This document discusses Donna Williams' "Fruit Salad" model of autism and how it relates to various sensory, perceptual, information processing, and personality issues. It provides examples of how individuals may experience meaning deafness, meaning blindness, face blindness, disconnection from their body, difficulty processing social emotional cues, and more. For each issue, it offers potential strategies and accommodations to help support those experiencing these challenges.
The document discusses Donna Williams' "Fruit Salad" model of autism which conceptualizes autism as a combination of various sensory, perceptual, information processing, and emotional disorders. It provides information and strategies for addressing different challenges including meaning deafness, meaning blindness, social emotional agnosia, visual verbal agnosia, disconnectedness from the body, and alexithymia. The strategies emphasize hands-on, experiential learning and finding ways to process information outside of traditional visual or verbal methods. It also stresses seeing the person first, not just the disability.
Storytimes for Children on the Austism SpectrumBeth Crist
Learn about Autism Spectrum Disorder and how to create sensory storytimes for young children on the autism spectrum. Also this is a great webinar for any library wishing to make all storytimes more inclusive for all children.
The document provides information for conducting second grade child find activities to identify students for gifted education programs. It outlines six required activities including transformations, writing samples, and figural analogies. It also discusses other possible student work and products. Finally, it describes Traits, Aptitudes, and Behaviors (TABs) which are characteristics associated with giftedness. Teachers are to observe students and evaluate based on the TABs.
Autism is a spectrum of neurodevelopmental disorders characterized by deficits in social interaction and communication, as well as unusual and repetitive behaviors. Asperger's syndrome is also a neurodevelopmental disorder with effects on behavior, language, communication, and social interactions. Signs of autism appear in social skills, language, and behavior, and autism is typically diagnosed between ages 1-6. Autism now affects 1 in 88 children in the US and costs $126 billion per year to treat, yet receives less funding than other diseases. Autism awareness month is in April.
Farmer: Serving Children with Autism Spectrum Disorder WorkshopALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and tips for interacting successfully. Key points include identifying sensory issues youth may have, providing structure and routines, promoting inclusion, managing behaviors, training staff on ASD, and facilitating peer interaction through programs like "Circle of Friends." The goal is to make the library a comfortable place that supports the developmental needs of youth with ASD.
B k standards-social_emotional_dev 5-11-2012 finalJean Smith
The document discusses standards for social and emotional development in children from infancy through preschool age. It covers standards related to self-awareness, self-regulation, relationships and interactions with others. The standards describe behaviors children may display as they develop abilities such as recognizing and expressing emotions, developing a sense of self, managing feelings and impulses, forming attachments and interacting positively with familiar adults and peers. Research indicates that early social and emotional skills are important for long-term academic and social success.
The document discusses Donna Williams' "Fruit Salad" model of autism which conceptualizes autism as a combination of various sensory, perceptual, information processing, and emotional disorders. It provides information and strategies for addressing different challenges including meaning deafness, meaning blindness, social emotional agnosia, visual verbal agnosia, disconnectedness from the body, and alexithymia. The strategies emphasize hands-on, experiential learning and finding ways to process information outside of traditional visual or verbal methods. It also stresses seeing the person first, not just the disability.
Storytimes for Children on the Austism SpectrumBeth Crist
Learn about Autism Spectrum Disorder and how to create sensory storytimes for young children on the autism spectrum. Also this is a great webinar for any library wishing to make all storytimes more inclusive for all children.
The document provides information for conducting second grade child find activities to identify students for gifted education programs. It outlines six required activities including transformations, writing samples, and figural analogies. It also discusses other possible student work and products. Finally, it describes Traits, Aptitudes, and Behaviors (TABs) which are characteristics associated with giftedness. Teachers are to observe students and evaluate based on the TABs.
Autism is a spectrum of neurodevelopmental disorders characterized by deficits in social interaction and communication, as well as unusual and repetitive behaviors. Asperger's syndrome is also a neurodevelopmental disorder with effects on behavior, language, communication, and social interactions. Signs of autism appear in social skills, language, and behavior, and autism is typically diagnosed between ages 1-6. Autism now affects 1 in 88 children in the US and costs $126 billion per year to treat, yet receives less funding than other diseases. Autism awareness month is in April.
Farmer: Serving Children with Autism Spectrum Disorder WorkshopALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and tips for interacting successfully. Key points include identifying sensory issues youth may have, providing structure and routines, promoting inclusion, managing behaviors, training staff on ASD, and facilitating peer interaction through programs like "Circle of Friends." The goal is to make the library a comfortable place that supports the developmental needs of youth with ASD.
B k standards-social_emotional_dev 5-11-2012 finalJean Smith
The document discusses standards for social and emotional development in children from infancy through preschool age. It covers standards related to self-awareness, self-regulation, relationships and interactions with others. The standards describe behaviors children may display as they develop abilities such as recognizing and expressing emotions, developing a sense of self, managing feelings and impulses, forming attachments and interacting positively with familiar adults and peers. Research indicates that early social and emotional skills are important for long-term academic and social success.
Resilience at a Distance: Presentation to Parents at Glendale USD Morgan Appel
Exploring socioemotional characteristics of giftedness and talent, including perfectionism and impostor syndrome in the age of remote learning. Presentation to parents 05/12/20
Here are some key points about the importance of social play:
- Provides opportunities for children to practice social skills needed for interacting with others. Through play, they can learn how to cooperate, share, negotiate, resolve conflicts, and understand different perspectives.
