16th International Symposium on Society and Resource Management (ISSRM) June 6-10, 2010 Corpus Christi, Texas USA

Size: px
Start display at page:

Download "16th International Symposium on Society and Resource Management (ISSRM) June 6-10, 2010 Corpus Christi, Texas USA"

Transcription

1 16th International Symposium on Society and Resource Management (ISSRM) June 6-10, 2010 Corpus Christi, Texas USA The Benefits of Outdoor Activities for Children with Autism Yuan-Yu Chang and Chun-Yen Chang Department of Horticulture, National Taiwan University, Taipei, R.O.C. ABSTRACT Children develop their potential and acquire basic living skills through participating in daily activities. Potentially hindered by their specific symptoms, children with autism normally have their therapeutic activities indoors and rarely outdoors. Activities held outside could increase their opportunities for contact with the outdoor environment, and this could further influence their development. A growing number of studies indicate that outdoor activities provide many benefits for people, including restorative or stress-reducing effects. Could the outdoor activities also help children with autism? The purpose of this study was to investigate the benefits of outdoor activities for children with autism. 15 participants were interviewed including special education teachers, volunteers, and parents of children with autism. The verbatim transcripts of the audio taped interviews were analyzed in detail. The results indicated that the outdoor activities provide 7 main benefits to children with autism, including promoting communication, emotion, cognition, interaction, physical activity, and decreasing autistic sensitivity. Keywords: communication, emotion, cognition, interaction, physical activity, autistic sensitivity. INTRODUCTION The general decline in birth rate in recent years in Taiwan, but the population of children with autism increased. A growing numbers of children are diagnosed with autism in Taiwan. According to the statistics of the Special Education Transmit Net in Taiwan showed that in 2001 the population of children with autism in elementary stage was 917, and it rose to more than 4,000 in Autism is the complex psychiatric or development disorder that would accompany some problems. First, most of children with autism tend to have poor relations with others. Second, they have language and communication disorder, delay in or total lack of multiple nonverbal behaviors. Third, children with autism have repetitive and stereotyped patterns of behavior, interests, and activities (APA, 1994). In addition, 1

2 some of children with autism accompany other disorders, such as inattention or hyperactivity. Research has shown that children can gain a lot of benefits through contact with nature and participation in outdoor activities (Alexander et al., 1995; Dirksa & Orvis, 2005; Lineberge & Zajicek, 2000; Lohr & Pearson-Mims, 2005; Waliczek et al., 2001; Wells, 200; Taylor et al., 2001). Could outdoor activities and environments benefit children with Autism. The purpose of this study was to examine the effects of outdoor activities for children with autism. AUTISM Autism is a behavior disorder with a neurodevelopmental origin. It is defined by its behavioral properties in the editions of the Diagnostic and Statistical Manual of Mental Disorders (DSM). Children with autistic characteristics may be classified as having autism spectrum disorder, also known as pervasive developmental disorder (PDD). Pervasive developmental disorder includes several disorders such as autistic disorder, Asperger s syndrome, childhood disintegrative disorder, Rett s disorder, and pervasive developmental disorder not otherwise specified (PDD-NOS). But children who are diagnosed with any of these disorders exhibit the following characteristics: severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities (APA, 1994). In recent years in Taiwan, most of teachers are often using applied behavior analysis to adjust the behavior of children with autism; using incidental teaching and social story to improve their language skills; and using social skills training to enhance their social skills. Due to consider the convenience and security of teaching, children with autism normally have their therapeutic activities indoors and rarely outdoors. This may affect autistic children's learning and development THE BENEFIT OF OUTDOOR ENVIRONMENT AND ACTIVITIES Studies on adults found that exposure to outdoor natural environments can have both physiological and psychological benefits, including attention restoration (Cimprich, 1993; Hartig et al., 1991; Hartig et al., 2003; Tennessen & Cimprich, 1995; Ulrich, 1984), vitality arousal (Herzog et al., 1997), emotional restoration e.g. anger decreased (Hartig et al., 2003), increasing family interaction (Taylor et al., 1998). In addition, the natural odors improved affective status: calmness, alertness, and mood (Weber & Heuberger, 2008). Some studies on children also has shown that outdoor activities, especially gardening provide children many benefits, including increasing interactions with their 2

3 peers, parents or other people (Alexander et al., 1995; Waliczek et al., 2001; Dirksa & Orvis, 2005), improving their ability of communication, lead them to share what they learn with others (Dirks & Orvis, 2005), encourages positive attitudes toward vegetables (Lineberger & Zajicek, 2000), nature and the environment (Lohr & Pearson-Mims, 2005). In addition, children can gain pleasant experiences (Schimmel, 2004; Alexander et al., 1995) and Aesthetic experience (Canaris, 1995) by outdoor activities. However, most the subjects of these studies are normal children, rarely for special children, especially children with autism. Could the outdoor activities also help children with autism? The purpose of this study was to explore the effects of outdoor activities for children with autism. METHOD The participants were including special education teachers, volunteers, and parents of children with autism. This study used semi-structured interviews (guided interviews) to interview participants. The study interview began with the following broad opening questions: How many years have you got along with children with autism? What types of therapy or educational strategies do you employ? The interviewer next asked, What things and activities are autistic children s favorite in outdoor environment? What should you notice when taking autistic children outdoor? What can attract autistic children s attention in outdoor environment? At last, the interviewer asked, What can improve autistic children s mental and physical development in outdoor environment? Interviews took from 20 minutes to 1.5 hours. This study used ATLAS.ti, qualitative data analysis software to analysis content of interview. The verbatim transcripts of the audio taped interviews were analyzed in detail. RESULTS 15 participants were interviewed. According to the initial interviews, we found most teachers have to take care of many students, rarely have opportunities to take children to do some outdoor activities. The volunteers of autism groups also have less time to take them outdoors. Therefore, parents were the primary participants in this study. The 7 main benefits emerged from multiple interviews with special education teachers, volunteers, and parents of children with autism were promoting communication, emotion, cognition, interaction, physical activity, and decreasing autistic sensitivity (Table 1). Social interaction There are two secondary concepts in this main concept. The first one is initiative 3

