Archives for category: Education

‘Behavioral intervention’ is one of those broad terms that I suspect many people recognize but don’t really understand. I’m one of them.

The high-level definition: It’s a common and time-intensive treatment for autism, often based on applied behavioral analysis, an approach in which bad behaviors are discouraged and positive behaviors reinforced.

But it’s not that simple. Behavioral interventions take many forms — discrete trial training, pivotal response training and the Picture Exchange Communication System, to name just a few. The differences among these are subtle and not easy to describe.

Happily, a new online resource of definitions and short video clips helps distinguish them.

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SFARI, January 2012.

As anyone who’s read Shakespeare, seen the Twilight movies or trudged through junior high school knows, there is no social interaction more maddeningly complex than romantic love.

So someone with autism, who presumably lacks the ability to understand others’ thoughts and feelings, couldn’t possibly manage a meaningful relationship. Right?

In fact, many people with autism forge deep romantic relationships, as I learned last month from an engaging New York Times profile of two teenagers with Asperger syndrome.

The couple, Kirsten and Jack, live together and are in love — and they’re not all that unusual, according to the article. There are apparently large online communities devoted to helping people with Asperger syndrome find dates and improve their intimate relationships.

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SFARI, January 2012.

When I’ve talked to researchers about the reportedly low prevalence of autism outside of the U.S., Canada and the U.K., the word that comes up repeatedly is ‘stigma.’ Some South Korean families, to use an oft-cited example, think of autism as a mark of shame, and are hesitant to seek medical help for their child’s developmental problems.

Less talked about are the parents in developing countries who do, in fact, seek help — sometimes hundreds of miles from home — but have trouble getting it because of poor healthcare infrastructure, high costs, long lines and, most dishearteningly, doctors’ lack of awareness. That was what struck me the most in a survey about Rett syndrome in Chinese families, published 21 November in the American Journal of Medical Genetics Part A.

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SFARI, December 2011.

Lakshmi Kripalani doesn’t have much patience for those who blame a failing public education system on lack of money. She once opened a school with little more than a bullhorn.

It was in India in 1947, right after the country had gained its independence, and Kripalani was just 27 years old. She and her family had fled their home in West Pakistan for a refugee camp in Bombay (now Mumbai), India. Everyone slept in tents and food was spread thin. In a hut where the milk was stored, dozens of children and their mothers were clawing at one another for a few sips. “It was what I’d call a massacre of children,” Kripalani recalls from a bright blue recliner in her home in Montclair.

The only remedy for the chaos, she thought, was education. Just a year earlier, she had been trained by Maria Montessori, the Italian doctor who created an educational movement that places children in a clean and orderly setting and allows them to direct their own learning.

And so Kripalani told the camp’s commander that the refugees needed a school. He laughed and said something to the effect of, “Lady, we can hardly feed you, and you want a school?” Kripalani insisted she needed no money, only his permission. So he gave her a bullhorn and a challenge: If you think you can build a school with this, go ahead.

She took the loudspeaker in her hands and addressed the camp. “I told them, ‘We have lost everything and our children have lost everything. If you want a school for your children, come and help me,’ ” she says.

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Seton Hall Magazine, Fall 2011.

Here in the United States, psychologists have been talking about autism since Leo Kanner’s first description of the disorder in 1943. But in China, the first case wasn’t reported until 1982.

It’s perhaps not surprising, then, that knowledge of autism in China is still pretty spotty. According to a large survey published last month, just 58 percent of people in China can identify characteristic features of autism from multiple choices.

The researchers analyzed responses from a survey of 4,947 parents or caregivers of kindergarteners in Harbin, one of China’s largest cities. The survey asked multiple-choice questions about the disorder such as ‘What are the symptoms of autism?’ and ‘Do you think that autism is a rare disease?’ It also asked them what they would do if their child showed symptoms of the disorder.

Based on the responses, 94 percent had heard of autism, but many had gaps in their knowledge and held interesting misconceptions. Most correctly identified that autism affects communication, language and eye contact. Only 45.9 percent knew that it is also often accompanied by narrow interests and stereotyped behaviors, and only 36.7 percent recognized that children with autism may talk to themselves or talk repetitively. Two-thirds of respondents answered ‘No’ when asked, ‘Do you think that the onset of autism is only in childhood?’

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SFARI, November 2011.

My mother is spunky and smart and I love her very much. But she’s got this one trait that drives me crazy: she believes everything she sees on The History Channel.

I visited her in Michigan a few weeks ago. One night at a local brewery, with my sister, Charlotte, and her boyfriend, Greg, in tow, Mom began telling us about why she believes humans came to earth from another planet. “Your evolution theories can’t explain the pyramids,” she said triumphantly.

“How does that have anything to do with aliens?” I asked triumphantly.

Charlotte, who goes out to eat with Mom much more often than I do, looked at Greg and smirked.

“How else would the Egyptians have known how to build them?” Mom said.

“And what evidence, exactly, do you have to support our alien origins?” I said.

“Geometry!” she said.

She then went on and on about latitudes and longitudes and the Maya and alien images in cave paintings. I understood little of what she said, but knew enough to proclaim, too loudly, “That’s such bullshit, Mom!”

For the sake of continuing an otherwise pleasant meal, we dropped it. But I resolved to find out what nonsense she was talking about and eventually set her straight.

So I found out. And it’s as crazy as I thought.

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The Last Word on Nothing, September 2011.

At a sold-out show one Saturday morning in June, Arthur Benjamin—aka the Mathemagician—added a surprise guest to the end of his act. Ten-year-old Ethan Brown, wearing a tie for the occasion, timidly took the stage from his seat in the front row.

Three months earlier, Ethan had picked up Benjamin’s book, Secrets of Mental Math, and every day after practiced progressively more difficult number tricks. Now, in front of a packed auditorium at a New York City science festival, he was ready to show off his skills.

Standing stage left next to an easel, Benjamin asked Ethan to calculate the square of 987. The young protégé rattled off the answer—974,169—even before Benjamin could scribble it down. “I see this, and I just get all choked up,” Benjamin said to the crowd.

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Johns Hopkins Magazine, September 2010.

Any veteran special education teacher will tell you: There’s no way to predict how a student with autism will fare in the classroom. Jason could have an aversion to loud noises, making recess his daily hell. If Kate doesn’t eat lunch—a plain bologna sandwich and three Oreo cookies—at precisely noon, she could launch into a screaming fit. Christopher might be fairly even-tempered, with a rich vocabulary and mild obsession with the solar system, but he can’t sit through a lesson without flapping his hands. Autism—defined by the triad of social anxiety, communication impairments, and repetitive behaviors—is notoriously diverse, which is intimidating to teachers, according to Danielle Liso, assistant professor of special education at the School of Education. “You could put a dozen students in a lineup, all of whom have autism, and you wouldn’t necessarily know why they’re all standing in the same line,” she says. “It’s a huge challenge.” And a growing one: Today in the United States about one in 100 children are diagnosed with autism—up from one in 150 just three years ago.

Before advising parents and teachers on how best to teach these children to learn and communicate, Liso says, it’s imperative to raise awareness of what autism is—an incurable disease of early brain development—and to dispel myths about what causes it and how best to treat it.

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Johns Hopkins Magazine, September 2010.