- Allows children to learn cultural norms and values. As they engage in social pretend play and games with rules, they learn what behaviors are acceptable or unacceptable.
- Helps children process and make sense of their experiences. Play provides a way for them to express feelings, thoughts, and master challenges.
- Prepares children for future responsibilities by mimicking adult roles and relationships through pretend play.
- Facilitates language development and communication skills as children interact with peers
Social skills of children with autism presentationjenniferkelley
This document provides an overview of a presentation about social skills development in children with autism. It defines autism, discusses common signs and symptoms, compares the social skills of typically developing children to those with autism, and offers suggestions that parents and professionals can implement to help children with autism improve their social skills. These include using social stories, engaging in relational activities, playing board games, and providing opportunities for music, sensory activities, imitation and modeling.
Serving Children with Autism Spectrum Disorder Workshop: Part 1 (October 2017)ALATechSource
This document provides an overview of strategies for library services that are effective for youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library, and inclusion strategies. The key points are:
1) Youth with ASD often have difficulties with social skills, sensory processing, and rigid routines. They may struggle with the complexity, unpredictability, and social expectations of the library.
2) Effective strategies for libraries include creating a predictable environment, using visual supports, providing choices and flexibility, and getting to know each youth to understand their needs and interests.
3) Staff should be trained to understand ASD, use clear communication, and address behaviors through techniques like
Through the Magic Door seeks to address low reading rates by growing a reading culture from an early age. It analyzes root causes like poor family communication and low valuation of reading. Its solution assists families through the Grow a Reading Culture methodology, coaching, and resources. It aims to establish clear links between reading and life outcomes to motivate voluntary behavior changes in parents of young families.
Sensory processing disorder (SPD) occurs when the brain has difficulty receiving and responding to sensory information from the environment. Children with SPD may struggle with tasks due to hypersensitivity or hyposensitivity to touch, movement, sights, sounds, and smells. This can impact social skills, motor skills, attention, and behavior. While estimates vary, around 1 in 20 children experience SPD symptoms significant enough to interfere with daily life. Educators need to understand SPD to better recognize signs in students and help implement strategies to support their learning. Occupational therapy can also help children process sensory information more effectively.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
Asperger syndrome is a form of autism that affects social interaction, communication, and behavior. People with Asperger syndrome may have trouble reading facial expressions and body language. They can have difficulty with social skills like joint attention, taking turns in conversation, and understanding sarcasm or metaphor. People with Asperger syndrome are often very literal and may have narrow, intense interests or adhere strongly to routines. With support, people with Asperger syndrome can lead independent lives.
The document discusses autism spectrum disorder (ASD) and common social deficits seen in individuals with ASD. It defines ASD as having deficits in social communication/interaction and restricted, repetitive behaviors. Common social deficits include difficulties with eye contact, understanding social conventions, sharing emotions, and initiating interactions. The document provides examples of social skills deficits and suggests assessments and interventions to address these deficits, such as social scripting, video modeling, and social problem-solving strategies.
The document discusses sensory processing disorder (SPD), including its definition as a neurological condition affecting how the brain processes sensory information. It outlines various signs and symptoms of SPD that affect the senses of sight, sound, taste, smell, and body awareness. Finally, the document explores intervention options and next steps for addressing SPD.
Human communication is uniquely human and evolved from early hominins' abilities to cooperate and share intentionality through gestures and joint attention. Key aspects of human communication include its symbolic and verbal nature, reliance on shared intentionality, and use of multi-modal signals like gestures, eye contact, touch and smell. While apes communicate, humans have a greater capacity for collaboration, understanding others' perspectives, and forming common goals. Language emerged from early gestural communication but now influences how humans experience the world. Differences in how men and women communicate can arise from biological tendencies to connect versus demonstrate status, but are also shaped by cultural norms and expectations.
Sarah Cogswell will present on social skills development for 45 minutes. She will discuss Sheldon's Friendship Algorithm, common social skill deficits in autism spectrum disorder (ASD) such as difficulties with speech prosody and social pragmatics, and current research on social skill development theory including typical milestones. She will provide two examples each of teaching social communication, social initiation, social reciprocity, and social cognition to students with ASD. Video examples and references will accompany the presentation.
Social perception involves forming impressions of and making inferences about other people based on verbal and nonverbal cues. This document outlines several key aspects of social perception, including nonverbal communication cues like facial expressions, eye contact, gestures, and body language. It discusses how these cues are used in social competence and forming impressions. Specific nonverbal channels covered include facial expressions, eye contact, gestures including emblems, illustrators, and adaptors, and body movements and postures. Culture can influence the expression and interpretation of emotional cues. Being able to accurately perceive and understand social cues is an important part of social interaction and competence.
The document lists 50 common characteristics of gifted children, which include being highly observant, persistent, and having a vivid imagination. Some other traits mentioned are preferring older company, learning quickly with little practice, and enjoying sarcasm. Gifted children also tend to be curious, think flexibly, and approach problems by breaking them into parts.
Presentation expands on the specific problems persons with SPD have. Also gives a checklist of characteristic behaviors and issues in persons w/Sensory Processing.
