What is the Sensory Processing Disorder ICD-10 Code?

Posted on April 25, 2022 by specialneedsresourcetrainingblog

Published by: Autism Parenting Magazine
Written by: Yolande Loftus

Obtaining reimbursement for the treatment of sensory processing disorder may be tricky when a billable code to specify the diagnosis is a requirement. Certain classification systems may not even recognize the disorder—is the ICD-10-CM the code that legitimizes sensory processing disorder?

Sensory processing disorder (SPD) has an almost ghost-like presence in the medical world. Some doctors—mostly conventional—simply do not believe it is or should ever be a distinct disorder. Others seem almost frightened when parents mention their child’s meltdown triggered by the sound of a hoover.

With a mountain of evidence spelling out how just how severely sensory processing disorder affects children, why is there still so much scepticism? Some believe the exclusion of sensory processing disorder as a separate diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM–5; American Psychiatric Association, 2013) may be behind some of the doctors’ persistent doubts.

The DSM-5 is used by professionals, mainly in the US, to diagnose mental disorders. The disorder not receiving it’s own listing in this influential manual may have far reaching consequences for treatment and access to appropriate interventions.

But what about international standards and classifications of diseases and health conditions? At first glance The World Health Organization’s International Classification of Diseases, Tenth Revision, Clinical Modification (ICD-10-CM) seems a little more inclusive of sensory processing conditions.

A diagnostic debate

The ICD-10-CM classification system refers to “Sensory integration disorder” as an “Approximate Synonym” under the F88 code: a billable/specific code that could be utilized to indicate a diagnosis for reimbursement purposes.

Does this legitimize sensory processing disorders, and does it mean the condition deserves a separate medical diagnosis? Many doctors believe sensory processing issues merely form part of the symptoms of recognized conditions and disorders like autism and attention deficit hyperactivity disorder (ADHD). Doctors along with researchers argue that there is simply not enough proof to confirm the existence of the condition according to scientific standards.

Such arguments do create a bit of a chicken and egg situation: if the condition is not legitimized will expensive clinical studies be funded and undertaken? And without such studies how will SPD ever be deemed worthy of a distinct and official medical diagnosis? Click here to read the rest of the story.

Disorders Similar to Autism

Posted on April 18, 2022 by specialneedsresourcetrainingblog

Published by: Autism Parenting Magazine
Written by: Andreas RB Deolinda

Autism spectrum disorder (ASD) is a condition recognized by its heterogeneity in associated symptoms. So much so that every individual on the autism spectrum experiences a variety of symptoms different to the next person.

Autism is categorized by symptoms such as social interaction and social communication difficulties, restricted and repetitive patterns of behavior, interests, or activities as per the Diagnostic and Statistical Manual of Mental Disorders (DSM-V); other symptoms include sensory sensitivity and atypical behavior.

Due to the many different characteristics of autism, some conditions resemble autism spectrum disorders due to similarities in traits. This article aims to provide an overview of autism spectrum disorders and other pervasive developmental disorders that are found to be similar in symptoms, and break down their differences. In addition, it will highlight comorbid disorders that are commonly associated with ASD.

The article aims to provide parents of autistic children with an understanding of these conditions. It should also be beneficial for parents seeking answers for some symptoms experienced by their children.

Assessing autism and other disorders

It is advisable that children who may show symptoms of ASD be referred to multidisciplinary assessments; this helps to ensure that comprehensive assessments are done to differentiate autism spectrum disorders from other conditions with overlapping symptoms. The series of comprehensive assessments that are used to determine a particular diagnosis are called test batteries. Assessments should consider doing thorough analysis of developmental and health history. Click here to read the rest of the story.

Autism and Sleep Disorders

Posted on April 7, 2021 by specialneedsresourcetrainingblog

Autism Spectrum Disorders is characterized as a neurodevelopmental disorder that are a group of conditions with onset in the developmental period that produces impairments in the area of social communication, reciprocal social action as well as repetitive and stereotyped behaviors and interest.

It is a spectrum meaning it varies from person to person with varying co-disorders including sleep.

Studies show that children with sleep disorders experience insomnia and sleep issues at a higher rate than children without autism.

Interviewed parents reported showed that 53% of children with ASD have difficulty sleeping including difficulty falling asleep(23),frequent awakening(19) and early morning wakening (11). Sleep disturbance included bedtime resistance, insomnia, breathing issues while sleeping, morning arising issues and daytime sleepiness. There is also evidence that children with autism spectrum disorder are reported to experience high levels of Parasomnias, defined as a group of sleep disorders involving unwanted events displayed by complexed behaviors during sleep. This includes:

Bed Wetting
Sleep Hallucination
Nightmares
Night Terrors
Sleep Walking

Sleep disturbance fin autism falls into one of the following categories:

difficulty falling asleep
night walking
early walking
night terrors

The Impact of Sleep

Lack of sleep for an autistic child and adult presents additional challenges. Studies show the lack of sleep can increase issues with repetitive behaviors, fatigued parents, increase anxiety and depression and increase cognitive issues. this decreases the quality of life for the person during daytime. In school, the child may have difficulty staying awake, regulating emotions and an increase in hyperactivity, aggression and poor appetite. As children become adults, it is possible for the issue of sleeping to increase. there is evidence that autistic adults continue to have issues with insomnia and sleepwalking.

Causes

Psychiatric comorbidities including anxiety, behavior problems, and hyperactivity
Genetic Mutations including serotonin and melatonin which has been described as an important factor in the sleep-wake cycle. Studies have found abnormal melatonin in people with ASD.

Tips for Improving Sleep

Create a regular bedtime routine including using a visual cue which will help the child or adult prepare for bed.
Make sure the bedroom is comfortable including using a dim light in the bedroom and blackout blinds. Also ensure the temperature in the room is comfortable
Quiet activities. Plan for quiet play before bed which allows the person to relax. This can include reading, puzzles, or a craft activity.

Reference

Denani, P., & Hegde, A.(2015). Autism and Sleep Disorders. Journal of Pediatric Neurosciences 10(4)
The link between autism and sleep issues (VeryWell)
Wide Awake: Why children with autism struggle with sleep (Spectrum)

Updated 4/7/21

April 2 is World Autism Day

Posted on April 1, 2021 by specialneedsresourcetrainingblog

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder that impacts social, speech, behavioral and motor skills. It is a spectrum disorder meaning it varies from person to person. No two people have the same symptoms. It is estimated that 1% of the population is diagnosed with autism.

The United Nations proclaims April 2 as World Autism Day in an effort to recognize and promote awareness by bringing worldwide attention to issues facing people with autism.

Worldwide 1 in 160 children is autistic

The prevalence of autism in Africa is unknown

1 percent of the world population is diagnosed with autism spectrum disorder

Prevalence in the United States is estimated at 1 in 68 births

1 in 42 boys are diagnosed with autism

1 in 189 girls are diagnosed with autism

100 individuals are diagnosed everyday

More than 3.3 million Americans live with autism spectrum disorder

Autism is the fastest growing developmental disability

Autism services cost the United States citizens 236-262 billion annually

Autism costs a family $60,000 a year on an average

Boys are nearly five times more likely than girls to have autism

Autism generally appears before the age of 3

40% of children with autism do not speak

25-30% of children with autism have some words at 12 to 18 months, and then lose them.

Studies in Asia, Europe, and North American have identified individuals with ASD with an average prevalence of between 1% and 2%.

About 1 in 6 children diagnosed with autism also have a developmental disability.

Parents who have a child with ASD have a 2%-18% chance of having a second child diagnosed with autism

Almost half (44%) of children diagnosed with ASD has average to above average intellectual ability.

ASD commonly co-occurs with other developmental, psychiatric, neurological, chromosomal and genetic diagnoses.

Almost half (44%) of children with autism have average to above average intellectual ability.

Autism is reported to occur in all racial, ethnic and socioeconomic groups.

The UK estimate is 1 in 100 are diagnosed with autism

30-50% of individuals with autism also have seizures.

Autism Spectrum Disorders refers to a group of complex neurodevelopment disorders which includes repetitive patterns of behavior and difficulties with social communication, interaction, sensory processing and motor issues.

.In 1943, Leo Kanner dissociated autism from schizophrenia.

Autism is more common than childhood cancer, diabetes and AIDS combined.

Accidental drowning accounted for 91% total U.S. deaths reported in children with autism due to wandering.

Stimming

It is also prevalent among people on the autism spectrum.
In fact in many cases, it is part of the diagnosis due to the repetition of stimming.
Stimming is often used as a means to self-regulate, self-calm and for self-expression.
The movements are repetitive and are used to self-stimulate the 7 senses.
It is often described as a repetitive motor behavior that can disrupt academic and social and other activities.
One of the theories behind stimming is that beta-endorphrins are released in the brain causing an euphoric feeling which is generally a response to pain.
Stimming behavior. based for self-soothing and to help a child or an adult regain emotional balance.
Sensory Overload. Too much sensory information can lead to stress, anxiety and eventually a meltdown.

Wandering Statistics

- Nearly half of children with autism engage in wandering behavior
- Increased risks are associated with autism severity
- More than one third of children with autism who wander/elope are never or rarely able to communicate their name, address, or phone number
- Half of families report they have never received advice or guidance about elopement from a professional
- Accidental drowning accounts for 71% of lethal outcomes, followed by traffic injuries at 18%
- Other dangers include dehydration; heat stroke; hypothermia; falls; physical restraint; encounters with strangers
- Accidental drowning accounted for 91% total U.S. deaths reported in children with autism due to wandering.

Signs of Autism Spectrum Disorder in Children with Down Syndrome

Posted on January 12, 2021 by specialneedsresourcetrainingblog

Signs and symptoms of Down syndrome is fairly easy to detect especially since there are specific physical characteristics of the disorder. But what if there is also a diagnosis of autism?

Studies show that 5 to 39% of children with Down syndrome are also on the autism spectrum. There are overlaps in some of the symptoms which delays the signs and symptoms of autism. This observation is slowly growing and informing parents and educators to observe for specific signs and symptoms.

It is possible that educators and therapist may be the first to notice that children with Down syndrome also display characteristics that are similar to autism.

Why is it important?

According to authors Margaret Froehlke and Robin Zaborek from the book, When Down Syndrome and Autism Intersect, The education approach in both Down syndrome and autism will be different than for children with a single diagnosis of Down syndrome including accommodations and writing the IEP. Teaching strategies will also differ. Teaching a student with Down syndrome who require tactile demonstrations, simple directions, and immediate feedback will now require concrete language, social stories, the use of few choices and the use of concrete language.

The importance of getting the diagnosis

Most often children with Down syndrome are treated for the characteristics of having Down syndrome which overlooks giving children the appropriate treatment for Autism such as social skills and sensory issues. A child or young adult with both diagnosis will likely experience aggressive behaviors, meltdowns, and show signs of regression during their early development. The following are signs and symptoms to look for in your child, or student:

Hand flapping
Picky eater
Echolalia
Fascination with lights
Staring at ceiling fans
History of regression
Head banging
Strange vocalization
Anxiety
Seizure Disorder

Signs of overlap include:

As the student gets older, there may be ongoing issues with sensory disorders and transitions leading to meltdowns

Additional Resources:

Autism and Meltdown Resources

Printable Down Syndrome Fact Sheet

Reference

When Down Syndrome and Autism Intersect: A Guide to DS-ASD for
Parents and Professionals
By Margaret Froehlke, R. N. & Robin Zaborek, Woodbine House, 218 pp.

Updated 1/12/2021

Autistic children may have to mute own perspective to grasp others’

Posted on January 11, 2021 by specialneedsresourcetrainingblog

Published by: Spectrum News
Written by: Barhar Gholipour

To understand another person’s point of view, children with autism need to actively suppress their own, a new study suggests¹.

People with autism struggle with theory of mind — the ability to guess others’ thoughts and feelings. This may contribute to their social difficulties. The new work hints at the brain processes that underlie their difficulty.

The researchers used magnetoencephalography (MEG) to monitor brain activity in autistic and typical children, aged 8 to 12 years, as they performed a version of a classic theory-of-mind test. This test involves inferring someone else’s knowledge about the location of an object.

Typical children generally pass this test by the time they are 5. Most children with autism don’t pass until their teens, but those with high intelligence and strong language skills may figure it out sooner.

The autistic children in the new study perform the task as well as their typical peers do, but their brain activity differs: Unlike typical children, those with autism heavily recruit an area involved in inhibiting brain activity. Click here to read the rest of the story

What you should know about severe autism

Posted on December 2, 2020 by specialneedsresourcetrainingblog

Media is slowly getting better in it’s portrayal of people with autism in both movies and television, while many still hold onto to the perception of “Rain Man”, I do believe we are moving in the right direction. Still, little is discussed or talked about when it comes to children and adults with severe autism. Some may refer to severe autism as “low functioning when in fact autism is a spectrum in both symptoms and behaviors and varies from person to person.

