CONTENTS CHAPTER 1 INTRODUCTORY ORIENTATION, STATEMENT OF THE PROBLEM, AIM AND PLAN OF STUDY
|
|
- Bridget Hicks
- 5 years ago
- Views:
Transcription
1 CONTENTS CHAPTER 1 INTRODUCTORY ORIENTATION, STATEMENT OF THE PROBLEM, AIM AND PLAN OF STUDY 1.I INTRODUCTORY ORIENTATION The breakthrough of educating and teaching in intervening with the autistic child The concept autism and the name autistic child Criteria for identifying autism in children and the recognition of autism in practice b) Criteria for identifying autism as compiled by Kanner c) The fourteen diagnostic criteria of Clancy d) Some observations about the different criteria for diagnosing autism e) Identifying autism in practice The causes of autism Prognosis 1.2 STATEMENT OF THE PROBLEM Preliminary statement of the problem More precise statement of the problem a) A description of the psychic life of the autistic child-ineducation as a task for psychopedagogics 1 General 2 Psychopedgogics as part-perspective (i) The concept part-perspective (ii) Psychopedagogics: its name and area of study b) Actualization of the psychic life 1 Learning and becoming as ways the psychic life of a child-in-education manifests itself 2 Essences in the childlike psychic life by which his learning and becoming are realized within the pedagogical situation 3 An interrogation of the realization of the psychic life of the autistic child-in-education with special reference to learning and becoming as modes of manifestation c) An orthopedagogical perspective 1 General 2 Orthopedagogics and orthopedagogy 3 The right for a psycho- (ortho-) pedagogical perspective to exist with particular reference to the autistic child-in-education d) A pedagogical accompaniment perspective on the present problematic 1.3 AIM OF STUDY 1.4 PLAN OF STUDY CHAPTER 2 THE AUTISTIC CHILD S ACTUALIZATION OF LEARNING i
2 2.1 INTRODUCTION 2.2 THE MEANINGFUL CONNECTION BETWEEN LEARNING AND BECOMING 2.3 WHAT IS LEARNING? 2.4 THE ACTUALIZATION OF LEARNING BY THE AUTISTIC CHILD-IN-EDUCATION Introduction Accompanying modes of learning b) Sensing c) Attending Gnostic-cognitive modes of learning a) Observing/beholding b) Perceiving c) Imagining and fantasizing d) Thinking e) Remembering f) Actualizing intelligence 2.5 SYNTHESIS CHAPTER 3 THE BECOMING OF THE AUTISTIC CHILD-IN-EDUCATION 3.1 WHAT IS BECOMING? Introductory orientation A fundamental pedagogical perspective on childlike becoming 3.2 CHILDLIKE BECOMING AS ACTUALIZATION OF THE PSYCHIC LIFE WITH PARTICULAR REFERENCE TO THE AUTISTIC CHILD-IN-EDUCATION General Essences of the psychic life of the child, as essences of becoming, with particular reference to the autistic child-ineducation a) Experiencing as an essence of becoming 2 Essences of experiencing 3 Some particularized essences of experiencing in psychopedagogical perspective a) Intending b) Orienting c) Knowing d) Anticipating 4 The significance of experiencing for childlike becoming 5 Some demands that adequate experiencing places on the child 6 The relationship between experiencing and lived experiencing 7 Experiencing by the autistic child b) Willing as an essence of becoming 2 The structure of volitional life a) The moment of striving ii
3 b) The moment of choosing c) The moment of deciding 3 Some particularized essences of the phenomenon of childlike willing 4 Willing as a way of actualizing childlike learning and becoming 5 Actualizing willing by the autistic child c) Lived experiencing as an essence of becoming 2 Some essences of lived experiencing 3 Lived experiencing as a way of actualizing childlike learning and becoming 4 Lived experiencing by the autistic child d) Knowing as an essence of becoming 2 Some essences of knowing 3 Particularized essences of knowing 4 Knowing as a way of actualizing childlike learning and becoming 6 Knowing by the autistic child e) Behaving as an essence of becoming 2 Some essences of behaving a) Reflexive behaving b) Voluntary behaving c) Habitual behaving d) Expressive behaving 3 Behaving as a way of actualizing childlike learning and becoming 4 Behaving by the autistic child f) Conclusions Ways of actualizing the childlike psychic life, as becoming, with particular reference to the autistic child-in-education b) Exploring as childlike becoming c) Emancipating as childlike becoming d) Distancing as childlike becoming e) Differentiating as childlike becoming f) Objectifying as childlike becoming g) Conclusions 3.3 THE BECOMING OF THE AUTISTIC CHILD: SYNTHESIS CHAPTER 4 EDUCTING AND TEACHING AS ACCOMPANYING THE AUTISTIC CHILD TO SELF-ACTUALIZING HIS PSYCHIC LIFE POTENTIALITIES 4.1 INTRODUCTION 4.2 SELF-ACTUALIZING THE POTENTIALITIES OF THE PSYCHIC LIFE The concept self-actualizing described more closely How does self-actualizing occur? 4.3 ACCOMPANYING TO SELF-ACTUALIZATION OF THE iii
