In the practice of traditional psychology, a therapist has to consider the following:
Readiness – the clients’ receptiveness and manage the expectations of the client and their family.A therapist determines developmental, age appropriate treatment, and constantly modifies techniques, shifting focus, and reframing in pursuit of a better understanding of behavior. Therapists carefully consider any diagnosis (Dx) held by the client to achieve an understanding of the brain function, and maintain a rational approach. The Article in Scientific American; “The Teen Brain” illustrates just how the brain changes as it ‘grows’ from child-hood through adolescence and on to adulthood, and as individuals, helpers and therapists we can understand how varied stages of development influence our decision making. The ‘growth’, more accurately depicted as concentration in areas of activity, result in what Jay N. Giedd, a psychiatrist and investigator in the Child Psychology Branch of the National Institute of Mental Health, describes as ‘synaptic pruning’. Pruning is the process where the developing brain eliminates unnecessary connections between neurons, and in return producing a more efficient conduction of nerve impulses. The less effective connections are terminated and more controlling impulses are strengthened, creating the visual appearance of multiple firings of neurons in more concentrated areas. These areas shift as the child brain progresses though adolescence, and becomes adult.
Celia Oliver, PhD, PsyD, shared with the class that she specializes in anxiety, and described what she calls “Celia’s biases”
· “It’s all in the brain.
· What’s working – find the catalyst function in the brain.
· The de-pathology of the disorder.
· All disorders are Neurological.
· Counseling is cool!”
Celia described abnormalities of the limbic system, the Amygdala and the Hippocampus and their role in the individual with ASD connected with socioemotional perception and memory impairments.
Other abnormalities such as Cereballar-frontal system effect impairments in automatic and voluntary special attention abilities, and frontal-striatal pathways cause defective sensory gating resulting in difficulties inhibiting repetitive thoughts, speech and actions.
Picture showing three-dimensional representations of Amygdala and Hippocampus.
The Mirror Neuron System.
Although it is vital to understand all these differences in the function of the brain before building a successful treatment plan or intervention, the advances in medical research and technology in the past few years has given us more knowledge of how our brain works that has been known for centuries. This is an exciting time in the world of neuroscience, and the discovery of the mirror neurons system (MNS) in the Motor cortex in 1996 may hold the key to unlocking Autism. A research group of neuroscientists Giacomo Rizzolatti, Leonard Fogassi and Vittorio Gallese that also included Luciano Fadiga worked together at the University of Parma, Italy. They were probing the brain of a macaque monkey when they discovered a curious cluster of cells in the premotor cortex, an area of the brain responsible for planning movements. The cluster of cells fired when not only the monkey performed an action, but also when the monkey saw the same action performed by someone else. The cells responded the same way whether the monkey reached out to grasp an object, or merely watched as another monkey or a human did. Because the cells reflected the actions that the monkey observed in others, the neuroscientists named them “mirror neurons.” Later experiments confirmed the existence of mirror neurons in humans and revealed that in addition to mirroring actions, the cells reflected sensations and emotions.
The ASD mirror neuron system.
Numerous brain imagining and neuro recording studies indicate a variety of neurological and anatomical (Hadjik-hani, Joseph et al 2006) differences between the brains of those diagnosed with Autism Spectrum Disorder (ASD) or with Asperger’s Syndrome (AS) and Neurotypical (NT) brains. Functional evidence for the presence of MNS in humans comes from several studies using transcranial magnetic stimulation (TMS), electroencephalography (EEG), megnetoencephalography (MEG), and functional magnetic resonance imaging (fMRI) methodologies.
Studies of individuals with ASD have shown malfunctioning MNS in the Inferior Frontal Gyrus (part of the pre-motor cortex) that explains inaccuracy in assessing the intension of others, and may help cognitive scientists understand how theory of mind (ToM) often missing in those with ASD, is developed. Both the imitation and the attribution of mental states involve translating from another person’s perspective into one’s own. In addition, imitation requires a shared representation of perceived and executed action, and there is evidence suggesting that the MNS together with the superior parietal lobule serve this function (Iacoboni and others 1999; Williams and others 2001; Decety and others 2002; Heiser and others 2003; Koski and others 2003; Leslie and others 2004; Buxbaum and others 2005). Several studies have found imitative deficits in autism (Williams and others 2004), including deficits in imitating simple body movements and actions with symbolic meaning (Rogers and Pennington 1991) and in imitating facial expressions of emotion (Hertzig and others 1989; Loveland and others 1994). These deficits are present early in development (Rogers and others 2003). Together, these findings suggest that the basis for imitative and empathic deficits in autism could arise from a dysfunction in the MNS. (Hadjikhani, Joseph et al 2006)
The Mu wave component.
The Scientific American article “ Broken mirrors” describing findings of a studies of the MNS in people with Au-tism, researchers relied upon observation that the firing of neurons in the pre-motor cortex suppresses the Mu wave – a component of the EEG measurement. Mu waves, also known the comb or wicket rhythm, are electromagnetic oscillations in the frequency range of 8-13 Hz and appear in bursts of at 9 - 11 Hz. Mu wave patterns arise from synchronous and coherent electrical activity of large groups of neurons in the human brain. This wave activity appears to be associated with the motor cortex (central scalp), and is diminished with movement or an intent to move, or when others are observed performing actions.
In the Ramachandran Oberman study, ASD brain the Mu waves were not suppressed when the MNS in the pre-motor cortex fired when the subject observed an action. These findings support others that suggest the MNS of children with Autism are deficient.
Discussion -: Mu waves and the perception of reality.
If the Mu wave if not suppressed, could they communicate ‘actual’ rather than ‘observed’ pre motor and motor movements? The individual with ASD may confuse what they see happening to others with what is happening to themselves. If this dysfunction also occurs in other areas of the brain, then it is possibly a reason why children with Autism will avoid using their imagination, and struggle to engage in pretend play. As sleep pattern disruption is common in individuals with ASD, dysfunctional MNS could be associated with fear of dreaming or reluctance to disengage, or relax, or “switch off” in readiness for sleep. When behavioral evidence of the lack of ToM is identified we can also observe the individual with ASD assumes that others around them automatically know what they are thinking, and struggle to grasp that someone else may have a different perspective from that of their own.