Children and adults with severe autism often display the following signs :

Impaired social interaction
Difficulty in communicating- both expressive and receptive
Obsessive compulsive disorder
anxiety
aggressiveness
self-injurious

According to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), there are 3 levels of severity based on social communication impairments, restricted, and patterns of behaviors. The severity level (Level 3) is defined as requiring very substantial support. For example the person may exhibit very limited initiation of social interaction and extreme difficulty with coping and change. signs may include an indifference in others, using negative behavior to communicate, very little or echolalia, sensory sensitivity will vary from severe to none, may be self-injurious and have an intellectual disability. Below you will find articles on understanding severe nonverbal autism:

5 nonverbal children that found their voices

Autism: How do you communicate with a non-verbal child

Helping nonverbal kids to communicate

I have nonverbal autism…Here is what I want you to know

Nonverbal autism: Symptoms and treatment activities

Missing brain wave may explain language problems in nonverbal autism

Overview of nonverbal autism

What can we learn from studying severe autism?

What makes severe autism so challenging?

Why being nonverbal doesn’t mean being non-capable

Why children with severe autism are overlooked?

Updated 8/23/2020

Autism Spectrum Disorder and Meltdowns

Posted on September 30, 2020 by specialneedsresourcetrainingblog

Both children and adults with autism often display a co-occurring disorder of anxiety. Meltdown typically occur when an event triggers a reaction which can be due to a new or unfamiliar situation that is seen as a potential threat.

The following articles provide information on managing autistic meltdowns:

11 things autistic people say can trigger meltdown

How autistic meltdown differ from ordinary temper tantrums

How to ease autism meltdowns on the go

How to handle meltdowns

Managing autism meltdowns, tantrums and aggression

Tantrum vs. autistic meltdown: what is the difference?

The difference between meltdown and tantrums

What is an autism meltdown?

What it’s like to have a severe autism meltdown

When my son with autism melts down, here’s what I do

What is Executive Function Disorder?

Posted on September 29, 2020 by specialneedsresourcetrainingblog

What is Executive Functioning?

According to CHADD org, Executive function skills refers to brain functions that activate, organize, integrate and manage other functions which enables individuals to account for short- and long term consequences of their actions and to plan for those results.

According to Rebecca Branstetter, author of The Everything Parent’s Guide to Children with Executive Functioning Disorder, These skills are controlled by the area of the brain called the frontal lobe and include the following:

Task Initiation- stopping what you are doing and starting a new task
Response Inhibition- keeping yourself from acting impulsively in order to achieve a goal
Focus- directing your attention, keeping you focus, and managing distractions while you are working on a task
Time Management- understanding and feeling the passage of time, planning good use of your time, and avoiding procrastination behavior.
Working Memory- holding information in your mind long enough to do something with it (remember it, process it, act on it)
Flexibility- being able to shift your ideas in changing conditions
Self-Regulations- be able to reflect on your actions and behaviors and make needed changes to reach a goal
Emotional Self-Control- managing your emotions and reflecting on your feelings in order to keep yourself from engaging in impulsive behaviors.
Task Completion- sustaining your levels of attention and energy to see a task to the end.
Organization- keeping track and taking care of your belongings (personal, school work) and maintaining order in your personal space.

What Causes Executive Functioning Disorder?

a diagnosis of attention deficit hyperactivity disorder (ADHD)
a diagnosis of obsessive-compulsive disorder (OCD)
a diagnosis of autism spectrum disorder
depression
anxiety
Tourette syndrome
Traumatic

Signs and Symptoms

Short-term memory such ask being asked to complete a task and forgetting almost immediately.
Impulsive
Difficulty processing new information
Difficulty solving problems
Difficulty in listening or paying attention
issues in starting, organizing, planning or completing task
Difficulty in multi-tasking

Issues with executive functioning often leads to a low self-esteem, moodiness, insecurities, avoiding difficult task. and low motivation

Managing Executive Functions Issues

Create visual aids
use apps for time management and productivity
Request written instructions
Create schedule and review at least twice a day
Create checklist

What is Childhood Disintegrative Disorder?

Posted on August 26, 2020 by specialneedsresourcetrainingblog

Did you know that Childhood Disintegrative Disorder is considered part of Autism Spectrum?

Childhood Disintegrative Disorder (CDD) is a condition where a child develops normally and achieves appropriate milestones up to the age of 4 and then begins to regress in both developmental and behavioral milestones and lose the skills they already learned. with a loss o skills plateauing around the age of 10.

Childhood Disintegrative Disorder is rare. It affects 1.7 in 100,000 and affects males at a higher rate than females. It is also known as Heller’s Syndrome and Disintegrative psychosis. The causes are unknown but may be linked to issues with the brain and nervous systems with some researchers suggesting it is some form of childhood dementia.

First discovered by Dr. Theodor Heller in 1908, Dr. Heller began publishing articles on his observation of children’s medical history in which he reported that in certain cases, children who were developing normally began to reverse at a certain age.

Signs and Symptoms

Children begin to show significant losses of earlier acquired skills in at least two of the following areas:

Lack of play
Loss of language or communication skills
Loss of social skills
Loss of bladder control
Lack of motor skills

The following characteristics also appear:

Social interaction
Communication
Repetitive interests or behaviors

Due to the small number of reported cases, it is included in the broad grouping of autism spectrum disorder in DSM-V under pervasive developmental disorder (PDD). Although grouped with the autism spectrum disorder diagnosis, there are distinct differences. For example, children with CDD were more likely to be diagnosed with severe intellectual disability, epilepsy and long term impairment of behavior and cognitive functioning.

Resources

NCBI

Summit Medical Group

Autism And Fragile X Syndrome

Posted on July 8, 2020 by specialneedsresourcetrainingblog

According to the Centers for Disease Control and Prevention (CDC) about 1 in 54 children have been identified with autism spectrum disorder. ASD is reported to occur in all racial, ethnic and socioeconomic groups. ASD is more than 4 times more common among boys than girls. About 1 in 6 (17%) children aged 3-17 years were diagnosed with a developmental disability.

The CDC states that Fragile X Syndrome (FXS) is the most common known cause of inherited intellectual disability and affects both males and females, with females having milder symptoms than males.

Autism is considered a common comorbid condition with Fragile X syndrome- it is estimated that he prevalence of ASD in Fragile X syndrome varies. some studies show a 50% relationship. While there are similar characteristics, the motivation appears to be for different reasons. For example, indiviuals with Fragile X Syndrome appear to avoid eye contact due to social anxiety and shyness while people with autism simply prefer to be left alone.

The following articles provide insightful information:

Autism Spectrum Disorder in Fragile X Syndrome– Further Inform Neurogenetic Disorders (FIND)

Autism Spectrum Disorder in Fragile X Syndrome Cooccurring Conditions and Current Treatment– Journal of the American Academy of Pediatrics

Fragile X and Autism Factsheet– Synapse

Fragile X is a common cause of autism and intellectual disabilities– UC Davis Health

Fragile X symptoms don’t add up to autism studies suggest– European Fragile X Network

Fragile X Syndrome and Autism– Interactive Autism Network

Fragile X Syndrome and Autism Spectrum Disorder- Otsimo

Fragile X Syndrome and Autism Spectrum Disorder: Similarities and Differences– National Fragile X Syndrome

The Fragile X Syndrome Autism Comorbidity: What do we really know? – National Institute of Health

What can we learn about Autism from studying Fragile X Syndrome?– Developmental Neuroscience

Fact Sheet: Indivisible Disabilities

Posted on April 26, 2020 by specialneedsresourcetrainingblog

Download Here: invisible disability fact sheet

Autism Word Search Activity

Posted on April 18, 2020 by specialneedsresourcetrainingblog

Download Here: autism word search activity

Printable Autism Fact Sheet

Posted on April 2, 2020 by specialneedsresourcetrainingblog

Today is World Autism Awareness Day. It is a recognized day sponsored through the United Nations to bring awareness about people with Autism Spectrum Disorder (ASD).

The day serves to bring individual autism organizations together around the world to aid in research diagnoses, treatment and acceptance. More than ever in these challenging times we face, tolerance, compassion and acceptance is needed to provide people with autism with necessary support.

The following fact sheet provides information on facts, prevalence, timeline, co-occurring disorders and the definition.

Download Fact Sheet Here

The Effectiveness of Visual Schedules for kids with Autism

Posted on August 26, 2019 by specialneedsresourcetrainingblog

Source: Autism Parenting

Everyday tasks can prove to be a challenge with an autistic child because they need constant reminders. Transitioning from one task to another can cause anxiety or a meltdown to occur. However, social stories, visual schedules, and reminder strips can help alleviate the stress and anxiety associated with the everyday tasks that so many of us do with ease.

To many parents, hearing the word “schedule” can be overbearing. When it was first suggested that I create a picture/visual schedule for my autistic child, I thought that it wouldn’t be helpful. I mean, if my child is already so rigid with the order of things – wouldn’t creating a schedule make her even more dependent on everything being in order all the time? I came up with many excuses to avoid making the first picture chart. I found it intimidating to create charts and schedules, but at the same time I understood that no one could make the chart for us. Since every family has their own routine, it must be created for the individual. Of course, there are some tasks that need to be performed everyday such as waking up, going to the bathroom, getting dressed, eating breakfast, brushing teeth, combing hair, and putting on shoes. However, on weekdays “putting on shoes” would be followed by “put on coat” and “get on the bus.” The problem is, my child wasn’t attending school every day of the week and was too young to understand the days of the week. So then I would have to deal with meltdowns when the weekend came or if there was a cancelation of school because of inclement weather. Click here to read the rest of the story.

DIY Sensory Activities for your Child With Autism

Posted on June 24, 2019 by specialneedsresourcetrainingblog

Dysfunctional sensory system is a common Symptom of Autism as well as other developmental disabilities. In this, sometimes one or more senses can either be hypo or hyper sensitive to stimulation and can lead to behaviors like rocking, spinning, and hand- flapping, irritability and hyperactivity.

There are three basic senses that are critical for our survival- tactile, vestibular, and proprioceptive. Sensory Integration techniques or therapies of these senses can facilitate attention and awareness, and reduce overall arousal.

In this article, each of these sensory systems will be covered. There also will be a Do-it-yourself (DIY) activity mentioned to overcome dysfunction and improve functioning of these sensory systems. Click here to read the rest of the story.

Sensory Eating is not Picky Eating

Posted on June 17, 2019 by specialneedsresourcetrainingblog

Published by: Speaking of Autism

I want you to imagine that you are a kid once again, maybe ten or eleven years old. You are sitting down in the evening with your family for dinner. The table is set, and your parents bring out what will be tonight’s entree: a cut of cold, raw chicken breast. It’s slimy pink mass slides onto the plate in front of you, and soon after your whole family is chowing down on the raw cuts of meat. You can’t stand to even watch anyone else eat the raw chicken, let alone fathom yourself choking it down. Yet, despite the very real disgust and aversion you feel towards the raw chicken breast, somehow it’s you who are strange for not wanting to eat it. Maybe you’re called “picky” or told that you simply need to and just learn to enjoy raw chicken like everyone else. Maybe you go hungry every night at dinner because the only thing being served are items as aversive as the cuts of raw chicken. Click here to read the rest of the story.

How Autism And Visual Perception Affect Train Travel

Posted on June 10, 2019 by specialneedsresourcetrainingblog

Train operator GWR is now working for their second year in providing bespoke autism awareness raising sessions for their front line staff, allowing them to be better prepared to help people living with the condition use public transport.

Looking to provide the best possible experience for all passengers, GWR is working in collaboration for a second year with UK Autism charity Anna Kennedy Online increasing autism awareness to help its staff improve in meeting the needs of those travelling with autism.

For many with an Autism spectrum condition, some of the more commonly experienced issues is increased anxiety and sometimes overwhelming sensory processing information as well as the need for structure and reassurance. Click here to read the rest of the story.

7 People With Less Visible Disabilities Talk Misconceptions and Stigma

Posted on May 28, 2019 by specialneedsresourcetrainingblog

Source: Teen Vogue
Written By: Paula Akpan

Some disabilities are more immediately apparent than others, particularly if the person uses an aid such as a wheelchair. Others, however, aren’t as obvious. The Invisible Disabilities Association defines invisible disability as “a physical, mental, or neurological condition that limits a person’s movements, sense, or activities that is invisible to the onlooker.” As a result, not only do people with invisible or less visible disabilities have to make day-to-day adjustments to exist in the world around them, but they must also navigate misconceptions about their condition —including the idea that they aren’t disabled “enough.” Click here to read the rest of the story.

