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ABA See Applied behavior analysis _ABA_ Abuse_ 74; psychological .pdf Powered By Docstoc
					                                  INDEX




                                                   AL
A                                          individualized education plan (IEP)
ABA. See Applied behavior analysis         meeting, 144–147; and question
  (ABA)                                    of sex, 147–151; and questions to




                                              RI
Abuse, 74; psychological, 136              ask child about school, 165–166;
Accommodations: and hearing, 86; and       and school advocacy, 157–160; and




                                        TE
  sight, 85; and smell and taste, 87       setting tone for individualized
Ackroyd, Dan, 137–138                      education plan and other plans,
Acting out, 46                             166–168; and valuing voices,
                                  MA
Acute anxiety, 104, 132                    151–154
Acute sensitivities, 81–109;            Age-appropriate life opportunities,
  and fostering autism cultural            offering, 48
  competency, 106–109; and              Aggressive behaviors, 46, 77, 82, 103
  hearing, 85–86; and home, school,     Albuquerque, New Mexico, 169–170
                             D

  and community environments,           Alcohol, 132
  90–91; and pain, 96–98;               ALS (Lou Gehrig’s disease), 15, 70
                       TE


  prevention instead of intervention    Alzheimer’s disease, 15, 47
  in; psychological concerns related    Andrew (case), 92, 93
  to, 99–106; recommendations for       Animals, as area of passion, 142
               GH




  educators concerning, 89–90; and      Antipsychotic medications, 18, 35
  sight, 84–85; and smell and taste,    Anxiety, 136
  86–87; and tiptoeing, 93–95; and      Applied behavior analysis (ABA),
  touch, 87–89                             127, 128
          RI




ADD. See Attention deficit disorder      ASD. See Autism spectrum disorders
  (ADD)                                    (ASD)
    PY




Addictions, 132                         ASD label, 114
ADHD. See Attention deficit/             Asperger’s Syndrome, 2–4, 15, 26,
  hyperactivity disorder                   41–42, 137–138
  (ADHD)                                Attention deficit disorder (ADD), 15,
CO




Advocacy and self-advocacy, autism,        81–82
  135–168; and identifying feelings,    Attention deficit/hyperactivity
  144–147; and importance of               disorder (ADHD), 15, 28, 81–82
  passions, 139–140; inspired visions   Attention-seeking behavior, 96
  for, 137–139; and neurodiversity,     Attfield, Richard, 70
  173–175; and personal disclosure,     Augmentative communication, 62–63.
  154–156; and preparing child’s           See also Technology, assistive