Considering all these differences between individual brain functions, it is important when working with children on the spectrum, that we manage our speech (tone, intensity/ volume and pace) facial expression and whole body language communication. The therapist has to find ways to uncover the challenges without further reinforcement of the triggers of behaviors. These individuals when given a structure of understanding can learn to identify for example; what is real, and what is not. What is a threat, and what may be a gesture of friendship. If the MSN fa-cilitate empathy allowing NT individuals to feel the emotions of others, to identify and understand their feelings and motives and see things from their perspective, then the intervention methods we chose differ greatly when working with those who have deficits in these areas. Research shows that in individuals on the spectrum co mor-bidity is common and many studies have found elevated rates of mood disorders and anxiety in children with ASD and AS such as general anxiety, separation anxiety, worrying, hypochodriasis, non-situational anxiety or panic. Some individuals with ASD describe these co existing symptoms and others surmise that the lack of understand-ing of their own thoughts leaves them depressed and confused. Temple Grandin describes ToM as a visualizing strength, but others such as Simon Baron-Cohen suggest the inability to put oneself in someone else’s position leads to misunderstandings causing depression and low self-esteem. Appreciating that Children with ASD need to be taught ToM skills naturally found in people with typically developing brains at a very early age is vital. Developing strategies to effectively teach and treat these individuals is a challenge indeed, and an integral piece of our studies at Antioch NE. When one considers the developmental stages of the brain, research supports that both, the earlier, the better, in that early intervention is most effective, but also the theory that the ‘window for change’ in brain function remains open throughout life is supported by numerous cases of brain injury victims being rehabilitate successful.
Cognitive Behavioral Therapy Adapted for ASD treatment.
While exactly how the brain generates empathy remains a subject of intense debate in cognitive science, Cognitive Behavioral Therapy (CBT) treatment programs when successfully modified to fit the needs of individuals on the spectrum have become a powerful tool for intervention. Tony Atwood supports the use of social stories in the final stages of a six week CBT program that he and his college Kate Sofronoff have devised to support individuals and their parents toward a better outcome. Research on the efficacy of CBT is ongoing and seems at first glance to be a concrete model of support for ongoing improvement, especially if parents are included and receive the train-ing to help their child to be come self-supporting.
Celia illustrated the connections between the elements of Cognitive-Behavioral Psychotherapy-:
· Environmental Context.
· Thoughts.
· Feelings.
· Behaviors/Actions.
· Individual Physiology.
The balloon analogy allows us to understand that just as our thoughts, feelings and actions are connected to our individual brain functions, as therapists counselors, helpers and parents our actions in support of an individual with ASD are also connected, and that our opinions, reactions and physiology are viewed within our own percep-tion. Maintaining a subjective and professional approach is a challenge when someone or something tugs at one of our strings. However, with continued adjustments, evaluations, and review, we may continue to rehabilitate the functions of the brain on the surface affecting the overt behaviors without ever fully knowing what the actual functions are. Clinically base analysis, functional assessment, and whole family counseling are just a few of the approaches that studies report as effective, and the continued advances in our use and understanding of technol-ogy, combined with a more accepting society bode well for the future of all with these differences.
Medical Intervention.
A vast area of investigation touched upon during the class is medication, its specific purpose and the overall outcome. I hope to understand more about the overall use of medication for individuals with ASD, and the affects of prescription drug use on brain development, and consider the possibility of specific medical intervention to sup-port development of mirror neurons and other specific brain functions.
Reference:
Nouchine Hadjikhani, Robert M. Joseph, Josh Snyder and Helen Tager-Flusberg Anatomical Differences in the Mirror Neuron System and Social Cognition Network in Autism Cerebral Cortex (2006) 16:1276—1282. doi:10.1093/cercor/bhj069 Advance Access publication November 23, 2005
Kate Sofronoff, Tony Attwood, and Sharon Hinton. (2005) A randomized Controlled trial of a CBT intervention for anxiety in children with Asperser Syndrome. Journal of Child Psychology and Psychiatry 46:11 page 1152-1160.
Kate Sofronoff, Tony Attwood, Sharon Hinton and Irina Levin. (2006) A Randomized Controlled Trial of a Cog-nitive Behavioral Intervention for Anger Management in Children Diagnosed with Asperser Syndrome. Original Paper Springer Science+ business Media LLC 2006
Saturday, January 27, 2007
Thursday, January 11, 2007
ethics in education
There are adequate guidelines and processes in place to guide the professionals through the Special Education Process under The Individuals with Disabilities Education Improvement Act, 2004 (IDEIA) Part B, from first identification from age 3, through providing services, and completing reevaluations and transition at age 21. The building of an effective and ethical Individual Education Plan (IEP) team or Special Education Team is vital to the education of the individual student that the IEP team represents. While the Regular Education and Special Education organizations in the state of New Hampshire are ethical in their interpretation, often implementing standards that exceed those governed by Law, there is often reluctance for individuals with limited understanding of educational organizations, or the special education (sped) system, to approach or examine the process. This may be especially true when the student is joining a new school, or it is the first time that parents and professionals in educations have worked together. The lack of cohesion challenges the team building process and isolates parents from the educational professionals even before first contact is initiated.
Poor implementation or practical interpretation of procedural safeguards can also threaten the well being of the team, and may result in miss understanding, wasted resources, or the advance down a path of due process and litigation.
The cost of disputes whether emotional or fiscal are far too high, often leaving the family and school members exhausted, with detrimental affects on the student’s educational welfare.
However, there have been many law changing outcomes from the sheer perseverance of parents and professionals who act to prevent their rights being undermined, and have the determination and to pursue their case through to settlement.
Therefore, there is a sense of balance needed from all members of the IEP team to ensure the student benefit from their experience, professional conduct and commitment to best practice.
The New Hampshire Department of Education (NH DOE) promotes parent involvement in education of their child as vital to continued improvement of a student, and steps taken to change law through legislation rather than litigation are good.
A saying springs to mind “Never line suits pockets”
With the aim to initiate, improve and further advance the strength of relationships between schools, providers and parents alike, I have set about developing a simple guide that the IEP team members can review, and hopefully agree upon during their first meetings. This should establish expectations, and build trust and respect between all team members. For the parent it should also alleviate some of the concerns and answer some of the questions that arise during the first meeting. The teachers should use a guide such as this to promote parent involvement and underline their professional commitment to the student. Where appropriate the student can also use this guide to gain a better understanding of the sped process. The guide also illustrates the dedication of the team members surrounding the student.
The IEP team members’ code of ethics is based on a code of ethics for professional educators promoted by the Council for Exceptional Children. (CEC). I also referred to New York State’s code of practice for teachers, as I was unable to find one from the NH DOE. The ED.gov site was also a useful source for information relating the IEP process and special education law, but my searches did not yield a code of practice or ethics.
