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The purpose of this learning object is to offer a Community of Learning for Educators, Parents and Experts who are working with children on a daily basis. The columns are designed to offer content that is self-directed by nature, where the learner engages with these curated resources at their own pace.

The hope is that while reading the articles, knowledge is shared through the use of commenting. The sharing of experiences will help others to actively construct ideas through a collaborative dialogue. Using this Padlet, we are hoping that Educators can design inclusive practices for individuals of all ages with different learning abilities. As administrators, you can contact us if you have any resources you would like to add to the discussion board.

We have grouped resources by means of "Evidence-based Practices" that are grounded in research. This is for you to analyze and decide how you will implement it in your teaching practice.

The "Promising Practices" column discusses opportunities for implementing methods that have worked for others, who may have learned informally, through their experiences.

The third column "Assistive Technology Devices" is meant to share interventions to try. The point is that no one individual is the same, and with each individual need it is necessary to determine what will work for them.

We are hoping that you will also use the "Encouragement" column to draw inspiration when you need it and to give words of wisdom to others. We acknowledge that there will be times that our vision for our students isn't realized, mistakes will be made, emotions will stir and we will need to continuously support each other to meet our goals. This is where true learning happens, as not all problems have solutions. We should emphasize here that we are not looking at our students as problems to be solved but as individuals who need our support.

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What Is A Social Story? - Carol Gray - Social Stories

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Please watch the video and then take The Social Story Quiz below it

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Please watch the video and then take The Social Story Quiz below it

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Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

Authors follow a defined process that begins with gathering information, discovering a topic that 'fits' the Audience, and the development of personalized text and illustration. Most frequently associated with short, simple Stories, there are also Social Articles for use with older or more advanced individuals. The Social Story Definition and ten defining characteristics (The Social Story Criteria) guide the development of every Story and result a patient, respectful, and unassuming quality that is the hallmark of the approach. It is that quality that distinguishes genuine Social Stories from social scripts, skill checklists, or 'social stories' that do not meet the current the definition.

What is a Social Story? presentation

There is only one definition for the term 'Social Story':

A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, "voice", content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the child, adolescent, or adult with autism.
Additional Social Story Information:
Where did Social Stories come from?
The History of Social Stories

Check your knowledge of Social Stories
The Social Story Quiz and Answers to The Social Story Quiz

Is THIS a Social Story?
It is NOT a Social Story if... An initial screening instrument

How the Social Story Criteria keep pace with experience and research
Social Stories 10.0 - 10.2 Comparison Chart

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What Is A Social Story? - Carol Gray - Social Stories

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Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience.

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Let our classrooms reflect our vision of equality and justice for all.

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http://www.theinclusiveclass.com/2016/04/a-vision-for-our-classrooms.html

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1. Choose the article that best suits your needs by scrolling up and down within the column.

2. Move to the next column and repeat. You can work your way through at your own pace, pick and choose one from each column, or complete all of them.

3. Add your comments to build constructive conversations.

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ERIC - ED609029 - Evidence-Based Practices for Children, Youth, and Young Adults with Autism, FPG Child Development Institute, 2020

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Please click on "Download Full Text" on the right hand side of this webpage, next to the PDF icon to access the reading.

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ERIC - ED609029 - Evidence-Based Practices for Children, Youth, and Young Adults with Autism, FPG Child Development Institute, 2020

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Autism is currently one of the most prominent and widely discussed human conditions. Its increased prevalence has intensified the demand for effective educational and therapeutic services, and intervention science is providing mounting evidence about practices that positively impact outcomes. The pu…

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https://ndassistive.org/blog/which-ipad-app-to-use/

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Research Shows That People With Autism Have A Stronger Aptitude For Focusing On Tasks

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What does the research say in terms of high-functioning autistics' ability to focus? originally appeared on Quora: the place to gain and share knowledge, empowering people to learn from others and better understand the world.
Answer by Martin Silvertant, diagnosed high-functioning autistic, on Quora:

"In solitude, [the person with Asperger syndrome] can enjoy time engaged in a special interest for as long as he or she desires, without anyone else judging whether the activity is abnormal either in intensity or focus [1]. " (Attwood, Tony. The Complete Guide to Asperger's Syndrome. London, Jessica Kingsley, 2007, p.55)

Strong focus & hyperfocus
Research indicates that people with ASD have an increased ability to focus attention on certain tasks [2]. While neurotypicals may "waste" time in some activities that appeal to them-activities including socializing and small talk-people with ASD can concentrate for extended periods of time on reading, writing, observing, painting, etc.

The task involved looking at a circle of letters flashed very briefly on the screen and searching for some 'target' letters. At the same time, the participants were also asked to detect a small grey shape that occasionally appeared outside the letter circle.

When only one or two letters were flashed on the screen, the researchers found that both groups could successfully find the letter and detect the shape. However, making the search task more challenging by increasing the number of letters significantly impaired the detection performance of the typical adults-but not of the adults with autism spectrum disorders, who were able to detect the extra shape just as well in the more challenging conditions. When the task became harder, they significantly outperformed the typical adults [3].

Not only do people with ASD have an increased capacity for extended focus, but also tend to have an ability to hyperfocus on areas of interest [4]. This concentration can be so intense that an individual loses track of time, other chores, or the surrounding environment. Although this engrossment in tasks can have its drawbacks-such as missing signals in the immediate environment, or a disturbance of concentration and workflow upon interruption, with potential dysregulation as a result-this level of intensity can be channeled into difficult tasks, such as work or homework. As such, due the ability to hyperfocus, people with ASD can be excellent at doing elaborate research or other tasks that are (relatively) narrow in scope but (very) deep in extent.