This document provides an overview of a group therapy session for parents of children with difficult behavior. It discusses understanding difficult behavior, common assumptions, and introduces the concept of inflexible or explosive children. These children often have cognitive deficits that make it hard to adapt to changes, think of solutions, and regulate emotions. Specifically, they may struggle with executive functions like cognitive flexibility, organization, working memory, and separating affect from thought. They also sometimes have sensory processing problems in areas like hearing, movement, touch, and vision. The session format involves reviewing information, presenting new topics, and discussion. Future sessions will discuss conditions like ADHD, ODD, and their relationship to executive function and sensory processing problems.
Sensory processing disorder occurs when children have difficulty processing sensory information from their environment. It can be caused by irregular brain function or neurological issues. Children with SPD may be over-sensitive or under-sensitive to stimuli like touch, sound, and movement. Those who are under-sensitive often seek more stimulation through activities like swinging or jumping. Those who are over-sensitive tend to avoid stimulation and prefer calm environments. Managing a child's sensory needs through activities, pressure, and a calm approach can help reduce challenging behaviors related to sensory overload or under-stimulation.
Behavioral communication refers to how people express feelings, needs and thoughts through indirect behaviors rather than direct verbal communication. It recognizes that behaviors like facial expressions, body language, tone of voice and others can convey messages. Effective communication requires understanding both verbal and nonverbal elements since the intended message may differ from what is received. Factors like culture and individual differences also influence behavioral communication.
The document discusses principles for an effective multi-treatment approach for autism. It recommends developing a comprehensive functional behavior analysis and addressing physical health before behavioral training. Treatment should evolve over time as the child develops, and different approaches may be needed at different stages. Individual treatments should complement an overall program tailored to each child's specific needs, not just because it worked for others. Successful multi-treatment requires a central coordinator and clear communication between all involved therapists.
Este documento presenta información sobre herramientas de multimedia como programas de edición de imagen, animación, video, sonido y formatos de video. También discute el uso de procesadores de palabras para vincular elementos multimedia y convertir textos a formato electrónico.
Resilience at a Distance: Presentation to Parents at Glendale USD Morgan Appel
Exploring socioemotional characteristics of giftedness and talent, including perfectionism and impostor syndrome in the age of remote learning. Presentation to parents 05/12/20
Here are some key points about the importance of social play:
- Provides opportunities for children to practice social skills needed for interacting with others. Through play, they can learn how to cooperate, share, negotiate, resolve conflicts, and understand different perspectives.
- Allows children to learn cultural norms and values. As they engage in social pretend play and games with rules, they learn what behaviors are acceptable or unacceptable.
- Helps children process and make sense of their experiences. Play provides a way for them to express feelings, thoughts, and master challenges.
- Prepares children for future responsibilities by mimicking adult roles and relationships through pretend play.
- Facilitates language development and communication skills as children interact with peers
Social skills of children with autism presentationjenniferkelley
This document provides an overview of a presentation about social skills development in children with autism. It defines autism, discusses common signs and symptoms, compares the social skills of typically developing children to those with autism, and offers suggestions that parents and professionals can implement to help children with autism improve their social skills. These include using social stories, engaging in relational activities, playing board games, and providing opportunities for music, sensory activities, imitation and modeling.
Serving Children with Autism Spectrum Disorder Workshop: Part 1 (October 2017)ALATechSource
This document provides an overview of strategies for library services that are effective for youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library, and inclusion strategies. The key points are:
1) Youth with ASD often have difficulties with social skills, sensory processing, and rigid routines. They may struggle with the complexity, unpredictability, and social expectations of the library.
2) Effective strategies for libraries include creating a predictable environment, using visual supports, providing choices and flexibility, and getting to know each youth to understand their needs and interests.
3) Staff should be trained to understand ASD, use clear communication, and address behaviors through techniques like
Through the Magic Door seeks to address low reading rates by growing a reading culture from an early age. It analyzes root causes like poor family communication and low valuation of reading. Its solution assists families through the Grow a Reading Culture methodology, coaching, and resources. It aims to establish clear links between reading and life outcomes to motivate voluntary behavior changes in parents of young families.
Sensory processing disorder (SPD) occurs when the brain has difficulty receiving and responding to sensory information from the environment. Children with SPD may struggle with tasks due to hypersensitivity or hyposensitivity to touch, movement, sights, sounds, and smells. This can impact social skills, motor skills, attention, and behavior. While estimates vary, around 1 in 20 children experience SPD symptoms significant enough to interfere with daily life. Educators need to understand SPD to better recognize signs in students and help implement strategies to support their learning. Occupational therapy can also help children process sensory information more effectively.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
Asperger syndrome is a form of autism that affects social interaction, communication, and behavior. People with Asperger syndrome may have trouble reading facial expressions and body language. They can have difficulty with social skills like joint attention, taking turns in conversation, and understanding sarcasm or metaphor. People with Asperger syndrome are often very literal and may have narrow, intense interests or adhere strongly to routines. With support, people with Asperger syndrome can lead independent lives.
The document discusses autism spectrum disorder (ASD) and common social deficits seen in individuals with ASD. It defines ASD as having deficits in social communication/interaction and restricted, repetitive behaviors. Common social deficits include difficulties with eye contact, understanding social conventions, sharing emotions, and initiating interactions. The document provides examples of social skills deficits and suggests assessments and interventions to address these deficits, such as social scripting, video modeling, and social problem-solving strategies.
