Technology

What Are Assistive Technologies?

Assistive technology (AT) device is “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (Technology Related Assistance to Individuals with Disabilities Act of 1988). Such technologies can be “high” or “low tech” (from canes to voice recognition and speech generation devices). More information on different types of AT can be found at https://at.mo.gov/information-resources-publications/documents/Autism.pdf

AT for Communication Skills

Some individuals with ASD may be non-verbal or have difficulties understanding social cues or conversation. Speech generating devices may help such individuals. This can be a standalone device or specialized software installed on a tablet of phone. The NIDCD at the NIH has more information.

AT for Social Skills

Social skills is often a challenge for individuals with ASD. There are many applications to help individuals with ASD develop social skills that range from teaching facial expressions, to academic and social learning, to helping deal with stress and maladaptive behaviors. Informing Families has more examples.

Daily Living Skills

Daily living skills, such as hygiene, organization skills, and recreational skills, are important for individuals with ASD to master on their path towards independence. You can find some examples at wikibooks.

Where to Find Information on Such Devices

You can check out the following resources:

Cultural and Diversity Considerations

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While there are no differences in ASD symptoms across different countries or ethnic groups, there are differences in the overall identification, particularly the cases of misdiagnosis or lack of diagnosis in minorities.

What is Cultural Competence?

Cultural competence focuses on understanding and appropriate response to the unique combination of cultural, linguistic and individual diversity that the professional and client/patient/family bring to interactions.

The terms culture and linguistics refer to patterns of human behavior, including language, thoughts, communications, actions, customs, beliefs, values, and institutions of racial, ethnic, religious, or other groups (e.g., gender identity/gender expression, age, national origin, sexual orientation, disability) (ASHA, 2017).

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Why is Cultural Competence Important?

Differences do not imply deficiencies or disorders. Culture and language may influence  behaviors and attitudes of individuals seeking care. In turn, delivery of services is influenced by the values and experiences of providers. Culturally competent care means providing service that is respectful of, and responsive to, an individual’s values, preferences, and language. Care should not vary in quality based on ethnicity, age, socioeconomic status, or other factors.

Federal and state regulations and programs, such as Medicaid, Medicare, and the Individuals with Disabilities Education Act (IDEA), require that providers render culturally and linguistically appropriate services. These programs are in accordance with broader legislation such as Title VI, Executive Order 13166, and National Standards on Culturally and Linguistically Appropriate Services (CLAS).

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Where to Start?

Massachusetts Act Early created a skills-based training curriculum, Considering Culture in Autism Screening, an interactive, case-based training about culturally competent screening, evaluation, and referral to intervention services for children with autism spectrum disorder (ASD)

Several organizations have also developed an implementation guides to help providers consider and implement policies that focus on cultural competence. Here are some of them:

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What is Cultural Responsiveness?

Cultural responsive teaching or instruction refers to a “pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings, 1994, p. 382).  To be culturally responsive, teachers make content and curricula accessible to students in a way that students can relate to and understand, including embedding aspects of students’ daily lives into the curriculum. These could be language, prior knowledge, and interests. (ASCD, 2011).

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Additional Resources

National and Nationwide Resources:

State Resources:

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Mental Health

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Introduction

It is not uncommon for individuals with ASD to have a co-occurring mental health disorder. Sometimes, these mental health disorders can go undiagnosed because the symptoms and resulting behaviors may be incorrectly attributed to the individual’s ASD diagnosis.

Information about specific mental health disorders may be obtained through credible sources such as the Centers for Disease Control and Prevention (CDC) or the National Institute of Mental Health (NIMH), but the information below is designed to provide individuals and families with facts about mental health and ASD as well as available resources across Indiana to help intervene and support individuals with co-occurring disorders.

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Can Individuals with ASD Also Have Other Mental Health Disorders?

Yes, research has indicated that individuals with ASD exhibit an increased risk of developing psychiatric disorders compared to the general population. Some disorders, such as anxiety, Attention Deficit Hyperactivity Disorder (ADHD), communication disorders, intellectual disabilities, and others share particular symptoms and challenges with ASD.  This makes identification and interventions a bit more complex, necessitating involvement of professionals trained to work with this population.

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What Resources are Available for Individuals with ASD and Mental Health Issues?

Resources and appropriate treatment options vary based upon the individual’s specific needs, as well as geographic location. Speaking with a:

  • family physician,
  • pediatrician,
  • developmental neurologist,
  • psychiatrist, and/or
  • licensed psychiatrist

will help you determine how to find the best specialist to assist your family member with ASD and a co-occurring mental health disorder.

In addition, the Autism Society of Indiana’s Autism Resource Network of Indiana (ARNI) is a useful tool to find and access resources and provider information related to mental health treatment across the state of Indiana. The Indiana Psychological Association and National Register of Health Service Psychologists both offer tools to find psychologists and mental health professionals in a particular area. Similarly, Indiana’s System of Care (SOC) Network is designed to connect families, organizations, and providers within and across communities to improve service deliveries for individuals and families seeking resources related to mental health. HANDS in Autism® is part of a continuum of services within the Department of Psychiatry at the IU School of Medicine and with a focus on ASD and mental health. Finally, The Arc of Indiana Insurance Advocacy Resource Center may assist with determining which treatments or providers are covered under particular insurance plans.

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What Resources Are Available For Families Managing Stress Related To Having A Family Member With ASD?

Having a family member diagnosed with ASD can be a stressful time for caregivers.  Support groups can help assist individuals in managing their personal stress levels associated with the ASD diagnosis.  Numerous support groups exist within the community that are comprised of professionals, primary caregivers, medical professionals, educators, social service workers, and others.  For a list of local support groups in your area, visit some of the resources noted below.

For more information, go to the page on ASD & Families.

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 Available Resources

National and Nationwide Resources:

State Resources:

References

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Services, Groups, & Networks

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TIPS: Developing Partnerships with the Disability Community

TIP: Tip Sheet: Engaging People with Disabilities in Evidence-Based Programs

 

Search for Services and Groups in Your Area:

National and Local Resources

 

Advocacy

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What is Self-Advocacy?

Self-advocacy is a form of advocacy in which individuals are empowered and informed to represent themselves in a number of settings.

Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination (Wrightslaw.com).

What Do I Need to Remember:

  • Participate actively in the process, whether it is your IEP or transition, school or work or community.
  • Express clearly what your needs are
  • Set goals that you can realistically achieve
  • Find the information you need to make choices
  • Look for options or resources
  • Remember to bring an advocate, friend, or family member to a meeting to help and support you, if you prefer
  • Keep a folder of all communication.
  • Take notes at meetings or during calls

10 Steps to Effective Self-Advocacy:

Teaching Self-Advocacy Skills to Your Child or Student:

Additional Resources

10 Self-Advocacy Tips for Young People with Disabilities (INCLUDEnyc)
Disability Sensitivity Training (DC Office of Disability Rights)
What is Self-Advocacy? (RTC Media)