Top PDF Autism in 2016: the need for answers

Autism in 2016: the need for answers

Autism in 2016: the need for answers

Despite the great efforts performed during the last decades in medical research, involving considerable human and financial resources, today many aspects of ASD etiopatho- genesis are still unknown, while the prevalence of this heterogeneous condition has increased greatly without satisfactory explanations. This led to develop several hypotheses, which are often divergent and still need confir- mation. Thanks to the huge amount of data that has emerged from the recent research on autism, much more informa- tion is now known about the brain functioning of these subjects, but also about the typically-developed individ- uals. However, unfortunately, even today there is no specific treatment that can cure. In 2016, it is still observed that this disabling disorder is more and more frequent, with- out a known etiopathogenesis nor decisive treatments. This situation has indirectly favored, in the families involved, the use of treatments from complementary and alternative medicine, 47 a phenomenon that is not always without risks
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Evaluation of the Succeeding at College project for Ambitious about Autism, 2015 2016 : final report

Evaluation of the Succeeding at College project for Ambitious about Autism, 2015 2016 : final report

The last chapter focused on the second strand of the Succeeding at College project which relates to the evaluation of the Finished at School Programme learner data. Two of the four Finished at School college hub leads were interviewed and both felt that they have continued using the robust transition practices they developed as a result of the Finished at School Programme. They acknowledged the need for further provision in the form of development of specific accommodation within the college for students with autism but also changes in staffing and recruitment of additional autism support workers.
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Evaluation of the Autism Education Trust programme, 2015 2016

Evaluation of the Autism Education Trust programme, 2015 2016

‘I came [here] as Assistant Head with responsibility for additional and exceptional needs, which is kind of the SENCo role, but with the fact that all of the children have got special needs, it’s a little bit different. So I oversee a variety of things; I oversee the autism provision, so we’ve got a Key Stage 3 class and a Key Stage 4 class, which is in this building now. The Key Stage 3 class are mixed age group and they’re taught in that group all day every day and the teachers come to them so they’re not moving round the school quite so much and it’s quite a nurturing environment. They move round a bit for things like PE and cooking and stuff but they’re mostly in the classroom. The Key Stage 4 class works a little bit differently because what we […] actually when I came here the autism unit was just one class, it wasn’t 2 separate classes, and so Year 7 – 11 in one class being taught by one teacher all day every day for what I quickly established that the progress being made by the students wasn’t up to scratch and you can’t give all of that broad range of students what they need in that age range in one room. So what we started to do we started bringing in specialist teachers for the subjects so they weren’t having just the one teacher for
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Evaluation of the Autism Education Trust Programme, 2016 2017

Evaluation of the Autism Education Trust Programme, 2016 2017

in Reception who have got quite significant ASD and I think I’m going to work with them around the [AET] Standards to help them develop their own in-house training really, well not in-house but to develop their own skills so I might go through the Standards with them to look at where they are at the moment so that it can help us think about what training they need and where to go next because they’ve got these two quite complex children so I think I’m going to use them as a bit of a pilot really to try out the materials with, but as a whole, as a county, I think [the LA] will move things forward and we will be looking at these in more detail because we’ve got some schools who are going to be opening bases for children with ASD and that’s starting in September so we need to look into how we’re going to use all the materials really to help the development of those.’ (RN2b)
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exams 2016 What you need to know

exams 2016 What you need to know

Marking is carried out by approximately 7,500 teachers and lecturers across the country, carefully selected by SQA based on their experience and subject expertise. All of these Markers receive training in preparation for marking your answers, so that all of them mark in a fair, consistent way for all subjects, and all candidates. Throughout the marking process, we carry out checks to ensure that all Markers mark your exam papers in line with national standards.