A thought struck me as I researched this subject; it seems that the immense restrictions on spending, and high stake consequences of due process have left little room for ethics.
An Ethical person is someone who does the right thing,
even when no one is watching.
An Ethical team is a group of people, who still do the right thing,
even when everyone is watching.
The brochure was written and designed to be easy to read, eye-catching and focuses the reader’s attention on the student, being at the center. The text featured in the brochure is written below. There are 12 items listed in this code. I found that adding straightforward statements such as point # 11. “The IEP team members view the student in a positive way” greatly increased the readability, and could be easily interpreted.
I propose that such a document is freely available and distributed though local, regional and statewide educational organizations. Representatives for Early Supports and Services (ESS) may chose to include such a guide in the “transition at 3 years” packet, and they may develop something similar for the Individual Family Support Plan (IFSP) to assist parents and professional in providing the best possible services for those families with exceptional children aged 0-3 years.
To support the code, I attempted to identify the individuals required to form the IEP team, using text and graphics shown on the reverse side of the brochure. In the interest of better understanding, I have forsaken the finer details of the law to achieve the lowest reading grade level. (7.7) Considering that much of what is discussed and required during the special education process are identified by law, and that the use of correct legal terminology is important, it is difficult to produce complete information in a simple, short and easy to digest form.
Therefore, I have quoted the Parent Information Center contact information along with a disclaimer statement.
As this entire document is intended to available prior to establishing the IEP team, I added “A quick guide for IEP meetings” to better prepare the non-professional for the first meeting.
The “3 P” principals are worthy at any stage in the sped process and for any meeting, yet sadly they are frequently overlooked by professionals and therefore I chose to include them as part of this ‘ethically minded’ guide.
Code of Ethics for IEP Team Members.
The following Code of Ethics is for parents, educators, specialists and advocates working with exceptional students. The work done by the IEP team also known as The Special Education Team should meet and surpass this code. Members of the IEP team should act with the ideals and values of this code in mind.
1. IEP team members are committed to building the best education and quality of life for exceptional students.
2. IEP team members promote and maintain a high level of knowledge in their area of expertise, or interest.
3. IEP team members choose activities to benefit exceptional students and their families.
4. IEP team members are objective and work together to make skilled judgments.
5. IEP team members work to expand their knowledge and skills re the education of exceptional students.
6. IEP team members work to high standards in their profession or area of interest.
7. IEP team members seek to uphold and where needed, improve the special education laws and regulations.
8. IEP team members respect and help one another, and act in ethical ways.
9. IEP team members take pride in their team and always think about the student’s best interests.
10. IEP team members know who to ask or where to go for advice or help.
11. IEP team members view the student in a positive way.
12. IEP team members know when to ask for an advocate to be allocated.
I would like to allow you refer to the brochure of actual layout.Unfortunately I cannot post it at this time
A Quick Guide for IEP meetings.
Everyone should aim to get the most from the time that you meet so be……...
Prepared—take steps to outline issues you wish to be discussed. Notify all team members ahead of time if you want to add items to the agenda.
Prompt—always be on time, and try to arrive at least 5 minutes before the start time. Call the school administrative staff if you are to be unavoidably delayed.
Present—take detailed notes or bring a recorder (with prior notification), ask questions and summarize following each decision to make sure your attention is maintained and understanding is clear.
The people in the IEP team, also called the Special Education Team, are parents, *guardians or surrogate parent and at least one regular education teacher.
There should be at least one special education teacher, and vocational educators, when pertinent.
Also in the team is someone acting on the behalf of the local education agency (LEA) and a person who can interpret the student’s assessment.
The parent or LEA can ask for the paraprofessional, or the person who works closely with the student, or someone with knowledge or special expertise to be present.
The above was gathered from-: New Hampshire Procedural Safeguards Handbook for Special Education: The Individual Educations Program (IEP) Team/Special Education Team. Page 7, (July 2005), New Hampshire Rules for the Education of Children with Disabilities Ed 1102.28 s300.344 IEP team. Page 9 (EFFECTIVE July 2002)
This Information is not intended for use in isolation. For more complete information about special education laws or the process, please contact the Parent Information Center. (603) 224-7005 info@parentinformationcenter.org www.picnh.org
The most important IEP team member is the student who should be in attendance where appropriate and always be the center of the teams’ focus, to ensure educational growth.
References and resources -:
New Hampshire Department of Education. http://www.ed.state.nh.us/education/index.htm
And the New Hampshire Bureau of Special Education. http://www.ed.state.nh.us/education/doe/organization/instruction/bose.htm
New Hampshire Department of Education
101 Pleasant Street
Concord, NH 03301-3860 Main Number: (603) 271-3494
Fax: (603) 271-1953. TDD Access: Relay NH: 711
New Hampshire Procedural Safeguards Handbook for Special Education: The Individual Educations Program (IEP) Team/Special Educations Team. Page 7, (July 2005)
New Hampshire Rules for the Education of Children with Disabilities Ed 1102.28 s300.344 IEP team. Page 9 (EFFECTIVE July 2002)
The New York State Code of Ethics for Educators (July 2002) Nancy Taylor Baumes Secretary, State Professional Standards and Practices Board for Teaching, New York State Education Department. Office of Teaching Initiatives, Room 5N EB Albany, New York 12234 Phone: (518) 474-4661
Parent Information Center. (603) 224-7005 info@parentinformationcenter.org www.picnh.org
End.
Poor implementation or practical interpretation of procedural safeguards can also threaten the well being of the team, and may result in miss understanding, wasted resources, or the advance down a path of due process and litigation.
The cost of disputes whether emotional or fiscal are far too high, often leaving the family and school members exhausted, with detrimental affects on the student’s educational welfare.
However, there have been many law changing outcomes from the sheer perseverance of parents and professionals who act to prevent their rights being undermined, and have the determination and to pursue their case through to settlement.
Therefore, there is a sense of balance needed from all members of the IEP team to ensure the student benefit from their experience, professional conduct and commitment to best practice.
The New Hampshire Department of Education (NH DOE) promotes parent involvement in education of their child as vital to continued improvement of a student, and steps taken to change law through legislation rather than litigation are good.
A saying springs to mind “Never line suits pockets”
With the aim to initiate, improve and further advance the strength of relationships between schools, providers and parents alike, I have set about developing a simple guide that the IEP team members can review, and hopefully agree upon during their first meetings. This should establish expectations, and build trust and respect between all team members. For the parent it should also alleviate some of the concerns and answer some of the questions that arise during the first meeting. The teachers should use a guide such as this to promote parent involvement and underline their professional commitment to the student. Where appropriate the student can also use this guide to gain a better understanding of the sped process. The guide also illustrates the dedication of the team members surrounding the student.
