That statement made everyone perk up two Fridays ago as well, when Michelle Garcia Winner spoke at a day-long conference presented by Seattle Children’s Autism Guild, “Thinking About YOU, Thinking About ME.” Michelle went on to point out that obviously Little Red wasn’t a very good observer, unable to make the distinction between her grandma and a vicious wolf. All the while, noticing the details (e.g. “my, what big teeth you have.”), but not the bigger picture (i.e. she might want to run away to avoid the same fate as her grandma). But the conference was much more than a social commentary on fairy tales. Read full post »
Having your child evaluated for autism can bring much emotion and many questions. In an effort to help families who are waiting to be seen in our center, we asked our schedulers to tell us the most frequently asked questions they receive from parents when scheduling a child’s diagnostic evaluation. Here’s what they told us: Read full post »
The Washington State Department of Early Learning recently released new guidelines that are designed to provide direction for birth to three centers to better support children with Autism Spectrum Disorder (ASD) in Washington State. Importantly, the guidelines also include children who are suspected of having ASD not just those with a formal diagnosis. This is critical because many children have not been eligible for autism-specific services until they have a formal diagnosis and the wait list at specialty diagnostic clinics is often months long. These guidelines are a result of a collaborative effort by the Early Support for Infants and Toddlers at the Department of Early Learning and the Haring Center for Applied Research and Training in Education at the University of Washington. Read full post »
Discipline is a hot-button issue that meets with many strongly held and divergent opinions. I’ll take a direct approach and speak as a clinician as that will be the best way for me to start a discussion.
In behavioral terminology discipline is more typically called “punishment.” Clinically, punishment is defined as, “a consequence that decreases the probability of subsequence occurrence of the behavior it follows,” (Cooper et al, 1987). This is desirable in the case of disruptive behavior. However, note that punishment is defined by its effect on behavior and not by its intention. That is, I might remove a privilege due to disruptive behavior but that alone does not make it punishment; only if the likelihood of that disruptive behavior occurring again decreases is it actually punishment. An example will be helpful: Read full post »
With patients and families whose needs are 24/7, it seems a nurse’s work in never done. We had the chance to sit down with our nurses here at Seattle Children’s Autism Center to find out what a “day in the life” is like for them. First, let’s introduce you to them. Read full post »