Global News

Showing posts with label What is Autism. Show all posts
Showing posts with label What is Autism. Show all posts

March 28, 2014

World Autism Awareness Day — April 2, 2014



April 2, 2013 across the Globe
The eighth annual World Autism Awareness Day is April 3, 2014. Every year, autism organizations around the world celebrate the day with unique fundraising and awareness-raising events.
The World Autism Awareness Day (WAAD) is on April, 02 every year. It was designated under by the United Nations General Assembly resolution "62/139. World Autism Awareness Day," adopted on December 18, 2007, proposed by Representatives of the State Qatar, and supported by all member states.

The World Autism Awareness Day Resolution had four main components: (1) the establishment of April 2 as WAAD, (2) participation of UN organizations, member states, NGOs and all private & public organizations in WAAD, (3) raise awareness of Autism on all levels in society, (4) Security-General should deliver this message to member states and all other UN organs.

April 2, 2013

Today is World Autism Awareness Day!


Today, throughout the world, individuals will come together highlighting the needs and dreams of people living with autism. Today, all of us at the Global Autism awareness honour and respect each individual living with autism for whom they are. We celebrate and honour parents, siblings, grandparents, teachers, and other professionals who provide support and love to those living on the autism spectrum.

March 4, 2013

World Autism Awareness Day — April 2, 2013



April 2, 2013 across the Globe
The seventh annual World Autism Awareness Day is April 3, 2013. Every year, autism organizations around the world celebrate the day with unique fundraising and awareness-raising events.
The World Autism Awareness Day (WAAD) is on April, 02 every year. It was designated under by the United Nations General Assembly resolution "62/139. World Autism Awareness Day," adopted on December 18, 2007, proposed by Representatives of the State Qatar, and supported by all member states.

The World Autism Awareness Day Resolution had four main components: (1) the establishment of April 2 as WAAD, (2) participation of UN organizations, member states, NGOs and all private & public organizations in WAAD, (3) raise awareness of Autism on all levels in society, (4) Security-General should deliver this message to member states and all other UN organs.

October 23, 2012

Using touch screens and apps to treat autism



San Jose Mercury News (MCT)
SAN JOSE, Calif. - As a commercial software expert for the financial services industry, Ted Conley was frustrated with the technology that a speech therapist recommended to help his developmentally disabled son. So he decided to build his own application.

In place of an unwieldy and expensive device with buttons that his son struggled to press, Conley developed a series of apps that allow the now 3-year-old Pierce to signal words and sentences by lightly touching a series of familiar pictures on an iPad screen, which prompts an audio program to play the words out loud.


SEE OUR 'APPS' SECTION: A comprehensive list of Apps for Autism available for iPad, iPhone, Android, Kindle Fire, Nook and more. CLICK HERE 

Conley's line of "TapSpeak" programs are among scores of new apps available to help children with autism or other conditions that interfere with their ability to speak, learn or socialize.

Most of the early apps have been associated with Apple's iPad, but some are available for a variety of touch-screen gadgets, including those running Google's Android. Hewlett-Packard recently announced plans for a volunteer "hackathon" to create a series of touch-screen apps in conjunction with a national advocacy group, Autism Speaks.

Parents and educators say the ease of use, visual impact and intuitive nature of a touch screen... READ MORE >>

August 11, 2012

Autism & Ability



Eric Chessen

For children with autism, learning new skills is often made more difficult because of sensory processing issues. There may be too much noise in the next room for Jill to concentrate on the directions, or Marcos may not be able to look at numbers on a computer screen and relate them to those on a page of homework. It all has to do with contingencies. Success in anything doesn’t just happen.

Contingencies are “if-then” relationships. All individuals with autism have some level of difficulty with contingencies. The most obvious are social contingencies, but cognitive “if-then’s” are just as important to consider. Does Ricky make the connection between Mom saying “Press down on the pedal” and the action of his foot applying pressure downward? If not, his mom can say it over and over again, and both can grow frustrated in the process.

