Friday, March 22, 2019

ADOS 2 Training


June 11/12, 2019

ADOS 2 Clinical Training ( 2day event)
DR Lauren Swineford - trainer
Registration for the ADOS 2 Two Day Clinical Training in Polson MT on June 11 & 12. 2019. Sessions are from 9 am to 5 pm daily. You will be required to sign in and out each day and must attend the sessions in their entirety. Those registering will be required to have and bring an ADOS-2 Manual ( WPS Product #W-605M) it is required..
You cannot have previously received this training in Montana
Registration is limited to 30 so if there is a question regarding your attendance- PLEASE do not register if you cannot attend all day both days.

Autistic children’s sleep problems may stem from sensory issues

Heightened sensory perception in toddlers with autism predicts sleep problems at around age 7, according to a new study1.
The findings suggest that sensory sensitivities interfere with sleep in children with autism. They also hint that adjusting for these sensitivities — by minimizing background light or noise at bedtime, for example — could ease the children’s sleep difficulties.

Levels of autism in China similar to the West, joint Chinese-UK study shows

The first large-scale study of autism in China has revealed that around one in a hundred people in the country has an autism spectrum condition—the same figure as found in the West.

Read more here.

Jenny McCarthy's Autism Charity Has Helped Its Board Members Make Money Off Dangerous, Discredited Ideas

Camel’s milk. B12 lollipops. Hyperbaric oxygen chambers. “Ion-cleansing” foot baths. Chelation therapy. Gluten-free diets. Casein-free diets. Massive doses of nutritional supplements. All of these products and services have two things in common. First, mainstream (and widely trusted) medical bodies don’t recognize them as a reputable or effective treatment for autism. Second, they’re all recommended by—and in some cases sold outright through—Generation Rescue, a charity for autistic kids and their families whose board president and most famous face is actress Jenny McCarthy.
A deep dive into the world of Generation Rescue has revealed that the organization doesn’t just promote ineffective or medically unproven or downright debunked treatments for autism (all of which has been demonstrated before): The organization and the people associated with it profit from them, too. In two cases, Generation Rescue has heavily promoted products owned by past board members, at the time they served on the board: hyperbaric oxygen chambers and B12 lollipops, both of which have been presented on GR’s website as near-miraculous treatments for symptoms of autism.

A Mother's Exposure to Pesticides During Pregnancy May Raise Children's Autism Risk

The scientists found that women who were pregnant and who lived within a 2,000 meter radius of a highly sprayed area were anywhere from 10% to 16% more likely to have children diagnosed with autism than women who lived in places farther away from sprayed areas. The researchers reviewed spraying of 11 popular pesticides, including chlorpyrifos, diazinon and permethrin (often used to control ticks). When they looked at diagnoses of autism spectrum disorder that also came with intellectual disabilities, they found on average 30% higher rates among children who were exposed to the pesticides while in utero. Exposure in the first year of life increased the risk of autism by up to 50% compared to those not exposed to certain pesticides.

Read more here at Time. 

Study: Reworked Autism Definition Prompted Drop In Diagnoses

Five years after a sweeping overhaul of the diagnostic criteria for autism, research suggests that the changes have led fewer people to be identified with the developmental disorder.
The definition of autism was reworked with the adoption of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders in 2013. 
The new manual did away with Asperger’s syndrome, childhood disintegrative disorder and pervasive developmental disorder, not otherwise specified, in favor of a broad diagnosis of “autism spectrum disorder” with clinicians denoting a level of severity.
Now, researchers have conducted a meta-analysis looking at 33 studies examining the impact of the altered definition. They found that diagnoses of autism have decreased since the new DSM was adopted.
Overall, about 1 in 5 individuals who would have received an autism diagnosis under the old DSM are being left out under the new definition, 
Notably, however, the authors said that the decrease in diagnoses is smaller than what’s been identified in previous reviews of studies on the DSM change, suggesting that clinicians may be getting more comfortable with the new criteria.

Helping Children Understand Autism

Read more here. 