Nowhere to go: Young people with severe autism languish weeks or longer in hospitals

Posted on May 20, 2019 by specialneedsresourcetrainingblog

Source: Washington Post
Written By: Christina Jewett | Kaiser Health News

Teenagers and young adults with severe autism are spending weeks or even months in emergency rooms and acute-care hospitals because of a lack of community treatment programs able to deal with their outbursts, according to interviews with parents, advocates and physicians from Maine to California as well as federal and state data.

These young people — who may shout for hours, bang their heads on walls or lash out violently at home — are taken to the hospital after community social services and programs fall short and families call 911 for help. Once there, they sometimes are sedated or restrained for long periods as they wait for beds in specialized facilities or return home once families recover from the crisis or find additional support. Click here to read the rest of the story.

For Many With Autism, Running Is A Sport That Fits

Posted on April 22, 2019 by specialneedsresourcetrainingblog

Published By: Runners World
Written By: Alison Wade

Tommy Des Brisay had an insatiable need to move when he was a child.

He began walking at 8 months old. He would bounce on his backyard trampoline for hours and climb heights fearlessly. He slept only three hours a night until he was 7. As he grew older, he would go on long tandem bike rides, cross-country ski, and lead his father on walks that would leave them stranded miles from their home in Ottawa, Ontario.

And when he was stressed or upset, Des Brisay—who was diagnosed with autism when he was 2 and a half—would run. This posed a danger, because he didn’t understand what could harm him: traffic, exposure to weather, strangers. Click here to read the rest of the story

Autism and Visual Impairments

Posted on April 9, 2019 by specialneedsresourcetrainingblog

Studies show that a small subgroup of individuals with visual impairments are also diagnosed with autism. The following articles are a great read in understanding visual impairments and autism.

A cross disability: Visual impairments and autism

Autism assessment in children with optic nerve hypoplasia and other vision impairments

Autism and sight or hearing loss

Autism and visual impairments

Could my visual impaired client be on the autism spectrum?

Is my blind child autistic?

Literacy ideas for students who are visually impaired with autism spectrum disorder

Visual impairments: Its effect on cognitive development and behavior

Visual impairment and autism

Visual impairment and autism spectrum disorder

500,000 teens with autism will become adults in next 10 years. Where will they work?

Posted on April 8, 2019 by specialneedsresourcetrainingblog

Published By: Houston Chronicle
Written By: Suzanne Garofalo

When Olivia Shanks landed in the hospital, it changed her life.

She didn’t arrive as a patient, though — she came to work. The 21-year-old, who has high-functioning autism, has struggled to get places on time. Some basic workplace tasks stressed her out. Dependence on others dinged her self-confidence.

Her work in Memorial Hermann Southwest Hospital’s food-services department came via one of Houston’s nonprofit groups providing job training and support for a population that’s exploding but finds few opportunities to live as fully as possible. Click here to read the rest of the story.

25 Resources on 504 Accommodations and Modifications

Posted on March 19, 2019 by specialneedsresourcetrainingblog

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (Edefines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.

5 important classroom accommodations for children with autism

12 accommodations and modifications for dyslexic children in public school

20 modifications for students with autism

21 school accommodations available for children with special needs

504 accommodation checklist

504 plan: ADHD accommodations to manage ADHD symptoms at school

504 plan templates

A 504 plan for those with dyslexia

A parents guide to section 504

504 Education Plans

504 Plan: What is it?

Accommodations and supports for school-age students with autism

Accommodations for ADHD students K-12 in the classroom

Accommodations for students with learning disabilities

Classroom accommodations for ADHD

Classroom accommodations for dyslexic students

Classroom accommodations for students with epilepsy

Developing 504 Classroom accommodation plans

Dyslexia accommodations: How to know what your child needs

Dyslexia and accommodations- ADA guidelines for school and work

Examples of accommodations and modifications

Modification for students with Down syndrome

Section 504 and Discrimination

Section 504: sample accommodations and modifications

What are school accommodations and modifications for students with Asperger’s?

Increased resources, support needed for individuals with autism as they age: report

Posted on February 25, 2019 by specialneedsresourcetrainingblog

Published By: Global News
Written By: Michelle McQuigge

A think tank formed to understand the challenges faced by autistic seniors says there are few resources in place to address their specific needs.

A new report from the Aging and Autism Think Tank says the vast majority of research and programming geared toward autism focuses on children, leaving adults almost entirely out of the conversation. The study – compiled by academics, clinicians and autistic adults from five different countries and released by Autism Canada – says autistic people lose access to key resources once they age out of childhood and contends the problem intensifies the older they get. Click here to read the rest of the story.

Indepedence In The Morning

Posted on February 18, 2019 by specialneedsresourcetrainingblog

Published By: Rainbows Are Too Beautiful

Mornings in our home are a sort of regimented chaos. Three kids who all require some form of supervision, two schools to get to and all their gear. Although my kids may seem old enough to be doing a lot of the morning routine themselves, they have a few challenges

Anthony is 10 with autism and ADHD and although he goes to a mainstream school, he needs a lot more support than his peers to focus on and do things. David is seven, and he attends a specialist autism unit. His communication is extremely limited which can make doing anything challenging. Jane is five years old – she’s just entered Year 1.

In the past year I’ve learned more and more although the responsibility of getting all my kids out of the house and to school lies with me – I don’t have to do everything. And the best way of doing this is to help each of my kids be more independent in their morning routine, helping each where they need it most. Doing this means thinking about ways to help them develop their own skills. Here’s some of the ideas we have used. Click here to read the rest of the story.

Common Signs In Tactile Difficulties

Posted on November 22, 2018 by specialneedsresourcetrainingblog

Tactile difficulties occur when the nervous system dysfunctions and the brain is unable to process information through the senses. Some children and adults with this form of sensory processing disorder will be over sensitive to touch. Between 5 to 13 percent of the population is diagnosed with sensory processing disorder.

Common Signs of Tactile Difficulties

Difficulty with having nails cut or teeth brushed
Becomes upset when hair is washed
Dislikes any clothing with tags including clothes, hats, shoes, and complains about the type of fabric and the style
Dislikes getting their hands dirty or messy
Overreacts when they are touched by other people
Oversensitive to temperature change
Over or under reacts to pain
Prefers deep pressure touch rather than light touch
Avoids messy textures
Prefers pants and long sleeves in hot weather
Picky eater
Eyes may be sensitive to cold wind
Avoids walking barefoot
Avoids standing close to other people
May be anxious when physically close to other people

Strategies for Handling Tactile Defensiveness

Use deep pressure
use weighted items including blankets, vest and backpacks
Seek out an OT
Utilize a sensory diet
Minimize time expected to stand and wait in line by having the child go first or last in line
Allow the child to wear a jacket indoors
Encourage the child to brush his or her body with a natural brush during bath time
Create activities using play doh or silly putty

References

Autism Parenting Magazine

Kids Companion

Sensory Processing Disorder.com

Chu, Sidney (1999), Tactile Defensiveness: Information for parents and professionals

Epilepsy and Autism: What You Need To Know

Posted on November 20, 2018 by specialneedsresourcetrainingblog

Studies show that epilepsy are more common in individuals with autism than the general population. Studies show that in some cases, 20% of people diagnosed with autism also have an epilepsy disorder. Other studies indicate epilepsy prevalence estimates between 5% to 46%.

Epilepsy is a brain disorder which occurs when neurons in the brain experience a brief interruption causing a seizure to occur. Seizures vary from mild to severe and affects over 3 million Americans. There are different types of seizures:

Generalized Tonic/Clonic- A seizures where the whole brain is affected.
Absence Seizures- Generally start without any warnings. It affects children and last only for a few seconds.
Myoclonic Seizures- Are abrupt jerks of the muscle groups which originate from the spine.
Partial Seizures- The person may look as though he or she is in a trance.

There are many unanswered questions as to why epilepsy is more common in people with autism. There is some evidence the common underlying cause may be both are related to genetic and environmental causes and are both related to some type of brain disorder. Evidence does shoe however individuals with autism and epilepsy have worse behavioral and social outcomes than individuals diagnosed with autism only including issues with motor and daily living skills.

Signs for parents to look out for

May be difficult to determine especially in children diagnosed with severe autism spectrum disorder. Red flags include, staring episodes, stiffening of the body and shaking movements.
A medical evaluation will include brain imaging and an electroencephalogram (EEG).

Teaching Strategies

If you are an educator, be aware that after a seizure, the student will become tired. Allow the student an opportunity to rest.

Reference

Epilepsy Foundation

Medical News Today: Epilepsy and autism: Is there a link?

Neurologist Disorder Treatment. Epilepsy in patients with autism: Links, risks and treatment challenges. Frank McBesag- Published online 2017 Dec 18

Synapse- Autistic Spectrum Disorder Factsheet

Overlap in traits of autism, attention deficit persists into adulthood

Posted on November 12, 2018 by specialneedsresourcetrainingblog

Published by: Spectrum
Written by: Nicholette Zeliadt

Traits linked to autism and attention deficit hyperactivity disorder (ADHD) tend to co-occur even in adulthood, according to one of the first studies of the traits in that age group¹.

The results extend support for the idea that autism and ADHD are intrinsically linked — a notion that is largely based on studies of children.

“Not much is known about the transition from later adolescence into adulthood with regard to autism and ADHD,” says lead investigator Ralf Kuja-Halkola, a statistician at the Karolinska Institute in Stockholm, Sweden. Click here to read the rest of the story.

Teaching Self-Regulation and Autism Spectrum Disorder

Posted on September 27, 2018 by specialneedsresourcetrainingblog

Many children diagnosed with autism experience high levels of anxiety which leads to difficult coping skills. Self-regulation helps children on the autism spectrum learn how to mange stress and build resilience. It is through self-regulation that students learn ways to function and manage their own stress, the following links provide information on teaching children techniques on self-regulation. These techniques are also useful for children diagnosed with ADHD and anyone with emotional difficulties and impulses.

30 games and activities for self-regulation

Calm down kit for older children

Emotional dysregulation and the core features of autism spectrum disorder

Emotional regulations and autism spectrum disorder

How can we help kids with self-regulation?

How to teach self-regulation

Intervention teaches emotional regulation

Lion and lamb self-regulation activity

Self-regulation in the classroom

Self-regulation/Self-Control: Tips and strategies

Strategies for teaching kids self-regulation

Strategy helps autistic kids rein in emotions

Teaching kids to self-regulate in the classroom

Teaching kids with autism about emotions and self-regulations

Tools for teaching self-regulation and relaxation

15 Visual Schedule Resources

Posted on September 25, 2018 by specialneedsresourcetrainingblog

Imagine during the course of the day you have no idea what is expected of you. Moving from one activity to the next depending on others to inform you of your daily plans. there are many benefits to using visual schedules especially for autistic children and adults. Studies show that many people diagnosed with autism experience high levels of anxiety often caused by unstructured activities.

Visual schedules are a way to communicate an activity through the use of images, symbols, photos, words, numbers and drawings that will help a child or adult follow rules and guidelines and understand what is expected during the course of the day.

Th following are resources containing information on creating visual schedules and free printables:

8 types of visual student schedules

Building a daily schedule

Daily visual schedule for kids free printable

Examples of classroom and individual schedule and activity cards

Free picture schedule

Free visual schedule printables to help kids with daily routines

Free visual school schedules

How to templates- visual schedules

How to use visuals purposefully and effectively

Time to eat visual schedules

Using visual schedules: A guide for parents

Visual schedule for toddlers

Visual schedule resources

Visual supports and autism spectrum disorders

What is visual scheduling?

Why Children With ‘Severe Autism’ Are Overlooked by Science

Posted on September 10, 2018 by specialneedsresourcetrainingblog

Published by: Spectrum
Writtten by: Alisa Opar

It should have been a perfect day. Lauren Primmer was hosting an annual party at her home in New Hampshire for families that, like hers, have adopted children from Ethiopia. On the warm, sunny July afternoon, about 40 people gathered for a feast of hot dogs, hamburgers and homemade Ethiopian dishes. The adults sipped drinks and caught up while the children swam in the pool and played basketball. It was entirely pleasant — at least, until the cake was served. When Primmer told her 11-year-old son Asaminew that he couldn’t have a second piece, he threw a tantrum so violent it took three adults to hold him down on the grass.
The Primmers adopted Asaminew from an orphanage in Ethiopia in 2008, when he was 26 months old. They had already adopted another child from the same orphanage in Ethiopia, and they have four older biological children. From the beginning, Primmer says, “He would only go to me, not anyone else.” That tendency, she later learned, may have been a symptom of reactive detachment disorder, a condition seen in some children who didn’t establish healthy emotional attachments with their caregivers as infants.
About a year and a half later, the family adopted three more Ethiopian children — siblings about Asaminew’s age — and he became aggressive. “When they first came, Asaminew was very abusive,” Primmer recalls. “He’d bite and scratch them.” The Primmers had to install gates on all of the children’s bedroom doors for their safety. Soon after he entered preschool, Asaminew began lashing out at his classmates, too. His teachers suggested that he be evaluated for autism. Doctors at the Dartmouth Hitchcock Clinic in Manchester, New Hampshire, diagnosed him with the condition. In addition to his violent episodes, they took note of his obsession with lining up toy cars and flushing toilets, his habit of taking his clothes off in public and his tendency to not follow rules at home or school. Asaminew is intellectually disabled and speaks in short, simple sentences. Click here to read the rest of the story

8 Proven Stategies To Attract And Retain Job Candidates On The Autism Spectrum

Posted on August 27, 2018 by specialneedsresourcetrainingblog

Published by: ERE Recruiting Intelligence
Written by: Samatha Craft

Here are several strategies for attracting and retaining autistic job candidates, based on my experience working as a job recruiter and community manager for a U.S. technology company that provides employment for individuals on the autism spectrum.