Obsessions, in fact, can be great motivators. A creative teacher or parent can channel obsessions into career-relevant skills [5].

Additionally, as people with ASD produce dopamine for hard work, we tend to work harder, and are willing to do the work for lesser rewards. By contrast, neurotypicals do not get a reward for work, but from social interaction instead [6].

What would happen if the autism gene was eliminated from the gene pool? You would have a bunch of people standing around in a cave, chatting and socializing and not getting anything done [7].

Special interests & special isolated skills
A young person with high-functioning ASD states:

My mind was constantly whirring with thoughts, worries and concerns. The time spent with my obsession was the only time in which I had a clear mind; it gave me that much sought-after relaxation [8].

ASD is associated with 'rigid thinking'. Although this is predominantly understood as a negative trait, there is a positive aspect to rigid thinking as well: people with ASD tend to be all-or-nothing when it comes to their interests; something is either absolutely not interesting or absolutely fascinating. When it's absolutely fascinating, it can become one's entire world-at least for a while.
Image credit:(edit/English translation by Martin Silvertant).
The majority of people with ASD have a proclivity towards certain interests-often referred to as special interests-with estimates of approximately 75-90% of people with ASD developing one or more special interests early in life, which tend to be maintained in later life, or influences/dictates it [9]. The object of fixation with these special interests tends to be focused on the mechanical (how things work) rather than the psychological (how people work) [10].

Additionally, a different study which assessed special isolated skills in 254 individuals with ASD, found that there was a prevalence of special isolated skills (SIS) among people with ASD of 62.5%, of which 71.7% had more than one SIS. The prevalence of SIS was found to increase with intelligence and age.
Motivation in gathering/cataloging information
Graph showing the percentage of the sample with (blue) and without (red) reported talents, or 'Special Isolated Skills' (SIS), in any domain (Any SIS) and in each of the six ADI-R SIS domains (SIS Skill Domains) separately. Image credit: Andrée-Anne S. Meilleur, Patricia Jelenic & Laurent Mottron .

The tendency to focus on the mechanical rather than the psychological as well as the prevalence of special isolated skills also tends to incentivize individuals with ASD to focus on work-or any of their special isolated skills, which are likely fundamental in the work they do-rather than the social dimension. As such, they tend to dedicate an immense amount of time to their special interests, and investing every free moment in it. Hence, special interests become highly cultivated, which increases the pleasure taken in those interests. In interviews individuals with ASD report the pursuit of their interests to be fundamental to their well-being and happiness.

Research has indicated there are five factors assessing personal life [11]:

Values and goals.

Intrinsic interest and knowledge.

Prestige.

Engagement and 'flow'.

Achievement.

What the research found is that individuals with ASD were more motivated by intrinsic interest and knowledge, and by engagement and flow, compared to controls. The study further indicates that individuals with ASD are highly motivated to engage in their special interest, and are more motivated than controls by intrinsic motivational factors, some of which are associated with positive affect.

There is some evidence to suggest that the nonsocial symptoms of ASD are heterogeneous and consist of three distinct factors: repetitive motor behaviors, insistence on sameness, and circumscribed interests [12]. These three factors also incentivize the person with ASD to:

1. Seek out particular interests (circumscribed interests).

2. Strongly focus on it and invest a lot of time in it (repetitive motor behaviors).

3. And work at them for extended periods of time (insistence on sameness).

Encyclopedic knowledge
It should be noted that although information on gender differences in regard to hyperfocus appears to be absent, research has indicated that high-functioning autistic females channel their obsessions into more socially acceptable activities and interests. In many instances the positive interest can be turned into accomplishments or used to benefit others [13]. As they tend to focus and hyperfocus on socially acceptable activities, their hyperfocus is not brought into relation to curious behavior in the same way as men with ASD tend to be. As such, as with many autistic traits, hyperfocus in females is less visible-though likely not less prevalent or predominant-than in high-functioning autistic males.

As a result of their special interests, strong focus, hyperfocus, and perseverance, people with ASD can have encyclopedic knowledge in a particular area, and tend to be autodidacts with a lot of self-acquired skills. Their particular-often novel-way of thinking combined with their fixations result in many people with ASD being considered experts in very particular subjects.

In 1944, Austrian doctor Hans Asperger published the first description of what has become known as Asperger syndrome (now depreciated by the DSM-VI), characterized by difficulty feeling empathy and forming friendships, a tendency to become obsessively interested in things, a one-sided conversational style, and some clumsiness of movement.

It's due to these narrow obsessions that mastery of particular skills or interests is achieved, and thus Asperger came to call the children with these behaviors "little professors" because they could talk endlessly and in great detail about the subjects that had caught their interest [14]. The increased capacity to focus as well as the ability to hyperfocus plays a major role in autistic proclivities.
Footnotes This question originally appeared on Quora - the place to gain and share knowledge, empowering people to learn from others and better understand the world. You can follow Quora on Twitter, Facebook, and Google+. More questions:

It is the reason why I am in college and that I am so successful. It is the rise as to my love for math and science and astronomy. It's the reason why I care. Otherwise, I wouldn't have gotten this far [15].