The IEP team members’ code of ethics is based on a code of ethics for professional educators promoted by the Council for Exceptional Children. (CEC). I also referred to New York State’s code of practice for teachers, as I was unable to find one from the NH DOE. The ED.gov site was also a useful source for information relating the IEP process and special education law, but my searches did not yield a code of practice or ethics.
A thought struck me as I researched this subject; it seems that the immense restrictions on spending, and high stake consequences of due process have left little room for ethics.
An Ethical person is someone who does the right thing,
even when no one is watching.
An Ethical team is a group of people, who still do the right thing,
even when everyone is watching.
The brochure was written and designed to be easy to read, eye-catching and focuses the reader’s attention on the student, being at the center. The text featured in the brochure is written below. There are 12 items listed in this code. I found that adding straightforward statements such as point # 11. “The IEP team members view the student in a positive way” greatly increased the readability, and could be easily interpreted.
I propose that such a document is freely available and distributed though local, regional and statewide educational organizations. Representatives for Early Supports and Services (ESS) may chose to include such a guide in the “transition at 3 years” packet, and they may develop something similar for the Individual Family Support Plan (IFSP) to assist parents and professional in providing the best possible services for those families with exceptional children aged 0-3 years.
To support the code, I attempted to identify the individuals required to form the IEP team, using text and graphics shown on the reverse side of the brochure. In the interest of better understanding, I have forsaken the finer details of the law to achieve the lowest reading grade level. (7.7) Considering that much of what is discussed and required during the special education process are identified by law, and that the use of correct legal terminology is important, it is difficult to produce complete information in a simple, short and easy to digest form.
Therefore, I have quoted the Parent Information Center contact information along with a disclaimer statement.
As this entire document is intended to available prior to establishing the IEP team, I added “A quick guide for IEP meetings” to better prepare the non-professional for the first meeting.
The “3 P” principals are worthy at any stage in the sped process and for any meeting, yet sadly they are frequently overlooked by professionals and therefore I chose to include them as part of this ‘ethically minded’ guide.
Code of Ethics for IEP Team Members.
The following Code of Ethics is for parents, educators, specialists and advocates working with exceptional students. The work done by the IEP team also known as The Special Education Team should meet and surpass this code. Members of the IEP team should act with the ideals and values of this code in mind.
1. IEP team members are committed to building the best education and quality of life for exceptional students.
2. IEP team members promote and maintain a high level of knowledge in their area of expertise, or interest.
3. IEP team members choose activities to benefit exceptional students and their families.
4. IEP team members are objective and work together to make skilled judgments.
5. IEP team members work to expand their knowledge and skills re the education of exceptional students.
6. IEP team members work to high standards in their profession or area of interest.
7. IEP team members seek to uphold and where needed, improve the special education laws and regulations.
8. IEP team members respect and help one another, and act in ethical ways.
9. IEP team members take pride in their team and always think about the student’s best interests.
10. IEP team members know who to ask or where to go for advice or help.
11. IEP team members view the student in a positive way.
12. IEP team members know when to ask for an advocate to be allocated.
I would like to allow you refer to the brochure of actual layout.Unfortunately I cannot post it at this time
A Quick Guide for IEP meetings.
Everyone should aim to get the most from the time that you meet so be……...
Prepared—take steps to outline issues you wish to be discussed. Notify all team members ahead of time if you want to add items to the agenda.
Prompt—always be on time, and try to arrive at least 5 minutes before the start time. Call the school administrative staff if you are to be unavoidably delayed.
Present—take detailed notes or bring a recorder (with prior notification), ask questions and summarize following each decision to make sure your attention is maintained and understanding is clear.
The people in the IEP team, also called the Special Education Team, are parents, *guardians or surrogate parent and at least one regular education teacher.
There should be at least one special education teacher, and vocational educators, when pertinent.
Also in the team is someone acting on the behalf of the local education agency (LEA) and a person who can interpret the student’s assessment.
The parent or LEA can ask for the paraprofessional, or the person who works closely with the student, or someone with knowledge or special expertise to be present.
The above was gathered from-: New Hampshire Procedural Safeguards Handbook for Special Education: The Individual Educations Program (IEP) Team/Special Education Team. Page 7, (July 2005), New Hampshire Rules for the Education of Children with Disabilities Ed 1102.28 s300.344 IEP team. Page 9 (EFFECTIVE July 2002)
This Information is not intended for use in isolation. For more complete information about special education laws or the process, please contact the Parent Information Center. (603) 224-7005 info@parentinformationcenter.org www.picnh.org
The most important IEP team member is the student who should be in attendance where appropriate and always be the center of the teams’ focus, to ensure educational growth.
References and resources -:
New Hampshire Department of Education. http://www.ed.state.nh.us/education/index.htm
And the New Hampshire Bureau of Special Education. http://www.ed.state.nh.us/education/doe/organization/instruction/bose.htm
New Hampshire Department of Education
101 Pleasant Street
Concord, NH 03301-3860 Main Number: (603) 271-3494
Fax: (603) 271-1953. TDD Access: Relay NH: 711
New Hampshire Procedural Safeguards Handbook for Special Education: The Individual Educations Program (IEP) Team/Special Educations Team. Page 7, (July 2005)
New Hampshire Rules for the Education of Children with Disabilities Ed 1102.28 s300.344 IEP team. Page 9 (EFFECTIVE July 2002)
The New York State Code of Ethics for Educators (July 2002) Nancy Taylor Baumes Secretary, State Professional Standards and Practices Board for Teaching, New York State Education Department. Office of Teaching Initiatives, Room 5N EB Albany, New York 12234 Phone: (518) 474-4661
Parent Information Center. (603) 224-7005 info@parentinformationcenter.org www.picnh.org
End.
Monday, January 1, 2007
Final Course Reflections.
Final Course Reflections.
I really don’t like to cook. It’s not that I am rebelling against the traditional role of women chained to the kitchen, or that I lack experience, but simply that I much rather do other things. Like something that I am excellent at.
The reality is that I have challenges in many areas and all of them are involved in cooking…
Reading the recipe - I don’t read well. I struggle with Dyslexia, and see words like ‘tablespoon’ as ‘teaspoon’.
Sequencing – My focus jumps around on a page. Even the following the pictogram on the back of a cake kit challenge me – I see the items on the right before those that appear on the left.
