programme changes.
What can you do?
34. Approached, therapies and
interventions
While there is no 'cure' for autism, there are a
number of approaches that people use to help
with various difficulties they may experience.
Some people make adjustments to their diet, for
example, while others may benefit from speech and
language therapy.
Different approaches have been known to work for
some people with an autism spectrum disorder, but they
have not been evaluated on a long-term basis.
35. Beware!!
Before using any particular approach, find out as much
information as you can about it. Any approach should be for
the benefit of the person with autism and based on a multi
disciplinary decision. It must build on their strengths, help to
discover their potential, increase motivation and provide
opportunity.
Ask yourself:
What does the approach claim to do?
How does it work and who will it benefit?
How was it developed?
How many people have been treated and what was the
outcome?
37. SO…….What adjustments CAN
we make?
Back to Current Reality versus
Desired Future
_________________________________________
You have listed the CURRENT REALITY of how you
behave and act in work.
Why are you doing this job?
Being honest, what are your priorities in work?
What worries you?
Do you have enough time………?
How do you react to certain behaviours?
Are there things you feel you don’t do well enough?
_________________________________________________________________________
Now - list the DESIRED FUTURE against each point.
38. ….the last word goes to Dr Asperger
“Not everything that steps
out of line, and thus
'abnormal,' must necessarily
be inferior.” - Hans
Asperger (1938)
Thank you for listening