Friday 22 June 2012
For locals
Early Intensive Behaviour Intervention (EIBI) has developed from Applied Behaviour Analysis (ABA) research over the last five decades and has been rated as an empirically-supported efficacious comprehensive behavioural treatment for young children with autism (e.g., National Autism Center, 20091; New Zealand Ministries of Education and Health, 20102). Therefore we support and encourage its use provided that the treatment is conducted with sufficient expertise, fidelity, and with adherence to the relevant codes of conduct and ethics. EIBI is definitely not a cook-book approach, but requires extensive education, training and supervision for effective application for children and their families. Appropriate standards for EIBI programmes have been defined by the Association for Behavior Analysis International (ABAI) Autism Special Interest Group (2007)3 . We agree with these recommendations. 1 Available from http://www.nationalautismcenter.org/affiliates/reports.php 2 "Early intensive behavioural intervention (EIBI) should be considered as a treatment of value for young children with ASD to improve outcomes such as cognitive ability, language skills, and adaptive behaviour" (May 2010, p.12, http://www.moh.govt.nz/moh.nsf/pagesmh/7561/$File/asd-guideline-supplementary-paper.pdf ). 3 http://www.abainternational.org/Special_Interests/AutGuidelines.pdf. 4 www.BACB.com 5 http://www.psychologistsboard.org.nz/ With respect to services offering support and intervention programmes for families with young children with autism,
Commissioner’s Code of Health and Disability Services Consumers’ Rightswe consider that directors of EIBI programmes should have obtained a master’s degree specializing in ABA, followed by achievement of the Board Certified Behavior Analyst (BCBA) credential4, and a significant period of experience supervised by behaviour analysts who are expert in EIBI. Furthermore, we consider that directors of EIBI programmes should be registered with the New Zealand Psychologists Board. This offers protection to consumers (e.g., children, families, employers, employees) in that Psychologists, as healthcare providers, are bound by the provisions of the Health Practitioner Competence Assurance Act 2003, which requires that psychologists adhere to the Code of Ethics for Psychologists Working in Aotearoa New Zealand5 and to the Health and Disabilities 6. Registration requires Psychologists to provide ongoing evidence of competence and there is a robust mechanism for dealing with any complaints about competence or conduct. 6 http://www.hdc.org.nz/the-act--code/the-code-of-rights With respect to students seeking experience in working with children and their families in a behaviour analytic way, we agree that working in well-run (professionally directed and closely supervised) EIBI programmes provides an excellent introduction. However, we cannot recommend our students or graduates work in EIBI programmes that do not adhere to the standards outlined above. If interested in pursuing such work, we suggest that students who are interested in obtaining such experience first talk with our ABA staff members. Oliver Mudford, PhD, BCBA-D, Registered Psychologist
Angela Arnold-Saritepe, PhD, BCBA-D, MNZPsS, Registered Psychologist
Katrina Phillips, MSc, PGDipAppPsych, BCBA, Registered Psychologist
Rebecca Sharp, MSc, PGDipAppPsych, BCBA, Registered Psychologist Doc is "aba & eibi. docx
I'M OBSESSED WITH EIBI
Martin, G. & Pear, J. (20XX). Behaviour Modification: What It Is And How To Do It (9th ed.). Pearson Education Inc, Boston, MA.
Autistic Disorder, often referred to as autism, is characterised as a Pervasive Developmental Disorder in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Test Revision (American Psychiatric Association, 2000). Autism Spectrum Disorder (ASD) is not officially defined in the DSM-IV-TR or in any other international classification code. According to Fombonne (2007), the prevalence of ASDs is now approximately 1 in 150 children.
Children diagnosed with autism are likely to show somecombination of impaired social behaviour, impaired communication, abnormal play behaviours, and repetitive self-stimulatory behaviours. They are also likely to show some behavours similar to those of children diagnosed with intellectual disabilities by scoring much below average on variety of self-care tasks, such as dressing, grooming, and feeding.
In the 1960s and 1970s, Ivar Lovaas developed behavioural tratments for children with autism. Using an approach he called early intensive behavioural internetion (EIBI), Lovaas (1966, 1977) focused on strategies to teach social behaviours,elimiate self-stimulatory behaviours, and develop language skills.
