Are There Really More Autistic Boys Than Girls?

Updated July 19, 2015. By Lisa Jo Rudy  Autism Spectrum Disorders Expert 

Read any source on autism, and you'll learn that boys and men with the diagnosis outnumber girls and women by a factor of at least 4:1. The gender gap increases with higher functioning individuals (those who would, in the past, have been diagnosed with Asperger syndrome) to something like 11:1.

The idea that autism is a "male disorder" has become so well-established that some researchers (particularly Simon Baron-Cohen) have described autism as the manifestation of an "extreme male brain." Baron-Cohen points to traits such as apparent lack of empathy, focus on details and ordering, talents in the areas of math and science, and a preference for routine, saying that these are all manifestations of "maleness," and are also very common in autism.

Baron-Cohen and his colleagues have taken this idea to the lab, where they have explored the idea that more testosterone in the womb is likely to lead to autism. Just a little extra testosterone, he hypothesized, could be enough to push boys into autism. Some of their research suggests the possibility that this idea could hold water.
At the same time, however, other researchers have explored the question of whether autism may simply be under-diagnosed in girls. They, too, are finding some intriguing results.

At the Kennedy Krieger Institute in Baltimore, for example, researchers are finding that girls with autism are more likely to slip under the radar because they think and behave differently from boys with the disorder:
Girls struggled more with the ability to recognize social cues and interact with others. They had trouble interpreting requests made of them, took things too literally, struggled to understand jokes and couldn't read into people's tone of voice or facial expressions...

On the other hand, boys exhibited much more physical symptoms. They engaged in repetitive behaviors, like turning the wheel of a toy around and around for extended periods, as well as unusual mannerisms such as flapping their hands..

In addition, boys with autism often express fascinations with topics considered "odd" by the general population (e.g., memorizing timetables or lists of statistics) while girls with autism seem to have fairly gender-appropriate fascinations which must be examined closely in order to appear "autistic." For example, a girl with autism might express a fascination with a pop star, pin up his posters, and know everything about his daily routine  -- which appears "normal" to most parents -- but know little or nothing about his music.

Girls with autism also appear to be less likely to act out and more likely to find adaptive behaviors that allow them to function at least semi-successfully in typical settings. For example, rather than showing aggressive or hyperactive behavior (which, of course, is noticed even in preschoolers) girls with autism may withdraw, become passive, or even become depressed. 

Quiet, "shy," or passive girls are culturally acceptable, and quiet girls are rarely picked out as problem children -- especially if they have a relatively high IQ and are capable of functioning in a school setting. As a result, girls on the spectrum may not be identified as such until they reach their teen years and are completely unable to manage the complex social expectations surrounding sexuality, flirting, and romance.
It seems very likely that the number of girls with autism will appear to rise in the next few years as more girls are identified with the disorder. The question of whether those girls were always there, however, may remain open.

Sources:
Baron-Cohen S¹.The extreme male brain theory of autism. Trends Cogn Sci. 2002 Jun 1;6(6):248-254.
DeWeerdt, S. Autism characteristics differ by gender, studies find. Simons Foundation, 27 March 2014.
Dworzynski K. et al. J. Am. Acad. Child Adolesc. Psychiatry 51, 788-797 (2012)
Sarris, M. Not Just for Boys: When Autism Spectrum Disorders Affect Girls. Interactive Autism Network at Kennedy Krieger Institute, February 19, 2013.

8 Differences Between Boys and Girls with Autism

Updated July 22, 2015. By Lisa Jo Rudy  Autism Spectrum Disorders Expert 

 The diagnostic criteria for autism doesn't discriminate between boys and girls or between men and women. But recent research findings suggest that autism may look quite different in girls--so different, in fact, that it can be difficult to diagnose. One researcher at the Kennedy Krieger Interactive Autism Network raised this question in a report on Girl's with ASD: Researchers looking at differences between boys and girls with ASD have often not found much difference. Is this because there is no difference, or because only girls with ASD who most resemble boys with ASD are diagnosed and therefore included in studies?

One difficulty that researchers experience is that girls with autism seem to behave in ways that are considered acceptable -- if not ideal -- for girls as opposed to boys. For example, girls with autism may appear to be passive, withdrawn, dependent on others, uninvolved, or even depressed (just as boys do). They may become passionately and even obsessively interested in very specific areas (just as boys do), but they may not gravitate toward the "geeky" areas of technology or math. Sadly, in western culture, girls who exhibit these behaviors are more likely to be ignored or bullied than diagnosed and treated.
With all those caveats, however, research is moving forward, and providing us with more clues to ASD in girls. 


