"Promoting independence for individuals with autism."

Welcome to the AotS Social Development page! Here you will find interesting articles relating to various stages of social development from early childhood through adulthood. We will feature free "How To" videos that will demonstrate step by step different life and daily living skills to allow a self paced learning experience. People with autism tend to respond better when presented information visually. This is to allow the learner to be successful without direct interaction.

It is our hope that using the videos listed as visual aids will allow your child to put together details of a task in a meaningful way while teaching flexibility and generalization.
Visuals can be used across different settings to make information consistent throughout the day.
Be sure to try some to help your child today.

Have fun and be creative!

47 Hacks People With ADD/ADHD Use To Stay On Track via BuzzFeed

1. “Take a picture of your to-do list otherwise #1 on your to-do list will be find the to-do list!” - Paris Swenson, Facebook 2. “Break long tasks into manageable segments. For example, you don’t have to ‘Clean your room,’ you have to: 1. Place all laundry in a basket… 2. Clear off desk…. 3. Organize your bookshelf… 4. Vacuum rug… Etc.” - alicegateso 3. “I keep a pad of paper by my keyboard at work. When I have a persistent thought that’s not associated with what I’m doing (I.E. ‘Call the plumber,’ ‘What kind of tree is that outside?,’ ‘I should wear more red.’) I write it down and promise myself I’ll think about it later. This let’s me acknowledge the thought and move on without falling down the rabbit hole.” - Lauren Dodson, Facebook 4. “I keep Word documents on each day and list what I got done so I can go back if I forget/lose track.” - Molly Jane Sisson, Facebook 5. “Have one place for every item that you use every single time. My keys, for example, always always always go on a hook beside the door.” - Chloe Burns, Facebook 6. “If you’re in school, you must invest in a planner. I leave nothing to my memory because if I’m not 100% paying attention during class, I will forg

Suit: Red Tape, Disability Stereotypes Mar Path To Driving by Shaun Heasley

Advocates are suing claiming that people with disabilities seeking driver’s licenses are being subjected to unfair scrutiny because of stereotypes about their abilities. In a lawsuit filed in federal court last week on behalf of six North Carolina residents, attorneys with Disability Rights North Carolina claim that the state’s Division of Motor Vehicles is forcing those with special needs to undergo unnecessary road testing and medical exams. The suit alleges that Logan Wilson, 18, who has cerebral palsy, was required to participate in extra testing even though his doctor provided assurances to the DMV that such measures were unnecessary for the Chapel Hill, N.C. resident

Emotional Development In Children With Autism Spectrum Disorder

Children with autism spectrum disorder (ASD) often find it hard to recognise and control emotions. But their skills in the area of emotional development can be improved, which in turn can help them understand and respond more appropriately to other people. Emotions and typical development Humans have six basic emotions – happiness, surprise, sadness, anger, fear and disgust. We also experience more complex feelings such as embarrassment, shame, pride, guilt, envy, joy, trust, interest, contempt and anticipation. The ability to understand and express these emotions starts developing from birth. From around two months, most babies will laugh and show signs of fear. By 12 months, a typically developing baby can read your face to get an understanding of what you’re feeling. Most toddlers and young children start to use words to express feelings – although you might see a tantrum or two when their feelings get too big for their words! Throughout childhood and adolescence, most children continue building empathy, self-regulation and skills in recognising and responding to other people’s feelings. By adulthood, people are usually able to quickly recognise subtle emotional expr

Parent Training May Curtail Behavior Problems by Misti Crane/Columbus Dispatch

Parents of children with autism could see vast improvements in behavioral troubles, including severe tantrums, if they learn and use techniques to help their children cope with the challenges of the disorder, according to new research. The study, which was published online Tuesday in the Journal of the American Medical Association, is the largest randomized, multi-center study to analyze the impact of behavioral training. The study included 180 families with children with autism 3 to 7 years old. Half of the kids’ parents were given one-on-one therapy, coaching and homework to help them learn behavior modification techniques. Those techniques included such things as using timers to help children understand and respect rules and showing pictures to help them visualize positive behavior (such as using the bathroom properly). The control group of parents received education only, which included information about autism without offering techniques to help manage undesirable behavior. After the 24-week trial concluded, the researchers asked parents how things were going at home. Disruptive behavior dropped by almost 48 percent in the training group and 32 percent in the education g

How to Wash and Dry Your Clothes- Video Tutorial

Here is a simple and easy to follow step by step tutorial for washing and drying clothes. From start to finish the video shows each part of the laundering process that will allow your child to watch and practice on their own until they get the hang of doing laundry solo! Just remember to make the proper adjustments for your particular machine and your child will be washing in no time! Click the article title to watch!

What Is Executive Functioning by Ann Logsdon

Children with learning disabilities often have executive functioning disorders as well. Executive functioning is a term psychologists use to describe the many tasks our brains perform that are necessary to think, act, and solve problems. Executive functioning includes tasks that help us learn new information, remember and retrieve information we've learned in the past, and use this information to solve problems of everyday life. A person's executive functioning skills make it possible for him to live, work, and learn with an appropriate level of independence and competence for his age. Executive functioning allows us to access information, think about solutions, and implement those solutions. Because executive functioning is a theory and not a fully defined, documented, and verified idea, psychologists have differing opinions about what mental processes are involved. However, we'll give it a shot. Executive functioning may involve abilities such as: •Estimating and visualizing outcomes; •Analyzing sights, sounds, and physical sensory information; •Perceiving and estimating time, distance, and force; •Anticipating consequences; •Mentally evaluating possible outcomes of differe

Promoting Social Development for Students with Autism excerpted from social skills for students with

For individuals with autism, the development of reciprocal social interactions and relationships can be conceptualized as an interrelationship among a number of relevant variables. These include the number, type, setting, and distribution of peer social interactions. That is, the techniques used to increase social competence should: •Yield interactions at a rate similar to that found in the child's environment •Include cooperative components •Take advantage of age-appropriate activities Efforts should also be made to generalize social interactions across settings and persons. Specifically, these social behaviors should be related to the array of settings and social opportunities available to individuals with autism, which include friendships, work, leisure/family, school, and other casual social contacts. An additional factor that should be considered is the social validity of the interactions that are fostered by various interventions. Within this context, social validity refers to procedures whose outcomes are viewed as important and beneficial to the individual with autism, as well as his or her nondisabled peers, parents, school, and community. The central concern is the so

Literal Interpretation of Language

People with ASD have language difficulties that cause them to interpret what others say in a very literal way. Confusion can arise when indirect and polite forms of speech are used. The confusion can be caused by difficulty interpreting the speakers motivations and intentions. They often have trouble understanding what others think and feel. Humor, sarcasm, and figures of speech often cause problems. People who take figure of speech literally may be teased or ridiculed if they interpret things literally. Ways to help make language interpretation easier for people with ASD are: Monitor your language, try not to use phrases that can be interpreted multiple ways. Even if the meaning is obvious a person with ASD may miss the intended meaning. Be specific and tell the person exactly what you want them to do. Always be direct but not overly firm if you do not intend to be. Practice common idioms with your child go over common phrases and give them the literal interpretation. Practice using the idioms in casual conversation once your child has an adequate understanding of there figurative meaning.