Articles About Autism
Temperament in Children with Developmental Disabilities
Temperament refers to a child’s behavioral style, or tendency to act in a certain way in a specific situation. Researchers define dimensions of temperament in many different ways, but most writers discuss emotionality (i.e., how intense is the child’s emotional reaction), adaptability (i.e., how well does the child adjust his/her behavior to changes in the […]
Read MoreAutism Spectrum Disorders – Lecture for Physician Assistants
Autism Spectrum Disorders A Lecture for Physician Assistants (August 2013)Presented by: Susan Hepburn, Ph.D., Assoc. Professor, Depts. Of Psychiatry & Pediatrics/JFK PartnersUniversity of Colorado School of Medicine. e-mail: Susan.hepburn@ucdenver.edu Objectives: To provide future health care professionals with a succinct overview of autism spectrum disorders (ASD), including signs & symptoms at different ages and basic facts […]
Read MoreWhy Identify Autism in Schools?
Eligibility for specialized education services is provided for all students based on need – not eligibility category. Schools may not limit access to specific services or programs to be provided only to individuals with a specific eligibility determination – children who need the services have equal access, regardless of the educational eligibility category that the […]
Read MoreBehaviors Associated with Autism Spectrum Disorder (ADS) in School Situations
Definition of Autism Eligibility in IDEA According to the National Dissemination Center for Children with Disabilities (http://nichcy.org/disability/categories): “The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. …Note, in order to fully meet the definition (and […]
Read MoreTraining Activity: What Educators May Say About Student with Autism
Explore What Educators Say when describing a student who is later identified as eligible for special education services under the ASD category. Identify the terms used in the IDEA definition that reflect the descriptions provided. IDEA DEFINITION…. “Autism” means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before […]
Read MoreDeciding if autism is the most appropriate eligibility category
Ask yourself: Given all that you’ve learned about this student, which of the following skill areas seem to impact the student most significantly? Social Awareness – Student is often “in his own world”; may attend to objects more than people; may not “pick up” or seem to be affected by other people’s nonverbal cues (e.g., […]
Read MoreInformation Gathering: What to Include When Assessing Student
Parent report of: Current concerns about student’s learning(i.e., “What are your biggest concerns for J at this time?) Perception of student’s strengths and challenges( i.e., “Describe for me what he’s really good at – what he loves – and what can be more difficult for him.) Developmental history, including: Any delays in walking/talking/toileting) Any loss […]
Read MoreFamily Resources and Further Reading
How To Share Information about Disability with Families: Practical Guidance for Practitioners Shea, V. (1984). Explaining mental retardation and autism to parents. In E. Schopler & G.B. Mesibov (Eds.), The effects of autism on the family (pp. 265-288). New York: Plenum Press. Shea, V. (1993). Interpreting results to parents of preschool children. In Schopler, M. […]
Read MoreFeedback Games
SITUATION: Reggie, a 5th grader, is new to the district. The school team is concerned that he is not keeping up with 5th grade work. The school team initiated this meeting with Reggie’s parents. The goal of the meeting is to share information about concerns and obtain consent for assessment. PLAYERS: 4 MOM DAD GEN. […]
Read MoreUsing Detail When Writing About Impact of ASD Symptoms
Examples of BROAD STATEMENTS OF IMPACT “ have the potential to significantly impact this student’s educational, social and vocational opportunities.” For example: “Communication challenges have the potential to significantly impact this student’s educational, social and vocational opportunities.” WITH MORE DETAILS: “Without some supports and interventions focused on this student will likely experience … (choose one […]
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