Based on recent research, here are a few of the ways in which girls with autism appear to differ from boys with autism:

1. Boys with autism tend to have very repetitive and limited areas of play. Girls with autism are less repetitive and have broader areas of play.
2. Girls with autism are more likely than boys to be able to respond to non-verbal communication such as pointing or gaze following. They are also somewhat more focused and less prone to distraction.
3. While boys' social-communication issues become challenging very early in their lives, girls may be able to manage the social demands of early childhood but run into difficulties as they enter early adolescence.
4. According to the Kennedy Krieger report, Boys with ASD may tend to engage in disruptive behavior to gain objects, while girls with ASD may tend to engage in disruptive behavior to get attention.
5. Girls with autism are more likely than boys to also suffer from anxiety and/or depression.
6. While girls with autism do have perseverative interests, they are more likely to choose interests (such as TV stars or music) that appear more typical than, for example, many boys' perseverative interests in schedules, statistics, or transportation.
7. Girls with autism are less likely to behave aggressively, and more likely to be passive or withdrawn.
8. It is fairly common for girls with autism to appear socially competent as youngsters because they are "taken under the wings" of other girls who enjoy mentoring their peers. These mentors often fade out of the picture as they enter adolescence and find other interests or groups of friends.

Sources:
DeWeerdt, S. Autism characteristics differ by gender, studies find. Simons Foundation, 27 March 2014.
Dworzynski K. et al. J. Am. Acad. Child Adolesc. Psychiatry 51, 788-797 (2012)
Nichols, Shana. A Girl's-Eye View: Detecting and Understanding Autism Spectrum Disorders in Females. Interactive Autism Network at Kennedy Krieger Institute, December 2009.
Sarris, M. Not Just for Boys: When Autism Spectrum Disorders Affect Girls. Interactive Autism Network at Kennedy Krieger Institute, February 19, 2013.

The Mindful Classroom

By Janelle Cox   Elementary Education Expert 

The mindful classroom is more than just a place where students live in the moment. It's a place where students are able to control their thoughts, communicate their feelings to their peers, and cultivate a peaceful learning environment. Mindfulness is not something new, ancient Buddhists have been practicing this technique for decades. Then yogis started to use it, and now scientists have backed up the facts and benefits of it so the public has really taken notice to it.

Here we will take a look at what's it's all about, the amazing benefits for your students (and yourself) and how you can introduce it to your classroom.

What are the Benefits of Mindfulness?
You may have read about mindfulness or heard it the news and thought, this is something for people that meditate. While it can be used in meditation, it's much more than that. Doctors use it in their practice, and dietitians recommend it to their clients who need to be mindful when they are trying to loose weight. Now, teachers are using it their classrooms to help students focus. Here are a some of the amazing benefits that research has found:

• Reduces stress hormones
• Improves attention span
• Boosts memory
• Enhances self-insight
• Improved academic performance

Just by focusing your attention and being in the moment, this calming tool can be so helpful. By calming the mind, students will be able to control their negative thoughts and learn to focus.

How Can a Teacher Introduce Mindfulness to their Students?
Now that you know a little bit about mindfulness, here are a few tips on how to introduce it to your students.

1. Breathe. Encourage students to use their breath throughout the day, or take about 10-15 minutes of class time to have students do a few deep breathing techniques. Start by having students sit comfortably, either on top of their desks or on the floor. Then have them close their eyes and focus on their breath. Have them focus on their inhales and their exhales, trying to lengthen them each time they breathe. If they feel like they are unfocused and their mind is wondering (which will happen) have them count up to ten each inhale and exhale. Once they get the hang of it, this is something that they can do by themselves throughout the day.

2. Mood Journal. An effective way to get your students to understand their moods and feelings is to have them keep a mood journal. This is a great resource to help them learn to recognize their feelings and why they are having them. Once they look back at what they wrote they can be mindful of how they feel. This will help them learn how to cope with their feelings and find a way to deal with them.

3. Chimes. Chimes are a very calming sound that when heard can help remind students to focus their thoughts on what they are doing in that moment. When students here the sound of the chimes in class they will stop what they are thinking and doing, and just know to direct and focus their thoughts. It's also a great way to get and keep your students attention.

4. Experiment. Not all students will be able to be mindful of their breathing. While with some students, breathing may be all it takes to calm their mind, others may need more. So you can experiment with a few different mindful techniques. Try having students talk a walk and listen to the sounds that they hear. Or, have them count the sounds that they hear as they walk. You can even have students listen to a song or a poem. As long as they are being mindful with what they are doing, their are using mindfulness.
The human brain is very powerful, by teaching your students mindfulness, you are giving them a tool that they can take with them, and use whenever they feel the need to reduce their stress.

6 Autism Terms That Have Disappeared from the Textbooks

By Lisa Jo Rudy

Autism Spectrum Disorders Expert 

Updated June 17, 2015.                  

Over the years, the words used to describe autism and people with autism have changed radically.  Today, there are many terms that have either been removed from diagnostic literature or retired from polite conversation.  Here are just a a few :