4 PSYCHIC LIFE AS THE ACTUALIZATION OF BECOMING 4.4 ACCOMPANYING THE AUTISTIC CHILD-IN-EDUCATION TO SELF-ACTUALIZE HIS PSYCHIC LIFE Introductory orientation Affectively accompanying the autistic child to self-actualization b) The problematic of affectively accompanying the autistic child to selfactualization in the primary educative situation (i.e., the home) c) The particularized task of affectively accompanying the autistic child to affective self-actualization in the secondary educative situation (i.e., the school) Cognitively accompanying the autistic child to cognitive selfactualization Normatively accompanying the autistic child to normative self-actualization Synthesis 4.5 EDUCATING AND TEACHING THE AUTISTIC CHILD AS A SPECIALIZED SHOOL S TASK Introductory orientation The educative and teaching task of a school for autistic children b) Awakening the autistic child s learning-readiness, -directedness and activities in a teaching situation c) Awakening the autistic child s facial-, vocal- (voice) and visual-directedness as well as his attending d) Means for meeting the autistic child s need for a means of communicating e) Providing specialized help in speech instruction and speech therapy to the autistic child f) Means for promoting the autistic child s gross and fine motor movements g) Means for promoting the autistic child s agility, rhythmic Bodily control and play activities h) Means to make the autistic child aware of his own body and body schema, and to allow him to acquire knowledge of his own body and its uses i) Means for promoting independence in the autistic child j) Means for promoting the autistic child s association with others and self-assertion in community contexts The activities of the School for Autistic Children located in Mowbray, Cape Town: An exemplary overview Synthesis CHAPTER 5 SUMMARY, FINDINGS AND RECOMMENDATIONS 5.1 SUMMARY Introductory orientation, statement of the problem, aim and plan of study (a) The breakthrough of educating and teaching in intervening with autistic children iv
5 (b) The concept autism and the name autistic child (c) The causes of autism (d) Prognosis (e) Statement of the problem (i) Preliminary statement of the problem (ii) A more precise statement of the problem (f) Aim of the study The autistic child s actualization of learning ( (b) Learning and the autistic child The becoming (adult) of an autistic child-in-education ( (b) Essences of the psychic life of the child-in-education as essences of becoming (i) Experiencing as an essence of becoming (ii) Willing as an essence of becoming (iii) Lived experiencing as an essence of becoming (iv) Knowing as an essence of becoming (v) Behaving as an essence of becoming (c) Modes of actualizing the childlike psychic life, as becoming, within an educative situation with special reference to an autistic child (i) Exploring as childlike becoming (ii) Emancipating as childlike becoming (iii) Distancing as childlike becoming (iv) Differentiating as childlike becoming (v) Objectifying as childlike becoming Educating and teaching as accompanying an autistic child to self-actualize his psychic life potentialities ( (b) Accompanying an autistic child to self-actualize his psychic life (i) Affective accompaniment (ii) Cognitive accompaniment (iii) Normative accompaniment (c) Educating and teaching an autistic child as the task of a specialized school (i) General (ii) Some orthodidactic tasks (d) Synthesis 5.2 FINDINGS The identification of autism and the course of an autistic child s becoming The course of learning of an autistic child Educating and teaching Teacher preparation 5.3 RECOMMENDATIONS The identification of autism and the course of becoming of the autistic child Recommendations regarding the autistic child s learning Recommendations regarding educating and teaching autistic children Recommendations for preparing teachers for autistic children v
6 5.4 PERSPECTIVE SUMMARY BIBLIOGRAPHY APPENDIX vi
CHAPTER 4 EDUCATING AND TEACHING AS ACCOMPANYING THE AUTISTIC CHILD TO SELF-ACTUALIZING HIS PSYCHIC LIFE POTENTIALITIES
CHAPTER 4 EDUCATING AND TEACHING AS ACCOMPANYING THE AUTISTIC CHILD TO SELF-ACTUALIZING HIS PSYCHIC LIFE POTENTIALITIES 4.1 INTRODUCTION A human being will direct his life according to aims and in doing
More informationTRANSLATOR'S INTRODUCTION
TRANSLATOR'S INTRODUCTION Even though this book was originally published more than 25 years ago and, in my opinion, should be completely re-written to incorporate developments in psychopedagogic thought
More informationTHE EXPERTISE AND SKILLFULLNESS ORTHOPEDAGOGUE. P. A. van Niekerk University of Pretoria
THE EXPERTISE AND SKILLFULLNESS ORTHOPEDAGOGUE OF THE P. A. van Niekerk University of Pretoria 1. Introduction Orthopedagogic practice is attuned to assisting a child who manifests problems in personal
More informationA FUNDAMENTAL-PEDAGOGICAL VIEW OF EDUCATIVE LEARNING AND ITS MODES. W. A. Landman
A FUNDAMENTAL-PEDAGOGICAL VIEW OF EDUCATIVE LEARNING AND ITS MODES W. A. Landman 2.1 A Fundamental-Pedagogical view of educative LEARNING LEARNING is a reality that necessarily belongs to being human,
More informationAn overview of the verbatim argument in Husserl s Fifth Cartesian Meditation
An overview of the verbatim argument in Husserl s Fifth Cartesian Meditation There is a good degree of redundancy of explanation in the condensed overview below. A clearer statement of the logically necessary