The document discusses sensory processing disorder (SPD), including its definition as a neurological condition affecting how the brain processes sensory information. It outlines various signs and symptoms of SPD that affect the senses of sight, sound, taste, smell, and body awareness. Finally, the document explores intervention options and next steps for addressing SPD.
Human communication is uniquely human and evolved from early hominins' abilities to cooperate and share intentionality through gestures and joint attention. Key aspects of human communication include its symbolic and verbal nature, reliance on shared intentionality, and use of multi-modal signals like gestures, eye contact, touch and smell. While apes communicate, humans have a greater capacity for collaboration, understanding others' perspectives, and forming common goals. Language emerged from early gestural communication but now influences how humans experience the world. Differences in how men and women communicate can arise from biological tendencies to connect versus demonstrate status, but are also shaped by cultural norms and expectations.
Sarah Cogswell will present on social skills development for 45 minutes. She will discuss Sheldon's Friendship Algorithm, common social skill deficits in autism spectrum disorder (ASD) such as difficulties with speech prosody and social pragmatics, and current research on social skill development theory including typical milestones. She will provide two examples each of teaching social communication, social initiation, social reciprocity, and social cognition to students with ASD. Video examples and references will accompany the presentation.
Social perception involves forming impressions of and making inferences about other people based on verbal and nonverbal cues. This document outlines several key aspects of social perception, including nonverbal communication cues like facial expressions, eye contact, gestures, and body language. It discusses how these cues are used in social competence and forming impressions. Specific nonverbal channels covered include facial expressions, eye contact, gestures including emblems, illustrators, and adaptors, and body movements and postures. Culture can influence the expression and interpretation of emotional cues. Being able to accurately perceive and understand social cues is an important part of social interaction and competence.
The document lists 50 common characteristics of gifted children, which include being highly observant, persistent, and having a vivid imagination. Some other traits mentioned are preferring older company, learning quickly with little practice, and enjoying sarcasm. Gifted children also tend to be curious, think flexibly, and approach problems by breaking them into parts.
Presentation expands on the specific problems persons with SPD have. Also gives a checklist of characteristic behaviors and issues in persons w/Sensory Processing.
This document provides an overview of a group therapy session for parents of children with difficult behavior. It discusses understanding difficult behavior, common assumptions, and introduces the concept of inflexible or explosive children. These children often have cognitive deficits that make it hard to adapt to changes, think of solutions, and regulate emotions. Specifically, they may struggle with executive functions like cognitive flexibility, organization, working memory, and separating affect from thought. They also sometimes have sensory processing problems in areas like hearing, movement, touch, and vision. The session format involves reviewing information, presenting new topics, and discussion. Future sessions will discuss conditions like ADHD, ODD, and their relationship to executive function and sensory processing problems.
Sensory processing disorder occurs when children have difficulty processing sensory information from their environment. It can be caused by irregular brain function or neurological issues. Children with SPD may be over-sensitive or under-sensitive to stimuli like touch, sound, and movement. Those who are under-sensitive often seek more stimulation through activities like swinging or jumping. Those who are over-sensitive tend to avoid stimulation and prefer calm environments. Managing a child's sensory needs through activities, pressure, and a calm approach can help reduce challenging behaviors related to sensory overload or under-stimulation.
Behavioral communication refers to how people express feelings, needs and thoughts through indirect behaviors rather than direct verbal communication. It recognizes that behaviors like facial expressions, body language, tone of voice and others can convey messages. Effective communication requires understanding both verbal and nonverbal elements since the intended message may differ from what is received. Factors like culture and individual differences also influence behavioral communication.
The document discusses principles for an effective multi-treatment approach for autism. It recommends developing a comprehensive functional behavior analysis and addressing physical health before behavioral training. Treatment should evolve over time as the child develops, and different approaches may be needed at different stages. Individual treatments should complement an overall program tailored to each child's specific needs, not just because it worked for others. Successful multi-treatment requires a central coordinator and clear communication between all involved therapists.
Este documento presenta información sobre herramientas de multimedia como programas de edición de imagen, animación, video, sonido y formatos de video. También discute el uso de procesadores de palabras para vincular elementos multimedia y convertir textos a formato electrónico.
Test drive the 2011 Toyota Sienna at Toyota of Wallingford serving New Haven, Connecticut. View our in stock selection of 2011 Toyota Sienna at http://www.wow-toyota.com.
O documento descreve o ciclo do Rosário, no qual personagens anônimos se reúnem com cores, cantigas e tambores para expressar sua fé e devoção à Virgem Maria em São João del Rei e distritos. Ele também fornece os nomes de Diego Meneses e Nathanael Andrade como organizadores do evento, além de detalhar entrevistas, fotografias, edição de slides e trilha sonora.
2010 Carson Toyota Land Cruiser Carson CACraig Feltman
2010 Toyota Land Cruiser brochure provided by Carson Toyota located in Carson, CA. Find the 2010 Toyota Land Cruiser for sale in California; call about our current sales and incentives at 1-800-90-TOYOTA. http://www.carsontoyota.com/
The document provides an overview of the 2011 Toyota Highlander SUV. It discusses the various trim levels and configurations available, from the standard Highlander to the Highlander Hybrid. It highlights key features like seating for up to seven passengers, nearly 95 cubic feet of maximum cargo space, and impressive fuel economy from both the standard 4-cylinder and available V6 engines. Safety features are also summarized, including the standard Star Safety System and seven available airbags. In general, the document promotes the Highlander as a versatile, efficient, and safe family SUV.
