As society has developed a deeper understanding of Autism Spectrum Disorders (ASD), we have access to more information about the issue of eye contact, much of which has come from persons with ASD who have been able to report on their experience.
Service Listing Legend
Accepting new clients
Not accepting new clients
Travels to nearby areas
Travels to remote areas
Regulated / Credentialed clinician
This series of tip sheets provides suggestions for practical plans and actions that can help ensure the safe and secure future of your child, of any age. The number of steps and the amount of work may seem overwhelming, but it’s important to begin the process and see it through, one step at a time. There is perhaps no other task that will give a parent more peace of mind.
Increasingly, adults are diagnosed for the first time with Asperger Syndrome (AS) and other Autism Spectrum Disorders (ASDs). Many of these adults were not suspected of having an ASD and therefore were not diagnosed as children or youth because of our lack of understanding of the breadth of the autism spectrum.
In Canada, studies have shown that only approximately 3% of individuals with a disability are actively engaged in organized sport.
However, educators and others are becoming increasingly aware of the benefits of personal fitness for students with special education needs and typically developing children alike2. And some are convinced that physical education has a central role to play in building self-esteem and social skills that in turn lead to a more active and inclusive lifestyle for young people with autism.
Frequently Asked Questions: Getting a Diagnosis of Autism Spectrum Disorder (ASD) in Adolescence or Adulthood?
Even though we have known about autism for several decades, it is still common for older youth or adults to come to the attention of clinicians while seeking assessment for a possible Autism Spectrum Disorder (ASD). Below are some of the most common questions from parents of youth or adults, or from the adults themselves, when seeking an ASD diagnosis.
Tony Attwood, a well-known psychologist in the field of Autism Spectrum Disorders (ASD), conceptualized the Emotional Toolbox. It represents a collection of tools (strategies) designed to help people deal with negative emotions.
Congratulations! You’ve decided to make the plunge and purchase a gaming system for your (inner) child. Currently there are three popular gaming consoles: Sony PS3, Nintendo Wii (rumored to be succeeded by the Nintendo U around the 2012 holidays) and the Microsoft X-box. While each unit has its pros and cons, each unit seems to leapfrog the other year after year.
Like many other parents of a youth with an Autism Spectrum Disorder (ASD), I find thoughts of the future can be positively paralyzing. To overcome that paralysis, I decided to focus on helping my son prepare for some form of work when he leaves school. The focus is not on career development, but simply to increase the options that will be available for him to make a meaningful life for himself once he leaves school.
This article provides some suggestions for other parents with similar goals, suggestions that I believe can be applied to individuals wherever they might be on the spectrum.
My son is not one of the “stars” amongst adults with autism. His computer skills are fine, but not extraordinary. He has no special scientific aptitude. His math skills meet the needs of daily life, not the demands of technical or commercial endeavors. Yet he is happily engaged in a variety of jobs – some volunteer, others remunerative – that give structure to his life week after week. Because of them, he is a contributing, well-known, and accepted adult in our community.
Communication between a student’s home and school can have a significant impact on his school program, the on-going development of skills and on the relationship between parents and teaching staff. Many parents report that they wait anxiously to read the communication book at the end of the day and that their emotional state can be considerably influenced by its content.
Why have adults with Autism Spectrum Disorder (ASD) been forgotten and how can we work together to help these individuals across the entire spectrum to have the best possible quality of life? With this discussion document, Autism Ontario will illustrate why the recommendations put forth matter to all Ontarians.
Guide by Ed Mahony of Mahony Advocacy. Advocacy is about securing, protecting and advancing the rights of one’s self or others. Special education students have rights. The Ministry of Education has enacted legislation and regulations to support the education of special needs children. School boards are responsible for implementing programs in compliance with current legislation and regulations.
Parents, however, may have to strongly advocate to ensure that their child’s rights are met at school. It is the parent’s right and responsibility to see that their child has an appropriate educational program, and it is certainly acceptable for parents to advocate for their child. A parent’s relationship with the school/school board is not a social relationship. It is a business/legal relationship with the goal of getting the most appropriate education for your child.
Most effective parent advocates share a combination of important knowledge and skills:
• An understanding of special education regulations and rules
• An understanding of special education law
• A sense of procedural advocacy
• A realistic sense of what they want and how to work with staff to achieve their goals
Un guide pour parler aux candidats à l’élection des sujets entourant le TSA : éducation, soutien, logement, etc.
An action agenda to address the housing crisis confronting Ontario adults with developmental disabilities initial report of the housing study group.
(Developmental Services Sector – Ministry of Community and Social Services Partnership Table)
Join Dr. Kathleen Quill, author of the best-seller DO-WATCH-LISTEN-SAY: Social and Communication Intervention for Children with Autism, as she discusses how to build social skills in children with ASD in various environments. Children and adolescents with ASD often learn social and communication skills in one setting and have difficulty using these skills in other settings. Parents often express frustration that there is a mismatch between what their children can do in school and what they can do at home. The purpose of this webinar is twofold: (1) to highlight the importance of assessing and programming for generalization of social and communication skills, and (2) to provide a summary of how various evidence-based teaching methods can be used to teach new skills and foster generalization.
