# 'Agricultural specialisterne': rural employment revolution for those with Autism **URL:** \ **Category:** Lounge\ **Created:** [June 5, 2011, 5:40am UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615 "2011-06-05T05:40:07Z")\ **Posts on this page:** 20\ **Page:** 16
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 8, 2012, 2:53am UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/301 "2012-05-08T02:53:24Z")
The above post mentioned symptoms of Attention Deficit/Hyperactivity Disorder in children with Autism Spectrum Disorders. ADHD is a common co-diagnosis in individuals with Autism. An interesting book on the subject, originally published in 2001, is [_Reweaving the Autistic Tapestry: Autism, Asperger’s Syndrome, and Adhd_](http://www.amazon.com/Reweaving-Autistic-Tapestry-Aspergers-Syndrome/dp/1853027480) by Lisa Blakemore-Brown. The author highlighted something that had never really been detailed before - the interwoven nature of the two disorders. Below are some studies in the last few years examining the relationship between the two disorders, and questioning why and how often they co-exist in the same individuals and families… > [@](#): > > [J Atten Disord.](http://www.ncbi.nlm.nih.gov/pubmed/19380514#) 2009 Sep;13(2):117-26. Epub 2009 Apr 20. > **Attention deficit/hyperactivity disorder in children and adolescents with autism spectrum disorder: symptom or syndrome?** > > [Sinzig J](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Sinzig%20J%22%5BAuthor%5D), [Walter D](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Walter%20D%22%5BAuthor%5D), [Doepfner M](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Doepfner%20M%22%5BAuthor%5D). > **Source** > > Clinic for Child and Adolescent Psychiatry, University of Cologne, Germany. > > **Abstract** > > **OBJECTIVE:** > This study aims to evaluate ADHD-like symptoms in children with autism spectrum disorder (ASD) based on single-item analysis, as well as the comparison of two ASD subsamples of children with ADHD (ASD+) and without ADHD (ASD-). > > **METHODS:** > Participants are 83 children with ASD. Dimensional and categorical aspects of ADHD are evaluated using a diagnostic symptom checklist according to DSM-IV. > > **RESULTS:** > Of the sample, 53% fulfill DSM-IV criteria for ADHD. The comparison of the ASD+ and the ASD- samples reveals differences in age and IQ. Correlations of ADHD and PDD show significant results for symptoms of hyperactivity with impairment in communication and for inattention with stereotyped behavior. Item profiles of ADHD symptoms in the ASD+ sample are similar to those in a pure ADHD sample. > > **CONCLUSION:** > The results of our study reveal a high phenotypical overlap between ASD and ADHD. The two identified subtypes, inattentive-stereotyped and hyperactive-communication impaired, reflect the DSM classification and may theoretically be a sign of two different neurochemical pathways, a dopaminergic and a serotonergic. > [@](#): > > [Eur Child Adolesc Psychiatry.](http://www.ncbi.nlm.nih.gov/pubmed/20148275#) 2010 Mar;19(3):281-95. Epub 2010 Feb 11. > **Shared heritability of attention-deficit/hyperactivity disorder and autism spectrum disorder.** > > [Rommelse NN](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Rommelse%20NN%22%5BAuthor%5D), [Franke B](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Franke%20B%22%5BAuthor%5D), [Geurts HM](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Geurts%20HM%22%5BAuthor%5D), [Hartman CA](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Hartman%20CA%22%5BAuthor%5D), [Buitelaar JK](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Buitelaar%20JK%22%5BAuthor%5D). > **Source** > > Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen Medical Center, Reinier Postlaan 10, Nijmegen, The [Netherlands.n.lambregts-rommelse@psy.umcn.nl](mailto:Netherlands.n.lambregts-rommelse@psy.umcn.nl) > > **Abstract** > > Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are both highly heritable neurodevelopmental disorders. Evidence indicates both disorders co-occur with a high frequency, in 20-50% of children with ADHD meeting criteria for ASD and in 30-80% of ASD children meeting criteria for ADHD. This review will provide an overview on all available studies [family based, twin, candidate gene, linkage, and genome wide association (GWA) studies] shedding light on the role of shared genetic underpinnings of ADHD and ASD. It is concluded that family and twin studies do provide support for the hypothesis that ADHD and ASD originate from partly similar familial/genetic factors. Only a few candidate gene studies, linkage studies and GWA studies have specifically addressed this co-occurrence, pinpointing to some promising pleiotropic genes, loci and single nucleotide polymorphisms (SNPs), but the research field is in urgent need for better designed and powered studies to tackle this complex issue. We propose that future studies examining shared familial etiological factors for ADHD and ASD use a family-based design in which the same phenotypic (ADHD and ASD), candidate endophenotypic, and environmental measurements are obtained from all family members. Multivariate multi-level models are probably best suited for the statistical analysis. > > **Comment in** > > - [Eur Child Adolesc Psychiatry. 2010 Oct;19(10):797-8.](http://www.ncbi.nlm.nih.gov/pubmed/20658161.1) > [@](#): > > [J Child Psychol Psychiatry.](http://www.ncbi.nlm.nih.gov/pubmed/22537103#) 2012 Apr 27. doi: 10.1111/j.1469-7610.2012.02556.x. [Epub ahead of print] > **The co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder symptoms in parents of children with ASD or ASD with ADHD** > > [van Steijn DJ](http://www.ncbi.nlm.nih.gov/pubmed?term=%22van%20Steijn%20DJ%22%5BAuthor%5D), [Richards JS](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Richards%20JS%22%5BAuthor%5D), [Oerlemans AM](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Oerlemans%20AM%22%5BAuthor%5D), [de Ruiter SW](http://www.ncbi.nlm.nih.gov/pubmed?term=%22de%20Ruiter%20SW%22%5BAuthor%5D), [van Aken MA](http://www.ncbi.nlm.nih.gov/pubmed?term=%22van%20Aken%20MA%22%5BAuthor%5D), [Franke B](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Franke%20B%22%5BAuthor%5D), [Buitelaar JK](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Buitelaar%20JK%22%5BAuthor%5D), [Rommelse NN](http://www.ncbi.nlm.nih.gov/pubmed?term=%22Rommelse%20NN%22%5BAuthor%5D). > **Source** > > Karakter, Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Centre, Nijmegen, The Netherlands Department of Developmental Psychology, University Utrecht, Utrecht, The Netherlands Department of Human Genetics, Radboud University Medical Centre, Nijmegen, The Netherlands Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Medical Centre, Nijmegen, The Netherlands. > > **Abstract** > > Background: Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) share about 50-72% of their genetic factors, which is the most likely explanation for their frequent co-occurrence within the same patient or family. An additional or alternative explanation for the co-occurrence may be (cross-)assortative mating, e.g., the tendency to choose a partner that is similar or dissimilar to oneself. Another issue is that of parent-of-origin effect which refers to the possibility of parents differing in the relative quantity of risk factors they transmit to the offspring. The current study sets out to examine (cross-)assortative mating and (cross-)parent-of-origin effects of ASD and ADHD in parents of children with either ASD or ASD with ADHD diagnosis. Methods: In total, 121 families were recruited in an ongoing autism-ADHD family genetics project. Participating families consisted of parents and at least one child aged between 2 and 20 years, with either autistic disorder, Asperger disorder or PDD-NOS, and one or more biological siblings. All children and parents were carefully screened for the presence of ASD and ADHD. Results: No correlations were found between maternal and paternal ASD and ADHD symptoms. Parental ASD and ADHD symptoms were predictive for similar symptoms in the offspring, but with maternal hyperactive-impulsive symptoms, but not paternal symptoms, predicting similar symptoms in daughters. ASD pathology in the parents was not predictive for ADHD pathology in the offspring, but mother’s ADHD pathology was predictive for offspring ASD pathology even when corrected for maternal ASD pathology. Conclusions: Cross-assortative mating for ASD and ADHD does not form an explanation for the frequent co-occurrence of these disorders within families. Given that parental ADHD is predictive of offspring’ ASD but not vice versa, risk factors underlying ASD may overlap to a larger degree with risk factors underlying ADHD than vice versa. However, future research is needed to clarify this issue. > > - 2012 The Authors. Journal of Child Psychology and Psychiatry - 2012 Association for Child and Adolescent Mental Health. (sources: [Attention deficit/hyperactivity disorder in c… [J Atten Disord. 2009] - PubMed - NCBI](http://www.ncbi.nlm.nih.gov/pubmed/19380514); [Shared heritability of attentio… [Eur Child Adolesc Psychiatry. 2010] - PubMed - NCBI](http://www.ncbi.nlm.nih.gov/pubmed/20148275); [Checking your browser - reCAPTCHA](http://www.ncbi.nlm.nih.gov/pubmed/22537103)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 8, 2012, 9:38pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/302 "2012-05-08T21:38:22Z")