4 and the second is increasing social interaction. Because there are many types of novel and abundant sceneries, and playground equipments that children like to play with, they can attract children's attention and promote children to take initiative in talking to other people; hence they can increase children with autism s social interaction. a. Initiative Taking him outside we are able to talk about different topics, being able to look at various plants/ flowers gives us an interesting topic to talk about; when he sees something he likes he will say I want it. (P8) b. Increasing social interaction When he was growing plants, he would be very happy, he would be very joyful I would tell him, mom will take you to apply fertilizer. I think this is a type of social interaction. He can [use it to] understand many things. [For example], maybe today the subject is mom, and then he could come in contact with mom s emotions. (P4) Communication The second main concept is communication; there are two secondary concepts within it. There are a lot of multiple natural elements outside and outdoor environment changes all the time, so they provide an opportunity for children with autism to speak about many different things and increasing their content of speech. a. Promoting speaking ability At the beach he will make the connection between waves and the song moving white waves. So it seems as if they can make connections between an object and an experience. Whenever we had an experience like this together, I would always encourage his expression. (P6) b. Increasing the content of speech Because the outdoor environment changes all the time, this provides an opportunity for him to speak about many different things. (P6) Behavior The third main concept is behavior. There are four secondary concepts within it, including promoting positive behavior, promoting the ability to accept the changing circumstances, decreasing ritualistic behavior, and reducing agitations. a. Promoting positive behavior There are many things attract children in outdoor environment, so children like to play outdoors. Some participants mentioned that they would use it as a reward to motivate children s good behavior. Therefore children will show more positive 4

5 behaviors, such as more obedient to achieve the purpose that can play outside. b. Promoting the ability to accept the changing circumstances Because there are many various natural elements and they changes all the time in outdoor environment, hence, if children with autism often play in outdoor environment, they will contact with a variety of plants and changing things, this help them to promote the ability to accept the changing circumstances. c. Decreasing ritualistic behavior Many children with autism have ritualistic behavior of food, and they prefer particular foods and do not like vegetables. There are many horticultural crops outdoors, such as flowers, fruit trees, vegetables. If children are frequently exposed to these horticultural crops, it can reduce their sense of exclusion of certain plants. In addition, the body energy expenditure after exercise outdoors, children will feel hungry easily and eat more, so can decrease children s ritualistic behavior of food. d. Reducing agitations The vestibular sensory system is the balance sense that helps children responds to changes in speed and direction while moving. Many participants mentioned that there are a lot of activities outdoors, such as cycling, running, playing recreational facilities can stimulate vestibular sensory system, and many parents and teachers said that their children and student will be more stable after doing the kind of activity. They need to stimulate their vestibular systems, because if their vestibular systems are not be stimulated, they will be agitative. (T1) Emotion The fourth main concept is emotion. Because There are many beautiful landscape, plants and a variety of elements change, including water changes in outdoor environment, that can attract children s attention and positive emotions, such as happy. Some outdoor activities, such as horticulture activities can provide children with autism an opportunity of taking care of plants, and they can obtain sense of achievement for this kind of activity. In addition, let s look at this text, a participant mentioned, going outside too see scenery can clam her child down more, and she found when the scenery is dynamic, his heart will be still. a. Increasing the positive emotions Going outside to see scenery calms him down more. When the scenery is dynamic, his heart will be still. If scenery is still, he will be more agitated. (P6) b. Decreasing the negative emotions 5

6 Cognition a. Improving to learn new things Because there are multiple natural elements, such as various plants, varied landform in outdoor environment that attracting children's attention, stimulating their interest in active learning, and allowing a first-hand experience of the outdoors. When I brought him outside to see, to experience, to touch, and then he would tell me, mom, the leaf smells bad, this one smells good. (P4) b. Promoting observation ability There are multiple natural elements and dynamic landscapes provide many opportunities for children with autism to observe. c. Reviewing the knowledge learned There are many scenery and activities in outdoor environment, maybe some of them children may have seen on television or books before, or they have ever experienced. Hence by taking children with autism outside not only can teach them new things, but also can help them to review the knowledge learned. At the beach he will make the connection between waves and the song moving white waves. So it seems as if they can make connections between an object and an experience. Whenever we had an experience like this together, I would always encourage his expression. (P6) d. Improving attention Some outdoor activities can train children's attention, such as catching ball, riding a bicycle. Some participants found that when children complete these activities, their attention will become better. In addition, those activities also can help release children s excess energy, thereby reducing the restlessness of children and enhancing their sense of attention. He looked at the ball and then caught it, it s a movement for him to see and then to do I think the movement is good training for him! Because his problem is he doesn t notice things around him, so you can let him practice it by doing these kinds of activities. The other activity is riding a bicycle because he has to concentrate on the process of riding. If he doesn t do it, he will fall down. (P9) Autistic sensitivity a. Decreasing extreme response to certain sensitive stimulations Children with autism appear to sense the world in different ways to other people. Some seem to be hypersensitive and some appear to be hyposensitive. Many participants talked about their children who were afraid of touching sand or grass before, but after guiding and repeated exposure, their extreme response was 6

7 decreasing, and they even like to play sand or grass now. Hence, outdoor activities help to decrease children s extreme response to certain sensitive stimulations. We decreased his sensitivity [to sand] by taking him to [a beach often], where we put his feet into the sand intentionally. Of course, he first felt an itch, but he didn t feel too much of it later [Now I] often take him outside, and his endurance [to withstand autistic sensitivities] is better. For example, [the sensitivity] he feels decreases bit by bit, and he learns actually, it doesn t matter. (P8) Physical activity 1. Promoting body coordination There are many recreational equipment outdoors, such as balance beam, climbing facilities, etc can promote children s body coordination. For example, children can promote their sense of balance by riding bicycles. His physical fitness is much better than before, and he becomes very healthy, it s really better than before. (P4) 2. Promoting physical fitness Engage in physical activities in outdoor that would not only help release children's excess energy but also can promote their good health. He learned to ride a bicycle and did some exercises in outdoors. After doing these, his muscle coordination got better and his sense of balance also was better, because some exercises can help train the sense of balance. (P8) Table 1. The key and secondary concept of the interview results key concept secondary concept Who mentioned it Social interaction Communication Behavior Emotion Initiative * T1, P5, P8 increasing social interaction T1, P4, P5, P6 promoting speaking ability T1, P4, P6 increasing the content of speech P6, P8 promoting positive behavior P 8 promoting the ability to accept the changing circumstances P 4 decreasing ritualistic behavior P 4 reducing agitations T1, P8 increasing the positive emotions V1, V2, P4, P5, P6, P8, P10 decreasing the negative emotions P 8 7