And another bIow to the bank
http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113
http://www.amazon.com/Practice-Assessment-Intervention-Asperger-Syndrome/dp/1849058113
Monday 11 June 2012
Hmmmmm..
http://www.otrs.co.nz/fundamentals.php
It is strange to see a lecturer working in an organisation. I may include this place as part of my walk tomorrow? IDEA first...
ps. I'm picking up my new computer tomorrow. This means no more lower case letters or missing spaces.
pps. My ma is getting me the Early Dectection ASD Kit from USA - Hooray!!!!!!
It is strange to see a lecturer working in an organisation. I may include this place as part of my walk tomorrow? IDEA first...
ps. I'm picking up my new computer tomorrow. This means no more lower case letters or missing spaces.
pps. My ma is getting me the Early Dectection ASD Kit from USA - Hooray!!!!!!
exploring my new books webpages
www.moh.govt.nz/autismspectrumdisorder
this is interesting - they are just down the road from me. I'm going for a walk tomorrow to find out more.
here we go - http://www.ihc.org.nz/our-services/autism-programmes/register-for-the-asp-plus-programme/
Dang I need a asd child!!!! oh pooh.
http://www.nzgg.org.nz/
I am now registered... with NZGG
The Ministries of Health and Education wish to advise that from 1 May 2012, IDEA Services will be the government funded provider of the autism spectrum disorder (ASD) parent education programme.
this is interesting - they are just down the road from me. I'm going for a walk tomorrow to find out more.
here we go - http://www.ihc.org.nz/our-services/autism-programmes/register-for-the-asp-plus-programme/
ASD Plus: Expression of interest form
Please note that the completion of this form signals your interest in the programme. A member of the ASD Plus team will contact you to discuss the programme and your participation. You can also download the ASD Plus - Expression of interest form in PDF format.Dang I need a asd child!!!! oh pooh.
http://www.nzgg.org.nz/
I am now registered... with NZGG
Sunday 10 June 2012
It's here!!!
Hooray!!! It has arrived. A free book written in New Zealand about ASD!!!! Admittedly, I have only read 12 of the massive 305 pages. What I have read is inspiring. The disclaimer and caveat speak of ABA and highlight GUIDELINE. On close inspection the book was publised in March 2008 and the $18.16 million that the NZ Government allocated has expired. Which means that there really should be a renewed version with results from the research. I shall keep reading however and update as I go.
Wednesday 6 June 2012
This one is neat!
Tuesday 5 June 2012
A little about autism
http://www.webmd.com/brain/autism/history-of-autism
From the early 1900s, autism has referred to a range of psychological conditions. But where did the term come from, and how has knowledge about autism changed? Read on to learn about the history and the current understanding of this challenging condition.
Eugen Bleuler, a Swiss psychiatrist, was the first person to use the term. He started using it around 1911 to refer to one group of symptoms of schizophrenia.
In the 1940s, researchers in the United States began to use the term "autism" to describe children with emotional or social problems. Leo Kanner, a doctor from Johns Hopkins University, used it to describe the withdrawn behavior of several children he studied. At about the same time, Hans Asperger, a scientist in Germany, identified a similar condition that’s now called Asperger’s syndrome.
Autism and schizophrenia remained linked in many researchers’ minds until the 1960s. It was only then that medical professionals began to have a separate understanding of autism in children.
From the 1960s through the 1970s, research into treatments for autism focused on medications such as LSD, electric shock, and behavioral change techniques. The latter relied on pain and punishment.
During the 1980s and 1990s, the role of behavioral therapy and the use of highly controlled learning environments emerged as the primary treatments for many forms of autism and related conditions. Currently, the cornerstone of autism therapy is behavioral therapy. Other treatments are added as needed.
Other symptoms linked to autism may include unusual behaviors in any of these areas:
Autistic disorder: Children with autistic disorder cannot use verbal or non-verbal communication to interact effectively with others. Usually, children with autistic disorder have severe delays in learning language. They may have obsessive interest in certain objects or information. They may perform certain behaviors repeatedly. To be diagnosed with autistic disorder, symptoms must have been noted before age 3.