Some of my athletes are nonverbal, but understand just about everything that is said. Others are verbal to an extent, but have enormous difficulty attending to or following verbal instructions.

It is absolutely critical to ask the following questions:
  1. Is the individual a more auditory or a more visual learner?
  2. Has he/she had prior experience with the words I am using right now?
  3. Is he/she motivated to perform this particular activity? (Does he/she like it?)
  4. If not, what would be motivating?

I call these the “PAC” abilities and they are the foundation of my assessment and programming method, the PAC Profile (www.PACProfile.com). If Rachel is having difficulty riding her bike, is it because she cannot do it, won’t do it, or some other reason?

How do we assess what is going on without drawing incorrect or unproductive conclusions? Saying she is “lazy” does not give us much help. How do you “un-lazy” somebody? Do you snap your fingers and all of a sudden they decide that they will do something? Not the kids I’ve worked with, and probably not yours either. That’s why it is so important to assess abilities first.

Alex was 11 and his mother contacted me specifically to work on bike riding skills. Dad had attempted several times to teach him, but wound up screaming at Alex instead because Alex was not learning quickly enough. If you are reading this now, stand up quick and learn to ride a unicycle while juggling. In the event that you do not master this in a week I will personally call up to berate you. Oh, and you need to be having FUN While you do it. Doesn’t sound to reinforcing, does it? Alex wanted to ride his bike; he just didn’t want to be yelled at while learning. I thought that was reasonable enough.

August 9, 2012

Getting past blame and worry to help your autistic child

Lisa Jo Rudy


How Blame and Worry Can Undermine Your Life
From the moment my son was diagnosed with PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified), I started with the "what ifs". For me, the questions were all about treatments. What if I was missing the ONE treatment that would make the difference? What if I were doing things wrong? I'm not alone. Parents feel tremendous pressure to "fix" their children's problems — and often, the pressure can be overwhelming. But the truth is, worry and blame are almost never productive. So how can you avoid it? Here are some ideas!

What If... My Child's Autism Comes from My Side of the Family?
Since autism is a highly heritable disorder, it's likely that SOMEone's family has a history of autism. That same side of the family may be responsible for your child's hair color, artistic talents or math skills. There's nothing anyone can do to change their genetics, so there's really no blame to place. And the up side of having autism in the family is -- other family members may have extra empathy for you and your child!

What If... Something I Did Caused My Child's Autism?
The media is filled with stories suggesting that parental actions may be responsible for children's autism. Was it the tuna mom ate? The ultrasounds the doctor ordered? The childhood vaccines? To date, no one has come up with a definitive answer. And since eating tuna, getting ultrasounds and providing your child with preventive health care are all responsible actions, you have done absolutely nothing wrong!

What If... I'm Using the Wrong Therapies?
There are many, many therapies and treatments available for kids with autism. There are medical, dietary, behavioral, developmental, physical and even aural therapies. Which one is the right one for your child? There's no way to be absolutely certain. The simplest way to answer the question is by watching your child. Is he progressing? Does she seem to be building skills? If the answer is yes — you're probably choosing well.

What If... I Missed the One Therapy That Could Have Cured My Child?
It is theoretically possible that SOMEthing out there could make all the difference for any given child. But think about it this way. If you tried every available therapy on your child, your child would probably collapse from sheer exhaustion. And so would you. As you explore options, you'll find approaches that work for your family. And until there's an "ultimate" answer, you can't do better than that!

What If... My Child's Educational Setting Is All Wrong?
Some schools offer inclusion. Others are into specialized classes. Some do a terrific job, and others are rotten. To some degree, you have control over your child's educational setting. If there's a real problem, you can advocate. You can even take legal action. But if your child is progressing and happy, he's probably just fine.

