Search results for ‘Subject term:"activities of daily living"’ Sort:
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Caring for myself
- Authors:
- GAST Christy, KRUG Jane
- Publisher:
- Jessica Kingsley
- Publication year:
- 2008
- Pagination:
- 96p.
- Place of publication:
- London
For a child with an autism spectrum disorder (ASD), even everyday activities like brushing your teeth, washing your hands or visiting the doctor can cause anxiety and stress because of the sensory, cognitive and communication impairments they experience. Caring for Myself is an entertaining and educational social skills storybook that will help children with ASDs to understand the importance of taking care of their bodies. Fully illustrated with colour photographs, it sets out fun, simple steps that explain what caring for yourself actually involves - how you can do it, where it is done and why it is important. At the end of each story is a handy 'Pause for Thought' page for parents which offers tips and strategies to help a child with each activity. This charming book will be much loved by children with ASD and will enable them and their parents to cope with the daily activities that can be such a challenge.
How to help your autistic spectrum child: practical ways to make family life run more smoothly
More than half a million people in Britain are somewhere on the autistic spectrum. Jackie Brealy writes with understanding gained from the both a parent's and a teacher's perspective. Her focus is entirely on the practical as she looks at ways to cope with family life. She acknowledges the wealth of books that discuss the latest theories about what causes ASD, but suggests that what parents really want to know is how to get a decent night's sleep, stop their child flapping their arms, or find some time for your other children. Concerned at this lack of down-to-earth, practical help for parents, she has worked with Beverly Davies, a journalist, and with input from other parents has produced a practical guide to help parents with all the day-to-day problems that make life difficult for them and their ASD child. The book is written with reference to services available in the UK.
Groupwork for children with autism spectrum disorder: ages 11-16: an integrated approach
- Authors:
- EGGETT Alison, et al
- Publisher:
- Speechmark
- Publication year:
- 2008
- Pagination:
- 256p., bibliog.
- Place of publication:
- Milton Keynes
The authors of this book believe strongly in developing a team approach to working with children who have autism spectrum disorder. This is the third in a series of books progressing though a child’s school years. The writing team includes speech and language therapists and occupational therapists, who draw on their experience of working together to create a practical resource for professionals working with young people with ASD in small groups. The book aims to improve the participants’ skills in seven key areas of development; language and communication; socialisation; leisure activities and independent living; sensory; motor; behaviour; and emotional. Special consideration is given to issues relevant to this age group, such as transitions, awareness of diagnosis and the development of coping strategies. Case studies, working examples, photocopiable checklists, assessment forms and session sheets are provided. Together these should assist group facilitators to assess needs, set targets and create programmes for individuals, to plan and run group sessions, evaluate progress and carry out peer reviews.
Helping children with autism spectrum conditions through everyday transitions
- Authors:
- SMITH John, DONLAN Jane, SMITH Bob
- Publisher:
- Jessica Kingsley
- Publication year:
- 2012
- Pagination:
- 176p.
- Place of publication:
- London
This book looks at the small transitions in everyday life that can be big issues for a child with autism and offers simple and effective strategies to make change less of a daily challenge. Facing any type of change can cause confusion and anxiety for individuals with autism spectrum conditions. The authors explain why seemingly minor changes to routine can be emotionally distressing for these children and offer parents practical solutions for coping with common transitions. These include; switching from a weekday to weekend schedule, the changing of the seasons, and sleeping in a different bed when on holiday. Drawing on their own experience, the authors provide insights, helpful scripts, signs and sketches to use along the way. They show how, with a little thought and preparation, parents can reduce the stress surrounding change for their child and the whole family. The book is aimed at the parents of children with autism but is also expected to be of interest to the professionals working alongside them.
Hints and tips for helping children with autism spectrum disorders: useful strategies for home school, and the community
- Authors:
- BETTS Dion E., PATRICK Nancy J.
- Publisher:
- Jessica Kingsley
- Publication year:
- 2008
- Pagination:
- 187p.
- Place of publication:
- London
This is a collection of real-life stories and practical strategies to help parents and caregivers to support their child and to enable their child to develop the social skills needed to manage and enjoy daily life. The book is split into five parts: home life; hygiene; community, medical and schools and organisations. There is a 'toolkit' section that tackles common problems and has checklists, 'to do' lists, visual schedules and tips to aid memory and retrieval. The advice in this volume is aimed at parents and caregivers of children with an autism spectrum disorder.