1. Childhood Schizophrenia.  What would cause a child to be inwardly focused, non-verbal, unable to respond appropriately to social cues?  For many years, doctors and researchers assumed that such behaviors were a result of mental illness.  While the symptoms of autism are quite different from those of schizophrenia, they are similar enough to suggest a connection.  Thus, during the 1950's and 60's, many children with more severe symptoms of what we now call Autism Spectrum Disorder were diagnosed with Childhood Schizophrenia. That diagnosis, however, has long since disappeared from the diagnostic manuals.
2. Refrigerator Mother.  How might a child become so distanced from others that he or she is unwilling or unable to communicate, make eye contact, or engage in ordinary play?   Bruno Bettleheim and Leo Kanner (the man who gave autism its name) believed that the problem related to cold, distant "refrigerator mothers" who so traumatized their children that they literally drove them into autism.  Very fortunately, later research showed that the refrigerator mother theory held no water -- but many parents were blamed, unnecessarily, for their children's autistic symptoms.
3. Infantile Autism.  The term "early infantile autism" was coined by Leo Kanner in 1943. Dr. Bernard Rimland, the parent of a child with autism, became a major player in the work of understanding and treating the disorder.  His work entitled "Infantile Autism" was an important step toward that goal.  Infantile autism referred to what might be called "severe" autism, and it entered the diagnostic manual in 1980 (with the DSM III).  In 1987, with the publication of the DSM IV, the term disappeared from common usage.
4. Asperger Syndrome (or Asperger's Syndrome).  Hans Asperger was a German pediatrician who studied the symptoms of young people who were nowhere near as disabled as those with infantile autism but who, nevertheless, had significant challenges in the areas such as social communication. Asperger's work was largely ignored (due in part to World War II) until decades later. In 1980, Asperger Syndrome became an official diagnosis in the DSM III.  In 2013, however, with the DSM 5, Asperger Syndrome ceased to be an official diagnosis.  Today, while the term is still widely used to describe what many call "high functioning autism," it is no longer a true diagnosis.
5. Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).  Like many autism-related terms, PDD-NOS came into use in 1980 and disappeared again in 2013.  PDD-NOS was a catchall diagnosis intended to describe children who didn't entirely fit the autism criteria but were clearly more severely (or differently) challenged than children with Asperger syndrome.  Like Asperger Syndrome, PDD-NOS became a very popular diagnosis, with numbers soaring between 1980 and 2013. Today, of course, there are exactly zero people with a PDD-NOS diagnosis!
6. Mentally Retarded.  Even in the fairly recent past (less than one hundred years ago) people with cognitive challenges were referred to by doctors as idiots, morons, and imbeciles (depending upon their level of challenge).  The term "mental retardation" was actually coined to avoid the use of those much more negative terms. Today, as the term has gained greater negative connotations, most people have replaced it with "cognitively challenged" or "intellectually disabled."  As a side note, it's important to know that typical IQ tests are not always appropriate for people with autism -- for whom spoken language can be a challenge.  Thus, while many people with autism are diagnosed with cognitive challenges, that diagnosis is not always correct.

What is PDD-NOS?

This Article Written By Lisa Jo Rudy

Autism Spectrum Disorders Expert 

My child has been diagnosed with something called PDD-NOS. What is PDD-NOS? Is it the same thing as autism?

Answer: PDD-NOS is an outdated diagnostic category which stands for pervasive developmental disorder not otherwise specified.  In essence, it's a diagnosis that means "on the autism spectrum, but not falling within any of the existing specific categories of autism."
To explain more fully: up until May 2013, there were five disorders that fell under the category of "pervasive developmental disorders" (PDDs).

• Autism
• High Functioning Autism
• Children with Autism
• Autistic
• Autism Spectrum Disorder

These included Autism, Asperger syndrome, Rett syndrome, Fragile X syndrome, and PDD-NOS. Autism, Asperger syndrome, Rett syndrome and fragile X were all specifically described in the DSM-IV -- the manual that practitioners used to diagnose neurological 

                                     disorders. 

Once the DSM-5 was published, however, the term PDD-NOS "disappeared" from the diagnostic literature.  Most people who once had the PDD-NOS diagnosis would now be considered to have an "autism spectrum" diagnosis instead.
Here is the explanation of PDD-NOS which describes what the diagnosis WAS, before it was removed from the DSM in 2013:                                                                                                                                                     Many children have some symptoms of one PDD and some symptoms of another, but not enough of any one of the four specific disorders to receive a diagnosis. Thus, they do have a PDD -- but they do not have Rett syndrome, fragile X, Asperger syndrome, or autism.

Leading with Intelligence - The Multiple Intelligence of Teams 

This article is very informative and puts learning styles at the forefront. This article can help us better understand our coworkers as well can be kept in mind when working with students offering, "Tips for Managing this person"
    ~comments from Susan

Leading With Intelligence 
By Tyler Hayden BRM (OEE)

Learn more about Tyler Hayden   at www.tylerhayden.com

To better reach our team members leaders have long looked at personality instruments like Myers-Briggs, and we have had great results in generating management approaches based on personality profiles. Today however, we need to consider more than just personalities. We work within industries that have an employee base that have spent many years constructing who they are through years of formal education. This educational profile is the new gateway to applied leadership strategies for managers.

Write down the following eight learning styles on a sheet of paper. As you read the descriptions below jot the names of co-workers, friends and family that would have high skill in that learning domain beside those learning styles. By understanding peoples learning styles we can begin to better design training approaches, team structure, reward and recognition strategies, communication strategies, and more. Consider these eight different learning styles you'll find in your employees.

