Are you familiar with iTunes U? If you have iTunes then you have free access to some of the world's best thinking—lectures from Yale, MIT, Oxford; labs from UC Berkely, Stanford; films from the MOMA, to name a few. More than 800 universities have active iTunes U sites. About half of these institutions distribute their content publicly on the iTunes Store.
Currently, there are 200 autism related postings on the iTunes U site (just open up iTunes, go to iTunes U and type "autism" in the search box). The Yale Seminar on Autism and Related Disorders is the first undergraduate course of its kind in the US and it's available at iTunes U, click here to subscribe to the course. This collection contains the full video of each weekly seminar on diagnosis, assessment, etiology, and treatment of autism and related disorders.
Check out this resource, it's another way to enhance your understanding of autism, all from the comfort of your home!
Monday, October 31, 2011
Friday, October 28, 2011
60 Minutes: Apps for Autism
I just caught up on my DVR and wanted to share this week's feature on 60 Minutes regarding the hot topic of iPads and iTouches in the world of autism. I had mixed reactions throughout the piece, but I think it's worth a view if you have time.
My favorites were definitely the University of Pittsburgh's brain scan work (with a Temple Grandin appearance!) and the discovery of a new passion (opera! can you believe that?) for Nuno, a 10-year old with autism that was featured during the piece.
Click here to watch the general feature that appeared this past Sunday.
Click below to watch the web extras:
My favorites were definitely the University of Pittsburgh's brain scan work (with a Temple Grandin appearance!) and the discovery of a new passion (opera! can you believe that?) for Nuno, a 10-year old with autism that was featured during the piece.
Click here to watch the general feature that appeared this past Sunday.
Click below to watch the web extras:
Thursday, October 27, 2011
Time Magazine
An occupational therapist in our district shared an interesting TIME article with me this week.
In the article, Simon Baron-Cohen's mating theory is featured regarding how the marriage patterns in our society may increase the prevalence of autism spectrum disorders, especially Asperger's Syndrome.
Here is a summary of the article. If you would like a full copy of the article, check out the August 29, 2011 magazine from your local library.
Hope you enjoy!
In the article, Simon Baron-Cohen's mating theory is featured regarding how the marriage patterns in our society may increase the prevalence of autism spectrum disorders, especially Asperger's Syndrome.
Here is a summary of the article. If you would like a full copy of the article, check out the August 29, 2011 magazine from your local library.
Hope you enjoy!
Website to Check Out: Autism and Empathy
An interesting new site is out there for y'all to check out: Autism and Empathy.
As the editor and publisher (Rachel Cohen-Rottenberg) writes,
This site exists to undo the myths about autism and empathy that have stigmatized autistic people for so long.
It features writing by autistic individuals, by autism parents and family members, by autism professionals, and by others who understand that autistic people, all along the spectrum, can experience the world in highly empathetic and sensitive ways. Telling our stories, describing our experiences, and speaking the truth in our own voices, we can break dehumanizing stereotypes and increase understanding.
What I have read so far is very thought provoking - a truly great compilation of writing.
As the editor and publisher (Rachel Cohen-Rottenberg) writes,
This site exists to undo the myths about autism and empathy that have stigmatized autistic people for so long.
It features writing by autistic individuals, by autism parents and family members, by autism professionals, and by others who understand that autistic people, all along the spectrum, can experience the world in highly empathetic and sensitive ways. Telling our stories, describing our experiences, and speaking the truth in our own voices, we can break dehumanizing stereotypes and increase understanding.
What I have read so far is very thought provoking - a truly great compilation of writing.
Blog Love: October
Here's another round of blog posts I loved this month! Hope you enjoy these ideas!
Differentiation Daily (Paula Kluth)
Assistive Technology Blog (Virginia Department of Education)
LetterSoup
Teaching Learners with Multiple Special Needs
Differentiation Daily (Paula Kluth)
- A new website devoted to visual recipes: Recipics! I appreciate that this site has more complex recipes versus the perennial favorites - Gorp, Chex Mix, and Mud Pies. Something that would be great for those cooking groups that we might have in our schools, some differentiated instruction for FCE classes, and/or some daily living skills instruction that might need to take place.
- Fun idea for getting all learners involved with vocabulary learning - whether it be synonyms, antonyms, idioms, figurative language ....
- A visual rubric for the entire classroom! Love it.
- Notebooking for social studies - can be used by the student as a learning support AND by the team as a running record of the student's progress and work.
- Multiplication punch card: as a person who may hoard cute paper items, I had to say "aww" about this. It also might be a good motivator for some of our students!
- Blackout poetry: great idea for literacy instruction. I am excited to try this with many of my more poetic-leaning students and teams.
- Reader of the Week: what a memorable experience for students! I can only imagine how special they must feel! And how yummy is it that it's around literacy experiences?
- Entrance slip math problems: what a great informal assessment for all learners in a classroom!