Pervasive developmental disorder not otherwise specified (PDDNOS): Children diagnosed with "atypical autism" are included in this group. Children with PDDNOS have symptoms that do not exactly fit those of autistic disorder or any other ASD. For example, the symptoms may have developed after age 3. Or the symptoms may not be severe enough to be considered autistic disorder.
Asperger's syndrome: Children with Asperger's syndrome may display many of the same symptoms as children with autistic disorder. However, they usually have average or above-average intelligence. They often want to be social with others but don’t know how to go about it. They may not be able to understand others' emotions. They may not read facial expressions or body language well. Their symptoms may not become apparent until school, when behavior and communication with peers become more important.
Other conditions share symptoms with PDDs and ASDs. These conditions include the following:
Rett syndrome: Children with this severe, rare condition begin with normal development from birth through about 5 months of age. However, from about 5 to 48 months of age, head circumference development slows. Children lose motor skills and social interaction and language development become impaired.
Childhood disintegrative disorder: Like Rett syndrome, children begin developing normally. However, from about age 2 to age 10, children are increasingly less able to interact and communicate with others. At the same time, they develop repetitive movements and obsessive behaviors and interests. They lose motor skills, too. This usually leads to them becoming disabled. This autism-like condition is the rarest and most severe in autism spectrum disorder.
There is some evidence that people with autism may have certain deficiencies in vitamins and minerals. These deficiencies don’t cause autism. Supplements, though, may be recommended to improve nutrition. Vitamin B and magnesium are two of the most frequent supplements used for people with autism.
Diet changes may also help with some symptoms of autism. Food allergies, for example, may make behavior problems worse. Removing the allergen from the diet may improve behavior issues.
No matter what the view toward the future, many techniques and treatments exist now that can help relieve the pain and suffering of autism. These treatments offer many options for improving quality of life of people with autism.
From the early 1900s, autism has referred to a range of psychological conditions. But where did the term come from, and how has knowledge about autism changed? Read on to learn about the history and the current understanding of this challenging condition.
Where Did the Term "Autism" Come From?
The word "autism," which has been in use for about 100 years, comes from the Greek word "autos," meaning "self." The term describes conditions in which a person is removed from social interaction -- hence, an isolated self.Eugen Bleuler, a Swiss psychiatrist, was the first person to use the term. He started using it around 1911 to refer to one group of symptoms of schizophrenia.
In the 1940s, researchers in the United States began to use the term "autism" to describe children with emotional or social problems. Leo Kanner, a doctor from Johns Hopkins University, used it to describe the withdrawn behavior of several children he studied. At about the same time, Hans Asperger, a scientist in Germany, identified a similar condition that’s now called Asperger’s syndrome.
Autism and schizophrenia remained linked in many researchers’ minds until the 1960s. It was only then that medical professionals began to have a separate understanding of autism in children.
From the 1960s through the 1970s, research into treatments for autism focused on medications such as LSD, electric shock, and behavioral change techniques. The latter relied on pain and punishment.
During the 1980s and 1990s, the role of behavioral therapy and the use of highly controlled learning environments emerged as the primary treatments for many forms of autism and related conditions. Currently, the cornerstone of autism therapy is behavioral therapy. Other treatments are added as needed.
What Are the Symptoms of Autism?
One symptom common to all types of autism is an inability to easily communicate and interact with others. In fact, some people with autism are unable to communicate at all. Others may have difficulty interpreting body language or holding a conversation.Other symptoms linked to autism may include unusual behaviors in any of these areas:
- Interest in objects or specialized information
- Reactions to sensations
What Are the Types of Autism?
Over time, psychiatrists have developed a systematic way of describing autism and related conditions. All of these conditions are placed within a group of conditions called pervasive developmental disorders (PDD). Within PDDs, the autism spectrum disorder (ASD) category includes the following:Autistic disorder: Children with autistic disorder cannot use verbal or non-verbal communication to interact effectively with others. Usually, children with autistic disorder have severe delays in learning language. They may have obsessive interest in certain objects or information. They may perform certain behaviors repeatedly. To be diagnosed with autistic disorder, symptoms must have been noted before age 3.