What If... I'm Short-Changing My Spouse Or Other Children?
For some people, having a child with autism is all-encompassing. It can draw you away from friends and family, and become a world unto itself. If you think this may be an issue, communicate your concerns. If you can make positive changes, go for it! But if everyone else seems content with family life, you may not need to change at all.

What If... We Run Out of Money?
The million and one autism treatments, schools and therapists available can easily drain a family's finances dry. That's why it's make sense to find the programs that work — and then stop. While it's critically important to treat your child's autism, it's equally important to stay financially solvent, pay off your mortgage, and have something left for retirement!

What If... My Child Never... (Fill In the Blank)
Marriage... job... personal independence... they're all part of a parent's dream for their child. But whether your child is autistic or absolutely typical, there are no guarantees. Your child will undoubtedly grow and change in many ways over the years, and you'll provide all the love and support you can. If trouble arises, you'll face it. But until then — why spend too much time worrying?

What If... I Can't Handle the Stress of Being a Special Needs Parent?
So much of the stress you're likely to feel comes from the inside out, and not the other way around. Perhaps you're trying to keep up with other parents, respond to extended family, or just meet your own too-high expectations.

Consider the possibility that enough is enough. You've done your homework. You've found good treatments and solid educational settings. You've spent as much money as you can afford, and you've gotten the right diagnoses. Your child with autism is on the right track.

But, What If... There's more to be done, better programs to find, possibilities left unexplored?
The truth is, you'll never exhaust all the possibilities. So look inside yourself. When you think about more therapies -- or perhaps consider changing schools or even homeschooling -- do you feel energized or overwhelmed? Excited or depressed?

If the idea of one more straw on your load feels overwhelming, it probably is. And your child is unlikely to benefit from a parent who is overwhelmed, exhausted, and emotionally drained.

So... what if you put your feet up? What if you had a glass of wine, a bubble bath or an evening out? What if... you got to be just you for a few hours? What if you had... fun?!

Courtesy of About.com a NY Times Company
Source: Autism Support Network
Image courtesy of Photostock | FreeDigitalPhotos.net

August 6, 2012

Back to school: What classes should my child take in school?




  • examiner.com
  • BY: TINA BURGESS




  • No matter whether you are wondering what classes your child should take in elementary school, middle school, high school, or even college, there is a secret ingredient to making the most knowledgeable decision – the corpus callosum.
    In 1989, Dustin Hoffman won an Oscar for Best Actor at the 61st Academy Awards for playing the role of Raymond Babbitt in the1988 movie Rain Man. Dustin Hoffman’s leading role was inspired by the real life story of Kim Peek who was an autistic savant and had no corpus callosum.
    Even though neuroscientists have clearly linked the thickness, timing, and structure of the corpus callosum to academic performance, dyslexia, attention deficit disorder, emotional disabilities, and autism, most educators and parents are unfortunately not aware of the importance of the corpus callosum when it comes to choosing a student’s academic courses.
    In contrast to many other countries, most schools and parents in the United States emphasize a left-brain hemisphere focused curriculum including Math, English, Foreign Languages, Science, History, and other logical, analytical, sequential, rational, and objective courses.

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    August 4, 2012

    Signs Your Child Could Have Autism

    The CDC says that one in 88 children has autism. Could your child be one of them?
    With the Centers for Disease Control and Prevention (CDC) reporting that one in every 88 children has autism—up from one in 156 in 2002—you might be wondering how to recognize the signs and symptoms of the developmental disorder.


    While it's not clear what's driving the uptick in prevalence, and the precise causes of autism are still unknown, experts are calling for earlier diagnosis. "We have to get this down to 18 months of age to truly have the greatest impact," says Thomas Frieden, director of the CDC. Doctors have gotten better at identifying autism symptoms in younger children—four is the average age of diagnosis—but "four years old is still too late," he says. Frieden stresses that the earlier a child is identified with autism, the more likely it is that behavioral intervention will make the disability more manageable. Parents may be able to spot symptoms of autism before a child's first birthday, says Coleen Boyle, who heads up the CDC's National Center on Birth Defects and Developmental Disabilities. "Parents know their child best, but if they do have concerns, the important thing is not to wait [to seek help]," she says. Susan Hyman, who chairs the American Academy of Pediatrics subcommittee on autism, strongly recommends having children screened by a child development specialist at 18, 24, and 30 months.

