Garden Inc. Autism Proposal

Sarah Orr

Introduction

Autism is a complex disorder and not every person with autism is the same

Scientific theories explain brain differences in autism

Debate on how society should treat people with different minds

Various methods to benefit Garden Inc.

What is autism?

Group of complex neurological disorders characterized by repetitive patterns and difficulties with social communication

Obsession over interests and rituals Problems initiating communication Likely caused by both genetics and

environment

What makes autistic brains different? Researchers scanned 13 boys with autism

and a control group of non-autistic boys “White matter brain connections between

brain regions important for language and social skills were growing slower in the boys with autism” (UCLA,2015).

Premature births

Babies born premature have a greater risk for autism

Karolinska Institute study examined babies with magnetic resonance imaging during neonate period

Found diminished growth in parts of the brain involved in social contact, empathy

Other factors

Neurodiversity

What is Neurodiversity?

“The infinite variation in neurocognitive functioning within our species” – Nick Walker

Believes that conditions like Autism and ADHD are normal variations of the mind

Aims to raise awareness and acceptance of individuals with neurological disabilities

Why is Neurodiversity important?

Neurodiversity should not be considered a handicap, rather society should be accepting of the Neurodiverse population

“The idea that there is one ‘normal’ or healthy type of brain… is a socially constructed fiction”

“No more valid than the idea that there is one ‘right’ race, ethnicity, gender, or culture”

What needs to be done?

More research needs to be conducted to better understand the autism spectrum

More emphasis placed on accepting people with autism, Asperger's, and other different ways of thinking

Individual issues need to be addressed and appropriate treatment provided

Studies Study involving 33 teens with autism; observed

by researchers and parents Learned social niceties such as being a good

host, saying please and thank you, how to deal with bullying etc.

Another study observed 196 individuals with autism aged 6 to 21 years

Evidence showed improvement in social competence, confidence interval, friendship quality

Garden Inc. Philosophy

Cultivating independence within every stage of development

Creating interactive and nurturing experiences for each individual

Optimize individual’s strengths and improve areas of challenge

PEERS group study

PEERS training program benefits young adults with autism Enrolled 22 participants, caregivers received training Focused on conventional skills, use of humor, handling

peer conflicts, entering and exiting conversations Those who completed the course had better outcomes

than those on a waitlist Adults with autism can improve “through an evidence-

based, caregiver-supported intervention” – Dr. Laugeson

Benefits to Garden Inc.

Like with adults in the PEERS study, social groups can be used for children and adolescents with autism

Teach basic social skills, help clients learn how to ask questions ex. “How are you?” “How is your day?”

Explain how to maintain eye contact, take turns during conversations, use appropriate gestures

Include clients in conversations/roleplays

Alternative Methods

Mentors can teach children and adolescents how to be polite and use manners

Expand on other topics such as personal hygiene, learning how to fit in, being safe, etc.

Teach clients how to dress appropriately for job interviews, fill out resumes, manage money

Teach importance of physical activity, good motor coordination ex. tying shoes, handwriting

What’s next?

Teaching children and adolescents with autism basic social skills can help them “live their best life.”

Supporting them, helps as they grow into young adults

By understanding autism and related disabilities, people can better appreciate individuals with these disabilities

Quote

“The first step toward change is awareness; the second step is acceptance.” –Nathaniel Brandon, American psychologist

Resources https://www.sciencedaily.com/releases/2015/12/151221095536.htm http://www.ninds.nih.gov/disorders/autism/detail_autism.htm https://

www.sciencedaily.com/releases/2014/10/141027182950.htm?trendmd-shared=0

http://neurocosmopolitanism.com/neurodiversity-some-basic-terms-definitions/

http://newsroom.ucla.edu/releases/autistic-brains-develop-more-slowly-215407

https://www.sciencedaily.com/releases/2009/04/090407174813.htm https://www.sciencedaily.com/releases/2015/04/150408085658.htm https://

www.autismspeaks.org/science/science-news/social-skills-classes-produce-lasting-benefits-adults-autism

http://www.ncbi.nlm.nih.gov/pubmed/22786515

Resources (Pictures, philosophy)

http://www.gardencolorado.org/who-we-are/index.htmlhttp://www.autismtopics.org/t28%20autism%20neurodiversity.htmlhttps://www.pinterest.com/pin/399624166916792917/http://www.pdxqcenter.org/queer-voices-neurodiversity-sex-bringing-advocacy-and-empowerment-sexual-health/http://asiasociety.org/global-cities-education-network/teaching-best-practices-around-worldhttp://www.lifehack.org/articles/communication/20-things-children-with-autism-want-tell-you.html