8 Cognition Autistic sensitivity Physical activity improving to learn new things V1, P4, P6, P8 promoting observation ability P 4, P6 reviewing the knowledge learned P6 improving attention P8, P9 decreasing extreme response to certain sensitive P4, P6, P7, P8, P9 stimulations promoting body coordination P7, P8, P10 promoting physical fitness P4, P6 * T=Teacher, V=Volunteer, P= Parent. Discussion In this study, the benefits of outdoor activities for children with autism mainly come from two parts, outdoor environment and outdoor activities. Although the outdoor environment and activities are interaction, but we still tried to clarify the resources of the benefits by transcripts. On this slide; you can see the beneficial characteristics of outdoor environment and activities. In addition, this study further calculated the times of benefits were mentioned, found that most of the outdoor activities benefits are increasing positive emotion and increasing cognitive ability. It s corresponding with previous studies. Are all outdoor environment and activities beneficial to children with Autism? According interviewing, many participants mentioned when their children access new environment or things, they often have fears, for example some children with autism are afraid of water, sand, and grass. It's because they have very sensitive sensory, but if you often take them outside to see, to experience, to touch, their endurances to withstand autistic sensitivities will be better. And they will know, actually, it doesn t matter. Even they will like it. In addition, because there are many types of Novel and abundant sceneries, and playground equipments outsides that children like to play with, they can induce children s positive emotions, therefore taking children with autism go outside is an effective method to decreasing their extreme response to certain sensitive stimulations. Conclusions By qualitative interviews with special education teachers, volunteers and parents summed up the characteristics of the outdoor environment and activities that would bring benefits for children with autism. The results of study showed that outdoor 8

9 activities have various benefits for children with autism, such as promoting communication, emotion, cognition, interaction, physical activity, and decreasing autistic sensitivity. Therefore, this study suggests autism s teachers and parents should often take their children go outside to enhance their multi-benefits. In addition, by interviewing with these participants summed up the characteristics of the outdoor environment and activities that would benefit children with autism. This result also can be used as a reference for children with autism's environment and activities design. References Alexander, J., North, M., & Hendren, D. K. (1995). Master gardener classroom garden project: An evaluation of the benefits to children. Children s Environments, 12(2), American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Canaris, I. (1995). Growing foods for growing minds: Integrating gardening and nutrition education into the total curriculum. Children s Environments, 12(2), Cimprich, B. (1993). Development of an intervention to restore attention in cancer patients. Cancer Nursing, 16, Dirks, A. E., & Orvis, K. (2005). An evaluation of the junior master gardener program in third grade classromms. HortTechnology, 15(3), Hartig, T., Mang, M., & Evans, G. W. (1991). Restorative effects of natural environment experiences. Environment and Behavior, 23(1), Hartig, T. A., Evans, G. W., Jamner, L. D., Davis, D., & Garling, T. (2003). Tracking restoration in natural and urban field setting. Journal of Environmental Psychology, 23, Herzog, T. R., Black, A. M., Fountaine, & Knotts, D. J. (1997). Reflection and attentional recovery as distinctive benefits of restorative environments. Journal of Environmental Psychology, 17, Lineberger, S. E., & Zajicek, J. M. (2000). School garden: Can a hands-on teaching tool affect students attitudes and behaviors regarding fruit and vegetables? HortTechnology, 10(3), Lohr, V. I. & Pearson-Mims, C. H. (2005). Children s active and passive interactions with plants influence their attitude and action toward tree and gardening as adults. HortTechnology, 15(3),

10 Waliczek, T. M., Bradley, J. C., & Zajicek, J. M. (2001). The effect of school gardens on children s interpersonal relationships and attitudes toward school. HortTechnology, 11(3), Weber, S. T., & Heuberger, E. (2008). The impact of natural odors on affective states in humans. Chemical senses, 33(5), Wells, N. M. (2000). At home with nature effects of Greenness on children s cognitive functioning. Environment and Behavior, 32, Schimmel, B. S. (2004). Horticultural therapy in a classroom for learning disabled children. Journal of Therapeutic Horticulture, 15, Taylor, A. F., Wiley, A., Kuo, F. E., & Sullivan, W. C. (1998). Growing up in the inner city: Green spaces as places to grow. Environment and Behavior, 30(1), Taylor, A. F., Kuo, F. E., and Sullivan, W. C. (2001). Coping with ADD the surprising connection to green play settings. Environment and Behavior, 33, Tennesen, C. M., & Cimprich, B. (1995). Views to nature: Effects on attention. Journal of Environmental Psychology, 15, Ulrich, R. S. (1984). View through a window may influence recovery from surgery. Science, 224,

Fact Sheet 10 DSM-5 and Autism Spectrum Disorder

Fact Sheet 10 DSM-5 and Autism Spectrum Disorder Fact Sheet 10 DSM-5 and Autism Spectrum Disorder A diagnosis of autism is made on the basis of observed behaviour. There are no blood tests, no single defining symptom and no physical characteristics that

More information

Upcoming changes to autism spectrum disorder: evaluating DSM-5

Upcoming changes to autism spectrum disorder: evaluating DSM-5 Upcoming changes to autism spectrum disorder: evaluating DSM-5 ASD disease entity What is ASD? Aims of the talk What changes will be made to the definition of ASD with the publication of DSM-5? Are these

More information

Autism Spectrum Disorders

Autism Spectrum Disorders Autism Spectrum Disorders Ryan s Story Ryan is a healthy, active twoyear-old, but his parents are concerned because he doesn t seem to be doing the same things that his older sister did at this age. He

More information

Chapter 4: Eligibility Categories

Chapter 4: Eligibility Categories 23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.