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    So how can you tell? If your little boy or girl isn't hitting developmental milestones laid out by the CDC, don't hesitate to talk to your paediatrician.


    At Nine Months to One Year
    At this age, your child should be moving up in his ability to communicate. Simple "oohs" and "ahhs" are typically replaced by a wider variety of sounds, and maybe even words like "mama." Slower speech development isn't necessarily cause for concern, though. As your child nears his first birthday, his eyes are the most notable red flag. At nine months your baby should be able to make eye contact, and even recognize familiar faces and emotive expressions. Children with autism struggle to maintain eye contact and often cannot mimic facial expressions like smiles or frowns.

    At 18 Months >>

    At Two Years >>

    At Four Years
     >>


    To learn more about picking up signs of autism, visit the Centers for Disease Control and Prevention's website.

    August 2, 2012

    UCSB autism researchers find that focusing on strengths improves social skills of adolescents

    IMAGE: Robert and Lynn Koegel.
    Click here for more information.
    (Santa Barbara, Calif.) –– The junior high and high school years are emotionally challenging even under the best of circumstances, but for adolescents with autism spectrum disorders (ASD), that time can be particularly painful. Lacking the social skills that enable them to interact successfully with their peers, these students are often ostracized and even bullied by their classmates.

    However, a new study conducted by researchers at the Koegel Autism Center at UC Santa Barbara has found that by playing on their strengths –– high intelligence and very specific interests –– these adolescents are as capable as anyone else of forging strong friendships. In addition, the research findings demonstrate that the area of the brain that controls such social behavior is not as damaged in adolescents with ASD as was previously believed. The findings appear in a recent issue of the Journal of Positive Behavior Interventions.

    "The problem is that their restricted interests can dominate their lives and further push away people they'd like to get to know," said Robert Koegel, director of the Koegel Autism Center and the study's lead author. He is also a professor of counseling, clinical, and school psychology and of education in UCSB's Gevirtz Graduate School of Education. "They're so highly focused on that interest, people think they're weird. But by involving themselves in an activity around the interest, they not only make friends but also become valued members of the group. Their specialized skill becomes a strength." READ MORE >>



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    August 1, 2012

    Questionnaire Completed by Parents May Help Identify One-Year-Olds at Risk for Autism

    ScienceDaily — A new study by University of North Carolina School of Medicine researchers found that 31 percent of children identified as at risk for autism spectrum disorders (ASD) at 12 months received a confirmed diagnosis of ASD by age 3 years.


    In addition, 85 percent of the children found to be at risk for ASD based on results from the First Year Inventory (FYI), a 63-item questionnaire filled out by their parents, had some other developmental disability or concern by age three, said Grace Baranek, PhD, senior author of the study and an autism researcher with the Program for Early Autism, Research, Leadership and Service (PEARLS) in the Department of Allied Health Sciences at the UNC School of Medicine.

    “Identification of children at risk for ASD at 12 months could provide a substantial number of children and their families with access to intervention services months or years before they would otherwise receive a traditional diagnosis.”

    "These results indicate that an overwhelming majority of children who screen positive on the FYI indeed experience some delay in development by age three that may warrant early intervention," she

    Lead author of the study, Lauren Turner-Brown, PhD, also a researcher with PEARLS and the Carolina Institute for Developmental Disabilities said,

    The First Year Inventory was developed by Grace Baranek, PhD, Linda Watson, EdD, Elizabeth Crais, PhD and J. Steven Reznick, PhD, who are all researchers with PEARLS. All are also co-authors of the study with Turner-Brown, published online ahead of print on July 10, 2012 by Autism: The International Journal of Research & Practice.