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Research Shows That People With Autism Have A Stronger Aptitude For Focusing On Tasks

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What does the research say in terms of high-functioning autistics' ability to focus? originally appeared on Quora: the place to gain and share knowledge, empowering people to learn from others and better understand the world.

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Best Assistive Technology for Autism | ASD Communication Devices

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Autism Spectrum Disorder (ASD) describes a broad range of conditions most commonly identified as challenges with speech, nonverbal communication, social skills, plus other issues, such as repetitive behavior. The challenges to the development of the child with ASD can vary widely depending upon the individual. Assistive technology for autism can help.

Assistive technology can provide useful tools to help the individual with ASD. These tools run the gamut from simple hands-on objects to more complex technology, but all perform a vital role in helping to address the many issues related to communication, social skills, behavior, and self-care that are part of the condition.

Communication is a fundamental issue with ASD. How can assistive technology for autism help?

The range of communication issues that may present with ASD are many and can present major difficulties in the development of the child. Children with ASD will typically have difficulties with expressing themselves through spoken and written language - in severe cases not speaking at all - and failing to understand spoken language, even if there are no underlying hearing problems. This can be compounded by motor control issues that make the physical act of speaking difficult.

Despite these problems, it's incorrect to assume nonspeaking children with ASD cannot communicate or speak. An array of approaches has emerged to facilitate communication and aid the autistic child in developing communication skills. Let's explore these approaches and the assistive technology devices that support them.

Alternative and Augmentative Communication (AAC) systems

Experts agree that the sooner children with ASD are exposed to effective communication systems the more positive the effect will be on their future development and learning. The early years are vital to a child's development, and the sooner assistive technology in the form of AAC systems are introduced the more chance there is for a positive outcome.

An array of approaches can be categorized under the umbrella of AAC systems. The two primary types of assistive technology employed for AAC can be broken down into two categories:

Picture Exchange Communication Systems (PECS): PECS utilizes collections of image cards representing different activities, things, feelings, and more. PECS is a commonly used intervention method for developing communication skills for those with ASD.

Speech Generating Devices (SPG): SPGs cover a variety of devices and software that create speech from either written inputs or icons. Speech can either be created from recorded human samples or purely synthesized. Depending on the complexity of the device, they can store short simple messages or lengthy communications. Through the use of these devices, those with speech and communication limitations can learn to communicate effectively with those around them without the frustrations of mastering speech. Past attitudes that using these devices early in childhood development would inhibit speech development have been largely discarded, and their use is becoming more widespread because of advances in technology and decreasing costs.

Resources for developing communication skills with PECS

PECS was developed in the 1980s to assist in developing independent communication with pre-school students diagnosed with autism. Based upon teaching protocols put forth by B. F. Skinner, PECS is a low-tech system that utilizes pictures, cards, and charts to develop and promote communication skills in a systematic fashion. You can learn more about the theory and application of PECS with this guide.

Here are some useful PECS kits, each one designed around a single teaching and communication focus:

Picture Communication Starter Kit: This 400-card communication set is a useful starter for beginning a PECS practice. A variety of communication topics are covered, including people, action words, food, clothes, common needs, and much more. Vinyl pocket pages allow cards to be organized to create and customize communication systems.

Let's Talk About Emotions: Building emotional awareness and regulation skills can be a challenge for the child with ASD. This kit concentrates on helping the autistic child identify and express emotions with the use of emotion icon cards and a chart representing the degree of emotion.

I Can Do It! My Daily Checklist: Building routines and keeping track of responsibilities is an important part of teaching the autistic child how to develop independence. This kit employs a laminated chart and a number of plastic activity squares so that a variety of daily activities can be presented and reinforced to the child with ASD.

Visual Essentials Software: This software package provides the user with an opportunity to expand the range of cards and tools available to them. It contains over 3500 different photos, plus a variety of charts and boards that can be adapted to different situations.

Speech Generating Devices (SGDs) and ASD

SGDs can provide an important tool in allowing the person with ASD to more effectively communicate. They utilize synthesized or digitized human voices, relying upon input from keyboards or touchscreens. SGDs are not as widespread in their adoption as PECS as AAC options, but the advent of inexpensive and capable devices and apps are rapidly changing the landscape of assistive technology for autism.

Here are some popular and useful SGD options for the person with ASD.

Quick Talker 23: QuickTalker 23 is a portable, purpose-built SGD that lets a child with ASD create sentences by touching icons to string together words. Over 20 sentences with a total time of 20 minutes can be created. There are five different levels, based on differing skill and comprehension levels.

CoreVoice: CoreVoice can make any phone or tablet an SGD. It was designed by a speech pathologist to assist a variety of speech needs and the screen-based format allows an impressive amount of flexibility in set up and adaptation for individuals across the ASD spectrum. There are nine pre-made boards built into the app, plus one that can be customized for your particular needs.

Tobii Dynavox Indi with Snap + Core First: Indi is another purpose-built portable SGD that utilizes symbol-based software, Snap + Core First. Indi won an Innovation award at CES2018, and it features several different voices, plus extra features like access to social media and email. A range of compatible inputs supports devices like add-on switches, head-mouse, and more.

Tobii Dynavox I-110: I-110 is a rugged, keyboard-based SGD. It's IP54-rated for water and dust protection so it's suitable for use in a variety of environmental conditions.

Other Assistive Technology to support children with ASD

There is no single approach to working with a child with ASD. A collaborative approach among all those responsible for the child's learning and formal education is the best way to proceed. Likewise, there's no single approach to assistive technology or one particular set of devices that is right for each person.

