Aspergers syndrome

Aspergers Syndrome has recently become a popular topic in the mental health fields. More and more school aged children are being formally diagnosed with the disorder. Yet, many professionals do not truly understand the nature of Aspergers syndrome beyond being a form of autism. In this paper Aspergers Syndrome is defined and compared with Autism and the causes and possible treatments are discussed, particularly from biological and sociocultural points of view

European Services for People with Autism Inspection of FEFC-funded provision in non-sector establishments for students with learning difficulties and/or disabilities (Report from the Inspectorate, 1999-00)

Independent Establishment 02/2000 Inspection of FEFC-Funded provision in non-sector establishments for students with learning difficulties and/or disabilities. European Services for People with Autism Limited, Ashbrooke, Sunderland, Tyne & Wear. Inspected November 1999

The impact of using location-based services with a behaviour-disordered child

In this paper we explore technologies that help parents locate their children. Parents regularly use mobile phones to stay in touch with their children, but recent developments in location-based tracking allow parents to assess the location of their child directly. Such location-based services offer new assurances, but also bring new privacy challenges. In order to explore these, we conducted a case study focussing on the way in which a family has used location-based technologies to keep track of a child with Aspergers Syndrome and Attention Deficit Hyperactivity Disorder. This novel research shows that Location-Based Services, although usually applied to lone-worker situations, can be effectively applied to other user groups. The parents of the child were interviewed at length, and the interview was analysed using qualitative methods. The findings are discussed and considered against a current predictive model of LBS use

Children and Adolescents with Asperger Syndrome

The report summarizes the literature to date, which have focused on clarifying the diagnostic characteristics and describing anecdotal interventions of Asperger Syndrome. The suggested interventions include "structured and focused" supportive psychotherapy (Barnhill, 2001; Lord & Volkmar, 2002) to address life stressors that go along with the diagnosis and Applied Behavioral Analysis (Ozonoff, Dawson, & McPartland, 2002). The field of special education has generated a variety of suggestions for community and school-based interventions that have not been empirically evaluated. These descriptive interventions, however, may be useful in the provision of community-based mental health services to children and adolescents with Asperger Syndrome. The authors encourage collaboration across all community entities that the child or adolescent with Asperger Syndrome may encounter. Additional resources for this population may be realized through increased collaboration with the Community Developmental Disability Organizations, Schools, and Independent Living Centers (as the youth transition to adulthood). References: 1. Barnhill, G. (2001). What's new in AS research: A synthesis of research conducted by the Asperger Syndrome project. Intervention in School and Clinic, 36(5), 300-306. 2. Ozonoff, S., Dawson, G., & McPartland, J. (2002). A parent's guide to Asperger Syndrome and High-Functioning Autism. New York: The Guilford Press. 3. Lord, C. & Volkmar F. (2002). Genetics of Childhood Disorders: XLII. Autism Part 1: Diagnosis and Assessment in Autistic Spectrum Disorders. Journal of the America Academy of Child and Adolescent Psychiatry. 41(9) 1134-1136.c. 2001 State of Kansas Department of Social and Rehabilitation Service

Learning Environments for Children with Autism - End of Year Report, July 07

The aim of the Learning Environments research project is to develop an environment which provides optimal support towards meeting the needs of children with profound autistic spectrum disorder in order to assist them in engaging as effective learners. The project began in October 2006, and is intended to run for 3 years. To date, the small amount of research surrounding the idea of providing optimum environments for those with profound autistic spectrum disorder (ASD) has focused on living environments (Whitehurst, 2006; Beaver, 2003 and 2006; Humphreys, 2005; Plimley, 2004), rather than learning environments. An initial review of this literature has indicated that there are three main avenues to focus on when developing optimal learning environments for children with profound ASD. These are the physical environment, the pedagogy and related resources utilised to teach lessons and structure classroom activities, and the teaching staff

Pervasive Developmental Disorder, Electric Training Modules

The South Central Crisis Center is a State Operated Services mental health facility in Mankato, Minnesota. The center is designed to offer people suffering an acute mental health episode, such as suicidal thoughts, or who need a medication adjustment or other psychiatric services, up to a few days in a safe, secure environment. The center accepts referrals from law enforcement, county or health care professionals in these participating counties: Blue Earth, Brown, Faribault, Freeborn, Le Sueur, Martin, Nicollet, Rice, Sibley and Watonwan. Recently, the program has been serving a larger amount of clients who have a diagnosis of Asperger’s Disorder or high functioning Autism along with other comorbid mental health diagnoses. These clients pose a new challenge to the program as their behavior and learning styles differ from those of other clients the program serves. In order to better serve their clients, the staff at South Central Crisis Center requested training materials on behavioral traits and learning styles of clients who are diagnosed with Asperger’s Syndrome and other Pervasive Developmental Disorders. To meet the needs of the clients at the South Central Crisis Center, a literature review was conducted, looking at various studies of behavioral traits and learning styles of adults with Asperger’s Disorder and high functioning Autism. From this literature review an electronic training module was developed. This module consisted of a power point presentation and a learning manual