                                                                        201
202    Index

Austin (case), 105, 106                 Behavior management, 81
Autism, 3, 81; advocacy, 135–168;       Behavioral compliance, 128
  books about, 191–194;                 Behavioral therapy, 121, 125, 160
  and communication, 47;                Behavioral triggers, 128
  deconstructing myth of, 20–21;        Bill (case), 33
  diagnosis of, 11–21; finding           Blogs, 24
  hope for, 12–14; future pathways      Books, 191–194
  for, 169–175; and healing and         Brad (case), 76, 77
  acceptance, 23–36; homogenizing,      Brain fades, 17–18
  127–129; and intervention, 33–36;     Bullying (Dubin), 162
  and knowing your own autisms,         Burke, Jamie, 70
  14–18; and labels, 27–28; and
  PFLAG, 171–173; and pity, 28–30;      C
  positive transformations brought      California, state of, 159–160
  about by, 32–33; questions about      Cell phones, 46–47
  cause of, 30–33; and seeing beyond    Cerebral palsy, 15, 18, 35, 47
  backroom kids, 18–20; “why me”        Chad (case), 100–103
  mentality about, 25–27; worldwide     Child Study Center (New York
  occurrence of, 31                        University), 41–42
Autism and Developmental Differences    Childhood disintegrative disorder, 2
  Today (newsletter), 113               Children Injured by Restraint and
Autism and Developmental Disabilities      Aversives (Web site), 74
  Today (newsletter), 113               China, 31
Autism awareness cards, 116–119         Cinderella, 146–147
Autism cultural competency, 106–109     Civil War, 164
Autism industry, 119–120                Clothing textures, 87–88
Autism Is a World (documentary          Communication: behavior as, 46,
  film), 70                                 73–78, 92, 160, 175; effective,
Autism services, 6; as behavioral          55; facilitated, 67–71; offering
  therapy, 160; cost of, 159–160           enhancements and options for,
Autism spectrum disorders (ASD), 2,        46–47; reliable, 55; supporting
  3, 26, 42                                and interpreting child’s, 55–80;
Autism Task Force, 152, 153                symbolic, 71–73; universally
Autistic behaviors, 92, 125, 166           understandable, 55
Autistic Self Advocacy Network, 173     Communication, supporting and
                                           interpreting, 55–80; and behavior
B                                          as communication, 73–78; and
Backroom kids, 18–20                       facilitated communication, 67–71;
Baggs, Amanda, 70                          and pictures, 60–61; and reading,
Barbie dolls, 145–146                      59–60; and signing, 63–64; and
Barney videos, 11                          singing, 64–66; and symbolic
Behavior: aggressive, 46; attention-       communication, 71–73; tactics for,
   seeking, 78, 96; as communication,      79–80; and technology, 62–63
   46, 72–78, 160, 175; self-           Compassion, 30, 95
   stimulatory, 60, 89, 175             Compassionate accommodations,
Behavior intervention plan,                48–50
   positive, 161                        Competence, belief in, 20, 41–43
                                                                  Index         203

“Costs of Autism, The” (Understanding       Freedman, Mark, 169–170
  Autism: From Basic Neuroscience to        Functional behavior assessment, 161
  Treatment), 120
Culture-based slurs, 113–114                G
                                            Gag reactions, 86
D                                           Gage, Toni, 26
David (case), 77, 78                        Ganz, Michael, 119–121
Decoding, 81                                Gastrointestinal issues, 98
Deep-pressure sensation, 89                 Gates, Bill, 137–138
Deficit-based labeling, 27–28, 45            Genetic predisposition, 31
Depression, 132, 136                        Gernsbacher, Morton Ann, 43
Diagnosis, defining people by,               Gettysburg, Pennsylvania, 164
   43–44                                    Girion, Lisa, 159–160
Diagnostic and Statistical Manual of        Goldberg Edelson, Meredyth, 43
   Mental Disorders, 117, 172               Good Morning America, 173–174
Diversity, 52
Down syndrome, 35, 40                       H
Drills, 127–128                             Harvard University, 35; School of
Drugs, 35. See also Medication                 Public Health, 119–120
Dubin, Nick, 162                            Hitchcock, Alfred, 137–138
Dyslexia, 15                                Hodgkin’s disease, 18
                                            Homosexuality, 171–173
E                                           Hope, finding, 12–14
Eating, 72–73
E-mail, 46–47, 63                           I
Emily (client of Mollie), 57, 58            IDEA. See Individuals with
Employment, viable, 51–52                      Disabilities Education Act (IDEA)
Environmental toxins, 31                    IEP. See Individualized education plan
Environments, segregated, 158–159              (IEP)
Epidemic, 131                               “In Treating Autism, the Healthcare
Evelyn (friend), 40                            System Isn’t Fully Functional” (Los
Evolution, 32                                  Angeles Times), 159–160
Exercise, 95                                Individualized education plan (IEP),
Eye contact, 84; approximating, 163            5, 160–162, 170; setting tone
                                               for, 166–168; tips for creating
F                                              culturally competent, 162–165
Facilitated communication (FC),             Individuals with Disabilities
   67–71; technique, 69                        Education Act (IDEA), 5, 158
Facilitated Communication Institute         Inside-outside perspective, 81, 108
   (Syracuse University), 68                Insider slang, 115
Faith, 24                                   Instant messaging, 46–47
Faith-based slurs, 113–114                  Intellect, presuming child’s, 39–54;
Family, as area of passion, 143–144            and acknowledging that we are
FC. See Facilitated communication              all more alike than different,
   (FC)                                        52; and belief in competence,
Feelings, identifying, 144–147                 41–43; and interpreting behavior
Foods: allergies to, 87; reactions to, 86      as communication, 46; and making
204    Index