In addition to the main categories of assistive tech we've concentrated on, there are numerous other assistive tools available.

Portable Word Processors: These feature full-size keyboards with small LCD or LED screens. They're small and lightweight and useful for children with ASD whose lack of fine motor control makes writing by hand difficult. Alphasmart Neo is a popular choice in this category.

Talking Word Processors: These software programs provide speech feedback, allowing the child with ASD to hear what they've written. This provides a vital feedback loop to improve comprehension and organization skills. The Talking Word Processor from EnableMart is an excellent example of this tool.

Assistive Listening Systems (ALD): Autism impacts how a child processes sound, creating obstacles to learning and socialization. Assistive listening devices can help children with ASD hear more clearly. This guide presents many different options to consider when beginning the search for an ALD.

Visual Supports and Organizers: Visual supports use pictures or graphics to communicate with ASD affected children who have trouble communicating through writing. They're an invaluable way for parents to communicate better with their child, and for the child to learn to communicate better with others. This guide provides an excellent starting point for creating and implementing visual organizers.

As we've seen, the majority of assistive technology for autism - whether simple or more advanced - is tied to developing effective means of communication with those who have ASD. Within each category of items, there are many options to choose from, and those who work in the field will attest to the fact that there are no easy answers or one-size-fits-all solutions. As we've seen with the increase of the use of speech-generating devices, it's certain that the technology underlying assistive technology for autism will continue to evolve and improve.
Featured Image Credit: Screenshot from Tobii Dynavox YouTube video.

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Best Assistive Technology for Autism | ASD Communication Devices

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Autism Spectrum Disorder (ASD) describes a broad range of conditions most commonly identified as challenges with speech, nonverbal communication, social skills, plus other issues, such as repetitive behavior. The challenges to the development of the child with ASD can vary widely depending upon the individual. Assistive technology for autism can help.

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Know Your Rights to Access Assistive Technology | Autism Speaks

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Know Your Rights to Access Assistive Technology

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Know Your Rights to Access Assistive Technology

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New technologies have created opportunities and higher expectations for full inclusion of individuals with autism into all aspects of society, beginning with the classroom. Access to assistive technology can serve as a pathway to general education classrooms and a way to improve critical skills.

Assistive technology means any item, piece of equipment, or product system, whether acquired commercially, off-the-shelf, modified or customized, that is used to increase, maintain or improve functional capabilities of individuals with disabilities. Federal law requires that school districts identify the assistive technology needs that would benefit your child in his or her Individualized Education Program (IEP). Understanding your rights under the Individuals with Disabilities Education Act (IDEA) is crucial in securing the appropriate assistive technology for students with autism.

If it is determined by your child's IEP team that assistive technology is required to benefit his or her education, the school district is responsible for providing those devices and services. When developing your child's IEP, or during the yearly IEP team meeting, it is important for you to insist that assistive technology devices and services be included in the written IEP. No matter what form of AT is used by the IEP team, the law requires that the assistive technology needs of the child must be considered.

Here are a few quick facts to keep in mind when determining assistive technology needs in IEP meeting:

Lack of availability of cost cannot be used as an excuse for denying assistive technology devices.

Lack of teacher training cannot be used as an excuse for denying assistive technology devices.

A child is allowed to take a device home if it is needed to enable him/her to benefit from his/her educational program as determined by the IEP team

Training of teachers' aides and the student can be listed in the IEP as assistive technology services

Parents have a right to disagree with the school's decisions concerning assistive technology

If the IEP team is unable to determine what assistive technology services best enable your child, then a formal assistive technology evaluation may be needed.

This evaluation should be performed by a qualified professional in a timely manner. The school system may choose to use its own personnel to conduct the evaluation. However, if you disagree with the recommendation of the evaluation, you have the right to an independent evaluation at the school district's expense. If differences arise, try to resolve them by meeting with the IEP team first. Procedures for taking more formal action vary state by state.

For more information on the dispute resolution process, see Autism Speaks' IEP Guide.

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Know Your Rights to Access Assistive Technology | Autism Speaks

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New technologies have created opportunities and higher expectations for full inclusion of individuals with autism into all aspects of society, beginning with the classroom. Access to assistive technology can serve as a pathway to general education classrooms and a way to improve critical skills. Assistive

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Sensory Integration and Occupational Therapy-

Sensory integration therapy is an integral part of occupational therapy. Occupational therapist practices, sensory integration (SI) mostly in the pediatric population. Sensory integration is nothing but a developmental process, which everyone goes through.

Overview-

The theory of sensory integration was developed by A. Jean Ayres (Ayres 1972, 1979, 1989). She was an occupational therapist. The theory of sensory integration assumes the adequate processing and integration of sensory information is an important foundation for adaptive behavior.

Ayres believed that sensory integration provides an important function for engagement in meaningful, health-promoting activities that support participation in life. Occupational therapy using sensory integration is designed to improve sensory processing and integration as a basis for enhancing successful participation in daily occupations (Parham & Maillowx, 2001).

What is sensory integration?

Sensory integration is the normal neurological process of organizing sensation for effective response in our daily life. We use sensation to survive, to satisfy our needs, to learn, and to function normally.

Sensory integration is a normal procedure in which our brain receives sensory information from our bodies and surrounding environment, interpret these sensory information, and organize or "integrate" our purposeful responses.