_Jungle Memory_ is another intervention targeting working memory that can help children with Autism Spectrum Disorders (ASD) and various other brain differences. _Jungle Memory_ is a program which is designed to be used over an 8 week period for kids aged 6-16. Dr Tracy Alloway is the person behind the _Jungle Memory_ programme. She has consistently made the case that working memory is a bigger predictor of academic achievement than IQ. Alloway has repeatedly led cutting-edge research on the importance of Working Memory in education: [Tracy Packiam Alloway, PhD](http://tracyalloway.com/tracyalloway.com/Publications.html) > [@](#): > > … **Poor Working Memory is linked to ASD language and communication problems** > Working Memory allows us to remember and process information. Children with A.S.D. struggle with Verbal Working Memory. This means that when faced with a situation that requires them to process verbal information, like a conversation, or a spoken set of instructions, they will give up half-way through and act out in frustration. > > **Autism and Working Memory in the Classroom** > Joseph had A.S.D. and was fortunate that his parents had found a school that took his unique needs into account. Now, he experienced fewer social problems, and he even found a good friend who helped him play with others during recess. But, Joseph still found problems in the classroom. He found that when he tried to follow the teacher’s instructions, he could got caught up in one of the steps, and quickly lost track of what he was supposed to do. For example, when his teacher told them that “You can use the colored counting blocks to help you with your multiplication problems,” Joseph fixated on the different sizes and colors of the blocks, and soon forgot what he was supposed to be using them for. > > **Good News for the Student with Autism** > Jungle Memory can help Joseph in the classroom, because it trains his Working Memory to make him more cognitively flexible. Clinical studies show that Jungle Memory improves IQ, Working Memory, and grades for students with A.S.D. This means that students like Joseph can respond better to the dynamic and changing environment of the classroom. He will be able to understand better what is expected of him, and to manage more than one task, without giving up. > > **Game 1: Quicksand** > Is designed to help them quickly recognize and process words frequently used in communication, freeing them up to focus their attention on word meanings. > > **Game 2: Code Breaker** > Is designed to enhance their recognition of visual cues. > > **Game 3: River Crossing** > Is designed to help them manipulate and recall randomized information in order to develop an expanded range of attention and a flexible approach to completing multiple tasks… Below are details of a clinical trial with Autism Treatment Trust utilising _Jungle Memory_ in kids with A.S.D. The trial, whose findings were presented at the Scottish Autism Research Group (SARG) conference in 2010, demonstrated that students with A.S.D. who used _Jungle Memory_ regularly had higher scores in tests of IQ, working memory, and language… > [@](#): > > … **ASD and Working Memory** > > A bigger working memory (or bigger ‘post-it-note’) means that you have a better ability to remember and work with information. Individuals with A.S.D. have a smaller ‘post-it-note’ compared to their peers. This means they find it challenging to remember instructions, words, and other language-related activities. As a result, they can end up falling behind their peers in the classroom. > > **Training working memory** > > We wanted to know whether we could increase the size of the post-it-note with a brain training programme called Jungle Memory. The Autistic Treatment Trust made a contribution in helping us find the answer. > > Schools, parents, and students participated in a recent project run together with Dr. Tracy Alloway, Director of the Centre for Memory and Learning in the Lifespan at the University of Stirling. We now have the final results. > > **So what are the benefits of using Jungle Memory?** > > The results from the clinical trials are very exciting. This project found that students who used Jungle Memory 4x a week show significant improvements in many areas. For example, scores in tests of IQ and working memory improved dramatically at the end of the Training period. The improvements were so great that students who were lagging behind their peers in these scores have now caught up. > > What is more, learning outcomes in tests of language and maths also improved! Teachers also noticed an improvement in the students’ performance. This finding is important as it shows that regular use of Jungle Memory makes a positive difference to grades as well. > > … **Further details about the project** > > We employed clinical trials to evaluate the benefits of training working memory. This means that we included two different control groups to compare with the Jungle Memory training. One control group continued their schoolwork as usual, while another control group only used Jungle Memory 1x a week. All students were given the same standardised tests of IQ, working memory, and learning before and after training. The findings show that students with A.S.D. who use Jungle Memory 4x a week show significant improvements compared to these other two control groups… (sources: [http://junglememory.com/pages/who\_can\_benefit](http://junglememory.com/pages/who_can_benefit); [Autism Treatment Trust| Working Memory](http://www.autismtreatmenttrust.org/?page_id=406)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 10, 2012, 1:29am UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/303 "2012-05-10T01:29:47Z")
I have mentioned in various earlier posts from mid July to late August last year, beginning with [this one](https://pheromonetalk.com/t/specialisterne-leveraging-the-unique-skills-of-autistics-at-competitive-market-terms/50245/37), the ‘niche construction’ approach advocated by Dr. Thomas Armstrong. It is based upon the idea of modifying the environment to suit each brain’s unique needs (for example the needs of individuals with Autism Spectrum Disorders). Such an approach would seem to be the opposite to the approach favoured by those who believe in treatments to ‘correct’ brain differences (for example for those people with Autism Spectrum Disorders). Here is what Dr. Thomas Armstrong had to say on the matter in his blog: > [@](#): > > …So **I’m very interventionist when it comes to neurodiversity.** **There is a lot that we could and should do to help diverse brains thrive.** For people with autism, that means help with social skills, communication, and problem-solving (adapting), and assistance in creating niches through sensory modification and interest-development among other things. I’m fine with research into the genetic causes of autism. We need to know more about this disorder/difference, and **if there are things we can do to better the lives of people with autism, that’s great!** Where I might start getting kind of nervous, however, is when people begin talking about genetic counseling for autism and other neurodiverse conditions (I suspect we’re still a long way from this). > It’s when we give people choices about whether or not to allow autism to exist, that I think we’re in dangerous territory… Indeed, while accommodations for people with brain differences are no doubt gaining popularity (including in schools), conditions like Autism Spectrum Disorders are still something often seen as differences that need to be treated in order to ‘normalise’ these individuals’ brains. One well established school/program that seeks to strengthen brain weaknesses via an extensive system of cognitive exercises is that founded through the work of Barbara Arrowsmith Young… > [@](#): > > …When a child or young adult is diagnosed with a learning disability, he or she is typically provided with a diagnosis that allows them or recommends for them some compensations in their studies–extra time on tests for instance. These compensations favor the stronger aspects of their mental capacities and give leeway to the weaker. > > By a winding path at 28 Barbara Arrowsmith Young came across the work of Mark Rosenzweig of the University of Berkeley. Rosenzweig had compared the brains of rats raised in stimulating and non-stimulating environments and found that those raised with stimulation had formed far more neurotransmitters and were bigger and healthier. **This gave Barbara the idea that she might help herself by working the weaker areas of her brain rather than allowing for them.** > > **With countless hours of arduous self-designed training Barbara eventually trained and strengthened her brain to perform more effectively, countering her deficits until they disappeared.** She co-founded the Arrowsmith School in Toronto, helping children with learning disabilities to reverse those disabilities with appropriate training… (sources: [Neurodiversity Forever | Dr. Armstrong’s Blog](http://thomasarmstrong.com/blog/2010/06/14/neurodiversity-forever/); [Brain Fitness Pro Training Blog Blog Archive Norman Doidge ? Building A Better Brain](http://www.mindsparke.com/brain-training-blog/brain-exercises/norman-doidge-building-a-better-brain/)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 11, 2012, 2:03am UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/304 "2012-05-11T02:03:17Z")