Memory – My short term memory is poor. So when I do something right, I cannot remember what I did that was successful.
Regardless, I have a hungry family, no housekeeper or resident cook, and my husband describes his culinary skills as Visa or MasterCard!
Luckily I am a creative artist and no matter what the cake looked like coming out of the oven, once fully frosted it becomes a treat and the kids are happy.
Much as I have tried, I cannot avoid those activities, which I have yet to master.
What has this to with my studies? Well I’ve been thinking. Studying will do that to you…
I am examining why we are who we are, and what we can do. We all have skills that maybe masked by our particular challenges. Just as I could be a great pastry chef despite my inability to read and follow instructions, with proper instruction, and support we can overcome our difficulties and become something we may never thought possible because we are diagnosed with ‘this' or 'that’
On a recent visit to family in England, we met my nephews for the first time. Two of ‘the boys’ are my brothers’ sons, and the oldest presents classic AS characteristics and is extremely bright, the younger is currently diagnosed with ADHD but he seemed more like my son, generally describe as having Autism as it is more commonly known than his officially diagnosed PDD-NOS Anyway, long story short, my oldest nephew says to his mother “I going to join the Army when I grow up”. His mother replies “You know you cannot do that” and the 8 year old had obviously heard it before. I could only watch as his body slumped and his head dropped, with disappointment or worse, resignation.
I appreciate it’s important for parents and guardians of all children to be realistic and to help a child to understand what his of her diagnosis or abilities may mean for their future, but it makes me question our rights.
As parents we should not use a child’s diagnosis to undermine his or her dreams. We must avoid presenting the ‘disorder' in any negative nuances.
We know so little about the spectrum and how one individual will be affected, and therefore cannot make any assumptions as to what can or cannot be achieved. Surely, the best that any of us can do is to dedicate ourselves to achieving a better understanding of our children and plan for the best outcome for those who will after all be our future.
His mother explains that in England there is such a stigma that being labeled ‘disabled’ would prevent ones from getting a job.
Inside my head I say ‘without recognizing our children’s needs and supporting them now while they are young, they may never be able to hold down a job’
My investigations have found that although standards and services vary from state to state and country to country, raised awareness, improved treatment, and advances in research techniques promises better out comes for those whole lives are touched by Autism, here in the States, and in the UK.
The fears are real for some though. Like the parent who posted on CNN’s Dr Gupta’s Blog had her twins “tested for Autism” and was so obviously relieved as her children did not have the dreaded ‘A’ word. In a article recently published in Stepping Stones NH,
I describe the journey into discovery of my son’s diagnosis “…as an emotional roller coaster that took us from grieving for the loss of a loved-one to the elated joy when a successful intervention made progress.”
Later while standing in the attic, listening to my nephew play the drums, I was amazed. He’s good! I told him that he could do and be what ever he wanted to be – he just needed to want it enough. Easy for me to say – Aunts can get away with making profound and unsupported statements!
Cyclical nightmare.
I think about being a child and growing up in a society that needs to label you. As the world of psychology and medicine learns more about how we are all put together, I can see the diversity of diagnosis developing further, yet however faceted the spectrum becomes, and our understanding and awareness’s improve, there is a part of human nature that is prone to classify, catalog and label. It is when we stereotype an individual that this natural process of understanding breaks down, and falls into discrimination.
In the process of understanding my own sons complex and diverse abilities, and sensitivities, I have realized that we are all one the spectrum. We all have challenges, special needs and yet we all have the right to our dreams, and to believe in ourselves. I am determined not complete the cycle of prejudice or abuse. Our reaction to those unlike ourselves becomes embedded in our children. It is important that we allow their minds to be open to change, tolerant to diversity and practiced at acceptance.
In other postings I have described my own cohort 'penalizing behavior'. It is a rage that erupts overwhelming me in an instant, leaving me with guilt. I have touched on the circumstances of my own childhood, experiencing violence from an early age. I have witnessed the blind senseless rage that rises up in the blink of an eye, it is not curbed by reason or receptive to logic, and there is no escape.
A moment of ‘madness’?
A lapse of suppression?
A programming glitch?
I inherited. The anger passed down to me is violent and I have to suppress its physical manifestation. Although my anger is mostly contained to verbal outbursts I have to work hard not allow the nightmare of parental bullying and abuse to continue into another generation.
Reflecting on what I have learned, I feel better able to identify the weakest links in my own temper escalation. Learning to identify the triggers and break down the components of irrational thoughts and misplaced values that form the foundation of my self-loathing would free me from this cycle of anger. I already have a sense of purpose, and reciprocal activities such as exercise or journaling really help to reduce the episodes. I feel a well-needed sense of achievement while making my way through these studies, and I can use what I learn to help my self, my family and members of my community find our way through our complicated lives.
I first heard of Kathleen Seidel during a Collaborate for Autism meeting last year.
I finally got to hear her speak during Larry Welcowitz ‘s last session of Introduction to Counseling Interventions, but I was not prepared for the shocking similarity between us.
No, I cannot say that over the past few years of my life I have dedicated and channeled all my efforts since the discovery of my sons diagnosis, creating an amazing resource, but that our family circumstances are very similar. In fact, from what Kathleen described, and in the little time we had to chat after the session, I would say that genetically my husbands family, combined with my own, presented stronger traits or as we English say “eccentricities” than the Seidel family. It is great to hear how Kathleen has rationalised all the information surrounding Autism. She investigates the facts and the fiction behind many of the 'urban myths', and proper-gander, and unethical conduct of businesses profiting from families as they try to find a solution their Autism puzzle. It was refreshing to hear how one family can achieve so much.
The Neurodiversity site is vast and after several visits I still have so much to learn from the fascinating women. Bravo Kathleen. Keep on keeping on!
“It’s not what you know, it’s who you know”
I guess that old saying makes for a dismal outlook for those who may know so much but share it with so few.
Later in Larry Welcowitz ‘s last session at Antioch one of Larry’s students Andy Silvia shared with us some of his memories of being at Keene state college, and his involvement in the mentorship program Larry and Linda Baker team had put together with the aid of a Doug Flutie Jr grant.
While they reminisced I was impressed with how Andy used his language. He was engaging, and eloquently on many subjects, apart from one; friendship. He seems to carry out his life as many of us do with few friends, and had little to say on the subject apart from that he was looking for a girlfriend!
For some people; friends are the very reason for life, for others they far less important, but most of us have one or two friends that we speak with, or ‘wine to’ as Larry put in during the last class, and that’ therapy’ is healthy for us.