This integration allows us to respond automatically, efficiently, and comfortably in response to the specific sensory input we receive.

The Basics of Sensory processing/ sensory integration-
What is Sensory Input?
Stimuli we receive from the sensory organs is the sensory input. This input (movement, pressure, touch, vision, hearing, taste, and smell) goes to brainstem mostly via the cranial nerves. All sensory input needs to be registered for integration.
The Senses-
The development of sensory system begins in the womb and continues throughout our lives. The development of those senses is more in the early childhood that's why this phase is called as sensory-motor years.

The child starts to refine those sensory processing through childhood activities. We know the most common senses (vision, hearing, smell, taste, and touch), but there are some more vital senses are present in our body. i.e vestibular and proprioceptive senses.

1. The Tactile sense- which provides sensory information through the surface of our skin. It helps us to know the texture, shape, and size of an object or surface. It also helps us to distinguish between two surfaces.

2. The Vestibular sense- which provides sensory information about the balance and movement. The vestibular sense organ is present in the inner ear and helps us to know the position of our body in space.

3. The Proprioceptive sense- which provides information through our muscles and joints. It helps us to know the movement of joints, whether its flexing or extending.

What is Sensory registration?

It occurs when the sensory input registered in the nervous system. After the successful registration of input, the next process is sensory processing or integration.

Now, what is sensory processing?

Sensory integration, which is basic to sensory perception, is the ability to organize (or integrate) sensory information (or input) at the brainstem level. We perceive and learn through our senses, and sensory input precedes a motor output. Sensory integration affects the efficiency of higher center function after the sensory information has been processed. There is more efficient brain output when both hemispheres work together.

Sensory Integration process

What are the results of successful sensory integration?

Sensory integration is a normal developmental process help us to achieve mastery in many areas of development. As a result of typical sensory processing, we learn to self-regulate, self-control, motor skills, and higher level cognitive functions like attention, memory.

Sensory Integration is important for these everyday functions:

Academic skills

Hand Preference

Attention

Healthy relationships with others

Auditory discrimination

Balance

Muscle tone

Bilateral coordination

Postural stability

Body awareness

Praxis, including motor planning

Body position

Emotional security

Self-esteem

Eye-hand coordination

Self-regulation

Fine motor skills

Social skills

Speech and language skills

Force, or grading of movement

Tactile discrimination

Gravitational security

Gross motor skills

Visual discrimination

Difficulty in these areas may be caused by Sensory Processing Disorder.

What is Sensory Processing Disorder (SPD)?

Sensory processing disorder (SPD), previously called Sensory Integration Dysfunction (SID), occurs when the brain is unable to process the sensory information coming from the body or from the environment efficiently.

It happens when the brain is not receiving inputs, or the inputs that are received are inconsistent, or the sensory information is consistent but does not integrate properly with the nervous system.

Sensory Integration Dysfunction

Sensory processing disorder's symptoms and problems may vary from person to person. SPD may coexist with attention deficit hyperactive disorder, Asperger syndrome, autism, cerebral palsy, down syndrome, etc.

The child who avoids ordinary sensations or seeks excessive stimulation, whose behavior is uncontrollable, whose body is uncooperative, he/she comes under the category of sensory processing disturbance.

They also get a similar kind of sensation from the environment, but they are unable to process it and give no response or a different response as compared to normal kids.

The sensory processing disorder is further divided into -

1. Sensory Modulation Dysfunction (over-responsive or under-responsive to the stimuli).

2. Sensory Discrimination Dysfunction (difficulty in differentiating between 2 or more stimuli).

3. Postural Disorder (problem with movement pattern)

What is Sensory Integration Therapy?

Occupational therapist frequently uses sensory integration therapy as an OT intervention. When SPD gets in a child's way, sensory Integration based occupational therapy ("OT/SI") is highly recommended. Sensory integration therapist or pediatric occupational therapist assesses the sensory and motor component of the child and plan intervention accordingly.

Sensory integration therapy is a technique which uses different sensory strategies to improve the sensory registration and processing and to overcome the sensory problems.

In sensory integration (SI) therapy, the kid (with SPD) is guided through the activities that challenge his/her ability to respond appropriately to sensory input by making a successful, organized response. SI therapy includes vestibular, proprioceptive, and tactile activities that are designed to meet the child's specific needs for development.

SI therapists are more focused on the automatic sensory processes in the goal-directed activity, rather than instructing the child on how to respond.

SI therapy encourages the child to be an active participant during an activity, it enables the child to become more mature, efficient organizer of sensory information.

SI therapy includes different activities which are rich in sensory-motor, age-appropriate, fun and easy.

The sensory integration therapy uses different activities, these are-

These activities can be a part of sensory diet.

Read More- What is Sensory diet?

Sensory Integration therapy is a FUN!

An Occupational therapist using sensory integrative procedures always provides fun for the child. The SI therapy room is full of appealing equipment: ramps to slide down, platforms to swing on, bolsters to climb over, inner tubes to jump into, trapezes to swing from.

For the child, therapy is play and may look like play to the adult observer as well. But it is also important to work under the guidance of a trained professional, the child is able to achieve successes that probably would not occur in unguided play. In fact, many children with sensory integrative disorders are unable to play productively in an organized manner without special help.

Creating a playful atmosphere during therapy is not done just for fun. It is advantageous because the child is more likely to be highly interested in the activities, and thus is more likely to benefit from time spent in therapy than a child who is disinterested or disengaged.