Pervasive developmental disorder not otherwise specified (PDDNOS): Children diagnosed with "atypical autism" are included in this group. Children with PDDNOS have symptoms that do not exactly fit those of autistic disorder or any other ASD. For example, the symptoms may have developed after age 3. Or the symptoms may not be severe enough to be considered autistic disorder.
Asperger's syndrome: Children with Asperger's syndrome may display many of the same symptoms as children with autistic disorder. However, they usually have average or above-average intelligence. They often want to be social with others but don’t know how to go about it. They may not be able to understand others' emotions. They may not read facial expressions or body language well. Their symptoms may not become apparent until school, when behavior and communication with peers become more important.
Other conditions share symptoms with PDDs and ASDs. These conditions include the following:
Rett syndrome: Children with this severe, rare condition begin with normal development from birth through about 5 months of age. However, from about 5 to 48 months of age, head circumference development slows. Children lose motor skills and social interaction and language development become impaired.
Childhood disintegrative disorder: Like Rett syndrome, children begin developing normally. However, from about age 2 to age 10, children are increasingly less able to interact and communicate with others. At the same time, they develop repetitive movements and obsessive behaviors and interests. They lose motor skills, too. This usually leads to them becoming disabled. This autism-like condition is the rarest and most severe in autism spectrum disorder.
What Causes Autism?
Autism runs in families. The underlying causes, however, are unknown. Most researchers agree that the causes are likely to be genetic. Others also believe that environmental factors may be involved.How Is Autism Treated?
Treatments for autism vary depending on the needs of the individual. In general, treatments fall into three categories:- Behavioral and communication therapy
- Medical and dietary therapy
- Complementary therapy (music or art therapy, for example)
What Are Behavioral and Communication Therapies for Autism?
The primary treatment for autism includes programs that address several key areas. Those areas are behavior, communication, sensory integration, and social skill development. Addressing these areas requires close coordination between parents, teachers, special education professionals, and mental health professionals.How Do Medical and Dietary Therapies Treat Autism?
The goal of medication is to make it easier for the person with autism to participate in activities such as learning and behavioral therapy. Drugs used to treat anxiety, attention problems, depression, hyperactivity, and impulsivity may be recommended.There is some evidence that people with autism may have certain deficiencies in vitamins and minerals. These deficiencies don’t cause autism. Supplements, though, may be recommended to improve nutrition. Vitamin B and magnesium are two of the most frequent supplements used for people with autism.
Diet changes may also help with some symptoms of autism. Food allergies, for example, may make behavior problems worse. Removing the allergen from the diet may improve behavior issues.
How Are Complementary Therapies Used to Treat Autism?
These treatments may help increase learning and communications skills in some people with autism. Complementary therapies include music, art, or animal therapy, such as horseback riding or swimming with dolphins.Future Research and Treatment of Autism
Researchers, health professionals, parents, and persons with autism all have strong opinions about the direction future autism research should take. Everyone would like to find a cure for autism. However, many feel that finding a cure is unlikely. Instead, scarce resources should be devoted toward helping people with autism find better ways to live with the condition.No matter what the view toward the future, many techniques and treatments exist now that can help relieve the pain and suffering of autism. These treatments offer many options for improving quality of life of people with autism.
A new website I am enjoying
http://www.autismspeaks.org/what-autism/learn-signs
I am loving this site. Although a cluttered for my taste, it has some very useful information. Especially since my passion is to work with young children...
In clinical terms, there are a few “absolute indicators,” often referred to as “red flags,” that indicate that a child should be evaluated. For a parent, these are the “red flags” that your child should be screened to ensure that he/she is on the right developmental path. If your baby shows any of these signs, please ask your pediatrician or family practitioner for an immediate evaluation:
- No big smiles or other warm, joyful expressions by six months or thereafter
- No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter
- No babbling by 12 months
- No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months
- No words by 16 months
- No two-word meaningful phrases (without imitating or repeating) by 24 months
- Any loss of speech or babbling or social skills at any age
And the search goes on...
I'm looking for a Autism Spectrum test which is reliable and realistic.