In the above post I wrote about Barbara Arrowsmith Young and the school/program that she founded, which is based on overcoming an individual’s ‘weaknesses’ rather than compensating for them. Indeed, as Dr. Thomas Armstrong points out in the above post, there is no reason why both approaches cannot co-exist side by side: compensating for a person’s weaknesses (for example see [this post](https://pheromonetalk.com/t/specialisterne-leveraging-the-unique-skills-of-autistics-at-competitive-market-terms/50245/37) on Specialisterne’s workplace accommodations) as well as working to strengthen weaknesses (as in the case of the Arrowsmith program). The unique aspect of the Arrowsmith program are the computer and auditory exercises developed by Barbara Arrowsmith Young for the 19 areas that lead to the most common learning difficulties (termed learning dysfunctions). Each specific learning dysfunction identified by Arrowsmith Young is explained in detail via this link: [The 19 Learning Dysfunctions | Eaton Arrowsmith School](http://www.eatonarrowsmithschool.com/the-19-learning-dysfunctions/) > [@](#): > > …1. Motor Symbol Sequencing > 2. Symbol Relations > 3. Memory for Information or Instructions > 4. Predicative Speech > 5. Broca’s Speech Pronunciation > 6. Auditory Speech Discrimination > 7. Symbolic Thinking > 8. Symbol Recognition > 9. Lexical Memory > 10. Kinesthetic Perception > 11. Kinesthetic Speech > 12. Artifactual Thinking > 13. Narrow Visual Span > 14. Object Recognition > 15. Spatial Reasoning > 16. Mechanical Reasoning > 17. Abstract Reasoning > 18. Primary Motor > 19. Supplementary Motor… The Arrowsmith program may be suitable for some individuals with Autism Spectrum Disorders, although it does not directly address A.S.D. Individuals with severe Autism are not accepted to the program but those with Asperger’s Syndrome or High Functioning Autism may be great candidates for success… > [@](#): > > …Do you have students who have been diagnosed with Asperger Syndrome or high functioning autism? > We have worked with such students **where they have accompanying learning disabilities that fall within the range of the Description of Learning Dysfunctions Addressed by the Arrowsmith Program.** In such cases, we are careful when assessing their appropriateness for admission to ensure that they will be suitable candidates. The Arrowsmith Program does not address the autism spectrum disorders… (sources: [Arrowsmith School - Strengthening Learning Capacities | Brain and Head Health](http://www.aafnh.org/knowledge/arrowsmith-school-strengthening-learning-capacities.html); [http://www.arrowsmithschool.org/arrowsmithschool-toronto/faqs.html#pab1\_10](http://www.arrowsmithschool.org/arrowsmithschool-toronto/faqs.html#pab1_10)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 12, 2012, 3:56am UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/305 "2012-05-12T03:56:00Z")
Barbara Arrowsmith Young is actually currently in Australia promoting her new book, _The Woman Who Changed Her Brain: And Other Inspiring Stories of Pioneering Brain Transformation_… > [@](#): > > …As a young graduate student in psychology … I theorized that a person could transform weak areas of the brain through repetitive and targeted cognitive exercises. With much reading and an intuitive understanding of the brain’s functioning, **I invented a series of cognitive exercises to ‘fix’ my own brain. This was in 1978,** long before the concept of ‘neuroplasticity’ was widely understood. At the time, the scientific community believed this kind of transformation was impossible, but the exercises did indeed, in my first-hand experience, radically improve the function of the weakened areas of my brain. Today, this notion of brain plasticity–which I began exploring three decades ago–is becoming established wisdom in neuroscience. > > In the past five years, the idea that self-improvement can happen in the brain has caught hold and inspired new hope. Assessment measures and brain exercises are being developed to identify and then strengthen weak cognitive capacities that underlie specific learning disabilities. **From these developments and with my vision for this program to be widely available to all struggling students, the Arrowsmith Program and School was born and, today, 35 schools both independent and publicly funded through out Canada and the U.S. have implemented the program.** > > I wrote _The Woman Who Changed Her Brain_ to combine my own personal journey **with case histories from three decades as a researcher and educator** , unraveling the mystery of how our brain mediates our functioning in the world. I am enthused by the brain’s incredible ability to change and over come learning problems and our growing understanding of the workings of the brain and its pro found impact on how we participate in the world. > > My work has been and continues to be a labour of love and I am honored to share now my journey and life’s work… Barbara Arrowsmith Young had previously had a chapter devoted to her work in Norman Doidge’s 2007 book, _The Brain that Changes itself: Stories of Personal Triumph from the Frontiers of Brain Science_… > [@](#): > > …This is how Doidge sums up the lesson of Barbara’s case: > > “Clearly many children would benefit from a brain-area-based assessment to identify their weakened functions and a program to strengthen them–a far more productive approach than tutoring that simply repeats a lesson and leads to endless frustration.” (sources: [Why I Wrote The Woman Who Changed Her Brain | SharpBrains](http://www.sharpbrains.com/blog/2012/04/28/why-i-wrote-the-woman-who-changed-her-brain/#more-10891); [Brain Fitness Pro Training Blog brain-that-changes-itself](http://www.mindsparke.com/brain-training-blog/tags/brain-that-changes-itself/)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 12, 2012, 5:36pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/306 "2012-05-12T17:36:39Z")
Another book written on the subject of cognitive remediation exercises is _Brain School: Stories of children with learning disabilities and attention disorders who changed their lives by improving their cognitive functioning_ by Howard Eaton. As the name would suggest, the book follows nine real case studies of children as their neurological functioning improves. In the book, Eaton draws upon his own experience and knowledge gained since starting the Eaton Arrowsmith School in Vancouver, British Columbia, Canada, in January 2005… > [@](#): > > … **9. Why doesn’t Eaton Arrowsmith School also teach Science and Social Studies? Why just Math and English?** > It is important to realize that Eaton Arrowsmith School and the Arrowsmith School in Toronto are the only facilities that have a full day Arrowsmith Program. The students spend 75% of the day working on the Arrowsmith Program and then do Math and English for the other 25%. In all other cases the Arrowsmith Program is incorporated into only 50% of the student’s academic day. For example, this is what is taking place at the Toronto Catholic District School Board. Thus, the Arrowsmith Program can be implemented with more academics. Though, it is important to realize that at a certain time in a student’s education it is more effective to first address their cognitive functioning weaknesses. This will give the student with learning disabilities time to develop the cognitive capacities to understand more effectively the Science or Social Studies curriculum. This would be the same for a Math or English curriculum. Too often children with learning disabilities are trying to learn material that they cannot conceptualize. They do not have the cognitive functions that make it neurologically effective to understand a specific curriculum. Thus, they are just trying to remember information rather than understand it. At Eaton Arrowsmith School the students are focused on improving the cognitive functions necessary to find success in all the academic subjects. As a result, our data is showing that when students leave the full-time Arrowsmith Program at Eaton Arrowsmith School they are transitioning well into these academic subjects… The Eaton Cognitive Improvement Centre (ECIC) also in Vancouver follows the Arrowsmith Program but is specifically targeted at young adults rather than school-age children… > [@](#): > > Students, typically ages 18-30, come to ECIC with varied needs and goals. Some are preparing for the GED or plan to work on completing their high school through working towards a Dogwood Diploma. Others are in transition from high school to post-secondary, while still others are preparing for new employment opportunities. (sources: [Q and A with Howard Eaton | Eaton Arrowsmith School](http://www.eatonarrowsmithschool.com/q-and-a-with-howard-eaton/); [Eaton Cognitive Improvement Centre | Unlocking Neurological Potential](http://www.eatoncognitive.com/)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 13, 2012, 9:19pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/307 "2012-05-13T21:19:14Z")