More information

Alberta. Alberta Education. Special Programs Branch. Essential components of educational programming for students with autism spectrum disorders.

Alberta. Alberta Education. Special Programs Branch. Essential components of educational programming for students with autism spectrum disorders. ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. Alberta Education. Special Programs Branch. Essential components of educational programming for students with autism spectrum disorders. Series:

More information

Chapter 6: Individualized Education Programs (IEPs)

Chapter 6: Individualized Education Programs (IEPs) 33 Chapter 6: Individualized Education Programs (IEPs) In this chapter you will: learn the parts of an IEP learn who is on an IEP team discover tips and things to remember when working on the IEP understand

More information

Autism Spectrum Disorder in DSM-5. Brian Reichow reichow@uchc.edu

Autism Spectrum Disorder in DSM-5. Brian Reichow reichow@uchc.edu Autism Spectrum Disorder in DSM-5 Brian Reichow reichow@uchc.edu Disclosure / Conflict of Interest Have no conflict of interest with any portion of today s talk. -Do receive royalties from lectures and

More information

AUTISM SPECTRUM DISORDERS

AUTISM SPECTRUM DISORDERS AUTISM SPECTRUM DISORDERS JAGWINDER SANDHU, MD CHILD, ADOLESCENT AND ADULT PSYCHIATRIST 194 N HARRISON STREET PRINCETON, NJ 08540 PH: 609 751 6607 Staff Psychiatrist Carrier clinic Belle Mead NJ What is

More information

Developmental Disabilities

Developmental Disabilities RIGHTS UNDER THE LAN TERMAN ACT Developmental Disabilities Chapter 2 This chapter explains: - What developmental disabilities are, - Who is eligible for regional center services, and - How to show the

More information

ADEPT Glossary of Key Terms

ADEPT Glossary of Key Terms ADEPT Glossary of Key Terms A-B-C (Antecedent-Behavior-Consequence) The three-part equation for success in teaching. Antecedents (A) Anything that occurs before a behavior or a skill. When teaching a skill,

More information

FUNCTIONAL EEG ANALYZE IN AUTISM. Dr. Plamen Dimitrov

FUNCTIONAL EEG ANALYZE IN AUTISM. Dr. Plamen Dimitrov FUNCTIONAL EEG ANALYZE IN AUTISM Dr. Plamen Dimitrov Preamble Autism or Autistic Spectrum Disorders (ASD) is a mental developmental disorder, manifested in the early childhood and is characterized by qualitative

More information

Medical Policy Original Effective Date: 07-22-09 Revised Date: 01-27-16 Page 1 of 5

Medical Policy Original Effective Date: 07-22-09 Revised Date: 01-27-16 Page 1 of 5 Disclaimer Medical Policy Page 1 of 5 Refer to the member s specific benefit plan and Schedule of Benefits to determine coverage. This may not be a benefit on all plans or the plan may have broader or

More information

Collaborative Documentation on Daily Living Activities Regardless of Age

Collaborative Documentation on Daily Living Activities Regardless of Age Collaborative Documentation on Daily Living Activities Regardless of Age Katherine Hirsch and Annie Jensen MTM Services http://www.thenationalcouncil.org/mtm-services/ 0 Learning Objectives Participants

More information

General Therapies for Individuals with Autism

General Therapies for Individuals with Autism General Therapies for Individuals with Autism Speech and Language Pathology Speech- language therapy entails the assessment, diagnosis, treatment, and helping to prevent speech, language, cognitive, communication,

More information

Understanding Pervasive Developmental Disorders. Page 1 of 10 MC5155-09 Pervasive Developmental Disorders

Understanding Pervasive Developmental Disorders. Page 1 of 10 MC5155-09 Pervasive Developmental Disorders Understanding Pervasive Developmental Disorders Page 1 of 10 MC5155-09 Pervasive Developmental Disorders Page 2 of 10 MC5155-09 Pervasive Developmental Disorders This information is intended to help you

More information

Autism Spectrum Disorder

Autism Spectrum Disorder Autism Spectrum Disorder Questions from Parents Anne Arundel County Public Schools Office of Psychological Services Autism is the most commonly known condition in a group of developmental disorders collectively

More information

The Thirteen Special Education Classifications. Part 200 Regulations of the Commissioner of Education, Section 4401(1)

The Thirteen Special Education Classifications. Part 200 Regulations of the Commissioner of Education, Section 4401(1) The Thirteen Special Education Classifications Part 200 Regulations of the Commissioner of Education, Section 4401(1) Student With a Disability: A student as defined in section 4401(1), who has not attained

More information

Using the Power Card Strategy to Teach Social Skills to a Child with Autism. TEACHING Exceptional Children Plus

Using the Power Card Strategy to Teach Social Skills to a Child with Autism. TEACHING Exceptional Children Plus Using the Power Card Strategy to Teach Social Skills to a Child with Autism Vicky Spencer Cynthia G. Simpson Mindy Day Elizabeth Buster A Case Study Published in TEACHING Exceptional Children Plus Volume

More information

Alexa Vouros * Autism Spectrum Disorder now affects over two million people in the United States and

Alexa Vouros * Autism Spectrum Disorder now affects over two million people in the United States and CHILDREN ON THE AUTISM SPECTRUM AND THE REGGIO EMILIA APPROACH Alexa Vouros * I. INTRODUCTION Autism Spectrum Disorder now affects over two million people in the United States and tens of millions of people

More information

Attention-Deficit/ Hyperactivity Disorder

Attention-Deficit/ Hyperactivity Disorder Attention-Deficit/ Hyperactivity Disorder NICHCY Disability Fact Sheet #19 Updated March 2012 Mario s Story Mario is 10 years old. When he was 7, his family learned he had AD/HD. At the time, he was driving

More information

Fact Sheet: Asperger s Disorder

Fact Sheet: Asperger s Disorder Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young