Body/Kinesthetic Learner

This intelligence indicates a well-developed sense of body control and movement while being able to handle objects skillfully. These learners express themselves well through movement. By interacting with the space around them, they are able to remember and process information. (i.e. athlete, firefighter, coach, police, dancer, actor)

Tips for Managing this person: We respond to short explanations, practicing tasks, constructing things, and setting goals. Be face-to-face with us as often as possible. We love when you champion us to actively find solutions. Let us keep "moving and doing" to keep us engaged at work. And please, be efficient with your words.


Interpersonal Learner

This intelligence indicates a keen ability to relate to and understand others. Individuals have a seemingly innate ability to see things from other people’s perspectives in order to understand how they think and feel. They often have an unprecedented ability to sense the feelings, intentions, and motivations of others. They are great organizers; although, they sometimes resort to manipulations to achieve their ends. Generally, they encourage group peace and cooperation. They use both verbal and nonverbal language to open communication channels with others. (i.e., counsellor, sales person, business person, clergy, service personnel)

Tips for Managing this person: We respond to public recognition and assignments that involve working with people. Remember that we can inspire a crowd we can bring people onside to help or demolish you. Give us an opportunity to lead projects. Please ensure that we don't work alone. Only have conversations that are conflict based in private. Finally, ensure that we "get our turn" when in a group setting.


Interpersonal Learner

This intelligence indicates a keen awareness of one’s inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. (i.e. researcher, adventurer, explorer, philosopher)

Tips for Managing this person: Accolades should be kept private and meaningful. We are self-motivated to do the things we are passionate about. Communicate with us in a way that allows us to "craft a response" over time i.e. email. We enjoy learning in a mentor/mentee relationship and self-reflection/discovery time. I am very good at developing visions and missions. We can tend to be "cut and dry" so please help us soften our impact on others. Finally, we are not comfortable with the "leap of faith" or risk taking, so please be sure you really mean it if you are asking us to do this.


Verbal Linguistic

This intelligence indicates a highly developed ability to use words and language effectively. Individuals have highly developed auditory skills and generally are very good speakers. Learners with a heightened Linguistic Intelligence tend to think in terms of words rather than pictures. (i.e., lawyer, teacher, sales, consultant, politician)

Tips for Managing this person: We are your go to for verbal and written communication. We love to debate you (or anyone for that matter). We like to have things documented so that we can refer to it. Please take time to consult with us to find solutions we like to be part of things if we are going to be tasked with it in our portfolio. Finally, remember that we have an opinion - please take the time to hear us.


Musical Intelligence

This intelligence indicates an increased ability to produce and appreciate anything musical. Individuals tend to think in terms of sounds, rhythms, and patterns. They are affected deeply by what they hear and can become distracted by external noise. (i.e., DJ, musician, composer, singer)

Tips for Managing this person: I get patterns and can deconstruct a larger concept very easily. I can be sensitive, so please don't push too hard I am self critical and like things done right. If at all possible, have things set out in logical patterns. We will be very excited about a product or service once it is delivered perfectly. Finally, I love to have music playing and it will often reflect how I feel, plus be careful of "external noise" it drives me crazy.


Mathematical/Logical Intelligence

This intelligence indicates a heightened ability to use reason, logic, and numbers effectively. These learners think conceptually in logical and numerical patterns, making connections between pieces of information. They are very curious about the world around them. They ask a lot of questions and enjoy experimenting. (i.e., medical personnel, accountant, scientist, researcher, engineer)

Tips for Managing this person: I really like when explanations are kept short and not full of "fluff." Give me the answer efficiently and effectively. I will like to experiment to find the best way of doing things. If you want me to get involved challenge me to find the answer (and make my success measurable). Manage me by the numbers, if we can't measure it, it doesn't exist. Please show me how your request has a logical sequence and that ultimately it is measurable and connected to "real" business objectives (a.k.a. the bottom line).


Naturalistic Intelligence

This intelligence indicates a keen ability to see the connections and cycles of natural processes. They enjoy classifying things into areas of responsibility, placement and category. They easily connect cause and effect and illustrate patterns. They appreciate knowing how things are connected to real life. (i.e. project manager, landscaper, outdoor guide, engineer)

Tips for Managing this person: I get how things are connected, cycle and flow. If you need someone to figure out the "process" of doing something I should be part of that. Classifying things into logical chunks is easy for me and I like doing it. I can really understand things better if you show me a map or chart that I can follow to measure my performance. Finally, I get the idea of cause and effect in a really deep way and I'm an awesome "big picture" thinker.


Visual/Spatial

This intelligence indicates an increased ability to perceive the visual cues. Individuals tend to think in terms of pictures and movies. In order to retain information, they need to create vivid visual images. (i.e., artist, mechanic, web/graphic designer, architect)

Tips for Managing this person: I will speak to you in terms of how I "see" the final product. I love to build, construct, draw, layout, etc a task or work item visually. We really appreciate beauty and form in our work, things are finished till they look nice. I like to have visual reminders at my workstation. If we are working on something, a chart, map, or movie is really beneficial it grounds the concept for me. Finally, show me a picture of what you are thinking wherever possible, I'll get us there and even a bit more.