Below is a full testimonial from some parents of children who attended an Eaton Arrowsmith School (EAS) in Vancouver, Canada. Note several key points: - the fact that, possibly by implementing biomedical interventions, one of their boys who had been previously diagnosed with Autism, scored above the cut-off for autism aid; there is a reality in support services everywhere that _need_ does not always equal appropriate _support_ given by the authorities; so, for example, a child with an Autism diagnosis (even with a relatively high functioning form) may attract more support from a public school system than the support given to a child with a standalone learning disability; - the dedication of the parents (for example moving from the San Francisco (in the United States) to Vancouver just to get their two sons to the right school for their needs); - the parents mentioned that the EAS was what the family needed for the previous four years; they regretted not intervening earlier by sending one of their sons (who they mention as ‘recovering from autism’) to the EAS earlier; I have mentioned the importance of early intervention for Autism (while the brain is still developing at a rapid rate) a number of times before; - the way that going to an environment specifically tailored to those in similar situations as themselves, can result in positives for both the parents (not having to worry about excessively ‘burdening’ the principal or school) and their kids (more friends, higher self-esteem, better performance at school)… > [@](#): > > …Why consider EAS? > Are you kidding? > WE WERE IN HELL: literally. > **We entered the public school system with our first son’s autism diagnosis.** And just to clean the slate with the public schools–WE ARE GRATEFUL. For everyone else, just know that we have IEPs (Individual Education Programs) in our blood. We’d spend three months a year preparing for and attending. We’d debate with the districts over the ‘appropriate’ support needed for our boys. This is significant: Federal and State laws are set up to provide ‘appropriate education’ only. The U.S. school districts can legally deny kids learning aids based on the subjective definition in those words. So it went something like this . . . Predictable outcomes seemed endless–usually minimal (and often inappropriate) assistance. So much was dependent on the quality of individual teachers and ‘experts’ in speech therapy, etc at each meeting and, perhaps due to salary, it was not good. It was subjective and dependent on perceived available funding. We always attempted to improve the level of testimony at each meeting through private testing and opinion from some of the best experts in the country (at our own expense). Sadly, it was disregarded and they provided a behavior aide. Ugh. As a result the boys were getting little real attention or help, despite many of the individual teachers going above and beyond to help. We were in frustrating agony–dissatisfied and disillusioned with the system. **Into this came our second son. By the fourth year we hoped, rather than believed, this would make any difference for either child. We were also implementing biomedical interventions. So, in the school, SURPRISE! ? our son scored above the cut off for autism aid. And, WOW, he no longer qualifies for services.** > INTO BATTLE: know your child’s deficits and needs. > I could point-by-point explain how our school ‘team’ relations went from fantastic with autism, to a circumventional nightmare with learning disabilities. Yes, he needs help. No, we can’t provide that. **What qualifies as learning disabled does not qualify for educational aid. Let me say that again–“Need does not equal aid.”** I could further explain that we funded private testing and received complete disregard for its conclusions by the school system. > It hit us when our son was crying daily trying to use a pencil. Is that not a sign that the disability is cognitive and ‘appropriate’ to treat? They disagreed. I metaphorically pulled out my sword. How is it that kids who can visually learn with images and yet can’t make symbol letterforms, still pass through the grades? The school district implemented limiting his workload, rearranging seating to minimize distractions, teacher gestures to refocus and expanded verbal instructions. As proof that this was working well, we witnessed this in action. So, when our son would show off his math skills in front of class on the chalkboard, it would result in inflamed self-esteem. **Then, the kids would ask him questions and he would not be able to converse about it. Literally, he could not understand the words flying around the room.** The embarrassment would deflate all self-esteem gained in the previous 5 minutes. I’m sorry, if your child can only understand 1 percent of any sustained auditory instruction, there is no point in expanding a sentence into a paragraph just to understand another 1 percent. 1 + 1 will not ever = 100percent. All public academic systems use verbal instruction. We asked, “How is this going to work long term?” They were silent. My sword fell. We lost all faith in the US public school system. > CHOOSING A SCHOOL: let me twinkle my nose. > We decided to go private. > Honestly we interviewed 9 of them. And with exasperation we decided that the private schools available in the states were, at best, intimate babysitting services; help holding a pencil and sitting next to my child. They did an intimate job but did not have any expertise to offer. Fighting for a better ‘sitter’ wasn’t the goal. Private education held no answer. We hired a tutor. She recommended a book ‘The Brain the Changes Itself’ where Arrowsmith was mentioned. No kidding, there is a school that treats causes of learning disabilities through exercises? It will retrain/rewire the brain to rebuild neural pathways or encourage neurons to fire (that never have before). We knew instantly. **It was what we had needed for the previous four years; when recovering from autism, a child misses early stages of neuron development. Promoting neurons to fire correctly, IS IT! It wasn’t a light switch–it was more like the sun came out.** So, let me restate that. We already knew our two sons deficits and needs. **We considered our family needs dependent on the weakest players–our boys.** The extreme effort, we as parents and everyone in our community were contributing, was not making any difference. No amount of practical rearranging would marry our reality with our values for the future. Our decision to relocate for our two boys to Eaton Arrowsmith was simple and quick; literally over a lunch hour. “Let me call them to find the nearest location–I’ll make it happen in three weeks–Just let me twinkle my nose” . . . **Relocating was no barrier compared to the results.** > ARROWSMITH EXPERIENCE: It isn’t easy, but it works. > All the EAS staff were just brilliant with our transition. They have either dealt long-term with learning disabilities or have learning issues themselves. They understand student’s dilemmas and know how to get the best out of and improve Barbara Arrowsmith Young’s program. All (from principal to reception) are focused and dedicated to providing the best evaluation, environment, and quality of learning of each child’s needs for progress. To speak of humbleness; I’ve witnessed the founder, Howard Eaton walk into the office saying he’s frustrated with something. Shrug and say, “Since I’m inattentive, I’m in reception only to take a break.” **We aren’t hiding at Arrowsmith. We all have issues.** It’s when multiple issues overwhelm functioning that we need help. Arrowsmith improves these multiple disabilities. > **Barbara’s explicit regimen takes dedication from both the kids and parents.** Both our sons hit emotional walls every fall after they were reintroduced back into school. Proof that the program is affecting the brain in areas beyond learning capacities. It isn’t just the kids, either. It takes strong parental belief to stick with this program, too. The bonus is that kids walk in there and let down defenses. Arrowsmith allows kids to be themselves. They all have learning disabilities and are socially accepted. Our boys actually have friends now at school and at home with whom they can properly interact and relate. No kidding. There is a great supportable feeling when in a class with peers that are like you. > Although our Arrowsmith testing shows improvements yearly, it’s personal. It wasn’t IF there were improvements–but WHERE. **The proof has been in the changes our boys have gone through over the past three years at EAS. Their executive functioning, social awareness and interaction, auditory attention, abstract reasoning, gestalt awareness, working memory, and organization of verbal information have improved immensely.** We are looking towards transitioning back to traditional schools in the U.S. and feel they will be well prepared. > A last word about the Eaton location; a university campus nested between a beach and a forest. Could there be a more stimulating environment? Within a half hour walk we have hiked and biked trails, learned swimming, ice-skating, and hockey in Olympic training venues, visited museums and parks, and experienced public performances. Vancouver itself is built as one of the friendliest cities on the planet. Beaches and mountains line up around the city and gave us skiing and rock climbing adventures. It’s unbelievable. > RECOMMENDATION: They have our respect. > We would recommend Eaton Arrowsmith over any public or private school in the states–ANY! > The staff is involved and wonderful–like family. Most have faced disabilities themselves and understand the difficulties. **I can’t stress enough how good it feels to not be ‘principal parents’… the principal at Eaton Arrowsmith, understands behaviors resulting by the disabilities VERY WELL. Our weekly–and sometimes daily visits to schools are no longer necessary.** That alone saves hours, if not an extraordinary amount of stress per week. If only we had known about it five years before, we could have saved so much and changed our family’s life. We wholeheartedly recommend the school to anyone who is struggling to help their child with learning disabilities within the U.S. education system. > In a quip: just do it. It’s the only available solution for our kids. > Simon and Stephanie… (source: [Testimonials – International Students | Eaton Arrowsmith School](http://www.eatonarrowsmithschool.com/testimonials-international-students/)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 19, 2012, 2:07am UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/308 "2012-05-19T02:07:18Z")