More information

Addressing the Social and Emotional Needs of Young Children with Autism Spectrum Disorders

Addressing the Social and Emotional Needs of Young Children with Autism Spectrum Disorders Addressing the Social and Emotional Needs of Young Children with Autism Spectrum Disorders Pamela Ventola, Ph.D. Yale Autism Program Child Study Center New Haven, CT www.autism.fm pamela.ventola@yale.edu

More information

Marcia E. Humpal, M.Ed., MT-BC Ronna S. Kaplan, M.A. MT-BC. Journal of Music Therapy

Marcia E. Humpal, M.Ed., MT-BC Ronna S. Kaplan, M.A. MT-BC. Journal of Music Therapy American Music Therapy Association 8455 Colesville Rd., Ste. 1000 Silver Spring, Maryland 20910 Tel. (301) 589-3300 Fax (301) 589-5175 www.musictherapy.org Annotated Bibliography of Articles from Music

More information

Examples of IEP Goals and Objectives

Examples of IEP Goals and Objectives AUTISM SPECTRUM DISORDER SERIES Examples of IEP Goals and Objectives Introduction Suggestions for Students with Autism When writing goals for children with Autism it is crucial to be as specific as possible.

More information

Psychology 282: Cognitive and Behavior Therapy Course Syllabus

Psychology 282: Cognitive and Behavior Therapy Course Syllabus Psychology 282: Cognitive and Behavior Therapy Course Syllabus Professor: Karen T. Carey, Ph.D. Office: Thomas Administration Room 132 Office Phone: 559-278-2478 Email: karenc@csufresno.edu Office Hours:

More information

Register of Students with Severe Disabilities

Register of Students with Severe Disabilities Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria

More information

How To Teach A Disabled Child

How To Teach A Disabled Child Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting

More information

National Academy of Sciences Committee on Educational Interventions for Children with Autism

National Academy of Sciences Committee on Educational Interventions for Children with Autism National Academy of Sciences Committee on Educational Interventions for Children with Autism Conclusion and (The following is an adapted excerpt from Chapter 16, and, ( pp. 211-229), National Research

More information

Autistic Disorder Asperger s Disorder Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)

Autistic Disorder Asperger s Disorder Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS) Medical Policy Manual Topic: Applied Behavior Analysis for the Treatment of Autism Spectrum Disorder Date of Origin: January 2012 Section: Behavioral Health Last Reviewed Date: January 2015 Policy No:

More information

Applied Behavior Analysis Therapy for Treatment of Autism Spectrum Disorder

Applied Behavior Analysis Therapy for Treatment of Autism Spectrum Disorder Applied Behavior Analysis Therapy for Treatment of Autism Spectrum Disorder Policy Number: Original Effective Date: MM.12.022 01/01/2016 Line(s) of Business: Current Effective Date: HMO; PPO; QUEST Integration

More information

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three

Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Transition to Early Childhood Special Education A Guide for Parents of Children with Disabilities Who Are Turning Three Originally developed: (1995) Bridging Early Services, Transition Taskforce, Kansas

More information

Nutrition Education Competencies Aligned with the California Health Education Content Standards

Nutrition Education Competencies Aligned with the California Health Education Content Standards Nutrition Education Competencies Aligned with the California Health Education Content Standards Center for Nutrition in Schools Department of Nutrition University of California, Davis Project funded by

More information

PLAY STIMULATION CASE STUDY

PLAY STIMULATION CASE STUDY PLAY STIMULATION CASE STUDY AIMS Play stimulation work contributes towards the following 2003-2006 PSA targets: Improving social and emotional development, and Improving learning. With regard to PSA targets

More information

Assessing Adaptive Behavior in Young Children. Gloria Maccow, Ph.D. Assessment Training Consultant

Assessing Adaptive Behavior in Young Children. Gloria Maccow, Ph.D. Assessment Training Consultant Assessing Adaptive Behavior in Young Children Gloria Maccow, Ph.D. Assessment Training Consultant Objectives Describe adaptive behavior and the adaptive skills typically demonstrated by young children;

More information

Test Content Outline Effective Date: October 25, 2014. Psychiatric and Mental Health Nursing Board Certification Examination

Test Content Outline Effective Date: October 25, 2014. Psychiatric and Mental Health Nursing Board Certification Examination Board Certification Examination There are 175 questions on this examination. Of these, 150 are scored questions and 25 are pretest questions that are not scored. Pretest questions are used to determine

More information

Mindfulness in adults with autism spectrum disorders

Mindfulness in adults with autism spectrum disorders Mindfulness in adults with autism spectrum disorders Introduction Autism is a lifelong developmental disorder that affects functioning in multiple areas. Recent studies show that autism is often accompanied

More information

ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER

ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER I. Related Services Definition - IDEA According to the Individuals with Disabilities Education Act, psychological services include: Administering

More information

Policy for Documentation

Policy for Documentation Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified

More information

Treatment Foster Care Program

Treatment Foster Care Program Treatment Foster Care Program Prospective Foster Parent Information Packet Thank you for making the decision to learn more about becoming a foster family! The process of fostering can be an emotional and

More information

District 196 - Rosemount/Apple Valley/Eagan Revised May 2006 Special Education Department QUICK GUIDE OF EDUCATIONAL DISABILITIES

District 196 - Rosemount/Apple Valley/Eagan Revised May 2006 Special Education Department QUICK GUIDE OF EDUCATIONAL DISABILITIES Autism Spectrum Asperger s Pervasive Developmental (PDD) Rett s An uneven developmental profile and a pattern of qualitative impairments in 2 or 3 areas of development: social interaction, communication

More information

2015-2016 Academic Catalog

2015-2016 Academic Catalog 2015-2016 Academic Catalog Autism Behavioral Studies Professors: Kuykendall, Rowe, Director Assistant Professors: Fetherston, Mitchell, Sharma, Sullivan Bachelor of Science in Autism Behavioral Studies

More information

A Guide for Enabling Scouts with Cognitive Impairments

A Guide for Enabling Scouts with Cognitive Impairments A Guide for Enabling Scouts with Cognitive Impairments What cognitive impairments are discussed in this manual? Autism Spectrum Disorder Attention Deficit Hyper Activity Disorder Depression Down Syndrome