Tyler Hayden is a management consultant, professional speaker, and author. He works with groups internationally building meaningful and content rich leadership and team solutions. Learn more about him at www.tylerhayden.com. Finally, if you are looking for a special tool to connect to family please explore his new inspiring book series www.messageinabottlebook.com.

Visual Schedule 

source: Susan Stokes

Definition: A daily visual schedule is a critical component in a structured environment. A visual schedule will tell the student with autism what activities will occur and in what sequence.

• Visual schedules are important for children with autism because they:
• Help address the child's difficulty with sequential memory and organization of time.
• Assist children with language comprehension problems to understand what is expected of them (5).
• Lessen the anxiety level of children with autism, and thus reduce the possible occurrence of challenging behaviors, by providing the structure for the student to organize and predict daily and weekly events. Schedules clarify that activities happen within a specific time period (e.g., understanding that "break time" is coming, but after "work time"), and also alert the student to any changes that might occur.
• Assist the student in transitioning independently between activities and environments by telling them where they are to go next (5). Visual schedules can be used in all environments (e.g., classroom, gym, Occupational Therapy, Speech/Language Therapy, home, Sunday School, etc.).

• Are based on a "first-then" strategy; that is, "first you do ___, then you do ___", rather than an "if-then" approach (i.e., "if you do ___, then you can do___"). This first-then strategy allows the "first" expectation (whether a task, activity or assignment) to be modified, as needed. The modification is in terms of task completion and amount of prompting, in order to accommodate the student's daily fluctuations in his ability to process in-coming information. Then he can move on to his next visually scheduled task/activity.

"First-Then" Card

Example: A student is having particular difficulty completing a math worksheet, due to anxiety, sensory processing difficulties, communication, difficulty generalizing, internal/external distracters, change, etc. The assignment can be modified so that the child only has to complete three math problems first, and then he has a sensory break, as indicated on his visual schedule.

• Can incorporate various social interactions into the student's daily schedule (e.g. showing completed work to a teacher/parent for social reinforcement, requiring appropriate social greetings).
• Can increase a student's motivation to complete less desired activities by strategically alternating more preferred with less-preferred activities on the student's individual visual schedule.
Example: By placing a "computer" time after "math", the student may be more motivated to complete math knowing that "computer" time will be next.

A visual schedule for a student with autism must be directly taught and consistently used. Visual schedules should not be considered as "crutches" for students with autism, from which they should gradually be "weaned". Instead, these individual visual schedules should be considered as "prosthetic" or "assistive tech" devices. For the student with autism, the consistent use of a visual schedule is an extremely important skill. It has the potential to increase independent functioning throughout his life - at school, home and community.

• Developing Visual Schedules: In general, schedules should be arranged from a "top-to-bottom" or "left-to-right" format, including a method for the student to manipulate the schedule to indicate that an activity is finished or "all done" .

Example: Cross/mark off with a dry erase marker, place the item in an "all done" envelope/box, check off the item, draw a line through the scheduled activity, etc.

• A minimum of two scheduled items should be presented at a time so that the student begins to understand that events and activities happen in a sequential manner, not in isolation.
• Schedules can be designed using a variety of formats, depending upon the needs of the individual student.

"Visual Schedule"

Example: Object schedule, 3 ring binder schedule, clipboard schedule, manila file folder schedules, dry erase board schedules, Velcro strip across the top of the desk, etc.

• Various visual representation systems can be used for an individual visual schedule including:
  Real objects;
  Photographs (e.g., "Picture This" software program or own photos);
  Realistic drawings;
  Commercial picture system (e.g., "Boardmaker" software program);
  Written words/lists.

"Visual Schedule"

• Individual Schedule: It is necessary to develop an individual schedule for the child with autism in addition to the general classroom schedule.
  • An individual schedule will give the child with autism important information in a visual form that he can readily understand.
  • Another consideration when individualizing a schedule for a student with autism is the length of the schedule (number of activities). The length of the schedule may need to be modified due to the student becoming increasingly obsessed and/or anxious regarding an up-coming scheduled activity, or due to difficulty in processing "too much" information presented at once.
  Example: A particular student "obsesses" over recess. If at the beginning of his day he sees "recess" scheduled later in the morning, he will continue to be obsessed with "going out for recess", resulting in increased anxiety and distractibility for the rest of the morning activities until recess. The student's schedule could be created with a few activity items at a time, up until recess. Again, individualization is the key to success.
  
  
  • Check Schedule. Some students may need a "check schedule" visual physical prompt to teach them to independently check their schedule, as well as learn the importance of their schedule.
  Example: "Check schedule" visual prompts can be made by writing the student's name on laminated colored paper strips or using popsicle sticks or poker chips with a large check printed on the chip, etc.
  
  The "check schedule" prompts are visual and physical cues (as opposed to adult prompts) given to the student for any transition in his daily activities, to cue him to check his schedules.
  A child who relies too heavily on adult prompts rather than using "check schedule" prompts in with his schedule, may have more difficulty understanding the importance of his schedule and have limited success in using it.
  • Transitions. Some students may need to transition to the next scheduled activity by taking their scheduled item (card or object) off their individual schedule and carrying this with them to the next activity/location. This may be due to the child's increased distractibility in maneuvering through the environment. The distractibility, or inability to sustain attention throughout the transition, is independent of the child's cognitive functioning level or verbal skills.
  Example: Some non-verbal students with autism, who function at a younger cognitive level, do not require transition schedule cards to get to the next scheduled activity. On the other hand certain higher functioning students with autism require a transition card to get to the next scheduled activity, due to their increased distractability.