Understand autism from different perspectives

Take time to read up on autism, including cultural and historical context by respected journalist. Examples of two well-received books are: NeuroTribes: The Legacy of Autism and the Future of Neurodiversity and In a Different Key: The Story of Autism. Consider professional accounts from well-known experts in the autism field, such as psychologist Tony Attwood and job coach Barbara Bissonnette. Click here to read the rest of the story.

Children With Autism and Breaks In Routine

Posted on July 9, 2018 by specialneedsresourcetrainingblog

Published by: Kid Companion
Written by: Lorna dEntremont

A child with autism spectrum disorders (ASD) may have greater difficulty in accepting changes of routine. This may be due to their greater need for predictability or difficulty when a pattern of routine is disrupted. Vacations, family visits, or field trips can be over-stimulating and distressing for the child with autism. If this is the case with your child, prepare BEFORE a scheduled change in routine occurs like before school breaks and for summer vacation. Click here for the rest of the story

Autism and Post-Secondary Education

Posted on May 23, 2018 by specialneedsresourcetrainingblog

According to the U.S. census, over a half million autistic students will turn 18 over the next decade/ Further studies show that many students diagnosed with autism are not prepared for the transition. Some and their families are opting towards a college education. More colleges are offering support services to autistic students including social, academic, and life skills.

The following resources provide information and articles on autism and college preparation:

11 tips for students with autism who are going to college (KFM)

20 great scholarship for students on the autism spectrum

College Autism Network (CAN)

College planning for autistic students (USC Marshall)

College students with autism need support to succeed on campus (Spectrum)

Families: Learn how to find autism-friendly colleges (U.S. News)

Going to college with autism (Child Mind Institute)

Helping students with autism thrive: College life on the spectrum (Madison House Autism Foundation)

Neurodiversity and autism in college (Psychology Today)

The transition to college can be tough, even more so if you have autism (Washington Post)

Anxiety On The Spectrum

Posted on May 1, 2018 by specialneedsresourcetrainingblog

Anxiety is one of the co-occurring disorders that affect autistic children. A study published by the Journal of Child and Family Studies found that autistic children had higher anxiety levels compared to neurotypical children. It is estimated that 40% of autistic teens display signs and symptoms of anxiety.

Why Autism and Anxiety?

There are many reasons anxiety affects autistic children in large numbers. Bill Nason, moderator of the Facebook page, Autism Discussion Page and psychologist, explains that daily experiences that impact their nervous system including sensory, cognitive, social, and emotional vulnerabilities leave autistic children and teens with daily high levels of stress. He explains what comes naturally for neurotypicals, is hard work for them placing their nervous system on high alert even during its resting state. High levels of anxiety make take the form of mood swings, rigid and inflexible thinking and obsessive compulsive behavior.

What are the signs of anxiety?

Physical Signs

Complains about feeling sick

Complains about headaches

Difficulty sleeping

Fidgets and spins

Worrying

Worries about making a mistake

Difficulty in performing in exams

Is afraid of being placed in a new situation

Social

Apprehensive of meeting new people

Displays difficulty in joining new groups

Avoids interacting with peers

Worried about being laughed at.

Types of Anxieties

Anxiety of uncertainty- fear of anything new and unfamiliar
Social anxiety- difficulty interacting with others during social events
Sensory overload- Becomes anxious in settings that present strong sensory stimulation
Generalized anxiety- non-specific ongoing pervasive anxiety

Strategies for Reducing Anxiety

Rest
Exercise or physical activity
Allow time to participate in a favorite activity
Self-stimulation can be used for calming purpose
Relaxation techniques such as mindfulness and meditation
Build structure into daily routines
Review the day including what is expected of them

Additional Resources

5 ways to help reduce anxiety in children with autism

10 tips to help calm anxiety in kids with autism

Adults with autism feel frequent, lingering anxiety

Anxiety in autistic adults

Classroom ideas to reduce anxiety

Managing anxiety in children with autism

Unmasking anxiety in autism

The essential guide to anxiety and autism

What anxiety treatment works for people with Autism?

What triggers anxiety for an individual with ASD?

Updated on October 13, 2018

Classroom Accommodations for Autistic Students

Posted on April 19, 2018 by specialneedsresourcetrainingblog

A few weeks ago, I had the opportunity to speak to a parent who voiced her frustration with her daughter’s school. Although her daughter is diagnosed with autism, she falls on the mild range of the spectrum meaning her deficits are ignored. This becomes challenging for a teacher who may not recognize the signs and symptoms of an autistic child.

Girls, in particular, often develop the ability to disappear in a large group. Imagine the amount of energy it takes to pretend you hold the same characteristics of others. This leads to both depression and anxiety in children with autism. There are also sensory challenges a student with autism may face including auditory, visual and tactile.

Reading non-verbal cues forces a child and even some autistic adults to work harder everyday which causes exhaustion and can possibly lead to anxiety.

There are a number of ways to accommodate a student with autism. If you are a teacher, read as much information as you can on autism. each child is different so it will help to get feedback from parents who can help provide the right accommodations.

The following articles provide great information on both modifications and accommodations which can be put into the child’s IEP:

10 tips for making middle-school work for kids with autism

14 possible IEP accommodations for children with autism/ADHD

20 classroom modifications for students with autism

23 classroom accommodation suggestions for kids with autism and Asperger’s syndrome

Accommodations and supports for school-age students with autism

Asperger syndrome/HFA and the classroom

Common modifications and accommodations

IEP considerations for students with autism spectrum disorder

Recommendations for students with high-functioning autism

Supporting learning in the student with autism

Autism Timeline: A History of Autism

Posted on April 5, 2018 by specialneedsresourcetrainingblog

Click here to download the article

In the 110 years since Swiss psychiatrist Eugen Bleuer coined the term autism, much has changed over the years. The journey of understanding autism continues to grow and while the autism has changed over the years, there are still many more things to discover. Hopefully we are moving from awareness to getting to a place of simply accepting people who bring special gifts to the world.

1908- Swiss psychiatrist, Eugene Bleuer is the first to use the autism to describe individuals with schizophrenia who lost contact with reality.

1912- Dr. Bleuler publishes “Das Autistische Denken” in a journal of psychiatry and presents his thoughts on how a person with autism experiences the world.

1938- Dr. Hans Asperger presents a lecturer on child psychology. He adapts Bleuler’s term “autism” and uses the term “autistic psychopathy” to describe children showing social withdrawal and overly intense preoccupations.

1938- Beamon Triplett writes a thirty-three page account of his 4 year- old Donald’s unusual behavior and sends it to Leo Kanner.

1943- Dr. Leo Kanner describes a childhood disorder involving social and language impairments and the presence of restricted or repetitive behaviors. The account of 11 children leading to a distinct syndrome.

1944- Dr. Hans Asperger reports on 4 children with a pattern of behavior he terms autistic psychopathy- behaviors include reduce empathy, difficulties with forming friendships, impairments in the ability to maintain reciprocal conversations.

1952- The first edition of DSM (Diagnostic and Statistical Manual) is published.

1959- LSD is used as treatment for autistic schizophrenic children.

1962- The National Autistic Society was created- The first autism organization.

1965- National Society for Autistic Children was founded.

1966- South African psychologist, Victor Lotter publishes the first prevalence study on autism in England.

1966- 4.5 in 10,000 are diagnosed with autism in the United States.

1966- Childhood autism rating scale introduced.

1967- Bruno Bettlheim publishes infantile autism and the Birth of Self becomes bestseller; blames mothers for autism.

1969- Dr. Kanner exonerates parents of responsibility for their children.

1970- Lorna Wing uses the term autistic spectrum to describe a concept of complexity rather than a straight line from severe to mild.

1972- Dr. Eric Schopler founds Division TEACCH at the University of North Carolina.

1977- National Society for Autistic Children added sensory processing as one of the definitions.

1979- Autism spectrum first used by Lorna Wing and Judith Gould

1980- The prevalence is estimated 4 in 10,000

1980- Autism added to DSM-III

1980- Autism is listed as a mental disorder for the first time in the DSM.

1986- Temple Gradin publishes Emergence: Labeled Autism

1988- The movie Rainman popularized and awareness of the disorder increases among the general public.

1991- Sally Ozonoff suggested executive functioning impairs individuals with autism.

1994- The American Psychiatric Association adds Asperger’s disorder to DSM.

1996- Australian sociologist, Judy Singer coins the term Neurodiversity

1998- Andrew Wakefield reports an association between autism and MMR and bowel disease.

2000- 1 in 50 children according to the CDC are diagnosed with autism

2006- Autistic Self-Advocacy Network founded. A non profit organization run by and for autistic people.

2009- 1 in 110, children according to the CDC are diagnosed with autism

2012- 1 in 88 children are diagnosed with autism.

2013- Asperger’s disorder is dropped from the DSM-5

2014-1 in 68 children in the U.S. have autism.

Children with ADHD and Autism Are More Likely To Develop Anxiety

Posted on April 2, 2018 by specialneedsresourcetrainingblog

Website: News Medical Life Sciences

The study, which compares comorbidities among patients with ASD and ADHD, and ASD alone, is one of the largest of its kind.

A team of researchers from the Kennedy Krieger Institute used the data from a cross-sectional survey of children aged between six to seventeen years old with ASD. The study included 3,319 children, 1,503 of which had ADHD and were monitored by the Interactive Autism Network between 2006 and 2013. Click here to read the rest of the story