Here I've found a sight which allows CAST (Childhood Asperger Syndrome Test) to be downloaded free in, 17 different languages. I'm sure you have also spotted that this test is for Aspergers and not Autism, but look at the dates... pre the change to spectrum.
http://www.autismresearchcentre.com/arc_tests
J. Williams, F. Scott, C. Allison, P. Bolton, S. Baron- Cohen and C. Brayne, (2004)
The CAST (Childhood Asperger Syndrome Test) : test accuracy
Autism :45-68
F. Scott, S. Baron-Cohen, P. Bolton and C. Brayne, (2002)
The CAST (Childhood Asperger Syndrome Test) : Preliminary development of UK screen for mainstream primary-school children
Autism 6(1):9-31
I'm in the process of downloading the test and key. Look what crops up:
Name:
Organisation:
Email:
Here we go into terms and conditions...
Tests developed at the Autism Research Centre (ARC) may only be used strictly for professional, scientific or clinical purposes, and are not for commercial use. Use of these Tests for commercial purposes may violate copyright legislation.
When using these Tests, full acknowledgement must be given to the ARC as the source of the material.
Once I have a good read, I will get back to you with which I think as an impartial is better.
Here I've found a sight which allows CAST (Childhood Asperger Syndrome Test) to be downloaded free in, 17 different languages. I'm sure you have also spotted that this test is for Aspergers and not Autism, but look at the dates... pre the change to spectrum.
http://www.autismresearchcentre.com/arc_tests
J. Williams, F. Scott, C. Allison, P. Bolton, S. Baron- Cohen and C. Brayne, (2004)
The CAST (Childhood Asperger Syndrome Test) : test accuracy
Autism :45-68
F. Scott, S. Baron-Cohen, P. Bolton and C. Brayne, (2002)
The CAST (Childhood Asperger Syndrome Test) : Preliminary development of UK screen for mainstream primary-school children
Autism 6(1):9-31
I'm in the process of downloading the test and key. Look what crops up:
ARC Tests Downloads
Before downloading a test please indicate your acceptance of the terms and conditions for use of ARC publications by providing your details and ticking the box.Name:
Organisation:
Email:
Here we go into terms and conditions...
Tests developed at the Autism Research Centre (ARC) may only be used strictly for professional, scientific or clinical purposes, and are not for commercial use. Use of these Tests for commercial purposes may violate copyright legislation.
When using these Tests, full acknowledgement must be given to the ARC as the source of the material.
Once I have a good read, I will get back to you with which I think as an impartial is better.
Diagnostic instruments for autism spectrum disorder
This is a PDF file I found interesting. It was prepared April 2011 for the Ministries of Health and Education by the New Zealand Guidelines Group by Joanna M McClintock PhD, Clinical Psychologist & John Fraser, Manager Implementation Services, NZGG.
http://www.asdguideline.com/content/documents/0000/0013/ASD_Instruments_Report.pdf
What I want to highlight is below:
2.3 Childhood Autism Rating Scale The Childhood Autism Rating Scale (CARS) is an observation instrument and was developed to identify children with autism compared to children with other developmental disabilities and determine symptoms severity (Schopler, Reichler and Rochen Renner, nd). The CARS was developed for children over the age of two years. As no upper age limit is provided it is not clear at what age the CARS would be inappropriate.
The items for the CARS were derived from five different theoretical perspectives of autism, including Kanner’s description of the syndrome to the DSM-IIIR. Due to this, the CARS does not include some constructs considered important to the diagnosis of autism (Ozonoff, Goodlin-Jones and Solomon, 2005). The CARS is also unable to clearly differentiate Asperger’s disorder or pervasive developmental disorders, however, as Rellini et al (2004) point out the CARS was developed prior to the concept of an autism spectrum.
http://www.asdguideline.com/content/documents/0000/0013/ASD_Instruments_Report.pdf
What I want to highlight is below:
2.3 Childhood Autism Rating Scale The Childhood Autism Rating Scale (CARS) is an observation instrument and was developed to identify children with autism compared to children with other developmental disabilities and determine symptoms severity (Schopler, Reichler and Rochen Renner, nd). The CARS was developed for children over the age of two years. As no upper age limit is provided it is not clear at what age the CARS would be inappropriate.
