Published by: News Medical Life Sciences
Researchers from Children’s Hospital of Philadelphia (CHOP) have found that children on the autism spectrum who have impaired executive functioning skills, which help control thoughts, emotions, and actions, can face challenges at school that are different from the ones they face at home.
Additionally, as children experience adolescence, problems with executive functioning can worsen, suggesting the need for more intervention supports. This is the first study of its kind to examine how these skills are impacted specifically in a school setting. The findings were published in the journal Autism.
Executive functioning skills encompass a variety of key abilities like keeping information in mind, flexibly shifting focus or breaking from a routine, and ignoring irrelevant information. These skills are often impaired in children on the autism spectrum, and the extent of impairment can predict how they perform in school and their ability to carry out daily activities such as hygiene or keeping their room clean.
While caregivers have identified significant executive function challenges in the home setting, there are no large studies where school personnel rated executive function skills for children on the autism spectrum. Click here to read the rest of the story.
Published by: Telstra Exchange
Written by: Natalie Falzon
For disadvantaged communities, workplace doors may be frequently found to be more closed than open. The statistics tell us this is likely the case for those on the autism spectrum. Unemployment and underemployment rates for this cohort reveal an uncomfortable truth: there are barriers to autistic young people finding work.
Enter Autism CRC, a partner backed by Telstra Foundation’s Tech4Good Challenge program and driven to empower autistic people to use their strengths and realise their potential. Based on six years of foundational research, they arrived at the conclusion that self-determination is key to improving autistic young people’s employment prospects. So, Autism CRC set out to create a service to encourage and enable this cohort to make informed choices and take definitive action around their own career and education paths.
From the start, myWAY Employability has been designed for and with the autistic community. Initial research indicated that early engagement would be key to establishing a truly relevant service that could factor for a literal spectrum of user requirements. And so, myWAY Employability was developed via a collaboration between Autism CRC and Curtin University that involved more than 300 people (including young people aged 14–30), parents, allied health professionals, disability service providers and educators. A collaborative Human-Centred Design approach, built on learnings and skills imparted by the Tech4Good Challenge’s educational phases, helped the team to explore needs and preferences, identify potential solutions and develop the concept that became myWAY Employability. Click here to read the rest of the story.
A person diagnosed with Autism Spectrum Disorder, is more than likely to have several co-occurring disorders including seizures. Studies show that an severally autistic person tends to have a higher percentage of seizures.
Epilepsy is more common in autistic people than the general public.
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Published by: Autism Parenting Magazine
Being a parent is challenging in its own right, and parenting a child with autism spectrum disorder (ASD) brings its own unique challenges. All parents want what’s best for their children, and it takes time, effort, and money to develop the whole child.
However, navigating systems of support for families in the US can be complex, to say the least. From deciding which daycare is best for your child and then finding a school that suits his/her needs, to securing a job with a salary that pays enough to support a family and also provides adequate healthcare, it is a real struggle for many parents in the US to make ends meet. Click here to read the rest of the article.
Source: Living Autism
Written by: Geoff Evans
One definition of a foundation refers to it being an anchor and providing a solid surface upon which to build.
In a world of quick fixes and instant solutions when supporting individuals with autism we are all at risk of being drawn in to trying interventions and approaches that offer a quick fix or an easy solution without having to do all the hard work of laying the foundations that will help ensure success.
Over many years of working with children and adults with autism I have learnt that what often works is taking time to lay the foundations, that is to ensure we have both the values and best practice in place to support what we do. In this article I explore some of the basics that help provide a firm foundation upon which we can build successful interventions and approaches.
The person with autism has a right to be consulted with and involved in all aspects of living their lives including what approaches and interventions are used
Underpinning all we do should be a commitment to seeking the views and opinions of the person with autism irrespective of their abilities and how autism impacts upon them. Whilst we may take this for granted in the past we might have often put approaches and strategies in place without consulting and actively involving the person with autism and then wondered why they were not successful. I will cover this area in more detail in a future article; however, for now it is worth considering and asking yourself the following:
1. What support and methods can we put in place to enable the person with autism to be fully involved, make comments and make real choices regarding their lives and the support they receive? This can include the use of photographs, symbols, video clips or one of the many Apps that are now available for smart devices. Click here to read the rest of the story.