Este documento describe un caso de púrpura de Schönlein-Henoch en un niño. Inicialmente presentó púrpura palpable en las extremidades inferiores que no requirió tratamiento. Luego desarrolló artralgias y artritis en el tobillo, con un nuevo brote de lesiones cutáneas. Posteriormente sufrió dolor abdominal debido a una ileitis, por lo que fue ingresado en el hospital y tratado con prednisona oral. Finalmente se resolvieron los síntomas cutáneos pero presentó cilindruria y proteinuria,
This document provides information about the tradition of Saint Joseph's Feast Day in Italy and the town of Acate in particular. It discusses how the feast day originated from a time of famine when the people prayed to Saint Joseph for relief and has since become a day to honor Saint Joseph and give to the poor. Families in Acate traditionally erect altars with three levels representing the Holy Trinity covered in flowers and food. Local dishes like "baddotti" and "cucciddatu" are served and money from a pole auction is donated to the poor. The day concludes with a procession of the Saint Joseph statue through the streets.
The document discusses social and learning challenges that are common for individuals with conditions like high functioning autism, Asperger's syndrome, and nonverbal learning disorder. Some key difficulties mentioned include weak social skills, perspective taking abilities, and executive functioning skills like organization. The document provides strategies to help with areas like social understanding, communication, academic skills, managing anxiety, and establishing routines and structure.
This 3-day workshop introduces participants to bot and system design. On the first day, it provides a general introduction to MATLAB and microcontrollers along with simple MATLAB programs. The second day covers microcontroller programming and flashing procedures, with demonstrations. The third day introduces image acquisition, representation, and processing in MATLAB, demonstrating some image analysis algorithms. It also covers serial communication between microcontrollers and MATLAB for interfacing physical devices like a robotic car.
P.E.P.N.A.D Consulting LLC is an Indian consulting firm headquartered in Pune that specializes in the food and beverage sector. They received a request from a biscuit company to analyze sales data and improve revenue and profits. P.E.P.N.A.D will use the Pentaho software to import transaction data, generate interactive reports and dashboards, and analyze trends to advise the client. The project will take 22 days and involve requirements gathering, design, implementation, and testing phases.
Lean warehousing at Fairfield has been downsized due to increased demands in Queensland, providing Toll an opportunity to improve productivity and safety. Toll aims to safely and efficiently unload trucks from within the yard to reduce risks and liabilities while increasing efficiency and optimizing workflow.
A survey of 100 people at a train station asked about their job satisfaction, pay, and whether their current job is a career or dead end. 29% enjoyed their current job, 33% were happy with pay, and 22% considered their job a career. Most said they would stay at a job that pays more rather than one they enjoy. The results showed high dissatisfaction and low morale in many workplaces. The hypothesis is that Australians will remain in dissatisfying jobs due to financial commitments.
Nhs leadership leadership-model-colourALMEDYS LIFE
The document provides an overview of the Healthcare Leadership Model, which is comprised of nine leadership dimensions. It is intended to help healthcare workers at all levels improve their leadership skills and behaviors. The model describes leadership behaviors on a scale from essential to exemplary. It emphasizes that strong personal qualities are important for effective leadership. The document explains how to use the model for self-assessment and development.
The document describes a training program for first responders on interacting with individuals with autism. It is a 4 hour course divided into 3 modules that cover autism basics, tools for first responders, and case studies. The goal is to teach responders how to recognize autism and respond appropriately in emergency situations. The training provides materials, activities, certifications and is designed by Autism Smarts Inc to help first responders better serve their communities.
The document provides guidance for first responders encountering individuals with autism spectrum disorder (ASD) in emergency situations. It describes common characteristics of ASD including poor eye contact, repetitive behaviors, communication problems, and sensitivities. It emphasizes treating the person with dignity, minimizing stress and sensory overload, explaining actions clearly, and involving caregivers familiar with the individual's needs whenever possible. Physical intervention should only be used if absolutely necessary, prioritizing de-escalation instead. Safety of all parties is the top priority.
Geopolitica, Imperialismo e a 1° e 2° Guerra MundialEddieuepg
O documento discute geopolítica e as grandes guerras mundiais, abordando tópicos como:
1) Disputas de poder no espaço mundial e fronteiras móveis determinadas pela capacidade político-militar;
2) A função do Estado de expandir e defender o território e a influência geopolítica;
3) As causas profundas das guerras mundiais relacionadas a disputas por recursos, mercados e espaço vital entre potências imperiais.
First grade developmental milestones include:
- Focusing on oneself and developing friendships
- Rapid language development including following directions and basic grammar
- Increased motor skills and physical growth
- Learning foundational math and reading skills through discovery
- Developing independence while still needing encouragement and support
The document provides information about a workshop on Asperger Syndrome for educators. It aims to help educators understand what life is like for students with AS and provides teaching strategies. The workshop covers defining and diagnosing AS, examples of how it affects social skills, communication, interests and behaviors. It also discusses strategies for accommodating students with AS, such as establishing routines, using visual supports and social stories, and managing tantrums.
This document discusses strategies for coping with challenging behaviors in individuals with dementia or cognitive impairment. It emphasizes understanding the causes of behaviors from the perspective of the individual, including their cognitive abilities, medical conditions, environment, and interactions with caregivers. Managing one's own reactions and changing approaches, rather than focusing on being right, can improve outcomes. Communication is important both to complete tasks and reduce distress.