More information

Special Education Process

Special Education Process Special Education Process Special education is intended to provide services to students who have disabilities, and who, because of those disabilities, need help to make progress in the general education

More information

MEDICAL POLICY SUBJECT: APPLIED BEHAVIOR ANALYSIS FOR THE TREATMENT OF AUTISM SPECTRUM DISORDERS

MEDICAL POLICY SUBJECT: APPLIED BEHAVIOR ANALYSIS FOR THE TREATMENT OF AUTISM SPECTRUM DISORDERS MEDICAL POLICY SUBJECT: APPLIED BEHAVIOR ANALYSIS FOR PAGE: 1 OF: 7 If a product excludes coverage for a service, it is not covered, and medical policy criteria do not apply. If a commercial product covers

More information

Planting Trees: Just What The Doctor Ordered

Planting Trees: Just What The Doctor Ordered Planting Trees: Just What The Doctor Ordered Key Findings A research report commissioned by Planet Ark and sponsored by Toyota Australia. Introduction In May 2012, Planet Ark developed a report, sponsored

More information

DSM-5: A Comprehensive Overview

DSM-5: A Comprehensive Overview 1) The original DSM was published in a) 1942 b) 1952 c) 1962 d) 1972 DSM-5: A Comprehensive Overview 2) The DSM provides all the following EXCEPT a) Guidelines for the treatment of identified disorders

More information

Autism and Intellectual Disabilities

Autism and Intellectual Disabilities Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)

More information

Applied Behavior Analysis Question to the Defense Health Board 05 Sep 2008

Applied Behavior Analysis Question to the Defense Health Board 05 Sep 2008 Applied Behavior Analysis Question to the Defense Health Board 05 Sep 2008 CAPT Robert DeMartino, MC, USPHS Director, Behavioral Medicine Division Office of the Chief Medical Officer TRICARE Management

More information

Gardens in Health Care: Rehabilitation, Recovery & Restoration

Gardens in Health Care: Rehabilitation, Recovery & Restoration Gardens in Health Care: Rehabilitation, Recovery & Restoration Teresia Hazen, MEd, HTR, QMHP Connecting with nature impacts positive health outcomes Mission Statement Our legacy is good health for our

More information

The Context of Special Needs in Ireland

The Context of Special Needs in Ireland chapter one The Context of Special Needs in Ireland chapter outline Definitions of special need Models of disability History of special needs service provision in Ireland This book is aimed primarily at

More information

EDUCATING THE STUDENT WITH ASPERGER SYNDROME

EDUCATING THE STUDENT WITH ASPERGER SYNDROME EDUCATING THE STUDENT WITH ASPERGER SYNDROME Persons with Asperger syndrome (AS) share some of the same characteristics as individuals with autism, and there is debate on whether AS is an independent diagnostic

More information

Applied Behavior Analysis for Autism Spectrum Disorders

Applied Behavior Analysis for Autism Spectrum Disorders Applied Behavior Analysis for Autism Spectrum Disorders I. Policy University Health Alliance (UHA) will reimburse for Applied Behavioral Analysis (ABA), as required in relevant State of Hawaii mandates,

More information

SENSORY FRIENDLY CLASSROOMS- SUPPORTING SENSORIAL LEARNING AND INTEGRATION FOR SCHOOL READINESS

SENSORY FRIENDLY CLASSROOMS- SUPPORTING SENSORIAL LEARNING AND INTEGRATION FOR SCHOOL READINESS SENSORY FRIENDLY CLASSROOMS- SUPPORTING SENSORIAL LEARNING AND INTEGRATION FOR SCHOOL READINESS Julia Childs Andrews, Disabilities Coordinator Cindy S. Jones, MFT, Mental Health Coordinator Neighborhood

More information

Related Services: How Do Special Needs Education Relate to Your Child?

Related Services: How Do Special Needs Education Relate to Your Child? Related Services: How Do Special Needs Education Relate to Your Child? Family Driven Non-Profit 501(c)3 What makes FND unique is that the majority of our Board of Directors, all of our Management Staff

More information

Minnesota DC:0-3R Crosswalk to ICD Codes

Minnesota DC:0-3R Crosswalk to ICD Codes Minnesota DC:0-3R Crosswalk to ICD DC 0-3R 0 Post-Traumatic Stress (this diagnosis must be considered first according to the DC:0-3R decision tree) 150 Deprivation/Maltreatment 200 of Affect 2 Prolonged

More information

ASSESSMENT OF AUTISM SPECTRUM DISORDERS. Kimberly Hunter, Ph.D. Clinical Psychologist Assistant Professor of Psychiatry at University of Toledo

ASSESSMENT OF AUTISM SPECTRUM DISORDERS. Kimberly Hunter, Ph.D. Clinical Psychologist Assistant Professor of Psychiatry at University of Toledo ASSESSMENT OF AUTISM SPECTRUM DISORDERS Kimberly Hunter, Ph.D. Clinical Psychologist Assistant Professor of Psychiatry at University of Toledo Overview Autism Spectrum Disorders Evidenced Based Assessment

More information

Schizophrenia National Institute of Mental Health

Schizophrenia National Institute of Mental Health Schizophrenia National Institute of Mental Health U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Schizophrenia Do you know someone who seems like he or she has lost touch with

More information

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum

More information

Indiana Association for Infant and Toddler Mental Health DC 0-3 R Crosswalk to DSM and ICD Systems

Indiana Association for Infant and Toddler Mental Health DC 0-3 R Crosswalk to DSM and ICD Systems Indiana Association for Infant and Toddler Mental Health DC 0-3 R Crosswalk to DSM and ICD Systems Although the benefits of early identification and treatment of developmental and behavioral problems are

More information

Arkansas State PIRC/ Center for Effective Parenting

Arkansas State PIRC/ Center for Effective Parenting Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities

More information

BASIC FACTS ABOUT. In Prague

BASIC FACTS ABOUT. In Prague BASIC FACTS ABOUT PRIMARY SCHOOL FOR CHILDREN WITH BEHAVIOR DISORDERS In Prague In the Czech Republic the education of children and youth with disabilities and handicap follows the principle: To educate

More information

ValueOptions Autism Care Management Product. Bryan Davey, PhD, BCBA-D Christopher Dennis, MD, MBA, ValueOptions Chief Medical Officer

ValueOptions Autism Care Management Product. Bryan Davey, PhD, BCBA-D Christopher Dennis, MD, MBA, ValueOptions Chief Medical Officer ValueOptions Autism Care Management Product Bryan Davey, PhD, BCBA-D Christopher Dennis, MD, MBA, ValueOptions Chief Medical Officer Autism Spectrum Disorders Background 2 Autism Spectrum Disorders within

More information

SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability

SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability Leslie Salazar Armbruster, M.S., CCC-SLP Judy Rudebusch, EdD, CCC-SLP Host: Region 10 ESC Introduction ~ Resources

More information

Information Sheet 1 Autism and Asperger Syndrome

Information Sheet 1 Autism and Asperger Syndrome Information Sheet 1 Autism and Asperger Syndrome In producing this information we recognise that there are a number of terms that different individuals and groups prefer to use, including autism spectrum

More information

MCPS Special Education Parent Summit

MCPS Special Education Parent Summit MCPS Special Education Parent Summit May 17, 2014 Rockville High School 2100 Baltimore Road Rockville, MD 20851 When ADHD Is Not ADHD: ADHD Look-Alikes and Co-occurring Disorders David W. Holdefer MCPS

More information

ADULT ASPERGER ASSESSMENT (AAA)

ADULT ASPERGER ASSESSMENT (AAA) [ ADULT ASPERGER ASSESSMENT (AAA) PATIENT DETAILS Name: Sex: Date of birth: Appointment: Age (in years): John Airey male 20/09/1965 01/04/2010 44.5 SCREENING INSTRUMENT SCORES Autism-Spectrum Quotient

More information

AUTISM SPECTRUM DISORDER TREATMENTS

AUTISM SPECTRUM DISORDER TREATMENTS AUTISM SPECTRUM DISORDER TREATMENTS Coverage for services, procedures, medical devices and drugs are dependent upon benefit eligibility as outlined in the member's specific benefit plan. This Medical Coverage

More information

Intellectual Disabilities

Intellectual Disabilities Intellectual Disabilities NICHCY Disability Fact Sheet #8 January 2011 Matthew s Story Matt is 15 years old. Because Matt has an intellectual disability, he has been receiving special education services

More information

Asset 1.6 What are speech, language and communication needs?

Asset 1.6 What are speech, language and communication needs? 1 of 5 The National Strategies Asset 1.6 What are speech, language and needs? a) Summary of key points Taken from the Primary and Secondary Inclusion Development Programme (IDP): Dyslexia and speech, language

More information

How To Run A School District School In Braintree

How To Run A School District School In Braintree Braintree Public Schools A Parent s Guide to Special Education Programs The purpose of this guide is to provide a general overview of programs and specialized services that are available at the pre-school,

More information

Schmoga: Yoga-based self-regulation programming for children with Autism Spectrum Disorder in the school environment Kara Larson, OTD/S

Schmoga: Yoga-based self-regulation programming for children with Autism Spectrum Disorder in the school environment Kara Larson, OTD/S Schmoga: Yoga-based self-regulation programming for children with Autism Spectrum Disorder in the school environment Kara Larson, OTD/S Faculty Advisors: Dr. Christine Manville, EdD, MEd, OTR/L Dr. Tamara

More information

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.

DSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children

More information

College of Education. Rehabilitation Counseling

College of Education. Rehabilitation Counseling * 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a working

More information

Health and wellbeing Principles and practice

Health and wellbeing Principles and practice Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational

More information

School-based Support Personnel

School-based Support Personnel L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program

More information

East Grand Rapids Public Schools Special Education Review

East Grand Rapids Public Schools Special Education Review Jacob's Daughter, LLC 15318 Cove Street Grand Haven, MI 49417 Providing Special Education Consulting Services East Grand Rapids Public Schools Special Education Review Executive Summary Prepared by Cindi

More information

Deconstructing the DSM-5 By Jason H. King

Deconstructing the DSM-5 By Jason H. King Deconstructing the DSM-5 By Jason H. King Assessment and diagnosis of autism spectrum disorder For this month s topic, I am excited to share my recent experience using the fifth edition of the Diagnostic

More information

Importance of Health in Transition Planning for Special Education Students: The Role of the School Nurse

Importance of Health in Transition Planning for Special Education Students: The Role of the School Nurse Importance of Health in Transition Planning for Special Education Students: The Role of the School Nurse Transition to adulthood is a process all youth face as they reach the end of their high school years.

More information

MISSOURI. 2. When did the law requiring insurance companies to cover services for children with autism spectrum disorder go into effect?

MISSOURI. 2. When did the law requiring insurance companies to cover services for children with autism spectrum disorder go into effect? MISSOURI FREQUENTLY ASKED QUESTIONS ABOUT THE AUTISM INSURANCE REFORM LAW 1. Generally speaking, what does the Missouri law do? The law requires all group health plans to cover the diagnosis and treatment

More information

Requisite Skills and Abilities to Become a Registered Psychiatric Nurse in B.C.

Requisite Skills and Abilities to Become a Registered Psychiatric Nurse in B.C. Requisite Skills and Abilities to Become a Registered Psychiatric Nurse in B.C. What is the purpose of Requisite Skills and Abilities? Canadians expect the health care system to provide them with safe,

More information

HELPING CHILDREN COPE WITH STRESS

HELPING CHILDREN COPE WITH STRESS CENTER FOR EFFECTIVE PARENTING HELPING CHILDREN COPE WITH STRESS Stress is a natural and normal part of children's lives. The process of growing up carries with it quite a bit of stress. Children begin

More information

Medical Issues for Children with Autism

Medical Issues for Children with Autism Medical Issues for Children with Autism Desiree V. Rodgers, M.P.H., M.D., F.A.A.P February 1, 2013 Diagnostic Center Central California Disclaimer The purpose of this lecture is to provide current medical

More information

Emotional/Behavioral Disorders: Understanding the Challenges. Mark D. Nelson. Montana State University Bozeman. Tricia Williamson

Emotional/Behavioral Disorders: Understanding the Challenges. Mark D. Nelson. Montana State University Bozeman. Tricia Williamson 1 Emotional/Behavioral Disorders: Understanding the Challenges Mark D. Nelson Montana State University Bozeman Tricia Williamson Flathead High School Kalispell, Montana Emotional/Behavioral Disorders 2

More information

A diagnosis of an ASD is very important no matter what other diagnoses the individual carries.