We live in a society where the number of friends demonstrates ones success, or ones popularity scale. But our perception of individual on this spectrum is often that they are ‘anti-social’ but we need to consider that they may have an equal or more pressing need to make these bonds, but they lack the skills needed to initiate and maintain friendships.
Many individuals have narrow interests, and invest heavily in these finding comfort in the predictable nature of these areas of expertise. Common interests can often be the basis for establishing friendship, but merely having something in common may not be sufficient to overcome many other barriers to a lasting relationship.
Pamela Ely Martins introduced me to the phrase “unexpected behavior” which I applied to my 5 year old son (when he flaps uncontrollably, or suddenly blurts out a phrase from his latest repertoire) as it made better sense than ‘inappropriate’ and I prefer to use it than “penalizing behavior” exemplified by Elsa Abele. Although I know that when others react negatively to my son unexpected behavior it is he that is penalized.
Children and adults on the spectrum seem unlikely to secure friendships with the ‘insiders’ as Larry describes are those people who can individuals with greater social standing, or influence. I imagine the two separate groups; The Insiders and those on the Spectrum, and consider that both are not known for their tolerance, and indeed Larry described how Andy was 'a little hard’ on those students for whom he was a mentor.
Evidence of empathy and tolerance maybe a manifesto of theory of mind, therefore we may have to teach this quality to individuals on and off the Spectrum. Our quality of life is at stake, and true tolerance and a capacity for understanding must prevail over our own prejudiced, and preconceptions.
The long-term effect of growing up.
As I learn more about my son, my daughter and my family, I realize that we are all not just a result of chance. It is not just our specific genetic combination that speaks for who we are and what we can achieve. Our environment determines much of who we are and what we are capable of. I lie wake last night after checking on my children. They wake a little as I tell them “its just Mommy, everything’s all right. I love you very much”.
I cannot remember being told that I was loved as child. Was I ever told? Did other memories mask the reality? My childhood was not filled with love or understanding, more one of rules and responsibilities. As my learning difficulties were discovered, I remember my father blaming it on too much TV. At school I was describes as disruptive and always in trouble, and it was not until I was older as I became aware of why I was so academically challenged. Luckily my artistic skills allowed me to feel that I had talent and could build a career with my art. I do remember my parents being proud of me when I got my first job, but the battles over my career choices are far more memorable. Growing up was a long repetitive series of furious arguments resulting in my leaving home and long periods of not speaking to my family.
Despite these and worse experiences, I have managed to keep my life together.
My youngest brother did not fare so well.
In 2001 he took his own life on the day I was expecting the birth of my son.
My family members each have our own way of coping and it’s so very British to not to discuss, analysis or seek to learn from traumatic events, but I carry the loss still.
I know little of what my brother could not face. There was a rift within our family before his death and we lived separate lives, but perhaps my husband and I received a glimpse of what made my brother feel so isolated when we were trying to figure out what was happening to our son. It’s terrifying to think that our lives are so vulnerable and even though our families may never fully recover, in true British blind determination and ‘stiff-upper lip’ we just carry on.
Somehow, most likely due to meeting my husband “Mac”, I have been able to live happily without the experiences of my violent upbringing overwhelming me. But I realize that the events of my past have affected me, and now, in my forties I am beginning to appreciate how important parental encouragement can be. I wonder how much impact discouragement has.
How do children on the spectrum deal with forever being told they are different, or that they cannot do things like others, and they have ‘deficits’, disorders, syndromes, and disabilities.
Individuals are forced to confront their challenges every day.
“Look at me!”
“Stop that!”
“Why are you doing that?”
“What’s wrong with you?”
These questions or demands may seem harmless, unless they are all someone hears.
While studying Introductions to Counseling Interventions, I have been reading a vast amount of information about those who share a diagnosis of ASD or AS. Research into journal articles and reading posts on Blogs and chat rooms has me thinking a great deal about how individuals on the Autism spectrum may be a vulnerable population. Research shows that in individuals on the spectrum co morbidity is common. Studies have found elevated rates of mood disorders and anxiety in children with High Functioning Autism (HFS) and Asperger’s (AS) such as general anxiety, separation anxiety, worrying, hypochondriasis, non-situational anxiety or panic.
Some individuals with Autism describe these co existing symptoms and others surmise that the lack of understanding of their own thoughts leaves them depressed and confused. Temple Grandin describes Theory of Mind as a visualizing strength, but others such as Simon Baron-Cohen suggest the inability to put oneself in someone else’s position leads to misunderstandings causing depression and low self-esteem.
Stephen Shore will be guiding us through Working with Teens and Adults with ASD has published many books about Autism and bullying. Many children on the spectrum become ‘perfect targets’ for bullying, or are subjects of verbal and/or physical abuse.
Early and intensive treatments may also have a lasting affect on a child’s emotional state. I wonder if the levels of intensive interventions such as 40 hours a week of ABA, clinically proven to support a better outcome for children with Autism have any detrimental effect on the child’s emotional well-being.
As much a symptom of their challenges, or deficits of TOM, and the Sensory Integration issues, low self-esteem seems to be all too common.
Tony Attwood supports the use of social stories in the final stages of a six week Cognitive Behavioral Treatment program that he and his college Kate Sofronoff have devised to support individuals and their parents toward a better outcome
Research on the efficacy of Cognitive Behavior Therapy (CBT) is ongoing and seems at first glance to be a concrete model of support for ongoing improvement, especially if parents are included and receive the training to help they child to be come self-supporting.
Yes, we can overcome so much with the support and visions of just what we can achieve if only we could take the first step. But when every step is painful, not understood, or reflects back the sense of abnormality then it becomes a journey that leaves a trail.
References in additions to those hyper linked within text above-:
A randomized Controlled trial of a CBT intervention for anxiety in children with Asperser Syndrome Kate Sofronoff, Tony Attwood, and Sharon Hinton
A Randomized Controlled Trial of a Cognitive Behavioral Intervention for Anger Management in Children Diagnosed with Asperser Syndrome. Kate Sofronoff, Tony Attwood, Sharon Hinton and Irina Levin Long-term outcomefor children with autism who received early intensive behavioral
treatment. American Journal on Mental Retardation. 97, 359-372. McEachin, J.J., Smith, T., & Lovaas, O.I. (1993)
I really don’t like to cook. It’s not that I am rebelling against the traditional role of women chained to the kitchen, or that I lack experience, but simply that I much rather do other things. Like something that I am excellent at.