The items for the CARS were derived from five different theoretical perspectives of autism, including Kanner’s description of the syndrome to the DSM-IIIR. Due to this, the CARS does not include some constructs considered important to the diagnosis of autism (Ozonoff, Goodlin-Jones and Solomon, 2005). The CARS is also unable to clearly differentiate Asperger’s disorder or pervasive developmental disorders, however, as Rellini et al (2004) point out the CARS was developed prior to the concept of an autism spectrum.
Here are some websites and write ups that I poached
NZ ASD guideline website
This website, developed independently by the New Zealand Guidelines Group with funding from the Ministry of Health, was launched in April 2010. It brings together information about ASD for two groups of people:
- 'recognisers' - anybody who might come across a child or adult with a possible ASD, including relatives, friends and caregivers
- 'referrers' - health or education practitioners who make initial clinical assessments for ASD and refer for specialist hospital assessment when required
The website has information and education resources to help people recognise the basic signs and symptoms of possible ASD, and decide what actions they can take. The resources are derived from the New Zealand Autism Spectrum Disorder Guideline.
Website: http://www.nzgg.org.nz/asd
Altogether Autism
Altogether Autism
An information and advisory service for people with ASD, their families, whanau and the wider New Zealand community.
Freephone: 0800 ASD INFO (0800 273 463)
Website: http://www.altogetherautism.org.nz/
Mental Health Foundation NZ
The Mental Health Foundation provides comprehensive information on ASD. This includes myths about and causes of autism, living with autism, treatment options and other support groups.
Phone: 64 9 300 7010
Fax: 64 9 300 7020
Resource Centre: 64 9 300 7030
Email Resource Centre: resource@mentalhealth.org.nz
Fax: 64 9 300 7020
Resource Centre: 64 9 300 7030
Email Resource Centre: resource@mentalhealth.org.nz
Ministry of Education
The ASD resource for teachers is also useful for other people supporting children and young people with ASD, including parents. It introduces some of the challenges faced by young people with ASD, some of the characteristics of these disorders, and practical strategies for support. To request a free printed copy of this booklet, email: asd.mailbox@minedu.govt.nz. The Ministry of Education website also has a section What is education doing about ASD?
Australian website
Raising Children Network: The Australian Parenting Network
The Raising Children Network website provides comprehensive information on ASD in the section Children with Autism Spectrum Disorder. Please be aware that some of the content (such as information about services available, costs and information about funding of medications) applies only to Australia and may not be relevant to New Zealand. However, much of the information is relevant to New Zealand families.
Other international websites
Great Ormond Street Hospital for Children, UK
The Great Ormond Street Hospital website provides the booklet Understanding and managing behaviour problems in children and young people with autistic spectrum disorders. The booklet has been written to offer an overview of some of the behavioural difficulties that may be experienced by children with ASD. It also offers guidelines on how to manage these behavioural difficulties. Some of the information may not relate to your situation because each child and their circumstances differ.
Visual strategies
Students with ASD and lots of other students with behaviour or communication challenges tend to be visual learners. They understand what they see better than what they hear. Therefore, they benefit significantly from the use of visual strategies.
New Zealand Autism Spectrum Disorder Guideline
I believe that everyone should have a copy.
New Zealand Autism Spectrum Disorder Guideline
go to this website and download/order your own copy!
Rita Jordan
There is several workshop evenings with Rita Jordan coming up. Any one keen?
Seminars 9.00am – 12.30pm $75.00 Nelson 3rd Sept, New Plymouth 10th Sept,Wellington 11th Sept For more details and to register, see www.autismnz.org.nz or call: Pat 04 470 7616, Pat.Gluck@autismnz.org.nz
For a full view of her profile:
http://www.wep.co.nz/wep/member-images/162/file/Rita%20Jordan%20Seminar.pdf
Happy Autism Week
Autism NZ Annual Appeal Week 1st – 7th June
Please support us on our Annual Appeal week to help raise awareness and funds for Autism. If you see us on the streets with our collection buckets give us a smile, a wave or even a donation!
If you or someone you know would like to help volunteer during the appeal week please contact your local branch for information.
If you or someone you know would like to help volunteer during the appeal week please contact your local branch for information.
Monday 4 June 2012
IPAD2
What would I do with out my olds? They are off to the states!!! And bringing me back an iPad2!!! Hoooray!!!! I can't wait to get on and try all these aps i've been blogging about.
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