Intellect, presuming child’s (continued)   Lego’s, 11
    compassionate accommodations,          Lewis, Jerry, 121
    48–50; and not defining by              Listservs, 24
    diagnosis, 43–44; and not talking      Little Golden Books, 20
    about people in front of them,         Los Angeles, California, 116
    45–46; and offering age-               Los Angeles Times, 159–160
    appropriate life opportunities,        Lou Gehrig’s disease (ALS), 15, 70
    48; and offering communication
    enhancements and options, 46–47;       M
    and respect for personal space and     Madonna (popular singer), 65, 66
    touch, 50–51; and seeking viable       Manilow, Barry, 17
    employment for others, 51–52; and      Marijuana, 132
    shattering myths and stereotypes,      Mass media, 14
    44–45; and ten essential points for    MDA telethon, 121
    celebrating/defending your child,      Medication, 34–35
    43–53                                  Meg (case), 78
Intelligence quotient examinations,        Meltdowns, 82
    traditional, 43                        Mental wellness, 83
Internet, 24, 62                           Mercury, 30
Intervention, prevention versus, 49,       Message boards, 24
    90–93, 135                             Moldin, Steven O., 120
Investigational medication trials, 34      Mollie (colleague), 56–58
iPod, 86                                   Mood swings, 103
IQ scores, 18–19                           Muscular dystrophy, 121
Ireland, 31                                Music, 64–66; as area of passion, 143
                                           Mutual of Omaha Wild Kingdom, 33, 36
J                                          Myths, 44–45, 98, 121
Jarod (case), 132
Jefferson, Thomas, 137–138                 N
Jeffrey (case), 74, 75                     NASCAR, 139–140
Job opportunities, 138, 140, 151           National Geographic, 60
John Adams Middle School                   Nature, as area of passion, 142
    (Albuquerque, New Mexico),             Ne’eman, Ari, 173–174
    169–170                                Neurodiversity, 174
Juvenile justice system, 148–149           Neurodiversity.com, 74
                                           Neurological blips, 52
K                                          New Mexico, 169–170
Keller, Helen, 138                         New York University, 41–42
Knowledge, as power, 28                    Nicotine, 132
                                           Noncompliance, 82, 87
L                                          Nonverbal intelligence, 19
Labeling, deficit-based, 27–28, 45          Normal, 20
Labels, 139–140
Lady and the Tramp (video movie), 20       O
Language, importance of, 113–114           Obsessions, passions versus, 52,
Learned helplessness, culture of, 137        132–33, 139–141, 175
Least Restrictive Environment              Obsessive-compulsive disorder
   education, 171                            (OCD), 15, 35, 81–82
                                                                 Index        205