The reality is that I have challenges in many areas and all of them are involved in cooking…
Reading the recipe - I don’t read well. I struggle with Dyslexia, and see words like ‘tablespoon’ as ‘teaspoon’.
Sequencing – My focus jumps around on a page. Even the following the pictogram on the back of a cake kit challenge me – I see the items on the right before those that appear on the left.
Memory – My short term memory is poor. So when I do something right, I cannot remember what I did that was successful.
Regardless, I have a hungry family, no housekeeper or resident cook, and my husband describes his culinary skills as Visa or MasterCard!
Luckily I am a creative artist and no matter what the cake looked like coming out of the oven, once fully frosted it becomes a treat and the kids are happy.
Much as I have tried, I cannot avoid those activities, which I have yet to master.
What has this to with my studies? Well I’ve been thinking. Studying will do that to you…
I am examining why we are who we are, and what we can do. We all have skills that maybe masked by our particular challenges. Just as I could be a great pastry chef despite my inability to read and follow instructions, with proper instruction, and support we can overcome our difficulties and become something we may never thought possible because we are diagnosed with ‘this' or 'that’
On a recent visit to family in England, we met my nephews for the first time. Two of ‘the boys’ are my brothers’ sons, and the oldest presents classic AS characteristics and is extremely bright, the younger is currently diagnosed with ADHD but he seemed more like my son, generally describe as having Autism as it is more commonly known than his officially diagnosed PDD-NOS Anyway, long story short, my oldest nephew says to his mother “I going to join the Army when I grow up”. His mother replies “You know you cannot do that” and the 8 year old had obviously heard it before. I could only watch as his body slumped and his head dropped, with disappointment or worse, resignation.
I appreciate it’s important for parents and guardians of all children to be realistic and to help a child to understand what his of her diagnosis or abilities may mean for their future, but it makes me question our rights.
As parents we should not use a child’s diagnosis to undermine his or her dreams. We must avoid presenting the ‘disorder' in any negative nuances.
We know so little about the spectrum and how one individual will be affected, and therefore cannot make any assumptions as to what can or cannot be achieved. Surely, the best that any of us can do is to dedicate ourselves to achieving a better understanding of our children and plan for the best outcome for those who will after all be our future.
His mother explains that in England there is such a stigma that being labeled ‘disabled’ would prevent ones from getting a job.
Inside my head I say ‘without recognizing our children’s needs and supporting them now while they are young, they may never be able to hold down a job’
My investigations have found that although standards and services vary from state to state and country to country, raised awareness, improved treatment, and advances in research techniques promises better out comes for those whole lives are touched by Autism, here in the States, and in the UK.
The fears are real for some though. Like the parent who posted on CNN’s Dr Gupta’s Blog had her twins “tested for Autism” and was so obviously relieved as her children did not have the dreaded ‘A’ word. In a article recently published in Stepping Stones NH,
I describe the journey into discovery of my son’s diagnosis “…as an emotional roller coaster that took us from grieving for the loss of a loved-one to the elated joy when a successful intervention made progress.”
Later while standing in the attic, listening to my nephew play the drums, I was amazed. He’s good! I told him that he could do and be what ever he wanted to be – he just needed to want it enough. Easy for me to say – Aunts can get away with making profound and unsupported statements!
Cyclical nightmare.
I think about being a child and growing up in a society that needs to label you. As the world of psychology and medicine learns more about how we are all put together, I can see the diversity of diagnosis developing further, yet however faceted the spectrum becomes, and our understanding and awareness’s improve, there is a part of human nature that is prone to classify, catalog and label. It is when we stereotype an individual that this natural process of understanding breaks down, and falls into discrimination.
In the process of understanding my own sons complex and diverse abilities, and sensitivities, I have realized that we are all one the spectrum. We all have challenges, special needs and yet we all have the right to our dreams, and to believe in ourselves. I am determined not complete the cycle of prejudice or abuse. Our reaction to those unlike ourselves becomes embedded in our children. It is important that we allow their minds to be open to change, tolerant to diversity and practiced at acceptance.
In other postings I have described my own cohort 'penalizing behavior'. It is a rage that erupts overwhelming me in an instant, leaving me with guilt. I have touched on the circumstances of my own childhood, experiencing violence from an early age. I have witnessed the blind senseless rage that rises up in the blink of an eye, it is not curbed by reason or receptive to logic, and there is no escape.
A moment of ‘madness’?
A lapse of suppression?
A programming glitch?
I inherited. The anger passed down to me is violent and I have to suppress its physical manifestation. Although my anger is mostly contained to verbal outbursts I have to work hard not allow the nightmare of parental bullying and abuse to continue into another generation.
Reflecting on what I have learned, I feel better able to identify the weakest links in my own temper escalation. Learning to identify the triggers and break down the components of irrational thoughts and misplaced values that form the foundation of my self-loathing would free me from this cycle of anger. I already have a sense of purpose, and reciprocal activities such as exercise or journaling really help to reduce the episodes. I feel a well-needed sense of achievement while making my way through these studies, and I can use what I learn to help my self, my family and members of my community find our way through our complicated lives.
I first heard of Kathleen Seidel during a Collaborate for Autism meeting last year.
I finally got to hear her speak during Larry Welcowitz ‘s last session of Introduction to Counseling Interventions, but I was not prepared for the shocking similarity between us.
No, I cannot say that over the past few years of my life I have dedicated and channeled all my efforts since the discovery of my sons diagnosis, creating an amazing resource, but that our family circumstances are very similar. In fact, from what Kathleen described, and in the little time we had to chat after the session, I would say that genetically my husbands family, combined with my own, presented stronger traits or as we English say “eccentricities” than the Seidel family. It is great to hear how Kathleen has rationalised all the information surrounding Autism. She investigates the facts and the fiction behind many of the 'urban myths', and proper-gander, and unethical conduct of businesses profiting from families as they try to find a solution their Autism puzzle. It was refreshing to hear how one family can achieve so much.
The Neurodiversity site is vast and after several visits I still have so much to learn from the fascinating women. Bravo Kathleen. Keep on keeping on!
“It’s not what you know, it’s who you know”
I guess that old saying makes for a dismal outlook for those who may know so much but share it with so few.
Later in Larry Welcowitz ‘s last session at Antioch one of Larry’s students Andy Silvia shared with us some of his memories of being at Keene state college, and his involvement in the mentorship program Larry and Linda Baker team had put together with the aid of a Doug Flutie Jr grant.
While they reminisced I was impressed with how Andy used his language. He was engaging, and eloquently on many subjects, apart from one; friendship. He seems to carry out his life as many of us do with few friends, and had little to say on the subject apart from that he was looking for a girlfriend!