100 Things To Know About Autism Spectrum Disorder in 2018

Posted on March 13, 2018 by specialneedsresourcetrainingblog

Guest Post: Action Behavior Centers

Autism Spectrum Disorder (ASD) represents a group of developmental disorders: autistic disorder, Asperger’s syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), and childhood disintegrative disorder.
According to the Centers for Disease Control and Prevention (CDC), 1 in 68 individuals are affected by ASD.
Autism Spectrum Disorders can be diagnosed as early as 18 months to 2 years of age.
Although reliable diagnoses can be given at 18 months to 2 years, the average child isn’t diagnosed with autism until 4 years of age.
Scientists are discovering more innovative ways to diagnose autism. In 2017, a team of researchers were able to use brain scans and artificial intelligence to predict which 6-month old infants would go on to be diagnosed with ASD. Impressively, they performed at a 96 percent accuracy rate.
No case of autism is exactly the same as another. Each person on the Spectrum is a unique individual.
People of all races, ethnicities, and socioeconomic groups are affected by Autism Spectrum Disorder.
Individuals on the Autism Spectrum range from having very mild symptoms to very severe developmental delays.
Autism is about 4.5 more common in males – data shows that 1 in 42 boys have autism compared to 1 in 189 girls.
New Jersey has the highest rate of autism in the U.S., with 1 in 28 boys being affected.
In autism terminology, milder cases of the disorder are said to be in “high functioning” individuals while more severe cases are said to be in “low functioning” individuals.
Autistic disorder typically describes those who are on the “low functioning” end of the Spectrum.
Individuals with autistic disorder often struggle with severe deficits in speech, communication, social skills, motor functioning, and adaptive skills.
Adaptive skills are the practical, day-to-day skills needed to live independently: bathing, getting dressed, brushing teeth, feeding oneself, and more.
Asperger’s syndrome typically describes those who are on the “high functioning” end of the Spectrum.
Children and adults with Asperger’s syndrome commonly struggle with social interactions or restricted interests, but don’t usually have difficulties with language or cognitive development.
Sometimes referred to as ‘atypical autism,’ PDD-NOS is often thought of as being in between Asperger’s syndrome and autistic disorder. It’s common for those with PDD-NOS to struggle with communication, social behavior, and repetitive movements.
Childhood disintegrative disorder, also known as disintegrative psychosis, is the rarest of the Spectrum disorders. It’s characterized by severe development deficits, often in children who were developing normally but then quickly regressed between ages two and four.
These disorders were all placed under the umbrella term of Autism Spectrum Disorder in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders).
Restrictive and repetitive behaviors are a common sign of ASD. These might include hand flapping, rocking back and forth, and fixations on certain objects.
It’s common for individuals on the Spectrum to have difficulties with language or be completely nonverbal.
Children with Autism Spectrum Disorder might show typical language development and then quickly lose their ability to speak in words or phrases. This is called regression.
Many children who are nonverbal at the age of four go on to overcome their severe language delays, according to a large study of 535 nonverbal children with autism.
Children with autism often struggle with transitions. A slight change in routine can lead to meltdowns or temper tantrums.
Echolalia describes a behavior involving repetition of words or phrases. It’s a common sign of Autism Spectrum Disorder.
Children on the Autism Spectrum often avoid eye contact.
Some children with autism may engage in aggressive or self-injurious behaviors, like head banging against walls or floors when upset.
Sensory sensitivities to lights, sounds, and textures are commonly seen among those with autism.
Many people with autism are extremely gifted in certain areas, like mathematics, music, or art.
Micah Miner, a young gymnast with autism, is a prime example of this. By the time he was nine years old, Micah competed in the gymnastics National Championship for the third time.
Epilepsy is common among individuals with Autism Spectrum Disorder, seen in up to a third of the autism population.
April is Autism Awareness Month.
Back in 2007, the United Nations named April 2^nd as international Autism Awareness Day.
To help raise autism awareness, Autism Speaks launched the Light It Up Blue campaign.
To show support for autism, landmarks like the White House, the Empire State Building, the Great Pyramid of Giza and more will light up blue on April 2^nd.
There’s no single cause of autism.
Some of the high-risk factors for autism include genes and genetic mutations, chromosomal conditions, family factors, environmental influences, prenatal influences, and birth complications.
There are treatments that can help ease the symptoms of ASD, but there is no cure for autism.
Applied Behavior Analysis therapy is the leading treatment option for young children on the Spectrum.
Applied Behavior Analysis (ABA) involves figuring out the motivation behind certain behaviors, and then applying this to reduce undesirable behaviors and increase positive ones.
Decades worth of scientific research shows that ABA therapy is effective at helping children with autism make significant strides to overcome their developmental delays.
One of the main techniques used in ABA is DTT (discrete trial training). Basically, DTT breaks down tasks into small components. Children build up skills by tackling each smaller component one-by-one.
Another main technique used in ABA is NET (natural environment training). Children might work on many of the same goals as in DTT, but in a more natural play environment.
Generalization is a common term used in ABA to describe a child’s ability to naturally implement behaviors and skillsets in a variety of settings.
ABA therapy is endorsed by the U.S. Surgeon General, the American Academy of Pediatrics, the National Institute of Mental Health, and the Autism Society of America.
The earlier ABA therapy is started, the better the outcome. Children who start receiving ABA therapy at 2 years old make more significant changes than those who start ABA at later ages, according to research.
Ole Ivar Lovaas is known as the pioneer of Applied Behavior Analysis.
ABA therapy used to be seen as controversial due to aversive therapy techniques. However, nowadays, there are no aversive procedures used in ABA.
ABA therapy focuses largely on positive reinforcements. ABA therapists will reinforce desirable behaviors with a child’s favorite toys, snacks, and social praise.
ABA therapy is an all-encompassing approach to overcoming the deficits associated with autism. Target areas of ABA therapy include speech, nonverbal communication, social skills, play skills, adaptive skills, toilet training, food therapy, and much more.
Board Certified Behavior Analysts (BCBAs) are Master’s level health practitioners. They create the child-specific treatment plans implemented in ABA therapy centers.
ABA therapists provide one-on-one therapy for children in ABA autism facilities.
Registered Behavior Technicians (RBTs) are ABA therapists who have gone on to complete 40 hours of training and pass the RBT exam.
Other autism therapies include speech therapy, occupational therapy, physical therapy, art therapy, and music therapy.
There is currently no scientifically proven link between autism and vaccines.
Individuals with autism are particularly vulnerable to being bullied. Studies have found that over 60 percent of children on the Spectrum have experienced bullying.
Data shows that the most severe bullying tends to occur among children in 5^th to 8^th
There are a number of tips recommended by autism experts to help a child on the Spectrum who is being bullied, including identifying emotions and creating bully-proofing plans. See them here.
Unemployment rates are a big issue in the autism community. A report out of the A.J. Drexel Autism Institute found that a third of young adults with autism didn’t have a job or educational plans.
Integrate Autism Employment Advisors is a program that helps adults on the Spectrum lock down jobs through job coaching boot camps and networking opportunities. The organization also reaches out to employers to encourage more hiring of autistic individuals.
Rett’s Syndrome is often confused with Autism Spectrum Disorder. Rett’s Syndrome, a rare neurological disorder that mainly affects girls, is characterized by a rapid loss of speech, coordination, and use of the hands.
Research has shown that parental interactions with babies can ease the signs of autism as the baby progresses to toddler age.
Temple Grandin, one of the most prominent voices in the autism community, didn’t speak until she was three and a half years old.
Temple Grandin went on to become an author and speaker on autism and animal behavior, as well as a professor of Animal Science at Colorado State University. Many people view her as showing the world the true potential of those on the Spectrum.
Temple Grandin has inspired many with her well-known quote, “Different, Not Less.”
Some other well-known people considered to be on the Spectrum include Susan Boyle, John Elder Robinson, Daryl Hannah, and Andy Warhol.
Technology can be a huge help for individuals with autism who struggle with communication. There are a number of iPad apps designed to help nonverbal children communicate their wants and needs.
There are also daily scheduling apps for iPads to help ease the anxiety associated with transitions.
Some common autism assessments for an autism diagnosis include M-CHAT (Modified Checklist for Autism in Toddlers), CARS (Childhood Autism Rating Scale), ASQ (Ages and Stages Questionnaire), and ADOS-2 (Autism Diagnostic Observation Schedule – 2^nd edition).
The ADOS-2 is largely seen as the gold standard of diagnostic assessments for autism.
Autism Spectrum Disorder can be diagnosed by developmental pediatricians, pediatricians, neurologists, and psychologists.
Autism is becoming more included in pop culture, with shows like Atypical and The Good Doctor making their ways to Netflix and ABC.
In April of 2017, Sesame Street debuted Julia: a new four-year-old character with autism. The goal was to familiarize children with the differences they might notice in their classmates who have autism – and to know that different is okay.
Some people believe that autism is the result of bad parenting or child neglect. This is not the case.
It’s common for children with ASD to only like eating two or three foods. Therapists can work through a slow process of introducing new textures and foods to build up to a more nutritious diet.
The autism community has a strong online presence. Many parents, therapists, and individuals on the Spectrum run blogs to educate and connect with others. Check out some of the most outstanding autism blogs here.
Weighted blankets can be an anxiety-reducer for some kiddos on the Spectrum. Weighted blankets provide a gentle pressure that eases the sensory issues associated with ASD.
Sensory swings provide a number of benefits. They can encourage motor planning, balance, and core stability.
The largest-ever study on twins and autism found that if one identical twin has autism, there is a 76 percent chance that the other identical twin will also have autism
The same twins study found that same-sex fraternal twins have a 34 percent chance of both having an autism diagnosis, while opposite-sex fraternal twins share an 18 percent chance of Autism Spectrum Disorder.
Autism was first described by Dr. Leo Kanner in 1943.
Reporting on 11 children, Dr. Kanner’s initial observations on autism described the children as having “a powerful desire for aloneness” and “an obsessive insistence on persistent sameness.”
Before Dr. Kanner’s work, autism was often confused with schizophrenia.
Autism is the fastest-growing developmental disorder. The prevalence of ASD in children increased by 119.4 percent from 2000 to 2010.
In 2014, researchers identified a whopping 60 genes with more than a 90 percent chance of increasing the risk for autism in a child. Previously, just 11 genes had been linked with Autism Spectrum Disorder.
Just last year (2017), an analysis published in Nature Neuroscience identified 18 new genes linked with autism.
In September 2018, the National Institutes of Health awarded nine research grants to the Autism Centers of Excellence (ACE) program. The grants totaled nearly $100 million.
The nine research grants will delve into improving autism treatments, identifying the early signs of autism by studying social interaction, how autism differs between girls and boys, and more.
The Autism Science Foundation (ASF) is a nonprofit organization with a mission to further scientific research on Autism Spectrum Disorder.
ASF provides funding and other resources/assistance to organizations and scientists conducting autism research.
Many top colleges and universities offer degree programs in Applied Behavior Analysis. Some of the best ABA programs can be seen in this list.
There are a number of books on autism that have made the New York Times Best-Seller List, including Look Me in the Eyes by John Elder Robison and The Reason I Jump by Naoki Higashida.
Jordan Keller, a 12-year-old on the Spectrum, published a book called Jumbled Pieces: Autism. His mission is to help others understand what it’s like to grow up with autism.
Insurance oftentimes covers the majority of the cost for ABA therapy, speech therapy, and occupational therapy.
Unfortunately, in some states, Medicaid provides no coverage for ABA therapy. This leaves many families in need of autism services with little to no options.
Congress passed the ABLE (Achieving a Better Life Experience) act in 2014.
Under the ABLE act, individuals with disabilities are given the opportunity to open tax-free savings accounts without risking eligibility for Social Security and other government programs.
Many children sit on waitlists to see a developmental pediatrician for 9 months or more. This delays the start of therapy and can significantly hurt a child’s ability to overcome developmental deficits.
Waitlists are also an issue at many ABA centers.
People on the autism spectrum are extraordinary, gifted, and loving human beings!

Autism and Learning: An Infographic

Posted on February 20, 2018 by specialneedsresourcetrainingblog

"What is autism and how does it affect a way a person learns? This infographic takes a look at autism and learning. It shows what obstacles people have when they're autistic and what ways they can facilitate their education." --visual.ly #Autism #Learning #Awareness

Autism and Sensory Overload

Posted on January 22, 2018 by specialneedsresourcetrainingblog

Sensory Overload

Published by: Verywell
Author: Lisa Jo Rudy

People with autism are often highly sensitive to their environments. That, of course, means different things to different people on the spectrum — but in general people with autism have unusually sensitive “sensory” systems, meaning that their senses sight, hearing, touch, smell, and taste can all be easily overloaded.

Even more challenging, it can be difficult for people with autism to “just ignore” sensory information as it comes in.So, unlike people with typical sensory systems, people on the spectrum may not be able to, for example, notice a car alarm going off and then decide not to listen to it. Some of the environmental challenges that can negatively impact people with autism include Click here to read the rest of the story

Strategies In Training Autistic Employees

Posted on January 18, 2018 by specialneedsresourcetrainingblog

Researchers estimate around 50,000 young people with autism turns 18 every year. Is your organization ready to train these new employees?

Click here to download copy of article

What is Autistic Spectrum Disorder?

Autism Spectrum Disorder is a neurological disorder that includes a wide range (spectrum) of skills, symptoms and levels of support. Although no two people are alike, characteristics may include ongoing challenges with social skills that include difficulty and interacting with others. For those on the higher end of the spectrum, characteristics may include:

· A normal to high intelligence and good verbal skills
· Trouble understanding what someone else is thinking or feeling
· Difficulty understanding non-verbal cues
· May suffer from anxiety or depression
· Strong long-term memory
· May have executive functioning difficulties
· Being highly creative
· A high sense of justice and fairness

It is important to note that autistic employees vary in the workplace. Younger employees may have received a diagnose very early their childhood while those in their 30’s to 50’s were more than likely diagnosed as adults. Many in fact may not realize they are autistic due to lack of information during their formative years. This rings true especially for women who did not fit the typical stereotype of autism.

Challenges Training Autistic Employees

The use of idioms, sarcasm, irony, metaphors and figure of speech may be difficult since most are literal thinkers.

Due to sensory sensitivities, harsh lighting and certain smells may be intolerable.

May feel anxiety working with groups during an activity, which includes role-playing and case studies.

Discomfort with noise

Coping with the unpredictable

Strategies In Training Autistic Employees

· Structured breaks- give notice in advance
· Give visual instructions. Verbal instructions are difficult to remember
· Do not assume that the employee is not listening or paying attention
· When explaining, use explicit and concrete language

Accommodations

A diagnosis of autism also qualifies under the American Disability Act (ADA). While some may not want to disclose their diagnosis, It’s always a good idea to make sure each person is comfortable in the training. The following are some suggestions:

· Provide advance notice of topics to be discussed if possible
· Allow employees to use items to hold such as hand-help squeeze balls
· Allow use of a noise-cancellation headset

Tips to Remember

Some autistic employees have a history of being bullied, which for many have carried over into the workplace. Set rules in the beginning of the training that all participants should be respected.