Optimism, 26                              Prevention, versus intervention, 49,
Organizations, 186–190                       90–93, 135
                                          Property destruction, 103
P                                         Proprioception, 95
Pain, 83, 96–98                           Puzzle ribbon, 117–119
Pain and discomfort inventory,
   183–184                                R
“Papa Don’t Preach” (Madonna), 66         Rachael (case), 130–131
Parent to Parent USA (Web site), 24       Reading, 59–60
Parents, Family and Friends of Lesbians   Recommended viewing, 195
   and Gays (PFLAG), 171–174              Religion, as area of passion, 144
Parkinson’s disease, 15, 18               Religious belief, 24
Passion-related approach, 164             Resources, 177–195
Passions: identifying child’s, 141–147;   Restraints, 74, 77
   importance of, 139–140; versus         Retardation, 43
   obsessions, 52, 132–133, 139–141,      Retarded defectives, 20
   175; valuing, 52, 132–133              Rett’s disorder, 2
Pavlov, I., 128                           Rosemary’s Baby (film), 11–12
Peer harassment, 162                      Rubenstein, John L. R., 120
Pennsylvania Department of Public         Rubin, Sue, 70
   Welfare, 152, 153
Pentzell, Nick, 150–151                   S
Perfectionism, 52                         Same-sex orientation, 171–174
Prescription medication                   Sarah (client), 36
   questionnaire, 178–182                 Sawyer, Diane, 173–174
Personal disclosure, 154–156              School advocacy, 157–160
Personal space, respect for, 50–51        Schulz, Charles, 137–138
Person-first language, 45                  Segregation, 158–159
Person-first perspectives: and             Self-advocacy, autism, 135–168,
   alternative viewpoint, 129–131;           173–175
   and autism industry, 119–120; and      Self-expression, 144–145
   growing and learning naturally,        Self-injury, 103
   121–124; and homogenizing              Self-regulating activities, 89
   autism, 127–129; and more is           Self-soothing techniques,
   better, 124–127; and real autism          132–133, 175
   epidemic, 131–133; understanding       Self-stimulatory behavior, 60, 89, 175
   and using, 113–133; and using          Sensitivities, acute. See Acute
   autism awareness cards, 116–119           sensitivities
Pervasive developmental disorder not      Sensory integration disorder, 15
   otherwise specified, 2, 3               Sensory integration techniques, 123
PFLAG. See Parents, Family and            Sensory sensitivity inventory, 185
   Friends of Lesbians and Gays           Sesame Street, 60, 123
   (PFLAG)                                Sex, question of, 147–151
Physical restraints, 18                   Shore, Stephen, 13
Pictures, 60–61                           Sign language, 63–64
Pity, 28–30                               Singing, 64–66
Posttraumatic stress disorder, 5, 13,     Snow, Kathie, 114–115
   132, 136–137                           Social ostracism, 158
206    Index

Social skills, 124                      Tourette’s syndrome, 15, 18, 47
Space, personal, 50–51                  Transformation, agents of, 52
Special needs, 1, 4–6, 59, 170          Tropic Thunder (movie),
Special schools, 158                       113–114
Specialist Web sites, 186–190
Speech alternatives, 47, 59
Spirituality, as area of passion, 144   U
Star-Spangled Banner, 17                Understanding Autism: From Basic
Stereotypes, 44–45, 51, 98, 140           Neuroscience to Treatment (Moldin
Stiller, Ben, 113–114                     and Rubenstein), 120
Stimming. See Self-stimulatory          United Kingdom, 31
    behavior                            University of New Mexico, 171
Stimuli, 83                             Unpredictable noises, 85–86
Strawberry Shortcake puzzles, 20        Unspoken communication, 163
Stroke, 47                              USA Today, 60
Summer (case), 94
Super Mario Brothers video game, 164    V
Support team, 26–27                     Vaccination theory, 30, 96
Symbolic communication, 71–73           van Gogh, Vincent, 137–138
Syracuse University, 68                 Veggie Tales (video), 19
                                        Victim mode, 25
T                                       Visual stressors, specific, 85
Talent, worship of, 141                 Visual thinkers and learners, 84
Tantrums, 92                            Vocation, viable, 140
Technology, assistive, 62–63            Vomit reactions, 86
Text messaging, 46–47
Therapy techniques, 121–123
Thimerosal, 30                          W
Tiptoeing, 93–95                        Walkman, 86
Tools and resources, 177–195            Wal-Mart, 11
Touch: deep-pressure, 88–89;            Web sites, 24, 62
   protocols, 50; respect for, 50–51;   Wizard of Oz (Baum), 164
   unwelcome, 88                        Wojtowicz, Wally, 70–71

				
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