    In the study, parents of 699 children who had completed the FYI when their child was 12 months old completed additional screening questionnaires when their child reached age 3. In addition, children who were found to be at risk for ASD based on these measures were invited for in-person diagnostic evaluations.

    “These findings are encouraging and suggest promise in the approach of using parent report of infant behaviors as a tool for identifying 12-month-olds who are at risk for an eventual diagnosis of ASD,” Turner-Brown said.

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    Story Source:
    The above story is reprinted from materials provided by University of North Carolina School of Medicine.
    Note: Materials may be edited for content and length. For further information, please contact the source cited above.

    Journal Reference:
    L. M. Turner-Brown, G. T. Baranek, J. S. Reznick, L. R. Watson, E. R. Crais. The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old childrenAutism, 2012; DOI: 10.1177/1362361312439633
    The FYI is currently only available for research purposes; however, the UNC School of Medicine is in the process of field testing its clinical utility. It has also been translated into several languages including Spanish, Hebrew, Dutch-Flemish, Italian, & Chinese) for use in research studies internationally.
    The UNC School of Medicine is currently using research funds from Autism Speaks to develop a new version of the FYI that spans a broader age range and taps additional behaviors indicated by recent research.  Scoring for the new FYI will be based on longitudinal data from an extensive cohort of infants whose families participate in the ongoing North Carolina Child Development Survey.

    July 31, 2012

    Boom in autistic students prompts new Montgomery school centers





    Winston Churchill High School in Potomac is one of the Montgomery County schools that will house an autism resource center. (Examiner file photo)

    Montgomery County Public Schools is planning to open autism centers at three high schools in the new school year, as the district grapples with a fivefold increase in the number of students diagnosed with autism over the last decade.

    In the 2000-2001 school year, 266 students on the autism spectrum enrolled in MCPS. By 2010-2011, that number had jumped to 1,642, as autism became better diagnosed thanks to its federal classification as a disability and more awareness of the disorder's symptoms. In the past year, MCPS added 179 students with autism, including at least 62 who moved into Montgomery County with the diagnosis, said Chrisandra Richardson, associate superintendent for the Office of Special Education and Student Services.

    The picture is further complicated by the number of autistic students from diverse backgrounds who may not speak English, in addition to their cognitive disability, school officials... READ MORE >>

    lgartner@washingtonexaminer.com

    Lisa Gartner
    Examiner Staff Writer - education  |  The Washington Examiner


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    July 30, 2012

    The Challenges of Treating Autism




    Orange County’s leading autism center has an opportunity for a large injection of cash supplied in part by the Children & Families Commission of Orange County.


    But there’s a hitch: the money comes in the form of a matching grant. And though the amount could be for as high as $7 million, it’s available only if a private donor steps forward with an initial outlay.


    The funding would be used to expand the For OC Kids Neurodevelopmental Center in Orange into a regional or even national venue for clinical care, education and research.

    In Orange County, which by some estimates has the highest rate of autism statewide, For OC Kids is the rare autism center that accepts public insurance for low-income families, such as Medi-Cal or Healthy Families, said center director Dr. Joseph Donnelly.

    Donnelly discussed autism in Orange County with Voice of OC recently, weighing in on whether autism has been over-diagnosed, the failure of a new law to secure autism coverage for poor families, the link between autism and vaccines, and how he hopes to expand his center:

    Can you give some background on your center, For OC Kids?

    For OC kids Neurodevelopment Center started with a grant from the Commission and began seeing children in 2001. In the first 10 years we provided new evaluations and consultations to over 7000 children. We’ve seen over 21,000 follow-up visits. We’ve provided medical evaluations by pediatric neurologists and developmental-behavioral pediatricians. With some variation according to funding, we’ve had psychologists, speech and language pathologists and family support people. Mainly we do evaluation, diagnosis and try to support families to get the services they need to help children. READ MORE >>

    -- Interview by AMY DePAUL


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