More informationShristi Special Academy
Shristi Special Academy Evaluation/Tracking over 2009-10 and 2010-11 Updates from 2011 Budget for 2011-12 Presented at Asha SV and Asha Austin, Jun/Jul 2011 Invisible handicap = Invisible people Mentally
More informationAutism. Childhood Autism and Schizophrenia. Autism, Part 1 Diagnostic Criteria (DSM-IV-TR) Behavioral Characteristics of Autism
Autism Childhood Autism and Dr. K. A. Korb University of Jos Autism comes from the Latin within oneself Autism: Severe developmental disorder characterized by abnormalities in: Social functioning Language
More informationAutism Spectrum Disorder (ASD)
Autism Spectrum Disorder (ASD) What is Autism Spectrum Disorder (ASD)? (*Please note that the diagnostic criteria for ASD according to the DSM-V changed as of May, 2013. Autism Spectrum Disorder now is
More informationPervasive Developmental Disorder Not Otherwise Specified (PDD- NOS)
Pervasive Developmental Disorder Not Otherwise Specified (PDD- NOS) What is Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)? (*Please note that the criteria according to the DSM-V changed
More informationUnderstanding Autism. Julie Smith, MA, BCBA. November 12, 2015
Understanding Autism Julie Smith, MA, BCBA November 12, 2015 2 Overview What is Autism New DSM-5; changes to diagnosis Potential causes Communication strategies Managing difficult behaviors Effective programming
More informationC O N T E N T S ... v vi. Job Tasks 38 Job Satisfaction 39. Group Development 6. Leisure Activities 41. Values 44. Instructions 9.
C O N T E N T S LIST OF TABLES LIST OF FIGURES v vi INTRODUCTION TO THE FIRO-B INSTRUMENT 1 Overview of Uses 1 THEORY OF INTERPERSONAL NEEDS 3 The Interpersonal Needs 3 Expressed and Wanted Needs 4 The
More informationCHAPTER V * LEARNING AND PERSONAL ACTUALIZATION
CHAPTER V * LEARNING AND PERSONAL ACTUALIZATION 1. INTRODUCTION In the four previous chapters, it is shown how psychopedagogics proceeds from its point of departure in the reality of educating and establishes
More informationWHAT IS AUTISM? Chapter One
WHAT IS AUTISM? Chapter One Autism is a life-long developmental disability that prevents people from understanding what they see, hear, and otherwise sense. This results in severe problems with social
More informationIonut Corlaci a. 3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012) Study on the Implications of Attention in Gymnastics
Available online at www.sciencedirect.com Procedia - Social and Behavioral Scien ce s 84 ( 201 ) 1691 1696 rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012) Study on the Implications
More informationComputer Technology in the Development of Emotional Intelligence of Children with Intellectual Disabilities
Review of European Studies; Vol. 7, No. 1; 2015 ISSN 1918-7173 E-ISSN 1918-7181 Published by Canadian Center of Science and Education Computer Technology in the Development of Emotional Intelligence of
More informationThe Autism Diagnostic Observation Schedule Toddler Module
The Autism Diagnostic Observation Schedule Toddler Module A new module of a standardized diagnostic measure for Autism spectrum disorders in toddlers Romina Moavero About the ADOS The Autism Diagnostic
More informationTEACHING AND LEARNING PROGRAMS FOR AUTISTIC CHILDREN
AP/?CA c~kfl/ld 1~ f~a(t!.. ~ fja.l-mc/>/(j A/1A"d. - y~,: W~t-q I r- r:j~/pi,j:v/~... Cf. k,hf-.;l{/p~ I TEACHING AND LEARNING PROGRAMS FOR AUTISTIC CHILDREN Association of Psychological and Educational
More informationBeyond Skill Acquisition;
Beyond Skill Acquisition; Developing Social and Dynamic Thinking Abilities Presented by Kimberly Isaac-Emery MS What Autism is Bio-psycho-social, chronic disorder A neural collaboration problem Complex
More informationObservation and Assessment. Narratives
Observation and Assessment Session #4 Thursday March 02 rd, 2017 Narratives To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices,
More informationMediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy
Formation of the Motivational-valuable Relation to the Physical Culture in Students in the Social-cultural Environment of the Higher Educational Establishment Doi:10.5901/mjss.2015.v6n1s2p109 Abstract
More informationPsychologist Dr. Jakob Freil
Focus in Action - Special Pedagogy with Light Training Stimulation and pedagogical training of peoples with educational needs - autism, ADHD, and cognitive disorders By Psychologist Dr. Jakob Freil Focus
More informationScoil Mhuire Pre-School for Children with ASD: A Social Developmental Approach
Scoil Mhuire Pre-School for Children with ASD: A Social Developmental Approach Mary Mc Kenna, 2009 Scoil Mhuire Outreach Pre-School for Children with Autism offers an autism~ specific learning environment
More informationSaville Consulting Wave Professional Styles Handbook
Saville Consulting Wave Professional Styles Handbook PART 4: TECHNICAL Chapter 19: Reliability This manual has been generated electronically. Saville Consulting do not guarantee that it has not been changed
More informationWhat do people with autism generally experience difficulty with?