Dr. Kathleen Quill, Ed.D. BCBA-D, Autism Institute, is a respected author, lecturer and consultant. Kathleen has conducted trainings in over 20 countries, given the keynote address for 10 international organizations, and presented at over 100 conferences. She promotes integrating behavioural and developmental educational methods; conducts applied research on social and communication intervention, and participates in national and state program initiatives to bridge the gap between research and practice. In addition, she is the editor of the seminal text teaching children with autism: Strategies to enhance communication and socialization, is on the Editorial board for the Journal of Autism and Developmental Disorders and Focus on Autism and other Developmental Disabilities; the Advisory Board for the Autism Spectrum Quarterly; and on the Board of Directors for Autism Asperger Publishing Company.
Finding Your Way Through the Healthcare Maze: Lessons From Research on Health Services and ASD
This webinar will explore what happens when individuals with ASD are in crisis and have to visit their hospital emergency department. What leads to these visits, how can they be prevented, and what can we do to be better prepared when they happen? Ontario's health care access research in developmental disabilities program has been studying these issues and working closely with hospitals, families, and policy makers to develop solutions. Please join us to learn more about ways to be better prepared in emergency situations.
Presenter: Yona Lunsky, Ph.D., C.Psych
Yona Lunsky, Ph.D., C.Psych is the director of the Healthcare Access Research in Disabilities Program at the Centre for Addiction and Mental Health. She has received her Ph.D in Clinical Psychology from the Ohio State University, specializing in the area of dual diagnosis, followed by a two year postdoctoral fellowship in Toronto. She has written 100 research papers relating to developmental disabilities and health.
Educational assistants are hired by school boards to provide, under the direction of the teacher, additional support to students in the classroom or the school. It is important that, as a parent, you understand the scope of this role and what is involved in allocating an educational assistant to a classroom.
Finding and reading information takes time. Therefore, finding time to do so is in itself a challenge. You are on this site in the hope that it will help guide you on your search for appropriate providers for your child. While you need to consider all the tips, it is not a “must-doeverythingon-the-checklist”. Take those that you find practical and suit your needs.
You never know what’s good and what’s bad. This was one of my father-in-law’s favourite sayings, and I find myself drawing heavily upon it as I navigate the world of autism. A moody moment? An abrupt reply? A slammed door? I’ve discovered that difficult moments can be very revealing. They can be ‘good’ and instructive if we take the time to peel back the layers and figure out ‘why’?
Educational software can be a valuable component in the array of methods and materials used to teach students who have Autism Spectrum Disorders and/or other developmental disabilities. The use of the computer and educational software provides several advantages to the learner.
- Look at the current Individual Education Plan (IEP), Behaviour Safety Plan (BSP) Report Card and any other documentation that you have received from the school
- Review your child’s recent evaluations and assessments. If the school hasn’t provided you with copies, be sure to ask for them prior to any meeting.
- Review notes from previous meetings (within the last year), as well as copies of the IEP, BSP and Report Card to see what changes or progress has been made.
Students with ASD can find their time in post-secondary education both rewarding and challenging. Challenges in post-secondary education are generally more pronounced for students with ASD because of the differences between high school and colleges/universities academically, bureaucratically and in terms of lifestyle and supports required.
Involving parents (or other family caregivers) in services and care for their child is generally seen as beneficial. Increased emphasis on family-centered approaches, for example, means that parents’ expertise and knowledge of their child gets incorporated to improve care.
We’ve all been there: watching as our child completely breaks into uncontrollable rage/ tears in front of us. Sometimes it’s in the privacy of our own homes, but when you have a child with autism, more often than not it will be in public as well. Up until recently, there has been a common misconception that poor communication/low verbal skills in people with autism is a cause of their more frequent tantrums due to being frustrated at not being able to communicate their needs and wants. While it is likely frustrating not to be able to communicate easily, new research from Penn State College says this is not the main cause of tantrums in those with ASD.
The education world is more and more conscious of the importance of putting in place effective and feasible strategies to help facilitate the transition to post-secondary studies for students with autism spectrum disorder (ASD). Although this transition represents a crucial step in the life of ALL students, it remains a significant challenge for students with ASD, given the range of their needs.
Like other teens, many teens on the autism spectrum desire friendships and romantic partners. Due to challenges with social communication, some teens with ASD may have limited experience dating and could benefit from explicitly learning skills associated with successful and safe dating experiences. Teens with ASD may benefit from developing skills in the following areas: basic dating readiness skills, safety skills related to dating, and social skills related to dating. School staff and families both play important roles in supporting these skill areas.