Visual Schedules to Support Classroom Management

As a Tool for the Whole Class or Individuals,

      a Visual Schedule Supports Success

Visual schedules are one of the most effective tools to facilitate transitioning from one activity to the next. Often, young children with severe enough disabilities that they have little expressive language will have difficulty with transitions, because they don't actually understand them. Certainly, all children, when they are young, struggle with understanding the temporal, specifically the lapse of time, but for children with little language time is an abstraction they have absolutely not way to understand. Visual schedules can introduce children to the notion of "First this, and then this . . . , " the notion that activities come in sequences and that you can know what events occur in those sequences.

Prior Knowledge

It helps if you start pairing pictures to events or objects in the classroom. If you are using a picture communication system, your children will already have an understanding of the symbols. If not, there are two fronts to attack the symbols:

1. Use picture symbols around the classroom to identify objects that are in common use. Place the picture symbol for scissors on the container where the scissors are kept, or place the symbol for pencil near the pencil sharpener.
2. Teach the children who are the least familiar or most challenged with the use of symbols to communicate, how to use the picture symbols. This will require a discrete trial program that teaches your students to discriminate between pictures symbols, or to match a symbol to a three dimensional object. (i.e. "Put the picture with the pencil, Johnny.")

Picture Symbols

The first step of Picture Exchange training is to teach your student to match a picture to the object itself, or two dimensional to three dimensional matching. Two sets of pictures symbols that you may have access to are Pogo Boards, or Board Maker. Pogo Boards is a web based program that you can access from your home. (I did in for the illustration above.) Board Maker requires that you purchase a program (rather than a subscription as in Pogo Boards) from Mayer-Johnson, the publisher. You need to have a disk with the artwork on it in order to create your picture symbols.
For children with language, who don't need the picture symbols in order to understand language, the picture symbols can serve the same purpose as a "rebus ." Poor readers will still understand that the symbol stands for something, in the case of picture schedules, that is about to happen next.

Create Your Picture Schedule.

Create the picture schedules you will use either to serve the needs of individual students (if you have students who could read a list, and don't require pictures,) or that will be understandable by the student with the weakest receptive communication. For students who are not quite getting the whole "symbol" thing, you might want to start them with a schedule created from photographs of the things, photographs you can either take with a smart phone or digital camera and quickly print on cardstock and make up as laminated picture symbols. A great source for these pictures would be Google Images, which snag images from the web and provide them for free to end users like teachers, who will not be selling the images for a profit.
Pairing Putting words on the cards (as I did with my sample) will start students with receptive language to begin to associate the words with the pictures. Some students on the autism spectrum will actually begin to read words before they are creating independent language (expressive language.)  

Schedules for the Whole Class:

Picture schedules can become part of your whole class routine, especially if you have several students with lower function who stress over transitions. Knowing that "first you do . . .then you do" is part of daily routines, it will give students a sense of safety and help them understand. You could create your schedule in several ways:

• In a pocket chart. If you are introducing reading skills, a pocket chart will support left to right ordering. Make the cards for your schedule for the day and keep them in a card file. Pull the cards for a particular day, and place them with your students in the pocket chart together, and talk about what you do on Wednesday, or Thursday, etc.
• Schedule Strip This may mimic what your students have on their desks. On a long, narrow piece of poster board, place a strip of velco, male or female-but be sure that your create all the places this will rest in the same way. Place the schedule on the strip, top to bottom, and have students remove the pictures as you complete each activity.
• Clear plastic food storage bags Mount the storage bags on a board, with a row for the morning and a row for the afternoon. Glue a clock face under the spot where you will place each activity card, where you can use a dry erase marker to put the hands on your clocks. Laminate the board before you mount the bags. Put a card for each activity in the bags, and have students remove them as you complete the schedule.

Schedules for Individual Students

Some students have more difficulty than others with transitions, especially students with Autism Spectrum Disorders, and need to feel some control over time. Creating a schedule just for them will give them a sense of control. You may also add in some "choice" spots on individual schedules to make them work with your reinforcement system, either a visual schedule or a token board. There are several ways to make this schedule

• A Schedule Folder: This works well for individual children who need to have something in hand in order to be successful. Place Velcro on the pictures as well as on the outside of the folder. Either place Velcro, or attach a quart zippered storage bag to the back of the folder. Place with the child the schedule for the morning, and have the child remove and move the pictures for each event.
• A Schedule Strip: This would work well if you are modeling the schedule strip for the whole class. Then you can call attention to your students and model removing the activity from the strip. Be sure your students have a zippered bag or pencil box to place them in when they finish.
• A Flip Book: Laminate and punch a hole in the top left corner of each picture card. Place them in the order. You want a "cover card" that is different or bigger, perhaps with a picture of the students and the title "Jonathon's Schedule." Place this where the student can see it, and have him or her flip each activity they complete to the back. It also makes it possible for you to review the schedule with the student, one page at a time.