A diagnosis of an ASD is very important no matter what other diagnoses the individual carries. AND JUSTICE FOR ALL: UNLESS YOU HAVE AUTISM What the Legal System Needs to Know About People With Autism Spectrum Disorders Ideas shared by Barbara T. Doyle, M.S. One goal of human services is that individuals

More information

Special Education Program Descriptions School-Based Program Delivery Model

Special Education Program Descriptions School-Based Program Delivery Model Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support

More information

STATE OF FLORIDA DIVISION OF ADMINISTRATIVE HEARINGS ) ) ) ) ) ) ) ) ) ) ) RECOMMENDED ORDER APPEARANCES

STATE OF FLORIDA DIVISION OF ADMINISTRATIVE HEARINGS ) ) ) ) ) ) ) ) ) ) ) RECOMMENDED ORDER APPEARANCES STATE OF FLORIDA DIVISION OF ADMINISTRATIVE HEARINGS vs. Petitioner, AGENCY FOR PERSONS WITH DISABILITIES, Respondent. Case No. 08-6337APD RECOMMENDED ORDER A final hearing was conducted in this case on

More information

Jeff, what are the essential aspects that make Schema Therapy (ST) different from other forms of psychotherapy?

Jeff, what are the essential aspects that make Schema Therapy (ST) different from other forms of psychotherapy? An Interview with Jeffrey Young This is a revised transcription of an interview via internet on Dec. 30 th 2008. The interviewer was Eckhard Roediger, the current secretary of the ISST. Jeff, what are

More information

3030. Eligibility Criteria.

3030. Eligibility Criteria. 3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department

More information

Running head: AUTISM AND TEACHING IN THE CLASSROOM 1

Running head: AUTISM AND TEACHING IN THE CLASSROOM 1 Running head: AUTISM AND TEACHING IN THE CLASSROOM 1 Understanding and Teaching Students with Autistic Spectrum Disorders and Reducing the Problems in the Classroom Terry R. McCauley Virginia Polytechnic

More information

Autism Insurance Act Frequently Asked Questions and Answers

Autism Insurance Act Frequently Asked Questions and Answers Autism Insurance Act Frequently Asked Questions and Answers Overview What does Autism Insurance Act (Act 62) do? Broadly speaking, Act 62 does three main things: 1. It requires many private insurers to

More information

Autism Awareness Training for Law Enforcement Officers

Autism Awareness Training for Law Enforcement Officers BILL: SB 1352 The Florida Senate BILL ANALYSIS AND FISCAL IMPACT STATEMENT (This document is based on the provisions contained in the legislation as of the latest date listed below.) Prepared By: The Professional

More information

Background. Provincial Teacher Resource List 2015-2016. Please Note:

Background. Provincial Teacher Resource List 2015-2016. Please Note: Provincial Teacher Resource List 2015-2016 Background The purpose of this list is to help teachers and schools promote a Comprehensive School Health (CSH) approach in a classroom setting. CSH is an internationally

More information

2015 Summer Program Guide June 15 August 28, 2015

2015 Summer Program Guide June 15 August 28, 2015 2015 Summer Program Guide June 15 August 28, 2015 2990 Cahill Main, Suite 204 Fitchburg, WI 53711 P: 608.819.6810 F: 608.819.6811 www.kghconsultation.org Specialized Summer Programs These specialized summer

More information

~ EDUCATIONAL PSYCHOLOGY SERVICE ~

~ EDUCATIONAL PSYCHOLOGY SERVICE ~ WESTERN EDUCATION & LIBRARY BOARD ~ EDUCATIONAL PSYCHOLOGY SERVICE ~ Information Booklet for Parents, Schools and Agencies C O N T E N T S PAGE INTRODUCTION 2 AIMS OF THE EDUCATIONAL PSYCHOLOGY SERVICE

More information

Interview for Adult ADHD (Parent or Adult Questionnaire)

Interview for Adult ADHD (Parent or Adult Questionnaire) Interview for Adult ADHD (Parent or Adult Questionnaire) (client s name here) is undergoing evaluation for Attention Deficit Hyperactivity Disorder (ADHD). You have been identified as someone who could

More information

Protection of the Rights of Children and Women Suffering from Drug Addiction in the Family and Society - Shelter Don Bosco, Mumbai, India -

Protection of the Rights of Children and Women Suffering from Drug Addiction in the Family and Society - Shelter Don Bosco, Mumbai, India - Protection of the Rights of Children and Women Suffering from Drug Addiction in the Family and Society - Shelter Don Bosco, Mumbai, India - Article 24 of the Convention on the Rights of the Child recognizes

More information

Documentation Requirements ADHD

Documentation Requirements ADHD Documentation Requirements ADHD Attention Deficit Hyperactivity Disorder (ADHD) is considered a neurobiological disability that interferes with a person s ability to sustain attention, focus on a task

More information

ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS

ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS APPROPRIATE PROGRAM DEVELOPMENT Orion Academy Kathryn Stewart, Ph.D. GETA 2007 What is a Neurocognitive Disorder? What

More information

Comprehensive Special Education Plan. Programs and Services for Students with Disabilities

Comprehensive Special Education Plan. Programs and Services for Students with Disabilities Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively

More information

Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Special Education

Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Special Education Al Ahliyya Amman University Faculty of Arts Department of Psychology Course Description Special Education 0731111 Psychology and life {3} [3-3] Defining humans behavior; Essential life skills: problem

More information