Webinar - Visual Communication Strategies for Nonverbal Students

Mar 26, 2019 3:00 PM in Mountain Time (US and Canada)

Join our webinar to develop a toolbox of visual communication resources and strategies that will help make language more concrete and accessible for nonverbal students. In this webinar you’ll learn: 

• The why and how of visual communication strategies and the power of symbols to support learning and independence

• How to apply modifications and accommodations such as Augmentative and Alternative Communication (AAC), American Sign Language and adapted materials in your classroom

• How to develop and use powerful tools like symbol-supported social stories and visual schedules

Save your seat today!

Duration: 1 hour

*A Certificate of Attendance will be awarded to those who attend.

*The webinar will be recorded for those who register but can’t attend.

Register here. 

Sunday, March 10, 2019

Community Investment Fund

The application period for 2019 funding is now open!
Do you have an interesting idea or project to promote inclusion for people with disabilities? Would a small amount of start-up funds help you get your project off the ground? Applications for the Community Investment Fund are now being accepted...complete and return your application before the May 1, 2019 deadline. Please note: due to University contracting requirements, successful applicants will be required to have liability insurance and either Workers’ Compensation coverage or a Workers' Compensation exemption certificate. Applicants will be notified of funding decisions by June 30, 2019.
Directions for using PDF form: Open the PDF file and save it to your desktop. Fill out the form and save it again. Then either print a hard copy of the application and submit it by mail or fax, or attach the PDF form to an email and submit it electronically.

The Etiquette Guide for Surviving the Workplace for Autistic People of Colour


This guide was borne out of a recent exchange with another autistic person of colour and wondering how to deal with racism (and other oppressive stuff) at work because, for both of us, our usual method of treating the person like they no longer exist isn’t really a feasible strategy for keeping your job.
The guide, of course, comes with certain caveats and limitations. Since it assumes that you’ve managed to accomplish an already difficult task: getting a job as an autistic person of colour. This isn’t really an easy thing to do. There are a lot of barriers. If you have a job, great and congrats. If you cannot get one, I understand and you’re still worthy.
There are a lot of steps involved in actually getting a job. Steps that I can’t really discuss because I’m terrible at getting jobs. If you’re anything like me, you’re probably terrible at getting them too.

Friday, March 1, 2019

Webinar - Autism and Visual Supports: Powerful Strategies for School, Home, and the Community

Thursday, March 14, 2019 @ 3:00 pm - 4:00 pm EDT

Because most students with autism are visual learners, they benefit from the consistent use of customized visual supports. In this edWebinar, we will explore three categories of visual supports: Visual Instruction (adapting instruction so it is presented visually), Visual Organization (using visuals to organize activities and daily schedules), and Visual Expression (using visuals to facilitate expressive communication). We will examine how to effectively use visual supports in school, at home and in the community to optimize students’ participation in all aspects of their day. The presenters will:
  • Review visual supports that can be effectively used in the classroom<
  • Examine real-life applications of visual supports (photos and videos) for use in the community and at home
  • Demonstrate how to organize activities and transitions to promote students’ success
  • Discuss the benefits of using assistive technology

Real-life examples, tips, strategies, and resources will be shared during the presentation. This edWebinar will be of interest to preK-12 teachers, librarians, school leaders, paraprofessionals, therapists, and specialists. Time will be provided for a question and answer session.

AAC 101 for Paraeducators: Implementing AAC in the Classroom webinar

Date: March 12, 2019
Time: 3:30-4:30

In his book, Ghost Boy, Martin Pistorius writes “Not having a voice to say I’d had enough food or the bath water was too hot or to tell someone I loved them was the thing that made me feel most inhuman. Words and speech separate us from the animal kingdom, after all. They give us free will and agency as we use them to express our desires and refuse or accept what others want us to do.”  

For students with complex communication needs, Augmentative/Alternative Communication (AAC) is the key that unlocks communication, free will and agency for them.  As educators, providing opportunities for and supporting use of AAC in our classrooms is our most important obligation to our students. But how do we help them learn to use their systems?  How do we incorporate AAC into the school day?  Implementation is the most important aspect but the hardest to achieve!  Join us as we discuss basics such as prompting and wait time as well as activities and examples to get you started using AAC with your students.

Learning objectives:
Participants will be able to state 3 principles of successful AAC Implementation
Participants will be able to state 3 best practices when using aided-language stimulation
Participants will be able to describe at least one activity/opportunity each for incorporating low-tech and high-tech AAC options