This is a short presentation which gives a definition of self-harm, then looks at why people self-harm including the self-harm cycle. It looks at who can be affected and what might trigger them then tells you some signs to look out for, how to respond if someone tells you about their self-harm and gives some ideas which are useful during recovery.
This presentation can be used just for information or as part of a brief training session.
The document discusses Asperger's Disorder and how it is often misdiagnosed or missed as a diagnosis. It provides information on the characteristics of Asperger's in children and adults, including difficulties with social skills, communication, and rigid or repetitive behaviors. It also discusses theory of mind, central coherence, executive functioning and how impairments in these areas can contribute to the traits of Asperger's. Rating scales used to diagnose Asperger's are also mentioned.
This document provides information about autism spectrum disorders, including the criteria for an autism diagnosis and common characteristics. It discusses three key areas of impairment in social interaction and communication that are used to diagnose autism. The document also summarizes some differences seen in the brains of individuals with autism and provides learning characteristics and strategies teachers can use, such as visual schedules, visual supports, social stories, and a 5-point scale to help students understand emotions and behaviors. Examples are given to illustrate how these strategies can be applied.
This document provides an overview of a group therapy session for parents of children with difficult behavior. It discusses assumptions about the causes of difficult behavior, introduces the concept of inflexible or explosive children, and explores cognitive deficits and executive functioning issues that may underlie their behavior. Specific examples of problems with executive functions, sensory processing, attention, and other areas are described. The relationship between these issues and commonly diagnosed disorders like ADHD and ODD are also addressed.
This document provides information on typical toddler development between 18-36 months in the areas of social, emotional, physical, cognitive, and language development. It discusses normal development milestones as well as potential abnormalities. Suggested activities and strategies are outlined to support development in each area. The roles of teachers and adults in facilitating activities and modeling behaviors are also discussed. Finally, the document mentions considerations for cultural, socioeconomic, and environmental factors and provides additional resources.
Early recognition of autism is important for maximizing developmental outcomes through early intervention. Autism is characterized by impairments in social communication and interaction, as well as restrictive and repetitive behaviors. Diagnosis involves screening during well-child visits followed by a comprehensive evaluation by a team using tools like the ADOS and ADI-R. While there is no cure, treatments aim to improve skills through behavior, communication, and occupational therapies while also addressing sensory and medical issues.
This document provides information on typical toddler development between 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal development milestones and potential abnormalities in each area. Suggested activities and the role of teachers/adults in supporting development are also discussed. The document concludes by addressing various cultural, socioeconomic, and environmental factors that can influence a toddler's development. Key sources on child development are cited.
This document discusses cultural awareness and differences between those with Asperger's syndrome and neurotypicals. It provides an overview of Asperger's symptoms and challenges with social skills, central coherence, theory of mind, and executive functioning. The social integration model for assisting those with Asperger's to improve social functioning in real-world settings is also examined. Examples of individual development and a call to celebrate differences in perspective are presented.
This document discusses typical development for toddlers ages 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal developmental milestones as well as potential abnormalities. It also provides examples of activities and strategies that teachers and caregivers can use to support development in each domain. The roles of teachers and adults in facilitating development are also described.
Sensory strategies and issues presentationnbookless
Therapeutic listening is a sound-based intervention used to impact sensory modulation, attention, behavior, and motor skills. It combines sound therapy with sensory integration activities. Sensory processing disorder involves the brain's inability to integrate sensory information from the five senses. It can cause over-responsivity, under-responsivity, or sensory seeking behaviors. Occupational therapy uses strategies like therapeutic listening, sensory activities, and environmental modifications to help children with sensory processing issues.
Autism is a spectrum of neurodevelopmental disorders characterized by deficits in social interaction and communication, as well as unusual and repetitive behaviors. Signs of autism typically appear by age 6 in three areas: social skills, language, and behavior. Effects can include poor eye contact, lack of response to one's name, preference for playing alone, abnormal speech patterns, repetitive behaviors, and sensitivity to stimuli. Asperger's syndrome is a related disorder affecting social skills, language, and behavior.
Music therapy can help people with autism spectrum conditions in several ways. It provides an additional form of communication and allows clients to express themselves creatively. The relationship between client and therapist is fundamental, and can act as a template for other relationships. Music therapy addresses the core impairments of autism by facilitating social interaction, communication, and imagination in a structured yet free environment. Case studies demonstrate how music therapy creates a safe space for clients to explore and express emotions, develop trust, and reduce anxiety and problematic behaviors.
This document provides information on teaching strategies for children with autism, including definitions of autism, learning characteristics, and recommended strategies. It discusses using visual schedules, social stories, the 5 point scale, comic strip conversations, and power cards. It also provides recommendations for curriculum materials and additional resources on autism.
Sensory strategies and issues presentationnbookless
Here are some tips for introducing new foods with pressure:
- Use a rubber spoon or finger to gently rub food onto the tongue.
- Place food in the center of the tongue where taste buds are located.
- Start with small amounts and work up to full bites.
- Praise any effort made to keep food in the mouth for tasting.
The goal is positive exposure to new textures and tastes. Be patient! Changes may occur gradually over repeated exposures.