20 Task Box Resources To Use In Your Classroom or Home

Posted on January 5, 2018 by specialneedsresourcetrainingblog

Task boxes (also known as work boxes) are structured work systems created by Division TEACCH t the University of North Carolina Chapel Hill. This system allows the student to work independently on a task for a specific time in a supportive environment. Task boxes are now used for students with a variety of disabilities including students required pervasive levels of support.

There are 3 types of task boxes: stacking- Helps with eye-hand coordination and fine motor skills; sorting- may break activities by size, color, texture, shape and flavor and fine motor- strengthens the smaller movement in the wrists, hands and fingers.

The following sites include information on how to set up a task box system in your classroom or in your home.

How I Set Up My Task Box System ( Delightfully Dedicated)

How to Set Up An Independent Workbox (Breezy Special Ed)

How to Start a Task Box System (Autism Adventures)

Task Box Set Up- (Autism Adventures)

Websites that will give you ideas on creating task boxes, and the material needed.

Autism Classroom Workbox System (Teaching Special Thinkers)

Fine Motor Morning Work Bins (Differentiated Kindergarten)

Assembly Work Task (Autism Classroom News and Resources)

Free Math Printable Task Box for Special Education ( My Creative Inclusion)

Higher Level Academics in Task Boxes (Mrs. P’s Specialties)

How I Use Workboxes in My Classroom (Creating and Teaching)

Pre-Vocational Work Boxes (SPED Adventures)

Quick and Easy Task Box Ideas (Little Miss Kim’s Class)

Task Boxes: A Hands On Approach to Life Skills (Therablog)

Task Boxes for Autistic Children (Love to Know)

Structured Work Boxes (University of Mary Washington)

Ways to Up the Ante in Your Work Task System (The Autism Vault)

Winter Task Boxes (You Aut-aKnow)

Work Boxes in Autism Classrooms (Noodle Nook)

Work Box Task Ideas (The Autism Helper)

Work Task (Breezy Special Ed)

2018 Disability Awareness Month and Observances

Posted on January 2, 2018 by specialneedsresourcetrainingblog

Annual awareness observances are sponsored by federal, health and non-profit organizations. Awareness campaigns serve the purpose of informing and educating people on a certain causes. Each year, the number of special needs organizations bringing awareness to specific disabilities and disorders seem to grow. Awareness activities range from one day to a month.
Here is a calendar of major special needs awareness months, weeks, and days. Most websites include awareness toolkits, promotional materials and fact sheets. Since it is still early in the year, some of the campaigns still have 2017 campaigns on their websites. I will add new information once the changes are up on the websites.

Helping Children Understand Person First Language

Posted on November 22, 2017 by specialneedsresourcetrainingblog

Pubished by: ASD
Written By: Nicole Dezarn

Person first language is an important ethical matter often discussed in the field of special education and disability advocacy. The idea that the important descriptor for a person is not their disability but that the disability is something that the person has is fundamental in framing the mindset that having a disability doesn’t mean that a person is less or incapable of success. It can be challenging enough to broach this subject with adults but how do we help children to understand what person first language means and why it is so important? I felt it might be helpful to share an approach with which I have had success. Click here to read the rest of the story

Study of Nonverbal Autism Must Go Beyond Words, Says Expert

Posted on November 8, 2017 by specialneedsresourcetrainingblog

Source: Spectrum
Author: Sarah Deweedt

Roughly 25 percent of people with autism speak few or no words. A generation ago, that figure was closer to 50 percent. Most researchers agree that the decline is due to the recognition of more people with milder forms of autism, as well as to the advent of early intervention programs that have helped more children. Click here for the rest of the story.

Autism Sensory Difficulties and How to Address Them

Posted on October 31, 2017 by specialneedsresourcetrainingblog

Autism Sensory Difficulties and How to Address Them

Source: Durham Region Autism Services

People with Autism Spectrum Disorder (ASD) typically have difficulty processing sensory information such as sounds, sights, and smells. This is usually referred to as having issues with “sensory integration”, or having sensory sensitivity, and is caused by differences in how the brain of a person with ASD understands and prioritizes the sensory information picked up by the body’s many sensory receptors. When this breakdown in communication becomes too intense, the person with ASD may become overwhelmed, anxious, or even feel physical pain. When this occurs, some with ASD may act out. Click here to read the rest of the story.

Choking Prevention for People with Developmental Disabilities

Posted on August 29, 2017 by specialneedsresourcetrainingblog

Children and adults with developmental disabilities have a higher risk of choking compared to the general population.

Risk Factors Include:

Some medical conditions that increase a person’s risk of choking are:

Cerebral Palsy
Seizure disorders
Neurological and muscular disorders
Down Syndrome
Brain Injury
Muscular Dystrophy
Inability to swallow certain food textures and liquids
Medication side effects which decrease voluntary muscles
Dysphasia (difficulty swallowing)

Other contributing factors include:

Eat or drink too fast

Have poor posture when eating

Swallow non-edible objects (PICA)

The following foods put people at greater risk:

Hotdogs served whole
Hard candy
Popcorn
Sandwiches
Broccoli
Raw carrots
Nuts

Teaching Material on Choking

Arizona Department of Economic Security

Eunice Kennedy Shriver-Dysphasia, Aspiration and Choking

Ohio Department of Developmental Disabilities

New York State Choking Prevention Resources

Washington State Department of Social and Health Services

State Agencies Choking Alerts

Georgia Department of Behavioral Health and Developmental Disabilities

Minnesota Mental Health and Developmental Disabilities

New Jersey Health and Safety Alert Choking

Autism and Wandering Resources (update)

Posted on July 7, 2017 by specialneedsresourcetrainingblog

Studies show that nearly half of children with autism attempt to wander off or bolt from a safe supervised place (Autism Speaks). Children with Angleman Syndrome also tend to have an obsession with water and will tend to wander if water is nearby. The following resources includes wandering kits, articles and additional resources on the topic of wandering.

Click here to download a printed version of this article

What is Wandering?

When a person, who requires some level of supervision to be safe, leaves a supervised, safe space and/or the care of a responsible person and is expected to potential dangers such as traffic, open water (drowning), falling from a high place , hypothermia, heatstroke, dehydration.

Types of Wandering

Goal-Directed Wandering- wandering with the purpose of getting to something ( a place of obsession, water, etc.).
Non goal-directed wandering- Wandering with no purpose, random from one place to another.
Confusion Wandering-Wandering due to disorientation or confusion.
Bolting/fleeing- The act of suddenly running or bolding, usually to quickly get away from something, or in negative reaction to an event, anxiety or stress.

Facts and Statistics

Roughly half, or 49%, of children with an ASD attempt to elope from a safe environment, a rate nearly four times higher than their unaffected siblings.
In 2009, 2010, and 2011, accidental drowning accounted for 91% total U.S. deaths reported in children with an ASD ages 14 and younger subsequent to wandering/elopement.
More than one third of ASD children who wander/elope are never or rarely able to communicate their name, address, or phone number.
32% of parents reported a “close call” with a possible drowning.
40% of parents had suffered sleep disruption due to fear of elopement.
half of families with elopers report they never received advice or guidance about elopement from a professional.

Source: Interactive Autism Network research report: Elopement and wandering (2011)

Source: National Autism Association, Lethal Outcomes in ASD Wandering (2012)

Caregivers Information

Autism elopement and wandering kit for families (Parenting Chaos)

Big Red Safety Toolkit (National Autism Association)

28 page toolkit that provides information on preventing wandering. The toolkit includes the following information:

Caregiver checklist
Family wandering emergency plan
swimming lessons tool
Root-causes scenario and strategies tool
Caregivers log
How to get tracking technology in your town.

First Responder Resources

First Responder Checklist– A checklist for first responders developed by the National Autism Association

First Responder Notification Form

First Responder Tips

GPS Tracking Technology

The AngleSense Guardian Kit

Comes with a GPS device, embedded SIM card, customized wearables and a magnet key for parents $39.00 monthly service plan.

7 tracking devices to find a lost child with autism (Friendship Circle)

Articles

5 simple ways to prevent wandering in children with autism (Autism Parenting Magazine)

Autism and Wandering (SFGate)

Autism and Wandering: How ABA can help keep kids safe. (HuffPost Parents)

Teaching safety skills to children with autism (Our Crazy Adventures in Autismland)

The autism epidemic that can no longer be ignored (HuffPost Parents)

Wandering: A hazard for more than a third of kids with autism (U.S. News)

Wandering & Autism: Elopement within the classroom (Autism Classroom Blog)

Wandering & Autism: Students who flee, bolt, run and elope (Autism Classroom Blog)

Resources on Teaching Scissor Skills

Posted on July 6, 2017 by specialneedsresourcetrainingblog

One of the ways to improve fine motor skills is helping children and adults develop cutting skills also help with pre-writing skills and pencil control. Below are resources that will help in developing and teaching scissor skills.

Cutting Skill Development

2 years- snips with scissors

2.5 years- Cuts across a 6-inch piece of paper

3.5 years- Cuts along a 6-inch line

4.5 years- Cuts out a circle

6-7 years- Cuts a variety of shapes and pictures.

Resources on Teaching Scissor Skills

5 easy ways to introduce scissor skills

How to teach a child to use scissors

How to use scissors

Scissor cutting skills: Why they are important

Teaching kids how to use scissors

Teaching preschoolers to use scissors

The importance of teaching your child how to use scissors

Tips for teaching scissor cutting skills

Practice Scissor Skills- The following links below include practicing cutting straight lines, curved lines and circles, zig-zag lines and mixed lines.

10-page scissor skills packet (Mama’s Learning Corner)- geared towards preschoolers and kindergartners.

12 free shapes and cutting page (www.mpmideas.com)- geared towards preschool aged children

Construction truck scissor cutting practice sheets (MO & MH)- Kids will practice cutting lines.

Cut, copy and glue for spring (Your Therapy Source)- Free 3-page packet in black and white. Includes a butterfly, ice cream cone and a snail.

Free cutting and coloring pack (Tot Schooling)- Cutting pack features straight, diagonal, curved and zig zag lines.

House scissor practice (Teaching Station)- Download free worksheets. Includes shapes of circles, squares, triangles, and rectangulars.

Printable preschool cutting busy box (Fun with Mama)- post includes ways to teach kids how to use scissors and develop cutting skills

Rocket scissor practice (Teaching Station)- Kids will practice cutting and pasting shapes to make a rocket.

Snake spiral worksheet (www.education.com)- Kids can both color and cut out the spiral design.

Trolls, hair-cutting (Tot Schooling Net)- Several different levels of difficulties.

Shopping Center Teaching Activities For Children and Adults With Special Needs

Posted on July 4, 2017 by specialneedsresourcetrainingblog

Shopping Centers (or malls as we call them in North America) provide a great way for customers to walk from one store to another without the hassles of having to leave one store in order to go into another. Through the years, Shopping centers have added on movie theatres, arcades, and food eateries. This has led to a variety of ways of teaching children and adults with disabilities a number of skills.

Money Management.

Increasing money skills can be used in almost all areas of a shopping mall. Opportunities include stores such as banking, clothing , restaurants, etc. examples of items to teach include:

Will identify coins
Will identify money
Will count change
Will create a budget
will fill out deposit slip
Will fill out a withdrawal slip
Will use an ATM

Sensory

A shopping center provides a low-cost and effective way of arousing more of more of the five senses (hearing, sight, smell, taste and touch). Yankee Candle offers candles with a variety of fragrances including apple pumpkin, apple spice, beachwood, black cherry, etc. Bath and Body Works also provides samples for both olfactory (smell) and touch. Samples of fragrances include lotions, cream, massage oils and fragrance mist. Window shopping is an additional opportunity to enhance visual cues with teaching a number of basic skills. Other places include day spas, massage chairs and nail salons. Examples of sensory teaching activities include:

Window Shopping (Visual)

Will describe the color of the outfits
Will identify which items cost the most
Will describe how many of the outfits are the same, different
Will describe the various shapes (circle, square, triangle, rectangular)
Will count the number of items in the window

Olfactory (Smell)

Will identify a good smell
Will identify a bad smell
Will identify the smell (i.e. smells like apples)

Tactile (Touch)

Will identify the object
Will tolerate hand massage
Will touch the object
Will describe the shape of the object

*** Be mindful some children and adults may have sensory processing issues and can be oversensitive to sights, textures, flavors and smells.