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Trial management: we need a cadre of high class triallists to deliver the answers that patients need

Trial management: we need a cadre of high class triallists to deliver the answers that patients need

Patient recruitment, which is primarily the responsibil- ity of the trial manager, is vital to the success of any trial. The NIHR Human Tissue Authority recommends that all primary research projects appoint a dedicated pro- ject/trial manager. The NIHR-funded STEPS study, which aimed to identify factors associated with good and poor recruitment to multicentre trials, showed that trials that recruited successfully had a dedicated trial manager [12]. The published manuscript of the WOMAN trial simply states that ‘ between March 2010, and April 2016, 20 060 women were enrolled ’ . This statement gives no insight into the intricacies of this responsibility and con- ceals the reality of the day-to-day challenges faced by trial managers in achieving the steady increase over time that is shown in the cumulative recruitment graph for the trial (Fig. 1). Figure 2 shows the constant fluctuation in monthly recruitment into the trial during its lifetime. To keep the trial on track required persistent effort in dealing with various threats to recruitment in participat- ing hospitals or whole countries, from political upheaval and natural disasters, to clinical trial supplies being blocked by customs authorities. Dealing with such threats whilst ensuring that the trial remained on track required critical thinking and creative solutions.
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Answers

Answers

the slope of the land, but are never out of sight of landmarks. There are no currents or winds to consider. In air navigation, you are travelling so much faster than in marine navigation or land navigation that you need to work out your course before taking off.

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Answers

Answers

c All cats like milk and some dogs do not like meat d Some people are wealthy and no people are poor e No numbers are even and no numbers are prime f No triangles are right-angled o[r]

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Inclusion of Students with High Need Autism: General education teachers’ attitudes and beliefs versus practice

Inclusion of Students with High Need Autism: General education teachers’ attitudes and beliefs versus practice

Debate  and  considerable  research  have  focused  on  discovering  the  best   methodology  to  use  in  educating  children  with  ASD  (Weiss,  Fiske,  &  Ferraioli,  2008).   Inclusion  and  differentiated  instruction  appear  to  be  two  of  the  best  ways  to  teach  children   with  any  disability,  but  ASD  in  particular.  Inclusion  establishes  an  environment  for  all   people  to  be  welcomed  and  valued  regardless  of  any  differences  (Renzaglia  et  al.,  2003).   Differentiated  instruction  is  a  student-­‐centered  approach  in  which  learning  experiences  are   designed  in  response  to  learn  needs  (Santangelo  &  Tomlinson,  2012).  This  form  of  teaching   allows  for  the  least  restrictive  environment,  access  to  the  general  education  curriculum,   opportunities  to  increase  social  skills  through  interaction  with  general  education  students,   and  higher  standards.  However,  inclusion  is  only  one  type  of  educational  opportunity  for   children  with  ASD  and  is  typically  used  when  teaching  students  with  high-­‐functioning   autism  or  Asperger’s.  There  are  several  other  types  of  treatments  used  in  combination  to   inclusion  or  as  a  completely  separate  entity.  These  treatments,  such  as  applied  behavior   analysis  (ABA)  and  teaching  play  (social  skills)  strategies,  are  often  used  for  individuals   with  HNA  or  co-­‐occurring  disabilities  (Weiss,  Fiske,  &  Ferraioli,  2008).    
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22q11.2 duplication syndrome: elevated rate of autism spectrum disorder and need for medical screening

22q11.2 duplication syndrome: elevated rate of autism spectrum disorder and need for medical screening

Fig. 2 Comparison of autistic symptom distribution in children with 22q11.2DupS, subgrouped by ASD diagnosis. Percentage of the with 22q11.2DupS sample (Y-axis) that met individual DSM-5 symptom criteria ASD by expert clinician integration of all of data (ADI-R, ADOS, questionnaires, other clinical observations). The X-axis portrays the seven different symptom clusters in DSM-5. Data are portrayed separ- ately for three groupings of 22q11.2DupS: no ASD diagnosis, community ASD diagnosis, and research ASD diagnosis. Those with a com- munity diagnosis include the subset with a research diagnosis. The lower percentages for the sample carrying a community diagnoses might reflect less specific implementation of diagnostic criteria, implementation of older DSM-IV criteria, or improvements in the child ’ s behavior since the community diagnosis was made. Note: The first three symptoms listed (i.e., difficulties with social-emotional reciprocity, nonverbal communication, and developing relationships) are all required for a DSM-5 diagnosis of ASD; thus, all participants diagnosed with ASD have, by definition, all three of these symptoms. Abbreviations: ADI-R Autism Diagnostic Interview-Revised, ADOS Autism Diagnostic Observation Schedule, ASD autism spectrum disorder
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An Italian job: the need for collective wage bargaining reform  Bruegel Policy Brief ISSUE 2016/11   JULY 2016

An Italian job: the need for collective wage bargaining reform Bruegel Policy Brief ISSUE 2016/11 JULY 2016

