Garden Inc project
Transcript of Garden Inc project
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Garden Inc. Autism Proposal
Sarah Orr
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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.
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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
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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).
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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
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Other factors
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Neurodiversity
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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
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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”
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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
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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
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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
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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
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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
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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
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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
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Quote
“The first step toward change is awareness; the second step is acceptance.” –Nathaniel Brandon, American psychologist
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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
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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