Use Your Schedules!

Use the schedule consistently and model for your staff how you want the schedule used. If you have an easy going group, you may not need to be so much a stickler, but for students who get anxious, it provides consistent structure. It is even an effective method for teaching students to be more flexible. If you have a special event like an assembly, you can talk about how you need to take an activity out of your schedule to make room for the "something special" that you will be doing with the other students at your school!
  

Expressive Language 

Language that a Child Uses Him or Herself

Source: Quoted from Jerry Webster at About.com
This Article provides a clear understanding of expressive language

Expressive Language is language that the individual creates to express him or herself. Usually it refers to spoken language, though even when this language is supported by pictures or devices, as long as it creates communication it is effectively expressive language.

Expressive language usually follow "receptive language," the ability for the individual child to understand and respond appropriately to language spoken by others. Receptive language is usually built by teaching small children to pair words with items and then imitating in order to pair actions with directives, i.e. "sit down." "Stand up." "Clap your hands . . ." etc.

Verbal Behavioral Analysis (VBA) uses the behaviorist strategies of ABA to build language. The first skill necessary for a child to acquire receptive language is "manding" or the ability to make a request for an item, an activity, or a need. Because manding creates a change in the child's world that the child has initiated, this is the strongest form of expressive language, the proverbial horse that pulls the cart of language. When a child begins to "mand," the other forms of language according to VBA, tacting (naming objects or people in the environment) and finally intra-verbals (asking questions, juxtaposing two things in a sentence: "Is that a hot dog or a bratwurst?") are not far behind.  

Expressive language is an important step toward full participation in society, but often children who struggle with building language also need to build social skills and need explicit social skills training to be successful.

Examples: Jonathon began using expressive language when he found he could get a piggy back from his favorite therapist just by asking for it! (Manding)            

Participation requires expressive language

More Resources for Communication

• PECS - Picture Exchange Communication System
• Assisted Communication
• Strategies for Hearing Impaired Students

Receptive Language 

Responding to Spoken Language

Source: Quoting Jerry Webster on About.com

This article provides a clear understanding of receptive language. 

Definition:
Language, like all communication, is a two way street. Incoming language is receptive language. When a child understands commands, directives or single words used as questions, we say that he or she has "receptive language." It is one way on the two way street, and indicates that children with disabilities understand that spoken words have meaning.

Receptive Language can be seen when a child is given a verbal command or prompt and responds appropriately. I.e.: The teacher says "John, please sit down." John sits down. That is an example of receptive language. Another example would be if a teacher asks a student "Lucy, point to the giraffe," and Lucy points to the picture of the giraffe, and not the picture of the gorilla.
Receptive language may or may not be the gateway to expressive language. The ability to understand simple commands may lead to language production, but some children may not physically have the ability to make spoken sounds (called aphasia.) Still, receptive language is critical for them to develop alternate means of communication, such as picture exchanges, American Sign Language (ASL) or augmented communication.
Receptive language can be built by pairing it with pictures, imitation and commands, using discrete trial training. The breakthrough skill for Verbal Behavior Analysis (VBA) is "manding" or making a request. Like the "exchange" part of picture exchange, it requires that the student make a verbal effort to initiate an interaction.

Examples: Julian does not speak: he will point to something he wants or take an adult to the refrigerator of television to get what he wants. In his discrete trial session, he is learning to follow simple verbal directives and to discriminate between pictures as a way to develop receptive language.

More Resources for Communication

• VBA - Verbal Behavior Analysis, a Language Intervention
• Augmentative and/or Assistive Communication
• Discrete Trial Teaching - The Instructional Backbone of ABA

                     

     Help everyone make a smooth transition
Articles for kids:

• Going Back to School
• Staying Safe in the Car and on the Bus      
• Moving to Middle School               

Articles for teens:                                      

• Back to School
• Extracurricular Activities      
• Starting High School

Articles for your students' parents:

• Back to School
• Getting Involved at Your Child's School

Six Interactive Apps for Back-to-School Time
Use these to liven up instruction or differentiate for students who need extra practice.

Keyboarding Without Tears™

The Keyboarding Without Tears curriculum teaches pre-keyboarding and keyboarding in grades K-5 with engaging lessons and activities that are based on how children learn best.

Try Sample Lessons →  

Thursday, August 7 Help your child ease back into the school year with this free refresher activity sheet. See All Daily Tips

4 Apps for Creativity, Storytelling and Imaginative Play These apps tap your child's inner artist and offer endless amounts of open-ended play. See the list here.

Great Websites for Children and Youth      General Mental Health and AddictionTopics

Centre for Clinical Intervention

Facing Your Feelings

Tips for helping youth deal with difficult feelings and emotions

Put Off Procrastinating!