While all these measures will surely help, in order to address more radically some of the problems associated with the current two-tier system of wage bargaining, measures should be taken so that, in the long run, the Italian industrial structure evolves into a less fragmented, small-company- based, economy. In order to reach that stage, as numerous studies have pointed out, policy needs to include: (i) radical product market liberalisation, (ii) improving firm access to credit and financial markets, (iii) improving judicial efficiency, and (iv) reforming bankruptcy laws (see for example Calli- garis et al, 2016; Clementi and Hopenhayn, 2006; OECD, 2003; Giacomelli and Menon, 2013; kumar et al, 1999). This consolidation is not only likely to expand the use of firm-level agreements and productivity clauses, completing the process of full wage decentralisation, but also to improve Italy’s productivity and competitiveness overall (Tiffin, 2014). As Altomonte et al (2016) show, large firms are more likely to invest more in r&D and innovate, be more successful on international markets and exploit global value chains. Moreover, large firms tend to attract better management, which in turn fosters productivity, profitability, growth and firm survival (Bloom et al, 2014). CONCLUSIONS
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QUESTIONS & ANSWERS: BASHING.EU BASHING.EU QUESTIONS AND ANSWERS

QUESTIONS & ANSWERS: BASHING.EU BASHING.EU QUESTIONS AND ANSWERS

In
 order
 to
 keep
 the
 statistics
 of
 the
 Bashing
 app
 as
 authentic
 as
 possible,
 is
 it,
 however,
 of
 key
 importance
 that
 only
 homophobic
 incidents
 should
 be
 reported.
 It
 is,
 after
 all,
 these
 figures
 that
 need
 to
 illustrate
 the
 real
 problem
 of
 ‘gay
 bashing’
 so
 that
 public
 opinion
 and
 the
 politicians
 can
 become
aware
of
the
problem
and
do
something
about
it.



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581 answers

581 answers

For the 1999 marks, the mean is 29.8, the median is 30.5, the standard deviation is 4.2 and the inter- quartile range is 6.. The spread of each of the distributions is much the same bu[r]

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Outline. What is autism? What is autism? What is autism? What is autism?

Outline. What is autism? What is autism? What is autism? What is autism?

„ Failure to use eye gaze & gesture „ Failure to develop friendships „ Lack of social/emotional understanding „ Lack of sharing!. What is autism?[r]

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SCI20UnitAinvest Answers

SCI20UnitAinvest Answers

10. Answers will vary. Practising the proper use of the analytical balance involves skills that would help reduce the first two items listed in the answer to question 9. The third item can be minimized by using a thorough rinsing technique to ensure that all the precipitate has transferred to the filter paper. The fourth item listed can be minimized by allowing a drying oven to operate for a sufficient length of time. This would help reduce errors caused by water inadvertantly adding to the mass of the filter paper and calcium hydroxide. Using Technology: Building an Automatic Mole Calculator Spreadsheet, page 67
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Questions and Answers

Questions and Answers

It has been shown that success in the parole or postparole period occurs more frequently among offenders who are married, who had a regular work record prior to admission to the institut[r]

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Questions and Answers

Questions and Answers

Any statistical evaluation of crime incidences, particularly one that purports to relate to a racial group or to the people in a specific geographical area, must be measured against the [r]

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Interactions and answers

Interactions and answers

HERBERT READ "The will to be an artist emerges from tremendous inner conflicts..., and it is only when all these have been resolved and it is a problem which involves the individual's re[r]

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Outbreak Answers

Outbreak Answers

Because the monkey in Palisades, CA had the original virus and they could make an antiserum from it that would cure infected people.. 13.[r]

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SCI20UnitDreview Answers

SCI20UnitDreview Answers

35. Answers should address energy flow and matter cycling. It is critical that a continual source of energy be utilized because energy will be continually leaving the system in the form of heat. Therefore, answers may include energy-creating and energy-saving devices like solar panels, access to sunlight for growing plants, and attempts to minimize energy losses. If the habitat is to be truly self-contained, then it must be sealed so that no matter can escape. All essential chemical compounds must be recycled with systems that attempt to mimic Earth’s biogeochemical cycles. As an example, the production of oxygen for human inhabitants exhaling carbon dioxide must be considered. Water is another important substance to consider, given its central role in supporting life.
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