- The Educator's PLN - cool website where educators give tips to one another, including tips for DI.
- Online teleprompter at CuePrompter.com: great visual support for learners who benefit from them for presentations and beyond!
- Have any Legos or Duplos hanging around your house or classroom? Here's a fun repurposing of them with literacy in mind! Great idea for those who find writing to be burdensome (or those who have a passion for everything Legos!).
Assistive Technology Blog (Virginia Department of Education)
- Free printable art booklet from Crayola: "Creative Art Experiences for Children with Special Needs". Cool new resource to check out for art ideas for those who may need a little tweaking or even for those who need a replacement activity.
- Coordinate grid stamper: how did I not think of this? I just bought a name stamp for a student the other day! What a time saver.
- You know I love an opportunity to use a highlighter. Try it in math!
- Coinulator. Wow!
- If you're trying desperately to keep up with all the new AAC (alternative and augmentative communication) apps that are available for Apple products, use this site to lessen the weight of your load!
LetterSoup
- Stickman stories: a cool potential twist on social narratives or even a way to engage kids in literacy instruction/activities.
Teaching Learners with Multiple Special Needs
- The ultimate list of communication symbol sets, sites, and so on! Bookmark this one.
- Getting tired of velcro and manipulatives as pencil and paper alternatives? Magnetic math tiles: 'nuff said.
- Masking devices: I've been using this one at a bunch of my schools this year. A great support solution for focusing attention.
- I have used an adaptation toolbox for many years, thanks to the teachings of one of my graduate school professors. Here is a helpful listing of items you might want to include. I am definitely planning some of these to my kit!
- Need ideas for adaptations to science experiments and curricula? Follow these two sites for ideas that people across the country are sharing!
Thursday, October 20, 2011
Local event: Finding or Creating Jobs We Love
This event is being offered by LOV Dane.
A little information about LOV Dane:
http://cow.waisman.wisc.edu/LOV-Dane.html
Living Our Visions (LOV-Dane) is a grassroots organization of individuals with disabilities, families and community members building fulfilling, community centered lives for all citizens. To achieve this goal, LOV is:
- Engaging in collective action
- Mobilizing individual and community assets
- Increasing civic engagement
- Building reciprocal relationships of caring and mutual support
- Developing inclusive and sustainable employment, recreation and living opportunities
The event:
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Wednesday, October 19, 2011
Girls and Asperger's
Here is a video of Dr. Tony Attwood highlighting attributes of girls and Asperger's syndrome in a question/answer format:
Monday, October 17, 2011
"Autism Hangout" Resource Site
Here is a website rich with a variety of perspectives.
If you haven't already, Please meet:
The Autism Hangout Site: http://www.autismhangout.com/
AUTISM HANGOUT is an online discussion forum that reports news, complies facts and community-submitted personal experiences andinvites ongoing discussion to discover insights on how best to deal with the daily challenges of autism.
AUTISM HANGOUT is a dedicated resource serving the autism community, defined as:
a. Parents of children with autism
b. Children and adults with autism
c. Caregivers to the individual with autism such as siblings, grandparents, other relatives, teachers, classmates, doctors, clergy, care providers, community service professionals (i.e. policemen and firemen), neighbors and product and services providers wanting to service this community
d. The media at large
AUTISM HANGOUT is a compendium of community-reported reviews of products and services. Reviews serve as both recommendations and warnings. Product and service businesses are invited to join in discussions to learn how their offerings can best serve the autism community.
AUTISM HANGOUT is also a social networking opportunity – similar to myspace – that invites autism community members (i.e. caregivers as well as those with autism) to get to know and learn from each other. Groups of those sharing similar interests can also be formed.
AUTISM HANGOUT is a dedicated resource serving the autism community, defined as:
a. Parents of children with autism
b. Children and adults with autism
c. Caregivers to the individual with autism such as siblings, grandparents, other relatives, teachers, classmates, doctors, clergy, care providers, community service professionals (i.e. policemen and firemen), neighbors and product and services providers wanting to service this community
d. The media at large
AUTISM HANGOUT is a compendium of community-reported reviews of products and services. Reviews serve as both recommendations and warnings. Product and service businesses are invited to join in discussions to learn how their offerings can best serve the autism community.
AUTISM HANGOUT is also a social networking opportunity – similar to myspace – that invites autism community members (i.e. caregivers as well as those with autism) to get to know and learn from each other. Groups of those sharing similar interests can also be formed.
Thursday, October 6, 2011
Conversation Basics
Effective conversations enable people to get their needs met and ideas heard, as well as making others around them feel comfortable (Mataya, 2010). Not so easily done for individuals who have Asperger Syndrome. In Volume 60(3) of the Autism Advocate (see description and link below), Kerry Mehaffey Mataya provides a great article about simplifying how we teach conversation skills. Using the Conversation Basics Rating Sheet (see image below), she offers these 11 steps:
1). Observe student with peers over at least three days.