Depression in children and adolescents.pptxSadiyaK1
This document discusses depression in children and how to recognize it. It notes that depression symptoms and duration are different in children compared to adults. Key markers of childhood depression include physical complaints, academic decline, irritability, crying, social isolation, and substance abuse. The document provides questions to ask children to evaluate symptoms of sadness and irritability. It also discusses observing children's behavior, thought, feelings, and conducting verbal interviews. Overall, the document provides guidance on recognizing depression in children.
1) The document summarizes key aspects of typical development for 6-7 year old children in 1st grade, including emotional, physical, cultural, and learning development. It outlines behaviors common at this age as well as signs that may indicate issues.
2) Emotionally, 1st graders are self-centered, sensitive, and developing social skills. Physically, they are growing rapidly and refining motor skills. Their families and cultures also significantly influence development.
3) The document provides recommendations to support development, such as play dates, role playing, and creative activities for emotions, and physical activities incorporating movement, balance, and rhythm.
1. Growing up
meaning
deaf, meaning
blind, &
disconnected
from body
by
Donna
Williams
www.donnawilliams.net
2. Sensory & perceptual disorders in the context of
Donna Williams ‘Fruit Salad’ model of ‘Autism’
Psychiatric Info Processing:
Co Morbids Health Issues
Dyspraxias Personality traits
Mood Aphasias
Agnosias and their associated
Emotional dysregulation disorder extremes
Psychosis Anxiety
Impulse Environment
Attention
Control Deficits Learned Helplessness
Cat vs Dog
Mourning
Social Isolation
Attachment
Disorders
3. Sensory versus Sensory Perceptual
(not always even related)
SENSORY SENSORY
PERCEPTUAL
Sensory integration
(incl Dyspraxia) Agnosias (meaning
Hypersensitivities deafness, meaning
blindness, body
Nutrition & sensitivity disconnectedness
Personality &traits Gut/immune/metabolic
sensitivity disorders
4. • People are
Faceblindness interchangeable
• People known by
situation/placement
• People known by
hair, clothes or objects
• People known by smell
• Difficulty in the
playground
• Lost in groups
• Bonds with
wallpaper, objects, textur
es
• Happier with
objects/textures etc
• May avoid faces or
deeply study own face
• Mirror may be best friend
5. • Get yourself a 'signature' – a hat, jacket, song, name
tag.
• Name yourself upon arrival and when you might be
out of your usual place.
• Show your 'signature' object (ie keyring, watch).
• Offer to be smelled
• Find ways of bonding unrelated to facial recogniation
• Don't take lack of recognition personally.
• Don't take face recognition as a reflection of
inteligence or empathy.
• Teach self advocacy re faceblindness instructions
(even if on a card).
• Find the person a playground buddy who'll find them.
• Create activities where friends are easier to visually
keep recognisable.
• Be aware people may become strangers when in
bathing costumes, when wet etc.
6. • Language sounds like blah Meaning
(people sharing sound
patterns). Deafness
• Often worse with other
external sounds (ie fans).
• Common in those with
Semantic Pragmatic
Language Disorder
• Echolalia is common
• Tendency to play with
sounds/words, later
avoidance of verbal
situations
• Make cover
ears/hum/run/spin to tune
out blah
• Preferance for
objects, nature, animals, mir
ror (non-verbal things)
7. • Use slowed, bullet point, telegraphic speech with
processing breaks.
• Gestural signing (showing the use/movements/3D
form associated with words).
• Use representational objects to track speech and
context shifts.
• Provide social opportunities which don't rely on
conversing.
• Provide means of self advocacy about percentages
and fluctuations in meaning deafness.
• Provide learning opportunities through:
maps/lists/categories/systems, music/rhythm.pattern
s, movement/hands on learning.
• Many with meaning deafness are also meaning blind
so DO NOT assume picture thinking or learning by
pictures.
• Ensure visuals involve observable movement/action.
• Use means other than speech to bond.
8. Meaning • Sees the part, loses the whole.
• Plays with parts of things.
Blindness • Struggles to learn board, group or
interpersonal games.
• Appears to only recognise specific
attachment objects.
• Smells, rubs, taps, flicks, mouths
objects.
• Will go without until seeing
someone else use an item.
• Can't imagine others recognise
things/may not seek help.
• Can't process visual context.
• May fear being taught visually or
flap/chew/tear pictures.
• Hands on learner. Must DO in
order to learn.
• May have serial memory but can't
visualise something novel.
• Struggles to learn flexible word-
meaning through looking.
9. • Hands on, discovery learning
• Hand over hand learning ideas
• Rote learning still intact
• Recognition through tapping/smelling/handling.
• Categorise parts
• Choose games/activities which don't rest on visual
processing
• Provide means of self advocacy about meaning blindness.
• Use physical tracing to link visual parts to a 'whole'.
• Tinted lenses or peripheral vision may be employed to filter
incoming information leaving more time to process what's
left.
• Flitting glances and finger movement at the side of the
eyes may each be used to re-set visual processing.
• Ensure inteligence/empathy is not judged by meaning
blindness.
• Use music, systems, movement for bonding
10. Social Emotional
• May have little use of Agnosia
facial expression/body
language or as
characatures.
• May not respond to
non-verbal
communications.
• May stick to non-
human interactions.
• May be more likely to
be bullied/left out.
• May not know how to
initiate or continue
friendships.