What is Autism? What is autism? Autism is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world
More informationImproving Managerial Effectiveness With Versatility
CONCEPTS GUIDE TRACOM Sneak Peek Excerpts from Improving Managerial Effectiveness With Versatility Concepts Guide TABLE OF CONTENTS PAGE Introduction...1 As a Manager, Why Is It Important to Learn About
More informationDECISION no /23 January 2006 For minimum quality standards for school-based prevention programs approval
DECISION no. 1.862.064 /23 January 2006 For minimum quality standards for school-based prevention programs approval EMITENT: Ministry of Interior and Administrative Reform National Anti-drug Agency PUBLISHED
More informationPaediatric Clinical Assessment for a possible Autism Spectrum Disorder
Dr Rosie Richardson Plymouth Hospitals NHS Trust May November 2013 Paediatric Clinical Assessment for a possible Autism Spectrum Disorder Clearly there is a lot of variation in how we approach diagnosis
More informationTeaching Communication to Individuals with Autism. Laura Ferguson, M.Ed., BCBA
Teaching Communication to Individuals with Autism Laura Ferguson, M.Ed., BCBA Participant Outcomes Overview of Communication strategies Ideas on ways to teach communication Qualitative impairment in COMMUNICATION,
More information5. Diagnostic Criteria
5. Diagnostic Criteria The questions that are going to be answered in this chapter are: What are the diagnostic criteria of ASD? Are the diagnostic criteria laid down in the DSM-IV-TR or ICD-10 manuals
More informationWhat are the common features of Asperger s Syndrome?
Aspergers Syndrome What is Asperger s Syndrome? **Please note that the diagnostic criteria according to the DSM-V changed as of May, 2013. Autism Spectrum Disorder now is a single category that encompasses
More informationAutism. Laura Schreibman HDP1 11/29/07 MAIN DIAGNOSTIC FEATURES OF AUTISTIC DISORDER. Deficits in social attachment and behavior
Autism Laura Schreibman HDP1 11/29/07 MAIN DIAGNOSTIC FEATURES OF AUTISTIC DISORDER Deficits in social attachment and behavior Deficits in verbal and nonverbal communication Presence of perseverative,
More informationA is for Asperger s (Autism Spectrum Disorder) Understanding and Helping the Student (previously diagnosed) Asperger s Disorder
A is for Asperger s (Autism Spectrum Disorder) Understanding and Helping the Student (previously diagnosed) Asperger s Disorder AGENDA Basic Information-Characteristics Thought Processes Sensory Issues
More information38. HUMAN RIGHTS AND GENDER STUDIES (Code No. 075)
38. HUMAN RIGHTS AND GENDER STUDIES (Code No. 075) Rationale Today economic integration and advancement in communications have brought all parts of the world closer together, human rights are increasingly
More informationInternational School of Turin
International School of Turin Adapted from the IB PSE scope and sequence Personal, Social and Physical Education Scope and Sequence Identity An understanding of our own beliefs, values, attitudes, experiences
More informationChapter 6: Attribution Processes
Chapter 6: Attribution Processes 1. Which of the following is an example of an attributional process in social cognition? a. The act of planning the actions to take given a social situation b. The act
More informationTHE EXPERIENCE OF LETTING GO: A PHENOMENOLOGICAL STUDY
THE EXPERIENCE OF LETTING GO: A PHENOMENOLOGICAL STUDY by DEONESEA FOURTOUNAS Submitted in partial fulfilment of the requirements for the degree PHILOSPHIAE DOCTOR (Psychotherapy) in the FACULTY OF HUMANITIES
More informationDSM-IV Criteria. (1) qualitative impairment in social interaction, as manifested by at least two of the following:
DSM-IV Criteria Autistic Disorder A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3): (1) qualitative impairment in social interaction,
More informationTerry Ryan MS,BCBA District Behavior Specialist, Autism Pinellas County Schools ESE/Low Prevalence
Terry Ryan MS,BCBA District Behavior Specialist, Autism Pinellas County Schools ESE/Low Prevalence T reatment and E ducation of A autistic and related C ommunication handicapped CH ildren Developed by
More informationWV Policy 2419: Regulations for the Education of Students with Exceptionalities and Autism