Social Skills

Teaching social skills involves communication, decision-making, self-management and relationship building. Locations in a shopping center to develop these skills includes, eatery and restaurants, banks, department stores and movie theatres. Samples of teaching social skills includes:

Will greet the store associate
Will say thank you
When promoted, will ask for help
Will wait patiently
Will make eye contact
Will use appropriately voice tone

Teaching Prompts

A few guidelines in teaching new skills:

Teach a new skill at least 2-3 times. The shopping center allows multiple opportunities to work on a number of skills including money management, and social skills.
Allow the person to think for themselves use prompt levels to help navigate levels of independence: Independent, verbal, gestural and physical.
Allow for real choice-making. Choice is more realistic when it involves at least 3 items or more. Choosing a new outfit or an item from a menu are perfect examples.
Always remember to praise!

4 Tips On Task Initiation For Children and Adults

Posted on June 21, 2017 by specialneedsresourcetrainingblog

Task Initiation is often a challenge for children and adults with an executive functioning disorder. For a child, it may be lack of initiative in doing homework while for an adult, it may include forgetting or putting off paying bills. Children and adults with task initiation issues generally have a diagnosis of autism, ADHD, Intellectual disability or a learning disorder.

Click here to download a printed version of the article

Signs of a task initiation impaired executive functioning skill would be someone having difficulty in getting started on a task and keeping the effort needed in order to complete the task. A child or an adult require external cues in order to complete the task. Also, it will require understanding what is expected and understanding the task. Here are a few strategies:

Limit Distractions. In the classroom any type of added sensory input can defer the student from getting started in their school work.
Create a List. Visual support will help to increase getting the work done for a school-age child, you may want to create a to-do list which the steps are broken down into smaller steps. When a person with an executive function is given a task, it may be overwhelming, making it more difficult to get started.
Use Cues. A clock or a timer will help the child or adult stay on time and understanding the amount of time it will take to complete a task
Break task down. Create where the work is done in chunks so that the work will not be as overwhelming for the student.

Autism and Managing Multi-Tasking and Memory

Posted on March 13, 2017 by specialneedsresourcetrainingblog

Source: (Huffington Post)
Writer: Mary Bailey

There are studies and articles that explore the mysteries of multi-tasking and memory in the life of individuals with autism, but there are still huge question marks which have yet to be answered. In my own search for the keys to Chase’s brain, I learned that researchers have discovered that the brains of children with autism are inflexible at rest-to-task performance. This basically means that specific brain connections do not change or function as they should, when switching from a resting-state to a task-state. There can also be impairments in the parts of the brain responsible for prospective memory (remembering things that need to be done in the future) and retrospective memory (remembering things that occurred in the past). Click here to read the rest of the story

What’s the Difference Between High and Low Functioning Autism?

Posted on February 17, 2017 by specialneedsresourcetrainingblog

Teacher helping student in classroom
Source: (Very Well)
Author: Lisa Jo Rudy

People with autism are often described as being “high functioning” or ” low functioning” But there are no such diagnoses in the diagnostic manual.

In 2013, new diagnostic criteria for autism were created to describe three levels of autism. These levels are supposed to describe the level of support each individual requires. But there is nothing in the criteria that describes which strengths or challenges would slot an individual into a particular level.

And of course the level of support required by any individual varies based on the situation and setting.

So what is meant by these terms? The answer isn’t obvious. Click here to read the rest of the story.

Why “High Functioning” Autism Is So Challenging

Posted on January 23, 2017 by specialneedsresourcetrainingblog

Man with head in the clouds
Source:(Very Well)
Author: Lisa Jo Rudy

The autism spectrum is very large. If you think of it as a rainbow (or a bell curve), you’ll note that there’s an awful lot of the spectrum that is at neither one end nor the other — but somewhere in the middle.

At this point in history, we don’t have good information to tell us whether MOST people on the autism spectrum are “somewhere in the middle,” but it is clear that the lion’s share of media attention goes to folks at the high and the low ends of the spectrum — that is, the profoundly disabled and the very high functioning. Please click here to read the rest of the story.

2017 Autism Conferences

Posted on January 12, 2017 by specialneedsresourcetrainingblog

Hi Everyone!

It that time again for the yearly upcoming autism conference listings. The conferences listed are specifically on the topic of autism spectrum disorder. The conferences vary from 1-day seminars to 3-day sessions and keynote speakers. Some of the conferences focus on parents and people with autism, while others are geared specifically for researchers and educators.

When you click on the highlighted links, you will find additional information on the costs, location, hotels and detailed information on each conference..

January

Date: January 13

Future Horizons

Autism One Day Conference
The River Center
136 E. 3rd Street
Davenport, IA 52801

Features Renown Dr. Temple Grandin who will give insights backed by research evidence and her own experience.

Date: January 18-20

Council for Exceptional Children, Division on Autism and Developmental Disabilities

18th International Conference on Autism, Intellectual Disability and Developmental Disabilities
Sheraton Sand Key Resort
1160 Gulf Blvd
Clearwater Beach, FL 33767

Featured sessions on post-secondary initiatives, differentiating instruction in the inclusive classroom, sexuality education and managing challenging behaviors.

Date: January 21-22

Massachusetts General Hospital

Autism Spectrum Disorders Across The Life Span
The Westin Conley Place
10 Huntington Avenue

Conference offers a broad review of advances in ASD research, genetics, diagnostic tools and treatments.

Date: January 31- February 2

Association for Behavior Analysis International
11th Annual Autism Conference
Sheraton Puerto Rico Hotel and Casino
San Juan, Puerto Rico

This conference will focus on behavioral assessment and intervention across the life span of autism.

February

Date: February 9-10

The Matthew Reardon Center for Autism
305 Fahm Street
Savannah, GA 31401

March

Date: March 18

9th Annual Southern Main Autism Conference
Doubletree Hotel
363 Maine Mall Rd.
Portland, ME 04106

A one-day conference for parents and family members of children with autism, educators and service providers

Date: March 26-27

19th International Conference on Autism
NH Collection Madrid
Eurobuilding
Padre Damian 23 28036
Madrid, Spain

Aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Autism. It also provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of Autism

April

Date: April 26-29

22nd Annual Minnesota Autism Conference
Doubletree Minneapolis

A 3-day conference for educators, parents, caregivers, mental health professionals, service providers and people on the spectrum.

Date: April 28

Center for Advancement of Behavior Analysis
CABA Autism Conference
Seal Beach
Old Ranch Company Club
3901 Lampson Avenue
Seal Beach, CA 90740

A conference on autism for behavior analysis, educators, psychologists, speech language pathologists and parents.

May

Date: May 3-4

Autism Conference and Expo of Georgia 2017
Loudermilk Conference Center
40 Courtland Street NE
Atlanta, GA 30303

The conference theme is, ‘Innovation to Action: Connecting the Pieces with Practical Strategies.’ This conference is intended for professionals, parents and self-advocates.

Date: May 10-13

International Society for Autism Research
Marriott Marquis Hotel
San Francisco, CA

An annual scientific meeting, convened each spring, to exchange and disseminate new scientific progress among ASD scientists.

July

Date:July 12-15

49th Annual Autism Society National Conference

The Wisconsin Center
400 W. Wisconsin Avenue
Milwaukee, WI 53203

Will include session, keynote addresses and social events for individuals, families, educators, caregivers and service providers on concrete strategies that allow people to interact with one another and the world on their terms.

August

Date:August 24-25

U.S. Autism and Asperger Association
12th Annual World Conference
Location: TBA (To Be Announced)

Conference open to anyone interested in learning more about autism, Asperger’s and related disorders including parents/families, caregivers, adults with ASD, employers, educators, professionals, agencies, and self-advocated.

September

Date:September 7-9

Asia Pacific Autism Conference, 2017
International Convention Centre
14 Darling Dr,
Sydney NSW 2009,
Australia

3 Ways Technology Can Help Students With Autism

Posted on November 28, 2016 by specialneedsresourcetrainingblog

(Article Source: Ed Tech)

It is a statistic that most Americans would probably be stunned to find is so prevalent: One of out every 68 kids in the United States is on the autism spectrum, according to data from the Centers for Disease Control and Prevention. While it’s true that most children these days are considered “digital natives,” children with autism spectrum disorder (ASD) also find themselves most comfortable with a device in their hands.

In an article for the Indiana Resource Center for Autism, author Kristie Brown Lofland notes that children with ASD are visual learners, which means technology can be a valuable tool in the learning process.

“Technology just makes visual images more accessible to the individual with ASD. Computer graphics capture and maintain their attention,” Lofland writes. Click here to read the rest of the story.

The invisible girls on the Autism Spectrum — Everyday Autism

Posted on November 25, 2016 by specialneedsresourcetrainingblog

I recently helped a friend with her niece, who had just been diagnosed with Borderline Personality Disorder. My friend strongly felt that this diagnosis was wrong, and after reading more about my symptoms and experiences with ASD believed that her niece “Anne” (name changed) was actually Autistic. The symptoms were all there – social issues, […]

via The invisible girls on the Autism Spectrum — Everyday Autism

4 Things You Must to Make Standards-Based Instruction Meaningful

Posted on October 12, 2016 by specialneedsresourcetrainingblog

Standards-based instruction can be tough for students with significant disabilities. Here are 4 tips to help make it meaningful for our students.

I’ve been thinking a lot these past few weeks about standards-based instruction. I’ve been working on a presentation to help teachers teach based on the standards. Most (if not all) states require standards-based instruction be identified in the IEP. In addition, we evaluate our students based on the grade-level standards, even the students taking the alternate assessment. So, how do we keep what we teach relevant to the lives of most of our students? How do we make our teaching meaningful and functional for students who are not college bound. For those students who will need significant support after school, how do we help them use science and social studies information daily? Click here to read the rest of the story

A Board Game Designed to Help Autistic Adults Make Friends

Posted on October 10, 2016 by specialneedsresourcetrainingblog

Source: Innovation by Design

Almost everyone can relate to the feeling of social isolation—lunch time at a new school, a party with no familiar faces, the first day on the job. But it’s a particularly persistent problem for many young adults on the autism spectrum, who report feeling left out socially with few friendships or invitations to gatherings. While there are many resources for children with autism, there are few aimed at helping an older demographic make friends and find their way in a social world. Click here to read the rest of the story

Book Review: The Out-Of-Sync Child Grows Up

Posted on August 22, 2016 by specialneedsresourcetrainingblog

The Out-of-Sync Child Grows Up: Coping with Sensory Processing Disorder in the
Adolescent and Young Adult Years
By: Carol Kranowitz
Forward by: Lucy Jane Miller
Published by: Peguin Random House
Pages: 320
Format: Paperback, Kindle

This book is the long-awaited follow-up to the best seller, The Out-Of-Sync Child. Presenting information and advice for tweens, teens, and young adults living with Sensory Processing Disorder, and their parents. The purpose of the book is to offer coping strategies for SPD, help readers living with SPD share their stories and to increase public awareness about SPD.

The book is broken into 4 parts. Ms. Kranowitz begins the first chapter with background history o how she started gathering information on SPD. Chapter 2 describes typical and atypical development. Part 2 describes coping with daily activities and part 3 explains coping with relationships while part 4 provides insight into living an “In-Sync” life.

The book also provides personal stories from people with SPD. Their stories move the book from one of practical tips to truly understanding the experiences of a child with SPD. The format of the book will help people with SPD realize they are not alone and help both parents and professionals understand the needs of a teen and young adult with SPD.

10 Speech Therapy Blogs You Should Be Reading

Posted on August 16, 2016 by specialneedsresourcetrainingblog

Speech therapy is a key component in the life of a child with a disability. When it comes to speech therapy, there are so many blogs that provide an abundance of resources for other speech therapist, teachers and parents. Finding the right ones however can be a challenge.

The following blogs provide tons of information, resources and tips on speech language topics. Here are 10 speech therapy blogs worth checking out (in no particular order).

Beautiful Speech Life– Creates and develops therapy materials for fellow SLP’s and teachers. This website provides freebies, language materials and quick therapy tips.

Nicole Allison Speech Peeps– This website offers speech language resources on a variety of topics and an evidence-based intervention series.

PediaStaff– A resourceful blog providing informative news information and article blogs from speech language websites.

Simply Speech– A site with freebies and great blog ideas and activities

Speech 2 U- Provides resources, freebies and therapy topics on communication, social language, social language, organization, plus more!

Speechy Musing– Provides speech therapy resources on a variety of topics. Age range includes, birth to 3, elementary school and middle school on the subject of articulation, language and AAC; The site also includes a blog for fellow speech therapist.

Sublime Speech– Provides therapy to children with severe and profound disabilities. Website includes information on apps, articulation, language, materials and social skills

Teach Speech 365. Includes freebies, giveaways and therapy topics.

The Dabbling Speechie– A website for speech and language pathologist and parents offering a variety of resources on articulation, language and social skills.

The Speech Room News– Specializing in pediatric speech and language therapy, Jenna’s site provides resources for speech language pathologists and educators. The website includes free resources, and treatment topics on articulation, social language, preschool and more.