Another cognitive training approach that could be useful for individuals with Autism Spectrum Disorders is Lumosity. Lumosity is an online site with a wide variety of brain training exercises. There are over 30 exercises to choose from focusing on different areas such as Speed, Attention, Problem Solving, Memory and Flexibility… > [@](#): > > …Lumosity gives you more control over your training. If you want to log in every day, there is plenty for you to do. If you can only train a few times a week, that’s fine too. > > The company also offers an Assessment section where you can periodically test your improvement within individual cognitive domains. So, say you’ve been training in the core module for attention speed. Click on the attention speed assessment, take it and you can actually measure your improvement. > > Added Bonus: This past Spring, Lumosity implemented a nice community feature where you can add other users as friends and keep tabs on how their brain training is progressing. If you’re not into the social scene, you can easily set your profile to private and keep your training to yourself. > > **Who Is Lumosity For?** > > All ages, although the company states it is too difficult for young children. > > Anyone looking to improve cognitive function in a relaxed and varied game format. > > Those seeking tailored brain training modules in order to focus on particular problem areas. > > **What is the cost?** > > Monthly Subscription: $9.95 > > Yearly Subscription: $79.95 > > You can check out the games by creating a FREE ACCOUNT… (source: [http://www.braintraining101.com/mind-sparke-and-lumosity/](http://www.braintraining101.com/mind-sparke-and-lumosity/)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 19, 2012, 6:40pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/309 "2012-05-19T18:40:13Z")
Other than working memory deficits, another issue that some (and possibly many) Autistic individuals may struggle with is cognitive flexibility, including shifting the focus of attention. The studies however are inconclusive as to whether this is evident in most Autistic individuals. The following exert, from a 2011 study by Van Eylen et al, shows that it may indeed be a problem for many Autistic children… > [@](#): > > …The present study investigated the performance of children with [Autism Spectrum Disorders] and typically developing controls on an experimental task-switching variant of the [Wisconsin Card Sorting Test (WCST)], which controls for confounding variables, requires a high amount of disengagement to perform the switch, and has the lowest degree of explicitly provided task instructions… Consistent with the task-switching literature, all participants responded slower on switch than on maintain trials, showing that this task induced a switch cost (Monsell, 2003). **When comparing the performance of the ASD and the [Typically Developing] groups, the data revealed that children with ASD tended to make more perseveration errors and had a higher switch cost compared to typically developing controls. This is consistent with our predictions and indicates cognitive flexibility impairments in children with ASD.** In addition, there was no group difference in the number of practice trials needed to complete the practice block, implying that both groups understood the task instructions and were equally able to learn a rule from feedback. Furthermore, when asked which sorting rules they had to apply, all participants correctly indicated that they had to switch between sorting according to color and sorting according to shape, showing that they used the correct sorting rules. Individuals with ASD neither had problems to maintain a certain rule. This is evidenced by comparable mean numbers of failures to maintain set between both groups. In addition, the reaction time data revealed that both groups responded equally fast on maintain trials. However, children with ASD responded significantly slower on the switch trials. All these findings indicate that individuals with ASD had specific difficulties with switching, but not with other aspects of the task… Lumosity, mentioned in yesterday’s post, actually includes exercises/games that help train Task Switching: > [@](#): > > **Brain Shift** > Task Switching > Think you’re a good multi-tasker? Play this game to see how quickly your brain can change gears. > > **Brain Shift Overdrive** > Task Switching > If you’ve reached the top speed in Brain Shift, then try this more advanced multi-tasking game! > > **Disconnection** > Task Switching > Boost your flexible thinking skills by connecting puzzle pieces according to different rules. But stay sharp: every level has new pieces and new rules! > > **Disillusion** > Task Switching > Piece together a puzzle in this challenging game that helps you multi-task efficiently and shift your focus of attention. (sources: [https://lirias.kuleuven.be/bitstream/123456789/295498/2/Van+Eylen+et+al+RASD+2011.pdf](https://lirias.kuleuven.be/bitstream/123456789/295498/2/Van+Eylen+et+al+RASD+2011.pdf); [Flexibility Games by Lumosity | Challenge Your Flexible Thinking](http://www.lumosity.com/brain-games/flexibility-games)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 20, 2012, 4:25am UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/310 "2012-05-20T04:25:30Z")
> [@](#): > > …Switching attention from a current task to the intended task requires inhibiting attention to the current task and shifting attention to the intended task, thus involving executive functions such as inhibitory control and cognitive flexibility (Kliegel et al., 2002). Each of these executive functions has been identified as dysfunctional in [High functioning children with a diagnosis of autism or Asperger’s syndrome]… Another company that has cognitive exercise games is called [Mind360.com](http://Mind360.com). Their full set of games can be viewed via this link: [Games - Mind 360 - Play Smart](http://www.mind360.com/games) The list includes another game that focuses on Task Switching, called Think Fast: > [@](#): > > …Mind360.com, a leading developer of brain training games, is announcing the launch of their latest game THINK FAST - a new and Web-based Executive Functions/Task Switching game, designed to train multitasking performance and improve focus-attention shifting abilities. > > Task switching allows us to adapt to changing circumstances. Detecting when and how situations modify helps us develop a respond to the spontaneity of our daily life. And as with all our cognitive skills, enhancing them through scientific brain training games has been found to be the easiest, most effective and enjoyable way to optimize our capabilities. > > “Our daily routine requires frequent shifts between cognitive tasks. Performing two or more tasks in rapid succession requires a reorientation to each new task, which requires resources of attention and time.” says Mind360 CEO, Danny Aboody. “Research has shown that training Task Switching skills improves Brain Response Time. It has been proved that the efficiency of executive functions, such as working memory and multi-tasking performance improves with practice. The added value of this is that this improvement can transfer to other contexts as well.” > > THINK FAST is an exciting new Task Switching game designed by cognitive scientists to help you keep the brain stimulated and develop the ability to respond faster and more accurately amid alternating situations. > …play THINK FAST FREE for an entire week! Take this opportunity to train your cognitive skills, gain high scores and win trophies. > > …MIND360.com is a leading provider of scientific brain training games for improving users’ key cognitive skills through fun and effective techniques. > Cognitive abilities trained include: memory, attention, executive functions, logic and reasoning, and visual perception. Users select their own Personal Training Program which comes complete with a personal trainer and constant feedback to ensure their swift and noticeable progress. (sources: [http://www.psyc.bbk.ac.uk/research/DNL/personalpages/aks/Brain%20Cognition%20w-RachelTony.pdf](http://www.psyc.bbk.ac.uk/research/DNL/personalpages/aks/Brain%20Cognition%20w-RachelTony.pdf); [THINK FAST - An Exciting New Task Switching Brain Trainer from MIND360 by Mind360](http://www.1888pressrelease.com/think-fast-an-exciting-new-task-switching-brain-trainer-fr-pr-207843.html)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 23, 2012, 7:54pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/311 "2012-05-23T19:54:59Z")