WV Policy 2419: Regulations for the Education of Students with Exceptionalities and Autism Frances Clark, Ed.D. Lanai Jennings, Ph.D. OSP JoDonna Burdoff Autism Outreach Coordinator WV Autism Training
More informationM.I.N.D. Mental Illness New Directions Nova Southeastern University
1 M.I.N.D. Mental Illness New Directions Nova Southeastern University Faculty Advisor: William I. Dorfman 2 SECTION 1. Statement of Need ARTICLE 1. INTRODUCTION Students, the psychologists of the future,
More informationINTERACTIONAL CHALLENGES TO THE CONSISTENT ENACTMENT OF THERAPY FOR LANGUAGE IMPAIRMENTS IN APHASIA
INTERACTIONAL CHALLENGES TO THE CONSISTENT ENACTMENT OF THERAPY FOR LANGUAGE IMPAIRMENTS IN APHASIA INTRODUCTION Task or information-processing demands (e.g. Wallach and Miller 1988) are the challenges
More informationOverview. Behavior. Chapter 24. Behavioral Emergencies 9/11/2012. Copyright 2013 by Jones & Bartlett Learning, LLC, an Ascend Learning Company
Chapter 24 Behavioral Emergencies Slide 1 Behavior Behavior Changes Psychological Crises Suicidal Gestures Overview Assessment and Emergency Care Scene Size-Up Communication and Emergency Medical Care
More informationTeaching Communication Across the Day. Laura Ferguson, M.Ed., BCBA
Teaching Communication Across the Day Laura Ferguson, M.Ed., BCBA Participant Outcomes Overview of Communication strategies Ideas on ways to teach communication Qualitative impairment in COMMUNICATION,
More informationCoaching, a scientific method
Coaching, a scientific method ROSELYNE KATTAR I. What is coaching? II. What is The Scientific Method in coaching? What are the phases of this process? III. How does a coach help his client? This article
More informationTitle Content Summary Audience
Title Content Summary Audience Teach Your Child How To Think by Edward de Bono Sound Practice By Lyn Layton & Karen Deeny More than Words By Fern Sussman Clear, easy to read chapters on the different thinking
More informationNew Mexico TEAM Professional Development Module: Deaf-blindness
[Slide 1] Welcome Welcome to the New Mexico TEAM technical assistance module on making eligibility determinations under the category of deaf-blindness. This module will review the guidance of the NM TEAM
More informationTHE CONCEPTUAL FRAMEWORK OF THE EMOTIONAL COMPETENCES OF THE TEACHER A COMPREHENSIVE APPROACH
Available online at www.sserr.ro Social Sciences and Education Research Review (5) 2 62-70 (2018) ISSN 2392-9683 THE CONCEPTUAL FRAMEWORK OF THE EMOTIONAL COMPETENCES OF THE TEACHER A COMPREHENSIVE APPROACH
More informationSELF ESTEEM: Understanding a Complex Phenomenon
Ready-Ed Publications Code: RED3003 SELF ESTEEM: Understanding a Complex Phenomenon A manual for mentors. Written by Lou Thompson. Illustrated by Malcolm McGill. Ready-Ed Publications - 2001 Published
More informationLevel II Gifted Evaluation Teacher Rating Scale
Level II Gifted Evaluation Teacher Rating Scale Student's Name: Homeroom Teacher: Date of Birth: School: Grade: Dear Teacher: This rating scale is being used as one of a number of measures in the evaluation
More informationVOLLEYBALL. Greg Brittenham. No adjective describes volleyball better than POWER, the relationship between strength and speed.
P ERFORMANCE VOLLEYBALL CONDITIONING A NEWSLETTER DEDICATED TO IMPROVING VOLLEYBALL PLAYERS www.performancecondition.com/volleyball Special Report: Volleyball Players' Guide to SAFE Plyometrics Greg Brittenham
More informationGeneral Psych Thinking & Feeling
General Psych Thinking & Feeling Piaget s Theory Challenged Infants have more than reactive sensing Have some form of discrimination (reasoning) 1-month-old babies given a pacifier; never see it Babies
More informationAbstract. Scholarly Research Journal's is licensed Based on a work at , 2013 SJIF SRJIS2014
A STUDY ON SOCIAL INTELLIGENCE AMONG ARTS AND SCIENCE COLLEGE STUDENTS P.Suresh Prabu, Principal I/C, K.S.R College of Education, Tiruchengode-637215, Namakkal (Dt), Tamilnadu. Abstract The purpose of
More informationEMOTION. Joy, Sorrow, Anger, Fear, Love, Hate, Happiness
EMOTION Joy, Sorrow, Anger, Fear, Love, Hate, Happiness Defining Characteristics Most psychologists see emotion as psychological and physiological reactions to changes in our relationship with the world.