Asperger’s Syndrome Resources and Information

Posted on May 19, 2016 by specialneedsresourcetrainingblog

What is Asperger’s Syndrome?

According to NINDS, Asperger syndrome is a neurodevelopmental disorder that is characterized be an impairment in language and communication skills and repetitive behavior with typically an IQ of 70 and above.

Other Known Names

High Functioning Autism
Autism Spectrum Disorder
Aspies
Autistic
Neurodiverse

Comorbid Attributes

Characteristics

Difficulty in forming friendships
A preference for playing alone or with older children or adults
May be socially awkward
May not understand conventional social rules
Limited eye contact
May not understand the use of gestures or sarcasm
Obsessive preoccupation with objects
Normal physical growth and development
Need for sameness.

Statistics

1.5:1 to 16:1 per 1,000
Males more likely to have Asperger’s syndrome than females
Females with Autism Spectrum Disorder (high functioning may be underdiagnosed
All racial, ethnic and socioeconomic groups are impacted.

History

Leo Kanner, an Austrian-American psychiatrist in 1943 published a paper entitled, Autistic Disturbances of Affective Contact, which described 11 children who were highly intelligent but displayed an ‘obsessive insistence on persistent sameness.’ He later named the condition- “early infantile autism.”
Hans Asperger’s, a Viennese child psychologist published the first definition of Asperger’s syndrome in 1944. He noted in four boys, a pattern f behavior and abilities including a lack of empathy, little ability to form friendships and clumsy movement.

Online Community Support

Wrong Planet– A web community designed for individuals (and parents/professionals) with autism, Asperger’s syndrome, ADHD, PDD and other neurological differences. The website provides a discussion forum, articles, how-to-guides and therapy services.

Teaching Strategies – The following articles are for teachers and service providers on techniques and strategies when teaching or providing services to a child with Asperger’s Syndrome.

6 steps to success for Asperger’s syndrome

AS teaching strategies

Classroom tip for students with Asperger’s Syndrome

Teaching Asperger’s students: 32 tips for educators

Teaching strategies for Asperger students

Organizations

Asperger/Autism Network (AANE). Founded in 1996 by a small group of concerned parents and professionals. AANE works with individuals, families and professionals and provides information, education, community support and advocacy.

Asperger Syndrome and High Functioning Autism Association (AHA). AHA helps families and individuals become more informed self-advocates.

Selected Articles on Asperger’s Syndrome

A powerful identity, a vanishing diagnosis (New York Times)

Autism and Asperger’s not easily understood (Fort Madison Daily Democrat)

Autism can be an asset in the workplace, employers and workers find (NPR)

My lifelong struggle with Asperger’s (Policy.Mic)

Navigating life with Asperger’s (Voice of Muscatine)

Program created to help EMT’s with autistic patients (EMS1.com)

Unmasking Asperger’s syndrome (Business Standard)

What It’s like to live with autism as an adult (Good Housekeeping)

Articles For Parents of Children with Asperger’s Syndrome

8 tips for parents of kids with Asperger’s syndrome

Ask Dr. Sears: Coping with Asperger’s syndrome

Raising a child with Asperger’s syndrome

Understanding Asperger’s syndrome disorder- Parent Guide

40 Autism Teaching Resources You Should Know About

Posted on April 22, 2016 by specialneedsresourcetrainingblog

The latest estimate shows that 1 in 68 children (1 in 42 boys and 1 in 189 girls) as having autism spectrum disorder. This means that more than ever, special education teachers in order to be effective, will require additional resources and support. the following links showcase a number of blogs and information on working with children with autism.

Autism Teacher Blogs

Savvy teachers are creating and developing blogs on teaching children with autism. Many of the blogs give first -person accounts while others share classroom activities, lesson plans and classroom management.

Adventures in Flapping

Adventures in Special Education

Autism Classroom Resources

Breezy Special Ed

Special Ed Spot

Teach.Love.Autism

Teaching Special Thinkers

The Autism Adventures of Room 83

The Autism Teaching Blog

You Aut-A Know

Classroom Management

The following links discuss strategies on engaging learners and managing students in a classroom setting.

Autism and Classroom Management: Interventions that Work (Bright Hub Education)

Autism Classroom Management (Edutopia)

Classroom Management for ASD Students (Autism Investigation Project)

Classroom Management for Autistic Children

Classroom Management for Students with Autism (Amy Glade-Prezi.com)

Classroom Management in an Autism Classroom (Minds in Bloom)

Classroom Tips and Strategies

The following links are tips and strategies that are specific to teaching techniques and helpful information on setting up the classroom, data collection and scheduling.

10 Practical Tips for Classroom Aids of Autistic Children (colotraining.com)

17 Tips for Teaching High Functioning Students with Autism (gadoe.org)

22 Tips for Teaching Students with Autism Spectrum Disorder (Monster.com)

Inclusion Strategies for Students with Autism Spectrum Disorders (Learn NC)

Teaching Students in Inclusive Classrooms (Child-autism-Parent-Café)

Tips for Teaching Students with Autism (Scholastic)

Tips for Working with Children with Autism Spectrum Disorder (Project Independence)

Tips for Working with Autistic Children (Love to Know)

Teaching College Students with Autism Spectrum Disorder (Faculty Focus)

Teaching Tips for Children and Adults with Autism (Temple Grandin)

Social Skills Lessons

Articles, tips and lesson plan information on social skills development

5 Tips for Running a Social Skills Group Ages 7-11 (Super Power Speech)

How Are My Social Skills? Checklist. (PDF)

How I Use the Social Thinking Curriculum to Teach Flexible Thinking (The Autism Vault Blog)

How to Run a Social Skills Group (Speech and Language Kids)

Social Skills Activities for Kids with Autism (Love to Know)

Social Skills Training Groups (Autism Speaks, PowerPoint Presentation)

Tips for Teaching Social Skills When it does Not Come Easy (Lemon Lime Adventures)

Classroom set-up

12 Tips for Setting up an Autism Classroom (Principal Kendrick’s Blog)

Seven Steps for Setting up a Stellar Autism Classroom (The Autism Helper)

Life Skills

Developing Life Skills: How to Teach a Skill (TACA)

Life Skills for Children and Teens with Autism (North Shore Pediatric Therapy)

Social Life on the Spectrum (Autism after 16)

Teaching Important Life Skills (Autism Speaks)

Teacher Resource Sites

The following sites are great resources specifically for teachers working with children with autism. Many of the sites include free downloads and other resources including curriculums, lesson plans and data collection.

Autism Educators

A resource for teachers, therapist and parents including a free IEP goal bank, parent resources and an assortment of tools and resources on a variety of topics. Autism Educators, Inc. is currently offering a Teacher’s Wish List promotion.

Autism Teaching Tools

This site includes information for individuals with autism and other developmental disorders. Links include information on topics such as toys and games, curriculum management and child safety just to name a few.

Cindy’s Autistic Support

This site contains free resources on lesson plans on a variety of topics including data collection, seasonal, inclusion for teachers and life skills. A great site for parents, therapist and teachers.

Educate Autism

Downloadable printables on topics relating to body parts, colors, data recording, handwriting and emotions.

National Autism Resources

Provides therapeutic tools and resources for individuals on the autism spectrum.

Positively Autism

A resource website for parents, therapist and teachers. Resources include information on fine motor, structured task, social skills, and at home.

Practical Autism Resources

Provides more than 100 pages of free printable items.

The Autism Helper

An autism blog created by Sasha Long, a board certified behavior analysis and certified special education teacher.

Do you know of any links and resources not listed? if so, please send an email to: specialneedsresourceblog@gmail.com and we will add them to the list.

Happy Holidays!

Posted on December 27, 2015 by specialneedsresourcetrainingblog

Special Needs Resource Blog will take a break during the holidays and will return Monday, January 4, 2016 with new information, tools and resources to post including more downloadable free tools and templates Monday thru Thursday. I am excited and look forward to sharing more resources with you in the new year.

Thanks to all of you for following my blog this year. Wishing you and your families joy and peace all through the holidays and throughout the new year. May the spirit of the holidays be with you throughout the new year. 🙂 🙂

Common Acronyms used In Autism

Posted on December 21, 2015 by specialneedsresourcetrainingblog

The special needs and developmental disability field contains so many acronyms it is impossible to write them all. Many are formed at the State level from various educational programs while others are more medically defined. As the number of children diagnosed with autism increase, it appears the same holds true for new words and terminology. Below I have added a list of words more likely used in the autism community.

Click here for printed copy

AAC-Assistive Augmentative Communication

ABA- Applied Behavior Analysis

ADA-Americans with Disabilities Act of 1990

ADD-Attention Deficit Disorder

ADHD-Attention Deficit Hyperactive Disorder

ADOS-Autism Diagnostic Observation Schedule

APE-Adaptive Physical Education

AS- Asperger’s Syndrome

ASA- Autism Society of America

ASD- Autism Spectrum Disorder

ASHA- American Speech and Hearing Association

ASL-American Sign Language

ASPIE- A person with Asperger’s Syndrome

CARS- Childhood Autism Rating Scale

CDC-Center for Disease Control

COTA- Certified Occupational Therapist Assistant

DD- Developmental Disability

EEG-Electrocephalogram

EI-Early Intervention

ICF-Immediate Care Facility

ID-Intellectual Disability

IDEA-Individuals with Disabilities Act

IEP- Individualized Education Plan

IFSP- Individualized Family Service Plan

LFE- Least Restrictive Environment

M-CHAT- Modified Checklist for Autism in Toddlers

NOS- Not Otherwise Specified

NT-Nerurotypical

ODD-Oppositional Defiant Disorder

OSEP0 Office of Special Education Programs

OT- Occupational Therapy

OVR-Office of Vocational Rehabilitation

PECS- Picture Exchange Communication System

PDD-NOS- Pervasive Developmental Disorder

PICA-Ingestion of non-edible items

PT-Physical Therapy

SI-Sensory Intergration

SIB-Self-Injurious Disorder

SLP- Speech-Language Disorder

TEACCH-Treatment and Education of Autistic and Related Communication Handicapped Children

5 Resources to Support Parents of Children with Autism

Posted on December 15, 2015 by specialneedsresourcetrainingblog

I received these great resource articles for families with child with autism from Angela Tollerson, a blogger from familyhealthnet. Her site provides resources on family health and wellness. Please share these links with others who may benefit and don’t forget to stop by and visit Angela’s blog at: forfamilyhealth.net

Anxiety and Autism Spectrum Disorders
http://www.iidc.indiana.edu/pages/anxiety-and-autism-spectrum-disorders
The Moment I Got My Son with Autism’s Need for Routine
https://www.autismspeaks.org/blog/2014/09/16/moment-i-got-my-son-autisms-need-routine
The Well Travel Guide for Parents of Autism Spectrum Children
https://travelblog.expedia.ca/autism-travel-guide/
Nutrition for Children with Autism Spectrum Disorder
http://www.eatright.org/resource/health/diseases-and-conditions/autism/nutrition-for-your-child-with-autism-spectrum-disorder-asd
10 Fun Activities for Children with Autism
http://www.education.com/magazine/article/10-activities-children-autism/

Over 30 Online Resources on Rett Syndrome

Posted on October 29, 2015 by specialneedsresourcetrainingblog

So much has been written on the subject of Autism, but how much do you know about Rett Syndrome? This disorder fall under the autism spectrum disorder category due to similar traits and characteristics.

Rett Syndrome is a neuro-developmental rare disorder that affects primarily girls. Discovered by Andreas Rett who described the symptoms as wasting and slow growth. Rett Syndrome is rare and occurs in 1 out of 23,000 births. The disorder consists of four stages:

Stage 1: Generally begins between the ages of 6 and 18 months. Gross motor skills begin to slow down and stagnates

Stage 2: Between the age of 1 and 3 years, will regress and lose any skills that were previous acquired.

Stage 3: During this stage, apaxia becomes apparent. Seizures become common and gross motor skills deteriorate.

Stage 4. Loses all gross motor skills and generally uses a wheelchair.

Symptoms

Difficulty in coordination
Loss of communication skills
Dyspraxia
Severe motor disabilities
Abnormal hand movement
Breathing abnormalities
Cold hands and feet
Apraxia

Providing online disability awareness education and training resources

A diagnostic debate

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Assessing autism and other disorders

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The Impact of Sleep

Causes

Tips for Improving Sleep

Updated 4/7/21

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Stimming

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Why is it important?

The importance of getting the diagnosis

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What is Executive Functioning?

What Causes Executive Functioning Disorder?

Signs and Symptoms

Managing Executive Functions Issues

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Signs and Symptoms

Resources

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Download Here: invisible disability fact sheet

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Download Here: autism word search activity

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Common Signs of Tactile Difficulties

Strategies for Handling Tactile Defensiveness

References

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Signs for parents to look out for

Teaching Strategies

Reference

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