The Autism Toolbox : An Autism Resource for Scottish Schools

The Autism Toolbox will draw upon a range of practice experience, literature and research to offer guidance for authorities and schools providing for children and young people with Autism Spectrum Disorders (ASD)

A phenomenological study: the social world of five adolescents who have Asperger's syndrome

This phenomenological study investigated the social experiences and perceptions of friendship among teenagers diagnosed with Asperger's syndrome. Data were collected through the use of semi-structured interviews from five secondary school students in Australia. Data analysis resulted in the identification of a number of recurring themes used to illustrate the words of the young people in the study. These themes and words inform the reader by providing real experience of the characteristics of people who have Asperger's Syndrome that are emerging in the growing research: (1) description of social experiences - both difficult and satisfactory (2) description of hostile encounters with peers (3) need for following rules and (4) 'masquerading'. Masquerading is a term used to describe the facade, which some individuals with Asperger's syndrome adopt in order to mask their social differences. This type of study enables professionals to enter the worlds of adolescents who have Asperger's syndrome, by describing and analyzing the social phenomena found there. Although professionals have the goal of assisting young people with Asperger's syndrome to participate in ,socially accepted ways', there is also an obligation to recognise and value different persons' social perspectives. The findings of this study could inform a more subtle approach to social skill programmes for adolescents with Asperger's syndrom

Diversity for design: a framework for involving neurodiverse children in the technology design process

The neurodiversity movement seeks to positively reframe certain neurological conditions, such as autism spectrum disorders (ASD) and dyslexia, by concentrating on their strengths. In recent years, neurodiverse children have increasingly been involved in the technology design process, but the design approaches adopted have focused mostly on overcoming difficulties of working with these children, leaving their strengths untapped. We present a new participatory design (PD) framework, Diversity for Design (D4D), which provides guidance for technology designers working with neurodiverse children in establishing PD methods that capitalize on children’s strengths and also support potential difficulties. We present two case studies of use of the D4D framework, involving children with ASD and dyslexia, showing how it informed the development and refinement of PD methods tailored to these populations. In addition, we show how to apply the D4D framework to other neurodiverse populations

Identifying and Supporting Twice-Exceptional Students with Autism Spectrum Disorder (ASD)

Twice-exceptional students are being over looked because the identification process is one sided and/or eliminates dual diagnoses. Twice-exceptional refers to students who are both gifted and have a disability (Segen’s Medical Dictionary, 2011). The method in which this research was completed included reading scholarly journals, textbooks, and educational websites. Although some children with autism are also gifted, never the less, the gifted talents of these children are often overlooked and not supported, because the disability masks their abilities, testing criteria, and behavior. The results identified that, because the students’ disability camouflaged their areas of giftedness is being over looked. By educating teachers on how to properly test and teach students who are twice-exceptional, educators can facilitate the proper instructional methods. Twice-exceptional students have many variations including autism. It is important to address both areas so that the students are being challenged and taught using both ends of the spectrum

Institute Brief: Supporting Individuals with Autism Spectrum Disorders: Quality Employment Practices

It has been known for decades that individuals with autism spectrum disorders (ASD), including those with significant impairment or who have behaviors that others find challenging, can work when they are given appropriate supports. It is also clear that individuals with ASD can benefit from employment. Benefits include improved emotional state, greater financial gain, decreased anxiety, greater self-esteem, and greater independence. Nonetheless, employment outcomes for individuals with ASD have traditionally been poor. Even those who do find work are often underemployed or do not hold onto jobs for a long period of time

Asperger Syndrome: Literature Review

This paper provides information centered on the general categories of academic and social functioning of individuals with AS. Prior to this review, a summary of important contributors in this field is deemed appropriate

Best Practices for Transitioning Adolescents with Autism Spectrum Disorder into Adulthood.

As the numbers of individuals who are diagnosed with Autism Spectrum Disorder grow, education has focused on how to help them learn in classroom settings with peers. But what happens to them when they graduate from high school? How do they translate the skills they learned in school to everyday adult life? To answer this question it is important to examine how children with Autism Spectrum Disorder learn throughout their lives, from early childhood, adolescents, and into adulthood. With this information there are numerous strategies that can be utilized in early adolescences to create an effective transition program that enables individuals with Autism Spectrum Disorder to learn successful adult lives after they graduate from high school

School Experiences Of Middle School Adolescents With Autism Spectrum Disorder

This phenomenological study examined the school experiences of adolescents with high functioning Autism Spectrum Disorder (ASD) in sixth through eighth grade. Two research questions guided this study: what were the participants’ day to day experiences and what were their perceptions of those experiences? The results of the study yielded three conclusions. First, school can be a confusing and unpredictable source of stress. This stress can be ameliorated through increased predictability in the classroom and through adaptations to materials based on individualized needs and preferences. Specific classroom based strategies were identified and discussed, with clear shared preferences emergent. Participants indicated preferences for specific traits in teachers. Second, friendships were desirable, but symptomology associated with ASD makes it difficult to establish and maintain them. Participants needed peers to remain quiet in the classroom so they could focus and pay attention. The issue of bullying emerged as a shared concern, likely related to difficulties in accurately reading peers’ social cues. Third, individuals with ASD are capable of regulating emotions if they are taught how to identify early signs of dysregulation and are supported in using self-calming strategies. Great variability was demonstrated in the level of insight in identifying dysregulation and in using adaptive calming strategies across participants

Successful transition planning for individuals diagnosed with ASD: A comparison of sending and receiving school districts

Research has shown that the successful transition plans can provide students who are diagnosed with Autism Spectrum Disorder (ASD) with increased employment opportunities, independent living options, and most importantly a positive quality of life. Individuals diagnosed with ASD have a variety of symptoms and characteristics that range from moderate to severe. Teachers and parents must work together to provide the child or adult with an education that encompasses their strengths and areas improvement, to allow for independence and future success. The purpose of this study was to examine the importance of the components in the transition process as well as strategies that promote each component for a successful transition for students who are diagnosed with ASD

Early Identification and Screening of Infants and Toddlers with Autism and Related Disorders

Early Identification and Screening of Infants and Toddlers with Autism and Related Disorders Parents and childcare providers are in a unique position to increase early identification and screening of infants and toddlers. Caregivers and early childhood educators are usually the first to observe developmental differences in children. Because early intervention can have dramatic impacts on later outcomes, it is imperative to increase the awareness of early red flags and the ability to identify developmental concerns in infants and toddlers before they reach preschool age. Research in the field of Autism and related disorders recommends that early intervention is key to changing the developmental trajectory of children with autism and developmental delays. As professionals working with infants and toddlers, our goal is for all children to have positive supports in order to increase their developmental potential. Because caregivers and early childcare providers are on the front line in regards to daily interactions with infants and toddlers, it is vital to empower them with tools to identify, screen, and implement positive supports for children who might be at risk for developmental deficits and autism. This would include understanding infant/toddler developmental milestones, identifying early signs of developmental delays including Autism Spectrum Disorders, learning about basic developmental screeners, and coaching on parent/caregiver-implemented positive supports. We will also discuss current initiatives that Marcus Autism Center has in place to increase positive supports and evidence-based early intervention strategies in the home and childcare setting