11. ideas
• You Tube, DVD clips, drama classes to formally
teach facial expression/body
language/intonation.
• Provide social and employment opportunities not
dependant on reading facial expression/body
language/intonation.
• Provide means of self advocating about Social
Emotional Agnosia.
• Don't take Social Emotional Agnosia as
representative of disinterest or lack of empathy.
• Work with social anxiety associated with
isolation/fear in not being able to process non-
verbal messages.
12. Visual Verbal Agnosia
• May chew, flick, rip
books.
• May read fluently
without intonation or
use it randomly.
• Learns from doing, not
from reading.
• Prefers letters, lists or
interesting sounding
words (when read).
• Loses interest when
pictures are absent.
13. ideas
• Gestural signing, representational objects and
characterisations to bring written words to life
with meaning.
• Lists rather than long strings of 'embedded text'.
• Tinted lenses or muted colored background
may improve processing time.
• Small encyclopedic entries.
• One idea per sentence and one sentence per
line.
• Consider activities/jobs requiring limited ability
to understand contracts, forms or written
instructions.
• Hands on experience or films rather than books.
14. Simultagnosia
• May appear to ignore
that others are and self-other
speaking.
• Appears to have little
self consciousness.
• Appears to go blank
when others are
expressive/active.
• Difficulty learning from
being lectured.
• Feels ignored (actually
can't experience
feedback whilst
expressing).
15. • Representational objects to track self/other and
topic without losing any of these three.
• Parallel interactions for social success.
• Sit alongside or to the side, not opposite.
• Focus on the object/issue, not the person.
• Advocacy skills re issue.
• Hand over hand teaching and rote physical
patterning.
• Teaching may have to be sink or swim as may
otherwise not learn actions through modelling.
• Singing, dance, music, arts, sharing nature, to
improve sense of being in company.
16. Disconnected from Body (body agnosias)
• Late with
toiletting, washing, groomi
ng.
• More likely to self injure
and stim.
• May appear indifferent to
pain.
• May have poor sense of
tiredness, need for the
toilet, clothing, hunger, thir
st or comfort from others.
• May behave puppet like or
distressed at being
handled.
• Exposure Anxiety may be
more likely.
17. • Brain Gym.
• Body brushing, spinning, rolling, massage, tickling.
• Hand over hand rote learning for self
help, toiletting, feeding etc.
• Visible times/lists of routines to replace dysfunctional body
feedback.
• Rote hand over hand learning for sequencing actions.
• Don't expect self to be identified with/through the body.
• Physical patterning for skills and in following directions.
• An Indirectly Confrontational approach (for Exposure
Anxiety) may be essential.
• Use hand over hand physical tracing and reflection to
experience body as a whole.
• Tapping, rocking and vibration to re-ground in the body.
• Teach rote caretaking of plants/animals and transfer this
to own body.
• O.T exercises for finding toiletting related pushing and
holding muscles.
18. • Difficulty telling body Alexithymia
messages from emotions.
• Difficulty telling one body
message or emotion from
another.
• Difficulty guaging the
degree/volume of a
sensation or feeling and
how to react to it.
• A detached relationship
to body and emotions.
• Poor ability to respond to
the emotional needs of
others in spite of
empathy.
• Alienation from the
social-emotional world of
others.
• Preference for non-
human company.
• Emotional dysregulation
19. • Modulation games – strong, gentle, scratchy, smooth etc
• A visible scale to assess the 'volume levels' of a feeling.
• Use of representational objects to track competing/contrasting
sensations/feelings and their contributing causes.
• Statements to trigger give away reactions instead of
questions which draw a blank.
• Don't confuse Alexithymia for inability to love or empathise.
• Use real objects to assist in making felt (not rote learned)
choices.
• Define differences of fear vs excitement, tiredness vs
anger, happy vs scared, need for the toilet vs feeling cold etc.
• Advocate for the bluntness of those with Alexithymia
particularly re their own feelings (these will commonly be
dismissed if the person appears unemotional in expressing
them).
• Create opportunities which play to the person's strengths.
20. • Visual thinkers will not have Learning Styles
significant visual perceptual
disorders.
• Those who can fluently
visualise speech will not have
significant visual and verbal
processing disorders.
• Those with visual or verbal
processing disorders may be
unable to internally mentalise
so this will need to be done
externally – hands
on, representational
objects, gestures, characteris
ations, mind
maps, lists, rote, hand over
hand patterning etc.
• Those with body agnosias
may be unable to transfer the
visual to the physical and
need to physically pattern
new activities.
21. • Addressing
gut, immune, metabolic Environmental
disorders, poor nutrition, toxicity
(ie eating fluoride toothpaste) strategies
may improve processing.
• Reduce unnecessary sensory
bombardment but don't pander.
• Work to the person's strengths.
• Don't take their perceptual
deficits personally.
• Use respectful strategies aimed
specifically at each issue not
one-size-fits all approaches
thrown at 'the autism'.
• Respectfully help them with self
advocacy and build their sense
of equality.
• No matter how disabling the
challenges appear, always see
the person, not just the
disability. Then they might too.
22. For more information
see the books
Autism; An Inside Out Approach
or
The Jumbled Jigsaw
and visit
www.donnawilliams.net
also more info at
http://www.autismhangout.com/e
ducation/details.asp?id=32
http://en.wikipedia.org/wiki/Agnosia