How Siri, Apple’s “intelligent personal assistant” on the iPhone, is seemingly changing the interface of childhood imaginary friends
This article is about Siri, Apple’s new personal assistant and how Siri became friends with an individual with an ASD. How Siri is able to have a conversation with someone and help them with their computer needs as well as solve a problem with friendship as well.
View the Article – An autistic child’s (artificially intelligent) best friend
Aspergers Syndrome appears to be more common among boys than girls, when the research is reviewed. However, recent awareness of genetic differences between males and females, and the diagnostic criteria largely based on the characteristics of males, are currently thought to be responsible for females being less likely to be identified. Attwood (2000), Ehlers and Gillberg (1993) and Wing (1981) all acknowledge that many girls and women with Aspergers Syndrome are never referred for assessment and diagnosis for AS, or are misdiagnosed, and are therefore missed from statistics and research. Many girls and women do not meet diagnostic criteria, as the criteria are based on the behavioural phenotype of boys. There exists a critical need for diagnostic criteria to reflect the female phenotype.
View the Article – Flying under the radar: Girls and Women with Aspergers Syndrome
Most school districts do not have an elopement protocol. I can assert this as both a public-school educator of 18 years and as an autism-parent advocate. If you Google “school autism elopement plan,” the first one you’ll come up with is the original version of this one on my own blog. Schools typically address autistic elopement only in the context of a specific child in an IEP meeting — if they address it at all. And it’s not because they can’t afford to make such a plan; an effective protocol like the one I will propose here is mostly free. The reason schools don’t have one is simple: They don’t realize they need it.
View the Article – Huffington Post: The SPECTRUM Alert: 8 Steps Schools Can Take to Prevent Autism-Elopement Tragedy
An estimate of the prevalence of autism spectrum disorder (ASD) recently published by the Centers for Disease Control and Prevention (CDC) concluded that rates of ASDs are roughly 30% higher than previous estimates. These new data (from 2010) put the figure at 1 in 68 children age 8 years (or 14.7 per 1000), compared with the 2012 published estimate of 1 in 88 children (11.3 per 1000).
View the Article – Health Professionals Network: The Changing Criteria for Autism Spectrum Disorder: What They Mean for Practice
About 20% of younger siblings of children with Autism Spectrum Disorder (ASD) will develop the condition by age 3. A new study by Yale School of Medicine researchers has found that 57% of these younger siblings who later develop the condition already showed symptoms at age 18 months.
View the Article – YaleNews: Siblings of children with autism can show signs at 18 months
Think Beyond the Label delivers information, outreach and resources to businesses, job seekers and the public workforce system to ensure greater recruiting and hiring opportunities for job candidates with disabilities. Through its website, it offers a jobs portal where job seekers can connect with potential employers and shares success stories.
View the Website – Think Beyond the Label
This guide focuses on transition in a healthcare context. It provides information and tools for self-advocates to assist them in their health care decisions.
View the Guide – The Boggs Center on Developmental Disabilities: Being a Healthy Adult: How to Advocate for Your Health and Health Care
This curriculum is primarily designed for students who are getting ready to transition from high school. It teaches students that knowing how to get supports is a problem-solving skill they will use again and again throughout their lives. It is a skill that involves knowing who they are, what they want to do, what supports they need, and how to go about getting those supports. In other words, it involves becoming an effective self-advocate.
View the Guide – The Boggs Center on Developmental Disabilities: Keeping It Real: How to Get the Supports You Need for the Life You Want
This paper was written for and by directors and staff of the networks of University Centers for Excellence in Developmental Disabilities Centers and the Leadership Education in Neurodevelopmental Disabilities programs. It is intended for faculty, staff, trainees, individuals with disabilities, and family members in these two networks as well as policy makers and partners in local and state disability organizations and agencies. The paper aims to promote a dialogue among key stakeholders and to facilitate their engagement in pursuing a more comprehensive, coordinated, supportive, and successful transition process for youth with disabilities from adolescence to young adulthood.
View the Webpage – AUCD: A Collaborative Interagency, Interdisciplinary Approach to Transition from Adolescence to Adulthood
StopBullying.gov provides information from various government agencies on what bullying is, what cyberbullying is, who is at risk, and how you can prevent and respond to bullying.
View the Website – Stopbullying.gov