Led by Professor Mark W. Baldwin, a team at McGill University in Montreal, Quebec, Canada, has been studying ‘social acceptance’ and ‘self-esteem’ for years. Of course, these are issues that almost all individuals with Autistic Spectrum Disorders struggle with on a daily basis. Their social perculiarities may result in regular disapointment and rejection perhaps leading them to try less hard (and even to give up trying). Something like this may help break the vicious cycle for these individuals. So while McGill University’s research does not focus on any specific disorders, it might nevertheless be useful for Autistic individuals: > [@](#): > > …Through what he’s calling the Self-Esteem Initiative, Baldwin and his students have created a series of video games that aim to trick the human brain into forming more positive mental images and encouraging a healthier emotional state. > …Baldwin acknowledges that no one can avoid bad feelings or social rejection forever, but people can lessen the effects that these experiences have on the brain through systematic self-reprogramming. He calls this ‘psychological practice’… > He realized that, if a video game could program his brain to be more spatially aware, other people might be able to use video games to meliorate feelings of rejection, isolation, or insecurity. > So far, the Self-Esteem Initiative is offering three games on its Web site: Grow Your Chi!, EyeSpy: The Matrix, and WHAM! Self-Esteem Conditioning. All of them **“lead players to practice specific mental operations over and over. These operations are designed to foster positive mental habits to give an automatic sense of security,”** Baldwin explains. “Pairing any two experiences together over and over can – as with Pavlov’s dog – create an association between them so that thinking about one tends to activate thoughts about the other.” > For instance, in WHAM! the player clicks on words that appear in different parts of the computer screen. Sometimes the word is the player’s own name. Whenever the player clicks on his or her name, a smiling, accepting face appears for a half a second. “Theoretically, this should create an automatic association between ‘myself’ and ‘acceptance,’ leading to a mental habit whereby thinking of oneself automatically brings to mind images of warm social acceptance,” Baldwin says. > > Does it work? Baldwin’s research has found a measurable improvement in self-esteem among subjects who played the game for about five minutes. **"We also asked them to imagine a situation in which someone insulted and rejected them, and then to say how much they would want to hurt that person: Those participants who had played the self-acceptance conditioning game were less aggressive, compared to a control condition.**" MindHabits is a science-based video game that has come out of the research. Available to download online, regular playing of the game is said to help reduce stress and build self-confidence: > [@](#): > > …Sometimes people are aware of these concerns, but often social insecurities of this type influence people’s thoughts and feelings “automatically”, without a lot of deliberate thought and sometimes even entirely outside of their awareness. All they experience are negative reactions to the self or to social situations. > > People with fewer insecurities, on the other hand, seem to have a range of automatic thought processes that make them confident and buffer them from worrying about the possibility of social rejection. > > **Our recent research shows that with enough practice, even people prone to stress and low self-esteem can develop these beneficial thought processes that might allow them to gradually become more secure and self-confident** … (sources: [THE FUTURIST: Video Games and Behavioral Modification 01.01.09](http://www.wfs.org/Jan-Feb%2009/Techtrend.Jan-Feb.09.htm); [http://www.mindhabits.com/how\_it\_works.php](http://www.mindhabits.com/how_it_works.php)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 23, 2012, 11:35pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/312 "2012-05-23T23:35:54Z")
A New Zealand company, BrightMind Labs, has created _MyFriendQuest_ - a game that teaches children with Autism Spectrum Disorders to better recognise and respond to emotions from facial expressions. _MyFriendQuest_’s target market is parents of children on the higher functioning end of the Autism Spectrum: > [@](#): > > …MyFriendQuest is a downloadable computer game designed to teach children to recognize, perceive and respond appropriately to emotions. Unlike many educational or learning resources, MyFriendQuest has been designed by a clinical psychologist working closely with computer gaming specialists to create a product that has clinical input – and is also engaging for kids to play on its own merits. > > MyFriendQuest does not require intensive training by the parent or caregiver. This game is embedded with specialized knowledge and clinical experience… > > …MyFriendQuest can be played and enjoyed by any child regardless of age who is able to learn about the perception and management of emotions and how to act in social situations. > > After an introduction with an adult, your child will probably be able to play MyFriendQuest by themselves. However, for best results we suggest that the full range of activities described in this User Guide are also used in conjunction with the game, which will require input from a parent or caregiver. > > The intended outcomes for your child from playing MyFriendQuest in accordance with this User Guide are: > > **For the Easy Level** > > - For your child to develop skills in recognizing emotions; > - Deciphering emotions; > - Learn to copy these emotions; > - Learn to practice emotions; and > - Learn to convey emotions more appropriately. > > **For the Difficult Level** > > - All the above in easy level plus: > - For your child to improve social skills; > - Understand inner feelings; and > - To improve management of his or her own emotions… Fraser Hurrell is the CEO and Co-Founder of BrightMind LABS; a Chartered Accountant with a strong interest in the process of bringing great ideas to fruition. Dr Yvett Salma Ahmad is a Clinical Psychologist and co-director of The Starfish Clinic in Whangarei and Auckland. Her job is to ensure the clinical integrity of _MyFriendQuest_: > [@](#): > > …[Dr Ahmad] qualified In the U.K and has been living In New Zealand for the last ten years… She has extensive experience (over 20 years) working with both adults and children her last public post was in 2003 as Senior Clinical Psychologist for Waitemata health. [Dr Ahmad] has extensive training in a range of therapeutic modalities including art, sand tray, narrative, cognitive behaviour therapy, interpersonal therapy and psychoanalytic psychotherapy. > [Dr Ahmad’s] interests lie in anxiety, depression, post traumatic stress disorder and childhood problems including attachment work. [Dr Ahmad] also has experience of working with less common conditions such as gender identity issues and selective mutism… (sources: [http://www.myfriendquest.com/guide.pdf](http://www.myfriendquest.com/guide.pdf); [Starfish Clinic - Independent Specialist Centre for Child, Youth, Adult and Family Psychological Medicine](http://www.starfish.org.nz/yvetteAhmadCV.cfm)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 24, 2012, 6:25pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/313 "2012-05-24T18:25:33Z")
Dr Ahmad is a Clinical Psychologist and co-director of The Starfish Clinic in Whangarei and Auckland, New Zealand… > [@](#): > > …[Dr. Ahmad] is also the creator of [BrightMind LABS?](http://www.brightmindlabs.com/)award winning application ? [MyFriendQuest](http://www.brightmindlabs.com/), designed to teach children to recognise and respond appropriately to emotions. Originally created for children with Asperger’s or high functioning autism, this application has achieved great results with a wide variety of kids who don’t pick these skills up as naturally as their peers… Her job is to ensure the clinical integrity of _MyFriendQuest_, which combines Cognitive Behavioural Therapy (CBT) with immersive gaming principles. Indeed, the results of a pilot clinical trial, evaluating the effectiveness of _MyFriendQuest,_ were presented at the 2010 Congress of the Royal Australian and New Zealand College of Psychiatrists: > [@](#): > > …After approximately six weeks of play for three times a week, the children improved in recognising emotions, had a reduction in their anxiety levels - and in some cases initiated or developed friendships at school for the first time. > > Pre and post testing included psychometric testing for facial recognition, social responsiveness and anxiety… (sources: [http://www.starfishclinic.com/yvette-ahmad/](http://www.starfishclinic.com/yvette-ahmad/); [Computer game helps children with Asperger’s - New Zealand Doctor](http://www.nzdoctor.co.nz/un-doctored/2010/may-2010/10/computer-game-helps-children-with-asperger%E2%80%99s.aspx)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 24, 2012, 6:26pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/314 "2012-05-24T18:26:10Z")
Dr Ahmad is a Clinical Psychologist and co-director of The Starfish Clinic in Whangarei and Auckland, New Zealand… > [@](#): > > …[Dr. Ahmad] is also the creator of [BrightMind LABS](http://www.brightmindlabs.com/)award winning application _MyFriendQuest_, designed to teach children to recognise and respond appropriately to emotions. Originally created for children with Asperger’s or high functioning autism, this application has achieved great results with a wide variety of kids who don’t pick these skills up as naturally as their peers… Her job is to ensure the clinical integrity of _MyFriendQuest_, which combines Cognitive Behavioural Therapy (CBT) with immersive gaming principles. Indeed, the results of a pilot clinical trial, evaluating the effectiveness of _MyFriendQuest,_ were presented at the 2010 Congress of the Royal Australian and New Zealand College of Psychiatrists: > [@](#): > > …After approximately six weeks of play for three times a week, the children improved in recognising emotions, had a reduction in their anxiety levels - and in some cases initiated or developed friendships at school for the first time. > > Pre and post testing included psychometric testing for facial recognition, social responsiveness and anxiety… (sources: [http://www.starfishclinic.com/yvette-ahmad/](http://www.starfishclinic.com/yvette-ahmad/); [http://www.nzdoctor.co.nz/un-doctored/2010/may-2010/10/computer-game-helps-children-with-asperger%E2%80%99s.aspx](http://www.nzdoctor.co.nz/un-doctored/2010/may-2010/10/computer-game-helps-children-with-asperger%E2%80%99s.aspx)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 24, 2012, 7:00pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/315 "2012-05-24T19:00:43Z")