Sensory Integration Room

What to expect from the Sensory integration therapy?

When the sensory integration therapy is successful, the child is able to automatically process complex sensory information in a more effective manner than previously.

The child who previously exhibited the problem of over or under-responsiveness to sensory stimulation may improve after sensory integration therapy. The child may show better emotional adjustment, and improved personal-social skills. Some may show improvement in language or daily routine tasks.

Nowadays, sensory integration is also provided in the school set up to improve social behavior, academic problems, self-discipline, and gross motor skills and fine motor skills.

References -

1. Ottenbacher, Kenneth. "Sensory integration therapy: Affect or effect." American Journal of Occupational Therapy 36.9 (1982): 571-578.

2. Case-Smith, Jane, and Teresa Bryan. "The effects of occupational therapy with sensory integration emphasis on preschool-age children with autism." American Journal of Occupational Therapy 53.5 (1999): 489-497.

3. Cohn, Ellen S. "Parent perspectives of occupational therapy using a sensory integration approach." American Journal of Occupational Therapy 55.3 (2001): 285-294.

4. Watling, Renee L., and Jean Dietz. "Immediate effect of Ayres's sensory integration-based occupational therapy intervention on children with autism spectrum disorders." American Journal of Occupational Therapy 61.5 (2007): 574-583.

5. Sue Larkey. Practical sensory programmes- for students with autism spectrums disorders. 2007.1st Ed. Jessika Kingsley Publishers.

6. Carol Stock Kranowitz. The Out of sync child has fun- activities for kids with a sensory processing disorder. 2003. Revised Ed. Penguin Books Ltd.

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Sensory integration therapy is an integral part of occupational therapy. Occupational therapist practices, sensory integration (SI) mostly in the pediatric population. Sensory integration is nothing but a developmental process, which everyone goes through. Overview- The theory of sensory integration was developed by A. Jean Ayres (Ayres 1972, 1979, 1989).

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What is Autism Spectrum Disorder?

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What is Autism Spectrum Disorder? Autism Spectrum Disorder (ASD) is a pervasive developmental disorder, which affects all aspects of a child's development. Children with ASD have impairment in social relationships, communication, restricted/repetitive interests and impaired imagination skills. In conjunction with this children may have significant motor and sensory difficulties.

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Autism: ABA Therapy, Applied Behavior Analysis, Getting the Facts

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Autism effects a wide spread demographic. One therapy that is often sought out to help those effected with Autism. ABA refers to Applied Behavior Analysis. It used to be referred to as behavior modification. ABA is based on the theories of behaviorism. It focuses on using consequences to teach now and effectively teach skills for the future. Although ABA is predominately used for those individual's with Autism Spectrum Disorders, the techniques could be used to teach the general population.

There are different processes to become a certified Applied Behavior Analysis provider. If you as the parent are not certified or would like to learn more, often school directed toward those on the Autism Spectrum Disorder have trained individual's and can get you more information.

Although ABA is often thought of as an Autism focused therapy, it can be helpful for a wide spectrum of disorders. These include but aren't limited to: Autism, Asperger Syndrome, PDD, Traumatic Brain Injury, Problem Behaviors, Developmental Disabilities, Tantrums, Non-compliance, Physical Aggression, Dementia, Self-Injurious Behaviors, and Alzheimer's. Since the whole Applied Behavior Anaylsis approach is based off of creating an individualized plan to reach the individual's goals, it really can be used on anyone. The amount of time and effort put into the approach can often effect the outcome of improvement seen in the individual. Meaning the more time you spend with quality ABA therapy the better likelihood of good results.

There is a wide range of approaches or types of ABA therapies used to meet a variety of goals. These are some of those included. It is important to use what works best for the child. Many children may need more than one, but with each individual case there are many variables to consider.

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Autism: ABA Therapy, Applied Behavior Analysis, Getting the Facts

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Autism effects a wide spread demographic. One therapy that is often sought out to help those effected with Autism. ABA refers to Applied Behavior Analysis. It used to be referred to as behavior modification. ABA is based on the theories of behaviorism. It focuses on using consequences to teach now and effectively teach skills for the future.

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What are Evidence-based Practices? The National Professional Development Center on Autism Spectrum Disorder (NPDC) 

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What are Evidence-based Practices? The National Professional Development Center on Autism Spectrum Disorder (NPDC) 

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Select the practice to access the AFIRM module and downloadable resources.

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An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD.

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Link to Special Educator Training Course - Open Educational Resource

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Link to Special Educator Training Course - Open Educational Resource

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Supporting Students with Special Needs:

Online Training Modules for School-Based Professionals
who Support Students with Disabilities

The following series of open-access training modules, developed by Hussman & Holman (2018) in partnership with the Maryland State Department of Education, has been developed to offer systematic training and support for school-based professionals who work with students with disabilities. They include essential content and skills intended to advance the professional development of school staff, and to enhance the educational experiences and outcomes of students with disabilities.

These comprehensive, user-friendly modules cover topics including disability awareness, essential dispositions such as the presumption of competence, individualized education plans, least restrictive environment and other central concepts in special education, key roles and responsibilities, student engagement, communication strategies, positive behavior supports, instructional adaptations, sensory accommodations, strategies to support meaningful inclusion and relationships, and more.