For some people; friends are the very reason for life, for others they far less important, but most of us have one or two friends that we speak with, or ‘wine to’ as Larry put in during the last class, and that’ therapy’ is healthy for us.
We live in a society where the number of friends demonstrates ones success, or ones popularity scale. But our perception of individual on this spectrum is often that they are ‘anti-social’ but we need to consider that they may have an equal or more pressing need to make these bonds, but they lack the skills needed to initiate and maintain friendships.
Many individuals have narrow interests, and invest heavily in these finding comfort in the predictable nature of these areas of expertise. Common interests can often be the basis for establishing friendship, but merely having something in common may not be sufficient to overcome many other barriers to a lasting relationship.
Pamela Ely Martins introduced me to the phrase “unexpected behavior” which I applied to my 5 year old son (when he flaps uncontrollably, or suddenly blurts out a phrase from his latest repertoire) as it made better sense than ‘inappropriate’ and I prefer to use it than “penalizing behavior” exemplified by Elsa Abele. Although I know that when others react negatively to my son unexpected behavior it is he that is penalized.
Children and adults on the spectrum seem unlikely to secure friendships with the ‘insiders’ as Larry describes are those people who can individuals with greater social standing, or influence. I imagine the two separate groups; The Insiders and those on the Spectrum, and consider that both are not known for their tolerance, and indeed Larry described how Andy was 'a little hard’ on those students for whom he was a mentor.
Evidence of empathy and tolerance maybe a manifesto of theory of mind, therefore we may have to teach this quality to individuals on and off the Spectrum. Our quality of life is at stake, and true tolerance and a capacity for understanding must prevail over our own prejudiced, and preconceptions.
The long-term effect of growing up.
As I learn more about my son, my daughter and my family, I realize that we are all not just a result of chance. It is not just our specific genetic combination that speaks for who we are and what we can achieve. Our environment determines much of who we are and what we are capable of. I lie wake last night after checking on my children. They wake a little as I tell them “its just Mommy, everything’s all right. I love you very much”.
I cannot remember being told that I was loved as child. Was I ever told? Did other memories mask the reality? My childhood was not filled with love or understanding, more one of rules and responsibilities. As my learning difficulties were discovered, I remember my father blaming it on too much TV. At school I was describes as disruptive and always in trouble, and it was not until I was older as I became aware of why I was so academically challenged. Luckily my artistic skills allowed me to feel that I had talent and could build a career with my art. I do remember my parents being proud of me when I got my first job, but the battles over my career choices are far more memorable. Growing up was a long repetitive series of furious arguments resulting in my leaving home and long periods of not speaking to my family.
Despite these and worse experiences, I have managed to keep my life together.
My youngest brother did not fare so well.
In 2001 he took his own life on the day I was expecting the birth of my son.
My family members each have our own way of coping and it’s so very British to not to discuss, analysis or seek to learn from traumatic events, but I carry the loss still.
I know little of what my brother could not face. There was a rift within our family before his death and we lived separate lives, but perhaps my husband and I received a glimpse of what made my brother feel so isolated when we were trying to figure out what was happening to our son. It’s terrifying to think that our lives are so vulnerable and even though our families may never fully recover, in true British blind determination and ‘stiff-upper lip’ we just carry on.
Somehow, most likely due to meeting my husband “Mac”, I have been able to live happily without the experiences of my violent upbringing overwhelming me. But I realize that the events of my past have affected me, and now, in my forties I am beginning to appreciate how important parental encouragement can be. I wonder how much impact discouragement has.
How do children on the spectrum deal with forever being told they are different, or that they cannot do things like others, and they have ‘deficits’, disorders, syndromes, and disabilities.
Individuals are forced to confront their challenges every day.
“Look at me!”
“Stop that!”
“Why are you doing that?”
“What’s wrong with you?”
These questions or demands may seem harmless, unless they are all someone hears.
While studying Introductions to Counseling Interventions, I have been reading a vast amount of information about those who share a diagnosis of ASD or AS. Research into journal articles and reading posts on Blogs and chat rooms has me thinking a great deal about how individuals on the Autism spectrum may be a vulnerable population. Research shows that in individuals on the spectrum co morbidity is common. Studies have found elevated rates of mood disorders and anxiety in children with High Functioning Autism (HFS) and Asperger’s (AS) such as general anxiety, separation anxiety, worrying, hypochondriasis, non-situational anxiety or panic.
Some individuals with Autism describe these co existing symptoms and others surmise that the lack of understanding of their own thoughts leaves them depressed and confused. Temple Grandin describes Theory of Mind as a visualizing strength, but others such as Simon Baron-Cohen suggest the inability to put oneself in someone else’s position leads to misunderstandings causing depression and low self-esteem.
Stephen Shore will be guiding us through Working with Teens and Adults with ASD has published many books about Autism and bullying. Many children on the spectrum become ‘perfect targets’ for bullying, or are subjects of verbal and/or physical abuse.
Early and intensive treatments may also have a lasting affect on a child’s emotional state. I wonder if the levels of intensive interventions such as 40 hours a week of ABA, clinically proven to support a better outcome for children with Autism have any detrimental effect on the child’s emotional well-being.
As much a symptom of their challenges, or deficits of TOM, and the Sensory Integration issues, low self-esteem seems to be all too common.
Tony Attwood supports the use of social stories in the final stages of a six week Cognitive Behavioral Treatment program that he and his college Kate Sofronoff have devised to support individuals and their parents toward a better outcome
Research on the efficacy of Cognitive Behavior Therapy (CBT) is ongoing and seems at first glance to be a concrete model of support for ongoing improvement, especially if parents are included and receive the training to help they child to be come self-supporting.
Yes, we can overcome so much with the support and visions of just what we can achieve if only we could take the first step. But when every step is painful, not understood, or reflects back the sense of abnormality then it becomes a journey that leaves a trail.
References in additions to those hyper linked within text above-:
A randomized Controlled trial of a CBT intervention for anxiety in children with Asperser Syndrome Kate Sofronoff, Tony Attwood, and Sharon Hinton
A Randomized Controlled Trial of a Cognitive Behavioral Intervention for Anger Management in Children Diagnosed with Asperser Syndrome. Kate Sofronoff, Tony Attwood, Sharon Hinton and Irina Levin Long-term outcomefor children with autism who received early intensive behavioral
treatment. American Journal on Mental Retardation. 97, 359-372. McEachin, J.J., Smith, T., & Lovaas, O.I. (1993)
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