Dr Ahmad is a Clinical Psychologist and co-director of The Starfish Clinic in Whangarei and Auckland, on the North Island of New Zealand. She is also the creator of _MyFriendQuest_, which combines Cognitive Behavioural Therapy (CBT) with immersive gaming principles, helping to teach high functioning Autistic children how to recognise and respond appropriately to emotions. Dr Ahmad has great regard for the work of Dr Tony Attwood: > [@](#): > > …Alternatively Tony Attwood who is the world’s leading expert in Aspergers is based in Brisbane [Queensland, Australia].. also does diagnosis. He has also wirtten a book on Aspergers and girls… I have already briefly mentioned Tony Attwood in a previous [post](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/95). He is an English psychologist, now living in Queensland, Australia, who has written several books on Asperger’s Syndrome. His sharing of his immense knowledge in this field includes DVDs, including one entitled _Asperger’s, Autism & Girls_… > [@](#): > > …Understanding and appreciating the female perspective! > …This DVD offers the most comprehensive presentation yet of the characteristics and reasons why female Aspies fall under the radar in their diagnosis. > Dr Attwood covers everything from their ability to camouflage and mimic social behaviours to hide their social confusion to ways their condition may be identified through their unique interests and behaviours. **He contends their ability to hide their Asperger’s affects the male/female ratio of Asperger’s to 3 to 1, significantly greater than previous studies have shown. He also argues that girls with Asperger’s often are misdiagnosed, resulting in their not getting the help they need for what is often typical of their condition;** low self esteem, depression (often clinical depression); vulnerability to relationship predators or living in abusive relationships; unhealthy excessive weight loss or gain; or selective mutism, among other things. He focuses on their atributes and the importance of a diagnosis so they can understand the ‘why’ or who they are. With that, they can develop an appreciation of their differences, which are not less than their neurotypical peers - just different. > > Key Selling Points: > > - The DVD contains the most cogent, comprehensive presentation of the characteristics of girls with Asperger’s and the reasons for and consequences of their diagnosis packed in an hour and a half presentation. > - Presented by the world’s most recognized expert in the field of Asperger’s Syndrome, Dr Tony Attwood is also a superlative speaker, who garners rave reviews for his presentations. > - The viewer can gain substantive information about a complex condition because of the authoritative and well-researched knowledge gained from both academic and scientific studies and Dr Attwood’s clinical and personal experience with Asperger’s. (sources: [http://www.starfishclinic.com/yvette-ahmad/](http://www.starfishclinic.com/yvette-ahmad/); [http://pt-pt.facebook.com/BrightMindLABS/posts/420378913918](http://pt-pt.facebook.com/BrightMindLABS/posts/420378913918); [Tony Attwood - Author of The Complete Guide to Asperger’s Syndrome - Asperger’s, Autism & Girls - DVD by Tony Attwood](http://www.tonyattwood.com.au/index.php?option=com_content&view=article&id=918:aspergers-autism-a-girls-dvd-by-tony-attwood&catid=215:girls-and-women)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 24, 2012, 7:25pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/316 "2012-05-24T19:25:10Z")
Dr Ahmad is a Clinical Psychologist and co-director of The Starfish Clinic in Whangarei and Auckland, on the North Island of New Zealand. She is also the creator of _MyFriendQuest_, which combines Cognitive Behavioural Therapy (CBT) with immersive gaming principles, helping to teach high functioning Autistic children how to recognise and respond appropriately to emotions. As well as mentioning the work of Kari Dunn Buron (which I have informed readers of in this [post](https://pheromonetalk.com/t/specialisterne-leveraging-the-unique-skills-of-autistics-at-competitive-market-terms/50245/49)), Dr Ahmad mentions Tony Attwood’s books on Anxiety and Anger issues: > [@](#): > > There are several comments below about [Autism Spectrum Disorders] and anxiety as a clincal psychologist working many years in the field just thought I would share some of the resources that I have found particulalry useful. For kids on the spectrum I particularly like the following books: A “5” could make me lose control, an activity based method for evaluating and supporting highly anxious kids OR the Incredible 5-po…int scale both by Kari Dunn Buron. > **For High Functioning Autism and Asperger’s Syndrome (9-12 years) exploring feelings: Cognitive Behaviour Therapy to Manage Anxiety (also one on anger) by Dr Tony Attwood. What I REALLY like about these books is that they are practical (not theory) based and to the point .** Both authors have made these resources easily accessible for parents or professionals to read and use…I am also a great fan of Tony Attwood’s style and thinking on the subject of Asperger’s syndrome check out his site Tonyattwood.com.au The publications she is talking about by Tony Attwood are his two 2004 programs, _Exploring Feelings: Cognitive Behaviour Therapy to Manage Anger_ and _Exploring Feelings. Cognitive Behaviour Therapy to Manage Anxiety_. An example of one approach from the program is as follows: > [@](#): > > …Metaphors are another way of training your child to understand emotions. Using science or their special interest is a useful way to connect. For example, one boy I worked with was keen on astronomy. We used the planets as metaphors for his emotions. Mercury represented his intense feelings as anger and upset and Pluto represented his boredom and coolness to situations. **Tony Attwood in his book ‘Exploring Feelings’ talks about a teenage girl and adapting her interest of weather systems. In that case, confusion was seen as being in a fog, anxiety as being frozen with fear and an approaching tornado was her intense pleasure** … (sources: [http://www.starfishclinic.com/yvette-ahmad/](http://www.starfishclinic.com/yvette-ahmad/); [http://www.facebook.com/BrightMindLABS?v=wall&filter=2](http://www.facebook.com/BrightMindLABS?v=wall&filter=2); [http://www.myfriendquest.com/guide.pdf](http://www.myfriendquest.com/guide.pdf)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 24, 2012, 9:54pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/317 "2012-05-24T21:54:01Z")
Dr Ahmad is a Clinical Psychologist and co-director of The Starfish Clinic in Whangarei and Auckland, New Zealand. She is also the creator of _MyFriendQuest_, which combines Cognitive Behavioural Therapy (CBT) with gaming principles, helping to teach high functioning Autistic children how to recognise and respond appropriately to emotions… > [@](#): > > …Invaluable assistance and input was received during development and testing from high profile professionals Dr Tony Attwood and Nigel Latta – both of whom have publicly endorsed the finished _MyFriendQuest_ application… Nigel Latta is a Clinical Psychologist, Author and TV Presenter in New Zealand. He, like Dr. Darold A. Treffert in an earlier [post](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/279), emphasises the importance of correct diagnosis. In particular, Latta emphasises going to the best health professionals to minimise potential problems like misdiagnosis… > [@](#): > > …I made the comments because I’ve seen increasing numbers of parents who have been told that their children have autistic features by lay people when they do not. Just as misdiagnosis is damaging for families of [Autistic] children, it is also damaging for families where children are not [Austistic]. No one is helped by misdiagnosis. No one. I wasn’t trying to grandstand but was trying to say exactly the opposite (ie “I don’t know enough about autism to make an accurate clinical diagnosis, but I at least know enough to know my limitations in that regard. I have come across a range of professionals who make this diagnosis who shouldn’t because, like me, they aren’t sufficiently qualified to do it”) I didn’t see that as grandstanding but rather was trying to make the point that we need to lift our game. …I completely and unreservedly agree about the need for more understanding and information because **I too have seen the suffering which ensues when professionals get it wrong** , albeit not as a parent. I do believe that common sense isn’t that common anymore when it comes to raising children, but **I also believe that common sense dictates that children with special needs, be that [Autism Spectrum Disorders] or anything else for that matter, deserve to be seen by people who really know what they’re doing**… (sources: [The Big Idea | BrightMind LABS](http://www.brightmindlabs.com/the-big-idea/); [Humans.org.nz Blog Archive Common sense is not common](http://humans.org.nz/2010/03/01/common-sense-is-not-common/)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 24, 2012, 10:21pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/318 "2012-05-24T22:21:46Z")