School systems and families are encouraged to share these online training modules with any of their school-based faculty and staff. Schools are encouraged to incorporate the training modules as part of their orientation programs for new faculty and staff, as well as review for veteran teachers. Since adult support professionals play a vital role in supporting students with disabilities throughout their entire school day, these modules offer a greatly needed resource of knowledge, dispositions, and skills.

Principal Investigators:

Dr. John P. Hussman - Hussman Institute for Autism:
Content development, research, module programming & integration
Dr. Katherine C. Holman - Towson University:
Project management, grant coordination, focus group moderation & beta-testing, follow-up support

Special thanks to Marcella E. Franczkowski of the Maryland State Department of Education for supporting this project.

Programming Team:

John P. Hussman: Content, programming, scripting, narration, animation
Colleen George: Content, programming, focus group liaison
Emma Blass: Video and photo asset creation, focus group and school-based filming
Patti Mackie: Content, schools liaison

We are grateful to our focus group participants, the staff and students of Maryland public schools, Paula Kluth, Mary Schuh, Grant Blasko, Brooke Steinau, Lisa Crabtree, Beth Benevides, Fernanda Orsati, Ashlyn Smith, Casey Woodfield, and Tress Flynn for helpful content suggestions, examples, narration, and administrative support.

Non-Profit Use:

These training modules are provided free of charge. Module slides may be freely reproduced for non-profit use, provided that each slide is properly attributed with the reference below, including the address or link to the full set of training modules. Use of this content without attribution is prohibited. To copy a slide, use your Print Screen key, then paste into any graphics editor.
Reference: Hussman, J.P. & Holman, K.C., 2018, Supporting Students with Special Needs: Online Training Modules for School-Based Professionals who Support Students with Special Needs, Hussman Institute for Autism & Towson University, www.scaffolds.org/learn/special-educator-training-modules
Click below to access each module

Resource Packet:
Supporting Students with Special Needs: Resource Packet (PDF)

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Online Training Modules for School-Based Professionals who Support Students with Disabilities The following series of open-access training modules, developed by Hussman & Holman (2018) in partnership with the Maryland State Department of Education, has been developed to offer systematic training and support for school-based professionals who work with students with disabilities.

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https://doi.org/10.1016/S1474-4422(20)30034-X

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The most significant thing that I have learned is that I have learned is that simply accommodating a student’s accommodating a student’s needs is not inclusion. 

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http://jewishspecialneeds.blogspot.com/2015/09/accommodating-isnt-same-as-inclusion.html?spref=pi

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Why fit in when you were born to stand out?

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Why fit in when you were born to stand out?  - Dr. Seuss

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Why fit in when you were born to stand out?  - Dr. Seuss

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https://www.everydayhealth.com/autism/living-with/autism-aspergers-quotes-explain-exactly-what-its-like-live-with-asd/

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I have no wish to be cured of being myself

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https://www.parentingspecialneeds.org/article/32-motivational-quotes-to-inspire-special-needs-parents/

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Schools connect children to their communities. Jobs connect adults to their societies. Persons with autism deserve to walk the same path.

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Schools connect children to their communities. Jobs connect adults to their societies. Persons with autism deserve to walk the same path.

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http://www.atlasforautism.org/quotes/

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"Even for parents of children that are not on the spectrum, there is no such thing as a normal child." - Violet Stevens, Mom

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https://www.autismparentingmagazine.com/quotes-about-autism/

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https://www.autismspeaks.org/technology-and-autism

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Assistive technology is used to support and enhance communication for people with autism. Autism Speaks has the latest information and resources.

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What are some examples of assistive technology?

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What are some examples of assistive technology?

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The use of multimedia and electronic information allows children with reading disabilities to improve their comprehension of a topic or idea without being dependent on teachers.
https://uldforparents.com/contents/use-of-assistive-technology/what-are-some-examples-of-assistive-technology/

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Assistive technologies include, but are not limited to, the following:

Some of the concerns raised by teachers, parents and children about the use of AT include: the cost of purchasing multiple software titles; the need to switch from one application to another; and, the lack of integration between the applications recommended and those used by the school. Companies such as Microsoft and Apple have responded to these concerns and have embedded a variety of different AT tools into their products.

The use of multimedia and electronic information allows children with reading disabilities to improve their comprehension of a topic or idea without being dependent on their reading ability
Examples of effective AT options for the student with a learning disability:

The use of multimedia and electronic information allows students with reading disabilities to improve their comprehension of a topic or idea without being dependent on their reading ability;

Computers and word processors can reduce the burden of editing and re-writing assignments, making the writing process faster and allowing students to work more independently;

A photo taken with any device that has a camera may be used instead of copying information from a whiteboard. This information can be stored digitally and in some cases converted to text;

An MP3 recorder on any device can record ideas and help overcome short term memory difficulties

When should Assistive Technology be introduced?

Some children will find it very beneficial to use assistive technology and educational software to support the early development of literacy skills and letter-sound awareness. Other children will find that their need for AT does not emerge until much later in their education.

Matching the child's needs with the use of assistive technology should happen when the need arises.

Early on in Primary school, children are more likely to benefit from the use of educational software and online learning programs to help support reading and spelling development. Children at this level are also likely to benefit from the multisensory nature of iPads, tablets and the interactive whiteboard.

In Upper Primary and Secondary school, the use of AT may be extended to the provision of assistive technology to accommodate for the difficulties that the student may be experiencing. Software such as Text to Speech allows for better comprehension of information and independent learning, whilst software to support the writing process can be introduced to assist with the high demand on writing in the later years of school.