Homespun remedies: strategies in the home and community for children with autism spectrum and other disorders
- Authors:
- BETTS Dion E., PATRICK Nancy J.
- Publisher:
- Jessica Kingsley
- Publication year:
- 2006
- Pagination:
- 159p.
- Place of publication:
- London
Homespun Remedies provides creative, practical strategies for helping children with autism spectrum disorders (ASDs) to function effectively at home and in the community. The authors offer specific approaches to tackling day-to-day problems faced by parents and carers, such as bathing, feeding, haircuts, and shopping. The book is split into four parts, covering home life, community, hygiene, and schools and organizations, and common problem areas are listed alphabetically and supplemented with "homespun" tips and advice. The book is peppered with vignettes and stories of real-life situations and successes. This resource encourages parents and carers to think in autism - to take the perspective of an ASD child and work to make their environment a friendlier place. Homespun Remedies advocates small and simple changes that result in big improvements in the quality of life for children, their families and carers.
The big conversation report
- Authors:
- JOHN Debbie, CATLEY Angela
- Publisher:
- Community Catalysts
- Publication year:
- 2021
- Pagination:
- 22
- Place of publication:
- Harrogate
A review of what people do in the day and daytime support for people with a learning disability and/or autism in Merton, referred to as the Big Conversation. The report is informed by an engagement process that took place between May and July 2021 and was designed to hear from people who have a stake or interest in daytime support for people with a learning disability and/or autism in Merton. In total 381 people contributed to the Big Conversation. Almost 70% of these were people with lived experience of learning disability and/or autism. Lots of people did more than one thing during the week. They did different things at different times. Lots of people liked day centre, school or college. Friends and family were important to most people with sports teams and helping people also mentioned regularly Key findings: 81.5% of respondents were satisfied with the support they get during the day. 63% of families of adults said that the day services offer what their family member needs very well or well. An interactive version of this report is also available and linked to this record. (Edited publisher abstract)
Variability in adaptive behaviour in young children with autism spectrum disorder
- Authors:
- GOLYA Nandita, McINTYRE Laura Lee
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(1), 2018, pp.102-111.
- Publisher:
- Taylor and Francis
Background: Understanding adaptive behaviour variability in children with autism spectrum disorder (ASD) may have important implications for early intervention. The purpose of this study was to explore whether autism symptom severity and caregiver depression affected adaptive behaviour in young children with ASD. Method: Data were collected from 60 primary caregivers of children aged 2–6 years with ASD. A factorial multivariate analysis of covariance was conducted to investigate if different levels of autism symptom severity and caregiver depression affected communication, socialisation, and daily living skills, after controlling for child age. Results: Findings suggest that only autism symptom severity accounted for significant variance in adaptive behaviour, with socialisation being most impacted. Although more than half of the caregivers reported heightened depressive symptoms, caregiver depression was not related to adaptive behaviour. Conclusions: Findings highlight the level of functional impairment that young children with ASD experience in relation to autism symptom severity. (Publisher abstract)
Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review
- Authors:
- den BROK W.L.J.E., STERKENBURG P.S.
- Journal article citation:
- Disability and Rehabilitation: Assistive Technology, 10(1), 2015, pp.1-10.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts. Implications for Rehabilitation:1) Persons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination); 2) Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills; Virtual Reality for time perception and emotions of others); 3) For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning. (Edited publisher abstract)
Cognitive behavioural therapy for adults with autism spectrum disorder
- Author:
- GAUS Valerie L.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(5), 2011, pp.15-25.
- Publisher:
- Emerald
The larger and more heterogeneous group of patients meeting the criteria of autism spectrum disorders (ASD) is resulting in more affected adults seeking help from psychotherapists for problems managing their daily life, including struggles with social functioning and self-direction. Many of these patients have co-morbid disorders for which there are evidence-based protocols in the cognitive behavioural therapy (CBT) literature. The author aims to provide guidance to psychotherapists serving ASD adults, focusing on those who have little intellectual disability as defined by IQ tests but who demonstrate significant impairments in social and communication functioning. There is little outcome research on CBT with this group, but there is evidence on cognitive functioning in ASD and CBT for non-autistic adults that, the author believes, can inform treatment for this population. Based on that evidence she provides a psychotherapy model that can be applied to any patient with ASD who has enough verbal ability and interest to engage in regular sessions with a psychotherapist. The paper offers a discussion of the primary objectives of CBT with examples of techniques that are particularly helpful for patients with ASD, and concludes that with modifications and extra attention to skill-building, these approaches can be successful with these adults.