Dr Ahmad is a Clinical Psychologist and co-director of The Starfish Clinic in Whangarei and Auckland, in New Zealand’s North Island. She is also the creator of _MyFriendQuest_, which combines Cognitive Behavioural Therapy (CBT) with gaming principles, helping to teach high functioning Autistic children how to recognise and respond appropriately to emotions… > [@](#): > > just read an article in the Guardian UK titled ‘A safe haven for children with Asperger’s sydrome’. Social clubs have been running for a few years now for these children with positive effects and of course time out for parents… The article Dr Ahmad talks about focuses on a network of out-of-school clubs in south-west England, run by the National Autistic Society (NAS)… > [@](#): > > …Launched in early 2006, with the help of Big Lottery funding, there are nine clubs for 8- to 18-year-olds currently running in different locations across the south-west. Typically, the after-school clubs are held weekly for up to three hours, with separate sessions for the 7-12 and 13-18 age-groups. Clubs are run by a team of staff volunteers, trained to work with autistic children, and parents are asked for a [small] voluntary contribution …towards the cost of refreshments. > Activities, which include crafts, cookery, cinema trips and meals out, are aimed at helping children and young people understand their disorder and how it affects their interactions with others. > > …For [Tracy], what is most valuable for the children who attend is the chance to feel “normal”: “They think ‘Wow! Someone wants to sit next to me, someone wants to play with me.’ … It’s such a boost,” says [Tracy]. > Parents also value the chance to feel “normal” and to talk through their experiences with those in similar circumstances. “When you’re out and the children are upset about something, sometimes you just want to curl up and die,” says [Tracy]. > …[Lorna] agrees, adding: “When we’re out in public, strangers are always commenting. They are so forthcoming with advice. They think everything can be solved with a bit of firm discipline. You just get tired of explaining.” > As well as peer support, the club offers parents or other family members some respite…" (sources: [BrightMind LABS | Facebook](http://www.facebook.com/BrightMindLABS?v=wall&filter=2); [A safe haven for children with Asperger’s syndrome | Education | The Guardian](http://www.guardian.co.uk/education/2009/sep/15/support-children-aspergers-syndrome)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 25, 2012, 6:27pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/319 "2012-05-25T18:27:51Z")
In an earlier [post](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/312), I mentioned, in passing, sand tray therapy. Here is more on ‘The World Technique’, ‘Sandplay Therapy’, and symbolic work… > [@](#): > > Sandplay Therapy is an active creative form of therapy with a long and distinguished history. It emerged in London in the 1930’s as the ‘World Technique’ developed by the paediatrician Margaret Lowenfield. She introduced the basic tools of sandplay: the tray filled with sand and the collection of miniatures that together give containment and form to the inner psychological world of the client. > > From the beginning it was accepted as an effective therapy for children and became widely practiced both in schools as well as places providing clinical services for children. > > Dora Kalff was a Jungian analyst who studied with Margaret Lowenfield. In the late 1950?s she developed ‘Sandplay Therapy:’ a combination of Lowenfield’s original technique and Jungian psychology. Sandplay Therapy which is grounded in Jung’s ideas about psychology and symbolism is suitable for both adults and children though the therapy is adapted to suit the age and development of the client… > > …The guiding principle is to stay attuned to ones inner subjective experience. Dora Kalff referred often to the ‘free and protected space’ given by the sandtray and the container of therapy itself. It is a place where the invisible may become visible and the inner person revealed. Like other creative pursuits, sandplay may be of use as an alternative form of communication for individuals with Autism Spectrum Disorders… > [@](#): > > …Sandtray has been successful with those who are not verbally oriented. It has been very successful with people diagnosed with Asperger Syndrome, an Autistic Spectrum disorder. It also helps adults who have experienced some trauma and are unable to talk about it… (sources: [http://www.northcoastpsychotherapy.com.au/sandplay.html](http://www.northcoastpsychotherapy.com.au/sandplay.html); [Aspen Therapy - Sand Tray Therapy](http://www.aspen-therapy.com/sandtray-therapy.html)) ---
**Author:** ![Visionary7903](https://avatars.discourse-cdn.com/v4/letter/v/45deac/32.png) [@Visionary7903](https://pheromonetalk.com/u/Visionary7903)\ **Post date:** [May 25, 2012, 7:58pm UTC](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/320 "2012-05-25T19:58:59Z")
In an earlier [post](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615/312), I also mentioned, briefly, narrative therapy. What has come to be known as narrative therapy was originally developed by Australian Michael White and New Zealander David Epston in the mid 1980s… > [@](#): > > …Often by the time a person has come to therapy the stories they have for themselves and their lives become completely dominated by problems that work to oppress them. These are sometimes called ‘problem-saturated’ stories. Problem-saturated stories can also become identities (e.g. _I’ve always been a depressed person._ Or seeing an adolescent as a young offender vs. a young person who has been in trouble with the law). These kinds of stories can invite a powerful negative influence in the way people see their lives and capabilities (e.g. “I’m hopeless”). Counsellors and therapists interested in narrative ideas and practices collaborate with people in stepping away from problem saturated and oppressive stories to discovering the ‘untold’ story which includes the preferred accounts of people’s lives (their intentions, hopes, commitments, values, desires and dreams). Counsellors are listening to stories of people’s lives, cultures and religions and looking for clues of knowledges and skills which might assist people to live in accordance with their preferred way of being. > > In essence, within a narrative therapy approach, the focus is not on ‘experts’ solving problems, …it is on people discovering through conversations, the hopeful, preferred, and previously unrecognized and hidden possibilities contained within themselves and unseen story-lines… Andrew Cashin is someone who has done research on the use of narrative therapy for Autism Spectrum Disorders. Below is an exert of a paper on how one (Asperger’s Syndrome) individual’s [meltdowns](https://pheromonetalk.com/t/specialisterne-leveraging-the-unique-skills-of-autistics-at-competitive-market-terms/50245/47) were reduced using narrative therapy… > [@](#): > > …Justin was able to describe the concrete incident that led to his suspension but could give no account for his behavior. It became clear that Justin’s anger had crept up on him and that he was as surprised and > as scared by the explosion as his teacher. **It became clear that Justin did not label his feelings and that intense feelings just seemed to arrive with no warning.** Justin said that he had no intent to hurt anyone and was very sorry that he did. **Justin labeled his intense anger as ‘the bang.’** Justin was asked to describe ‘the bang’ and he gave a good description of what many would call an intense tantrum. Once in full swing Justin felt unable to change his ‘bang’ behavior. Justin agreed to spy on ‘the bang’ so we could learn how it behaved and worked. He agreed to keep a diary (spy sheets) that we could look into at the next session planned to be in 2 weeks. In addition to this he agreed that we should draft a letter to the school counselor to let her know of our plan so that she could tell his teachers and if they spied ‘the bang’ before Justin did, they could alert him to its presence. Justin’s mother agreed to share the strategy with other family members. > > Justin returned after 2 weeks with his sheets. ‘The bang’ had occurred three times at school and once at home. We looked for common elements and signs that ‘the bang’ was coming. Justin realized that it did not creep up as quickly as he thought. \*\*He identified that it \*\***often comes when he had been given lengthy verbal instructions and did not know how to follow them, when lots of people were around, and when there was a change of plans. Justin identified some allies of ‘the bang,’ which were confusion and loneliness (even if he was surrounded by people).** **Over two sessions we were able to write a story specifically for the school classroom and one for home on ‘bang busting.’** Again this was shared in a note to the counselor and a copy given to his mother. Our outcome criteria were to get to one ‘bang’ creeping up per month. > > …Over the coming 2 months, we achieved our goal… (sources: [About Narrative Therapy](http://www.narrativetherapycentre.com/index_files/Page378.htm); [Attorney Digital Marketing Agency - Local SEO](http://mlhs-virtual-library.mtlsd.wikispaces.net/file/view/narrative+therapy.pdf)) [Previous page](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615.md?page=15) [Next page](https://pheromonetalk.com/t/agricultural-specialisterne-rural-employment-revolution-for-those-with-autism/50615.md?page=17)