2). Use rating sheet to determine weaknesses.
3). Determine one area on which to focus.
4). Pre-teach vocabulary of Conversation Basics.
5). Talk with student about their perceptions of their Conversation Basics skills.
6). Integrate Conversation Basics into a one-minute conversation in a 1:1 setting (initially you will likely do a lot of verbal and/or visual prompting).
7). Advance length of conversation and decrease number of prompts.
8). As progress is made, provide opportunities to practice with a small group of peers. You can use visuals (note cards, Conversation Basics, non-verbal cues, gestures) and the conversation does not have to be mastered prior to this step).
9). Continue to extend the conversation and decrease prompts.
10). The end goal is for student to initiate a variety of contributions to a conversation with peers without prompts.
11). Once Conversation Basics are mastered, develop new goals for secondary conversation skills (e.g., eye contact, body position) as needed.
The Autism Society’s flagship publication, the Autism Advocate, is published four times each year, reaching approximately 30,000 Autism Society members, supporters and professionals. The quarterly magazine offers a diverse collection of the latest issues in autism (e.g., education, environmental health, therapies/interventions, adult issues, caregiving, etc.), Autism Society news, personal perspectives of families and individuals living with autism, and tips from parents and professionals. You must be an Autism Society member to receive the Autism Advocate. To join, click here.
1). Observe student with peers over at least three days.
2). Use rating sheet to determine weaknesses.
3). Determine one area on which to focus.
4). Pre-teach vocabulary of Conversation Basics.
5). Talk with student about their perceptions of their Conversation Basics skills.
6). Integrate Conversation Basics into a one-minute conversation in a 1:1 setting (initially you will likely do a lot of verbal and/or visual prompting).
7). Advance length of conversation and decrease number of prompts.
8). As progress is made, provide opportunities to practice with a small group of peers. You can use visuals (note cards, Conversation Basics, non-verbal cues, gestures) and the conversation does not have to be mastered prior to this step).
9). Continue to extend the conversation and decrease prompts.
10). The end goal is for student to initiate a variety of contributions to a conversation with peers without prompts.
11). Once Conversation Basics are mastered, develop new goals for secondary conversation skills (e.g., eye contact, body position) as needed.
The Autism Society’s flagship publication, the Autism Advocate, is published four times each year, reaching approximately 30,000 Autism Society members, supporters and professionals. The quarterly magazine offers a diverse collection of the latest issues in autism (e.g., education, environmental health, therapies/interventions, adult issues, caregiving, etc.), Autism Society news, personal perspectives of families and individuals living with autism, and tips from parents and professionals. You must be an Autism Society member to receive the Autism Advocate. To join, click here.
Tuesday, October 4, 2011
Are you talking too much?
Have you found yourself verbalizing to a student, step by step, what they need to do to complete a task (i.e, open your locker, take off your coat, hang it up, take off your gloves ....)? I see this chain of behaviors all too frequently when I'm out in schools and in the community with students and staff. Unfortunately, for many students with autism, they become overly dependently on your verbal prompts. Furthermore, when you think you are fading them, what you actually are doing is going from a direct verbal prompt ("Take off your coat.") to an indirect verbal prompt ("Go ahead.", "What's next?"). The end result is that the student is waiting on you to say something prior to responding. Rather than increasing their independence, you are making them more dependent.
What should you do instead? My rule of thumb is that if the task you are teaching does not require the student to verbalize, DO NOT use verbal prompts to teach the task or skill. Verbal prompts are difficult (if not impossible) to fade and some students become overly dependent on them. Instead of telling them what to do, show them what to do using visual (picture sequences, written lists of steps) and/or physical prompts (hand over hand, partial physical assistance, gestures, proximity). These types of prompts are more efficient in that they can be easily faded. In some cases, you may find that you are unable to fade the visual prompts, and that's OK. How many of us are dependent on our own visual supports (calendar, Blackberry, or iPhone)? In an earlier post, Jennifer provided a link to an excellent article on visual strategies; for more information on the topic, check out Linda Hodgdon's website.
What should you do instead? My rule of thumb is that if the task you are teaching does not require the student to verbalize, DO NOT use verbal prompts to teach the task or skill. Verbal prompts are difficult (if not impossible) to fade and some students become overly dependent on them. Instead of telling them what to do, show them what to do using visual (picture sequences, written lists of steps) and/or physical prompts (hand over hand, partial physical assistance, gestures, proximity). These types of prompts are more efficient in that they can be easily faded. In some cases, you may find that you are unable to fade the visual prompts, and that's OK. How many of us are dependent on our own visual supports (calendar, Blackberry, or iPhone)? In an earlier post, Jennifer provided a link to an excellent article on visual strategies; for more information on the topic, check out Linda Hodgdon's website.
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