More informationSergeant at Arms. Club Officer Training
Sergeant at Arms Club Officer Training Session Objectives Identify your role within the club Fulfill your responsibilities within the club and club executive committee Find resources that help you fulfill
More informationTeaching the Language of Emotions
Teaching the Language of Emotions ASHA Convention November 20, 2010 Philadelphia, PA Catherine Horton, MS, CCC-SLP Lori Frost, MS, CCC-SLP Jo-Anne Matteo, MS, CCC-SLP Jill Waegenaere, MA, CCC-SLP www.pecs.com
More informationAsperger Syndrome: Social Dyslexia
Asperger Syndrome: Social Dyslexia Author: Richard Howlin Added: 07/12/2003 Type: Paper-Other Asperger Syndrome: Social Dyslexia Introduction Like many developmental disorders, the understanding and treatment
More informationFrom Diagnostic and Statistical Manual of Mental Disorders: DSM IV
From Diagnostic and Statistical Manual of Mental Disorders: DSM IV (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C) (A) qualitative impairment
More informationSELECTED SERVICE OPTIONS FOR AUTISM SPECTRUM DISORDER
SELECTED SERVICE OPTIONS FOR AUTISM SPECTRUM DISORDER Note: This document is intended to be used as supplementary information with the training curriculum entitled Special Education Law: Children with
More information= add definition here. Definition Slide
= add definition here Definition Slide Definition Slides Developmental Psychology = a branch of psychology that studies physical, cognitive, and social change throughout the life span. Zygote = the fertilized
More informationContents. copyrighted material by PRO-ED, Inc.
Introduction xi Chapter 1. Introduction to Autism 1 What Is Autism? 1 Characteristics 3 Communication and Language Deficits 3 Cognitive Deficits 4 Social Deficits 6 Sensory Processing Deficits 7 Stereotypic
More informationMany people are confused about what Social Security benefits might be available to them. Here are answers to frequently asked questions.
Many people are confused about what Social Security benefits might be available to them. Here are answers to frequently asked questions. What is the difference between SSI and SSDI? SSDI or Social Security
More informationPUPILS WITH AUTISM UNIT 14 THE SOCIAL-EMOTIONAL CURRICULUM: SOCIAL ASSISTANCE FOR THE PUPIL ON THE AUTISM SPECTRUM
PUPILS WITH AUTISM UNIT 14 THE SOCIAL-EMOTIONAL CURRICULUM: SOCIAL ASSISTANCE FOR THE PUPIL ON THE AUTISM SPECTRUM ONLINE RESOURCES The content and tasks throughout these PDFs are supported by online resources
More informationChapter 3. Perception and Memory. Factors That Affect Teacher s Guidance
Chapter 3 A Key to Guiding children Effectively All rights reserved. Part 1 Perception and Memory 3-2 Factors That Affect Teacher s Guidance Perception-process of organizing information obtained through
More informationChapter 7: Cognitive Aspects of Personality. Copyright Allyn & Bacon (2009)
Chapter 7: Cognitive Aspects of Personality Roots in Gestalt Psychology Human beings seek meaning in their environments We organize the sensations we receive into meaningful perceptions Complex stimuli
More informationEvaluating you relationships
Evaluating you relationships What relationships are important to you? What are you doing today to care for them? Have you told those concerned how you feel? Most of us regularly inspect the health of our
More informationINFORMATION PAPER: INTRODUCING THE NEW DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER
INFORMATION PAPER: INTRODUCING THE NEW DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER What is the DSM-5? The Diagnostic and Statistical Manual of Mental Disorders (the DSM) is developed by the
More informationReflective Learning Tool for Practicum USC School of Social Work Department of Field Education MINDFULNESS PRACTICE
Reflective Learning Tool for Practicum USC School of Social Work Department of Field Education The Reflective Learning Tool makes explicit the interior world of both the social work student and client
More informationMatrix of NI by Outcome and Age (years)
Brief Introduction Naturalistic intervention (NI) is a collection of practices designed to encourage specific target behaviors based on learners interests. It occurs within the typical settings, activities,
More informationStatistical Methods and Reasoning for the Clinical Sciences
Statistical Methods and Reasoning for the Clinical Sciences Evidence-Based Practice Eiki B. Satake, PhD Contents Preface Introduction to Evidence-Based Statistics: Philosophical Foundation and Preliminaries
More informationRockport Elementary. Presents. Autism Speaks
Rockport Elementary Presents Autism Speaks Principal Scot French Special Needs Teachers Alison Brewer Angie Fortwendel Developmental Preschool Teacher Janet Schipp Therapists Dubois, Spencer, Perry Exceptional
More informationFACILITATED COMMUNICATION: MODERN DAY VENTRILOQUISM?
