The Incredible 5 Point Scale - Kari Dunn Buron - Other Projects & Articles - The Incredible 5-Point Scale. Other Projects The Incredible 5-Point Scale Kari Dunn Buron Patricia Howlin, a researcher from the UK, once said that having autism must be like falling through Alice’s looking glass (from Alice in Wonderland), everything is chaotic and confusing.
Nothing seems to make sense, not even our natural social order. A child on the autism spectrum may not understand that the teacher is the boss and he is not, and so be terribly frustrated that he does not get to make up any of the school rules. Such social confusion can easily lead to social stress, anxiety, and even aggressive behavior. We have learned that individuals with autism tend to work best when taught within visual and predictable routines. The Incredible 5-point Scale (Buron & Curtis. 2003) introduces the use of a scale to teach social and emotional concepts to individuals who have difficulty learning such concepts, but who have a relative strength in learning systems.
(figure 3) (figure 4) References: Attwood, Tony. (2006). High-functioning autism and Asperger syndrome: what's the difference? Some people are diagnosed with high-functioning autism (HFA) while others are diagnosed with Asperger syndrome (AS).
Here, we explain the difference between the two terms. High-functioning autism and Asperger syndrome are both part of the 'autism spectrum'. The main difference between the two is thought to be in language development: people with Asperger syndrome, typically, will not have had delayed language development when younger. Our Autism Helpline is often asked what the difference is between high-functioning autism and Asperger syndrome. Sometimes it can seem like the two diagnoses are given on an almost interchangeable basis. What is Autism - Information on Autism and Asperger syndrome - Triad of impairments. Autism & Asperger Syndrome are on the Autistic Spectrum, this is a developmental condition affecting the way the brain processes information and how a person communicates and relates to others.
People with Autistic Spectrum Disorders have difficulties in three main areas within their lives; this is referred to as the 'triad of impairments' (Lorna Wing and Judith Gould): The Triad of Impairments: Impairment of Social Communication Impairment of Social Imagination Impairment of Social Relationships However, how and to what extent each person is affected is unique and has resulted in the saying “once you have met 1 person with autism – you have met 1 person with Autism”. Social Communication People with autism have difficulty understanding verbal & non verbal communication, they are unable to 'read' facial expression, gestures and social cues.
Bradford Schools Online. Supporting children on the Autism Spectrum to achieve This section is under construction, please check back later for information AS Team information file Individuals who are on the autism spectrum are particularly in need of sympathetic learning environments.
Transition Book for use when moving from primary. – hoyles
Too much information and sensory overload are very real problems and each person will have their own set of particular needs, which will become clearer as adults become more familiar with the child.
A structured room should have clear boundaries and individuals should be taught that certain activities occur in certain places, and what is expected of them in those places. The following resources can be used to create an ordered primary or secondary school learning environment. Recognising autism spectrum disorder. 'Autism spectrum disorder' is the term frequently used to refer to the group of disorders included under the general heading of the pervasive developmental disorders (PDD) in the International Classification of Diseases (World Health Organisation, 1992)1.
This group of disorders are 'characterised by qualitative abnormalities in reciprocal social interactions and in patterns of communication, and by a restricted, stereotyped, repetitive repertoire of interests and activities.' This classificatory system has been designed to accommodate the needs of clinicians, researchers and administrators, but the terminology can be confusing for parents, teachers and others. Nevertheless, the classification does effectively demonstrate that there are a range of disorders which share essential features, and that simply identifying those with classical autism does not address the extent of the problem. Aetiology The precise cause is not known, but research indicates that genetic factors are important.