Supports and practices for daily living – Olga Tennison Autism Research Centre

Establishing an early transcription skills program for Autistic children…

Children with developmental disabilities may experience difficulties in the early stages of learning to write, with some failing to become fluent writers over the longer term. In this presentation, Dr Ben Bailey will discuss recent findings on evidence-based writing instruction for Autistic children focusing on early spelling, handwriting and typing skills (transcription). The presentation will also introduce a new research project which aims to develop an early transcription skills program specifically for Autistic children (Start Write) in collaboration with Dr Karen Ray and members of the Autistic community, including Autistic adolescents, parents of Autistic children, educators and allied health professionals.

Neuroaffirming care values the strengths and differences of autistic…

Full title: Neuroaffirming care values the strengths and differences of autistic people, those with ADHD or other profiles. Here’s how

We’ve come a long way in terms of understanding that everyone thinks, interacts and experiences the world differently. In the past, autistic people, people with attention deficit hyperactive disorder (ADHD) and other profiles were categorised by what they struggled with or couldn’t do.

The concept of neurodiversity, developed by autistic activists in the 1990s, is an emerging area. It promotes the idea that different brains (“neurotypes”) are part of the natural variation of being human – just like “biodiversity” – and they are vital for our survival.

This idea is now being applied to research and to care. At the heart of the National Autism Strategy, currently in development, is neurodiversity-affirming (neuroaffirming) care and practice. But what does this look like?

Sensory-friendly learning: Strategies for inclusive classrooms

Inclusive education: The Australian context

Inclusion involves the right to participate in school culture and curriculum for all students. Inclusive education ensures that every student, including those with disabilities, can access, participate, and feel supported in their educational goals. Inclusive schools foster professional learning communities that empower teachers to implement best practices and utilise current, evidence-based strategies, facilitating optimal learning outcomes for students.

Inclusion for students with sensory sensitivities is very important for participation in education. This importance is increasingly being recognised in government policy discussions.

Calling all sensory detectives and creators…

We know that most Autistic people, and some non-autistic, have sensory issues. For those on the Autism spectrum, noises that go unnoticed by many can sound like a booming drum. Equally, lights that seem unobtrusive to most can be glaring and extremely bright. And yet, those on the spectrum may also be under-stimulated across the senses, needing more sensory input. I would like to call attention to these sensory issues in the hope that with a little thought, we can help meet our own sensory needs, or the needs of those on the spectrum whom we live with.

Is a change in diet effective for Autistic children?

Complementary and alternative treatments such as the Gluten and Casein-Free Diet (GFCF), while not recommended in national and international guidelines on autism intervention, are extremely popular among families of Autistic children, with a reported use between 52% and 95%.

What is the best evidence-based support for Autistic children…

A very good starting point for comparing different supports is the Raising Children Network’s ‘Parent Guide to Therapies‘ which provides a description of the most commonly used supports in Australia, as well as a rating for research evidence, time commitment required, and cost. Research Autism, based in the UK, provides a similar service and is also well worth a look.

Even when we consider only those interventions for which there is good research evidence, we find that there is currently no single best support program which works equally well for all Autistic children. This is no doubt due in large part to the fact that the individual skills and needs of each child, and his or her family, are unique.

Dr David Trembath

Published July 2019

Seven Essential Tips for Parents Evaluating Autism Interventions

ASDetect identifies the early signs of Autism, to help reduce the age at which Autistic children are identified. The younger a child is accurately identified the sooner intervention can begin allowing children’s full learning potential to be realised.

Teaching Autistic adults to speak

Is it possible to teach adults with autism to speak?

Answer:

Unfortunately, the simple answer is that we don’t know because there is no research evidence that tells us one way or the other. There are reports of individuals which indicate that it may be possible (see for example, Helping to unlock the secrets of autism), but what works for one individual may not work for another. Because of that we cannot make any predictions about particular individuals. However, it is important not to assume anything. Experiences through work, reading of the research literature, and listening to the personal stories of Autistic people and their families lead us to think that we can’t predict what individual Autistic people can or cannot learn, and we shouldn’t give up trying to help them to learn skills. We shouldn’t be surprised by surprises.

New Autism research demonstrates positive impact of early suports

A new research study at the Victorian Autism Specific Early Learning and Care Centre (ASELCC) based at La Trobe University’s Children’s Centre, in collaboration with the Olga Tennison Autism Research Centre (OTARC), has been published in the peer-reviewed Journal of Autism and Developmental Disorders.

Imitation Difficulties Among Children with a Diagnosis of Autism…

Copying others is important for development. It provides a way to learn about the physical world, and a context for children to practice and develop their skills for interacting with others. There is evidence to suggest that children with a diagnosis of Autism Spectrum Disorder (Autism) imitate less often and less accurately than non-autistic children. While several explanatory theories have been put forward for these findings, the specific reasons for imitation difficulties remain unclear.

Answer:

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