FACILITATED COMMUNICATION: MODERN DAY VENTRILOQUISM? It s appeal, its dangers, and what we can do about it Katelyn Tillotson, RBT Overview 3 Parts What exactly is FC? Validity and Dangers of FC Role of
More informationNonverbal Communication6
Nonverbal 6 CHAPTER TOPICS Characteristics of Nonverbal Influences on Nonverbal Types of Nonverbal Revised by Ron Compton Looking Out/Looking In Fourteenth Edition Characteristics of Nonverbal Nonverbal
More informationCommunication Styles
Welcome to Communication Styles PNCWA Workshop April 15, 2009 + - + 1 2 3 4 5 Developed by Training & Organizational Development 2009 HDR, Inc Workshop Goal: To strengthen your interpersonal communication
More informationEFFECTIVENESS OF THE IPAD WITH THE PROLOQUO2GO APPLICATION FOR CHILDREN WITH AUTISM. Presented by, Melissa L. King, M.S.
EFFECTIVENESS OF THE IPAD WITH THE PROLOQUO2GO APPLICATION FOR CHILDREN WITH AUTISM Presented by, Melissa L. King, M.S. PURPOSE Determine the efficacy of using the ipad with the Proloquo2Go application,
More informationDevelopmental Disabilities: Diagnosis and Treatment. Sara Sanders, Psy.D. 03/05/15
Developmental Disabilities: Diagnosis and Treatment Sara Sanders, Psy.D. 03/05/15 1 Developmental Disability A severe and chronic disability that is attributable to a mental or physical impairment that
More informationFACT SHEET - KINDERGARTEN
Fragile X Second edition 2013 Fragile X is the single most common inherited cause of intellectual impairment. There appears to be some discrepancy in the frequency of Fragile X as large scale population
More informationInvestigating elementary school administrators and teachers perceptions on children with autism
Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences (010) 910 91 WCES-010 Investigating elementary school administrators and teachers perceptions on children with autism Nuray
More informationAUTISM PARENT HANDBOOK. Answers to common questions. Artwork: Hey Diddle Diddle, by Eytan Nisinzweig, an artist with autism.
AUTISM PARENT HANDBOOK Answers to common questions Artwork: Hey Diddle Diddle, by Eytan Nisinzweig, an artist with autism. 2nd Edition Dear Parents: We are very pleased to publish the 2nd edition of the
More informationsupport support support STAND BY ENCOURAGE AFFIRM STRENGTHEN PROMOTE JOIN IN SOLIDARITY Phase 3 ASSIST of the SASA! Community Mobilization Approach
support support support Phase 3 of the SASA! Community Mobilization Approach STAND BY STRENGTHEN ENCOURAGE PROMOTE ASSIST AFFIRM JOIN IN SOLIDARITY support_ts.indd 1 11/6/08 6:55:34 PM support Phase 3
More informationConcept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired
Concept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired Renee Ellis, M.Ed. VI Educational Consultant - Infants/Early Childhood Texas School for the Blind & Visually
More information(experience in educating deaf and hard-of-hearing students) Rector of the Academy Of Management TISBI, Academician Pruss N.M.
(experience in educating deaf and hard-of-hearing students) Rector of the Academy Of Management TISBI, Academician Pruss N.M. 1 PHASES PARTNERS 1997 2001 2001 2004 Secondary professional education of deaf
More informationThe Therapeutic relationship. Tom O Brien
The Therapeutic relationship Tom O Brien The role of the herbalist is to help facilitate people to heal themselves. While it is true that we are not psychotherapists the therapeutic relationship and communication
More informationThe Evolution of Somatic Education Techniques
The Evolution of Somatic Education Techniques 2006 Lawrence Gold November 10, 2006 11:48 AM expanded July 3, 2012 Thomas Hanna traced his lineage of somatic education back through two primary teachers:
More informationPOST ACUTE WITHDRAWAL GET YOUR GAME ON
POST ACUTE WITHDRAWAL GET YOUR GAME ON Managing Post Acute Withdrawal Syndrome Therapeutic Value of 12 Step Recovery Principles to Decrease Anxiety Related to External and Internal Stressors Through Cognitive
More informationEFFECTIVENESS OF EXTRA GROSS MOTOR EXERCISE ON TIME- ON-TASK BEHAVIOR OF STUDENT S WITH SPECIAL NEEDS MICHELLE EASTERDAY.