Technology to assist with organisation, study skills, time management and memory can be introduced at any stage.

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What are some examples of assistive technology?

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Assistive technologies include, but are not limited to, the following: Allows any electronic text that can be highlighted to be read aloud by a computer or mobile device. Allows the individual to scan text in print mediums and convert it into voice.

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"AAC Systems are methods of communication used to supplement or replace spoken or written language."

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"AAC Systems are methods of communication used to supplement or replace spoken or written language."

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His mom, Sheri Dinwiddie, describes him as big-hearted, observant and personable. Oh, he is also non-verbal, at least in the traditional sense of the word, but with the assistance of his Accent device, he has a lot to say.

"He started using a Vanguard device when he was about five years old," says Sheri. "However, it is a very large, heavy device and so we didn't take it with us. Kyle used it primarily to compose short stories."

Kyle shared his needs and thoughts through an adapted sign language that the family uses with him, a modified version of the game charades. One symbol can stand for three or four different meanings, but it is a way for Kyle to let his family know what he wants.

"When Kyle was about 13 he attended the youth group at our church and wanted to be able to talk with his friends," recalls his Mom. "We got him a much smaller device, The Accent, which he was able to take with him and it opened up a whole new world of communication for Kyle."

Not only can Kyle carry on a conversation with the Accent, he can also make phone calls and text people. The device is much smaller and easier for him to handle and Sheri describes it as his "best friend."

Each of the pictured icons on the Accent open a page on which Kyle can drill down, select a string of words to convey his thoughts and the computer will then speak them out loud. The auto-predictor allows Kyle to save time by starting the process of typing a word and then choosing from a list of possible words.

"With the Accent I can go out and talk to people," Kyle said. "It has given me independence."

In fact, Kyle used the Accent this summer when he left home, without any family member, for the first time ever. He spent a week at summer camp and had the best time.

"We never could have allowed him to have that experience if it weren't for knowing that he'd be able to communicate effectively with the Accent," said his Mom.

Leaving Kyle at camp all by himself was a big step for his family but the look on his face at the end of that week was a priceless gift.

"It was incredible to hear all of the stories from the new friends he made at camp," said Sheri. "It was clear that the device allowed him to share his personality with them so they could really get to know him and enjoy him as a person."

Will he be going back? You bet! "I'm looking forward to going again next year," said Kyle.

Sheri has one thought for parents of children or young adults who are non-verbal. Over the years they have become accustomed to communicating with Kyle using the modified sign language for his basic thoughts, but using the Accent is so much better.

"I see Kyle communicating his exact thoughts using the device when he is out with other people and yet at home, we are still using the sign language we developed when he was a boy," said Sheri. "As he has grown, so has his vocabulary and it can become an exercise in futility to try and decipher his thoughts using the hand gestures. So we started using the device at home as well. It is so much faster and allows Kyle to tell us what he is thinking without us guessing.

"I would encourage parents to have their child use the device for all their communication,"says Sheri. "It is good practice for them and also helps them to share exactly what they are thinking rather than have us guess."

Follow Kyle Dinwiddie's weekly blog "Life with Kyle" on the AAC Language Lab website. You will fall in love with his spirit and be inspired by his view of life and all that he experiences.

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Interacting with others when you can't speak can feel overwhelming. Get the information and hands-on experience you need to open up the world of communication with AAC.

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Autism Spectrum Disorders and Specific Learning Disabilities : Parental Perspectives of Special Education Services

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Autism Spectrum Disorders and Specific Learning Disabilities : Parental Perspectives of Special Education Services

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Download the infographic under the image on the left hand side, under 'File(s)'

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Autism Spectrum Disorders and Specific Learning Disabilities : Parental Perspectives of Special Education Services

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Autism Spectrum Disorder (ASD) is the number one diagnosis that leads parents into due process hearings with schools. Children with ASD typically experience difficulties in reciprocal social interaction, verbal and nonverbal communication, and stereotyped and repetitive behaviors.

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Applied Behavior Analysis Programs Guide

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Many children with autism spectrum disorder have average or above-average intelligence, yet autism can still affect learning in several ways. Others who are on the spectrum have one or more learning disabilities and other academic challenges. Some of these learning difficulties can be effectively ad…

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ASD & the IEP Process Toolkit -  National Autism Association

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ASD & the IEP Process Toolkit -  National Autism Association

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The Individualized Education Program (IEP) is a written document that is developed for each eligible child with a disability

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The Individualized Education Program (IEP) is a written document that is developed for each eligible child with a disability. Federal regulations specify the procedures that school districts must follow to develop, review, and revise the IEP for each child. This toolkit is designed to help you understand your child's right to a free appropriate public education (FAPE), and how to work together with your school district to create an eﬀective IEP. This resource is free and available by clicking here.

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The Individualized Education Program (IEP) is a written document that is developed for each eligible child with a disability. Federal regulations specify the procedures that school districts must follow to develop, review, and revise the IEP for each child.

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National Autism Association Grandparents Group Nonprofit Organization @naagrandparents  (Facebook) 

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National Autism Association Grandparents Group Nonprofit Organization @naagrandparents  (Facebook) 

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Autism Ontario - Support Groups - Facilitated 

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Autism Ontario - Support Groups - Facilitated 

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Autism Ontario is the province's leading source of information and referral on autism and one of the largest collective voices representing the autism community.