Tips for helping with procrastination 

Improving Self-Esteem

Strategies for improving youth self-esteem

Children’s Mental Health Ontario
General mental health resources for professionals, families and youth. 
http://www.kidsmentalhealth.ca

Children of Parents with a Mental Illness
Support and resources for children of parents with a mental illness
http://www.copmi.net.au

eMental Health
Online directory of mental health services by region
http://www.ementalhealth.ca

Half of Us – website aimed at adolescents struggling with mental illness.
Videos, stories, information on disorders
http://www.Halfofus.com

Headspace
http://www.Headspace.org.au
Official website of Australian government for mental health and addictions information. Good information for youth, families and professionals


Kids Help Phone   http://www.kidshelpphone.ca/Teens/Home.aspx
National 1.800 number for kids across Canada to access 24/7 free, anonymous and confidential phone support.

Minding Your Mind
Provides education for youth, parents, educators on mental health issues and resources
http://www.mindingyourmind.org

Mytoolkit.ca

http://www.mytoolkit.ca/

Teen Mental Health 
http://www.teenmentalhealth.org/
Website for Sun Life Chair in Adolescent Mental Health – evidence based information on mental health issues impacting teens and great personal stories 

Young Minds
http://Youngminds.org.uk
Leading site in United Kingdom offering resources and support for youth, families and professionals

ABUSE
Kids Health   http://kidshealth.org/teen/your_mind/families/family_abuse.html
This web site offers information for children and youth on physical, sexual and emotional abuse.

ATTENTION DEFICIT HYPER ACTIVITY DISORDER
National Resource Centre on ADHD http://www.help4adhd.org/en/about/wwk
Helpful resources and information on Attention Deficit Hyperactivity Disorder for youth, families and professionals

AUTISM
Autism Nova Scotia   http://www.autismnovascotia.ca/index.php
Information about program, services as well as clinical information about autism spectrum disorder.

BULLYING
PrevNet    http://www.prevnet.ca/BullyingResources/ResourcesForEveryone/tabid/392/Default.aspx
Bullying information and resources for youth, parents, professionals and schools. 

Cyberscan http://www.cyberscan.novascotia.ca
Protecting cyberbullying victims. Holding cyberbullies accountable.
Get Cyber Safe http://www.getcybersafe.gc.ca/index-eng.aspx
Building awareness among parents and youth about the risks associated with cyberbullying.

DEPRESSION / ANXIETY 
BC Ministry of Children and Families
Skill building tool for teens struggling with depression
http://www.mcf.gov.bc.ca/mental_health/pdf/dwd_writable.pdf 

Centre for Clinical Intervention
Information on depression for youth, along with strategies for managing depression and bi polar disorder
Back from the Bluez
Keeping Your Balance 

Anxiety BC 
Helpful information about youth and anxiety for professionals, families and youth.
http://www.anxietybc.com/ 

Anxiety and Depression Association of America 
 http://www.adaa.org
This site for youth, families and professionals offers personal stories, research and resources on anxiety and depression. 

Centre for Clinical Intervention

Helpful strategies for youth with generalized anxiety

What? Me Worry!?! – for GAD

Resources for youth experiencing panic attacks

Panic Stations 

Resources for youth with social anxiety

Shy No Longer 

Resources for youth who have anxiety about health issues

Helping Health Anxiety 

Helping youth deal with perfectionism – information and strategies

Perfectionism in Perspective

DISRUPTIVE BEHAVIOR DISORDERS
Boston Children’s Hospital   http://www.childrenshospital.org/az/Site3147/mainpageS3147P0.html
Information for parents on Oppositional Defiant Disorder

DRUGS AND ALCOHOL
National  Institute of Drug Abuse ( NIDA)  http://teens.drugabuse.gov/
Provides teens with scientific information on substance misuse
http://www.kidshelpphone.ca/Teens/Home.aspx

EATING DISORDERS
National Association of Anorexia Nervosa and Associated Disorders http://www.anad.org
Support and resources on eating disorders for youth, families and professionals

Centre for Clinical Interventions   Building Body Acceptance 
Workbooks to help youth improve their body image

Overcoming Disordered Eating 
Workbooks for youth with eating disorders

PSYCHOSIS
Nova Scotia Early Psychosis Program  http://earlypsychosis.medicine.dal.ca
Research and information on psychosis for youth, families and professionals

Schizophrenia Society of Nova Scotia http://eros.lunarpages.com/~openpo2/SSNS/
Education and support for people with schizophrenia and psychois

SELF HARM
Cornell Research Program  http://www.crpsib.com/userfiles/File/Peers%20REV.pdf
Helping a friend who is self-harming

SEXUAL ORIENTATION AND GENDER IDENTITY
The Youth Project   http://www.youthproject.ns.ca/
Support and education for youth under 25 around issues of sexual orientation and gender identity.  Check our their resource and links for more information and other helpful website.s

SUICIDE
Your Life Counts – offers on line support for youth at risk of suicide and parents and professional supporting youth
http://www.yourlifecounts.org

TROUBLE WITH THE LAW
Department of Justice   http://www.justice.gc.ca/eng/cj-jp/yj-jj/ycja-lsjpa/sheets-feuillets/chi...
Information for youth who are  in trouble with the law

Public Legal Education and Information Society of New Brunswick  http://www.legal-info-legale.nb.ca/en/youth_justice_publications
 Links to some very helpful information on youth and the law

Source: IWK Health Centre