Time-on-task behaviors 1 RUNNING HEAD: Time-on-task behaviors EFFECTIVENESS OF EXTRA GROSS MOTOR EXERCISE ON TIME- ON-TASK BEHAVIOR OF STUDENT S WITH SPECIAL NEEDS By MICHELLE EASTERDAY Submitted to Educational
More informationDurkheim. Durkheim s fundamental task in Rules of the Sociological Method is to lay out
Michelle Lynn Tey Meadow Jane Jones Deirdre O Sullivan Durkheim Durkheim s fundamental task in Rules of the Sociological Method is to lay out the basic disciplinary structure of sociology. He begins by
More informationCAREERS IN KINESIOLOGY
CAREERS IN KINESIOLOGY ASSESSMENT CATEGORIES Application Communication Knowledge and Understanding Thinking Activities in this chapter: 1 Career Opportunities 14 Review Your Key Terms Matching the Job
More informationEffective Intentions: The Power of Conscious Will
Book Review Effective Intentions: The Power of Conscious Will Alfred R. Mele Oxford University Press, Oxford, 2009 Marco Fenici* fenici@unisi.it Mele s book is a concise analysis of much research in neurophysiology
More informationNeurobehavioral disorder Spectrum disorder Prevalence Causes Treatment
Neurobehavioral disorder Spectrum disorder Prevalence Causes Treatment Persistent deficits in social communication and social interaction across multiple contexts Restrictive, repetitive patterns of behavior,
More informationTeaching Students with Special Needs in Inclusive Settings: Exceptional Learners Chapter 9: Autism Spectrum Disorders
Teaching Students with Special Needs in Inclusive Settings: Exceptional Learners Chapter 9: Autism Spectrum Disorders Background Autistic is a broad term coined in the twentieth century by Bleuler that
More informationBELL WORK. List three words that you think describe the "helping process. Be ready to share
BELL WORK List three words that you think describe the "helping process. Be ready to share CLASSROOM NORMS Be prepared Turn off cell phones or put them on vibrate Be respectful Clean up after yourself
More informationCultural and linguistic barriers in medical health care
Cultural and linguistic barriers in medical health care Ludwien Meeuwesen Utrecht University Conference Reggio Emilia, March 13, 2008 Aim: Overview of communication research in primary health care in the
More informationBUILDING SELF ESTEEM
BUILDING SELF ESTEEM January 2010 Page 1 Page 2 January 2010 BUILDING SELF ESTEEM An athlete s personality can be defined as the sum total of those attributes that make the individual unique. Self-image
More informationChildren With Tourette Syndrome: A Parents' Guide PDF
Children With Tourette Syndrome: A Parents' Guide PDF When first published, this guide for parents of children and teens with Tourette syndrome (TS) was the only book to offer up-to-date information and
More informationPsycho Socio Variations in Male and Female Student Teachers with Internal and External Behavioural Control
Psycho Socio Variations in Male and Female Student Teachers with Internal and External Behavioural Control Dr. P.S.BALAJI, Principal, B.K.R. College of Education, Thiruthani ABSTRACT: The present study
More informationExperimental Design: Asperger Syndrome and Learning. Jeffrey Beard, Lisa Helma and David Parrish EP582. Dr. Trena Paulus.
1 Running head: EXPERIMENTAL DESIGN Experimental Design: Asperger Syndrome and Learning Jeffrey Beard, Lisa Helma and David Parrish EP582 Dr. Trena Paulus August 4, 2008 2 Experimental Design: Asperger
More informationINTRODUCTION TO RELATIONSHIP DEVELOPMENT INTERVENTION (RDI )
INTRODUCTION TO RELATIONSHIP DEVELOPMENT INTERVENTION (RDI ) Presented by: Brenda Hardin B.A. firstladyserita@bellsouth.net And Tori Carraway M.A., CCC-SLP toricarraway@charter.net Characteristics of a
More informationWhy Movement Experiences at U6 Impact a Soccer Career
Why Movement Experiences at U6 Impact a Soccer Career Readiness for Soccer Readiness for sports is the match between a child s level of growth, maturity and development, and the task demands presented
More informationBarOn Emotional Quotient Inventory. Resource Report. John Morris. Name: ID: Admin. Date: December 15, 2010 (Online) 17 Minutes 22 Seconds
BarOn Emotional Quotient Inventory By Reuven Bar-On, Ph.D. Resource Report Name: ID: Admin. Date: Duration: John Morris December 15, 2010 (Online) 17 Minutes 22 Seconds Copyright 2002 Multi-Health Systems
More information"Few are my friends Tried and true But one by one I lose my few"
SOCIALISATION Social Interaction "Few are my friends Tried and true But one by one I lose my few" Impaired social awareness ar~d skills are perhaps the most distinguishing features of students with Autism
More information