tag:blogger.com,1999:blog-54069021956014908652024-03-13T08:17:36.008+08:00Early Autism Project MalaysiaA place where We have Faith, You find Hope & Our children are Loved.eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.comBlogger188125tag:blogger.com,1999:blog-5406902195601490865.post-79746876639128769732013-08-27T11:11:00.000+08:002013-09-02T14:45:52.460+08:00We Are Moving!<div style="text-align: center;">
<span style="font-size: large;">Today we bid farewell to this faithful blog site as we move to our new web page!</span></div>
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<span style="font-size: large;">Thanks for all the support you have given us here over the few years that we have had this blog site. Let's carry forward the support to the new blog page which is linked directly to our brand new website!</span></div>
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<span style="font-size: large;">Click </span><a href="http://www.autismmalaysia.com/"><span style="font-size: large;">here</span></a><span style="font-size: large;"> to be directed to our new page!</span><br />
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<span style="font-size: large;">All of us at EAP Malaysia wish you many thanks and look forward to more excitement!</span></div>
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<span style="font-size: large;">EAP Malaysia</span></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-50419539314159516872013-08-22T10:00:00.000+08:002013-08-22T10:00:00.499+08:00Tolerance to Eating<div class="separator" style="clear: both; text-align: center;">
<a href="http://going-well.com/wp/wp-content/uploads/2009/11/boy-eating-carrots.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://going-well.com/wp/wp-content/uploads/2009/11/boy-eating-carrots.jpg" /></a></div>
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Many children with autism have difficulties eating a variety of food. Some of them may be on a specific diet plan, but the rest may not. We often come across children with autism who are not on any specific diet, choosing only to eat specific foods. Parents may have to prepare the same food everyday just so their children would fill their stomachs with something rather than nothing. This strategy of feeding them with the same food every single day may just work in a short period of time. However, it may unlikely last long. Tolerance to food can be implemented to desensitize the fear and to expose them to a variety of foods. There are so many ways to implement this strategy, depending on each child’s learning abilities. What follows is an example of one way to approach this.</div>
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You will need:</div>
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1) Social Story on Eating</div>
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2) Video Model on Eating</div>
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3) Eating utensils <br />
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<strong><u>Step 1: Social Story</u></strong></div>
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A Social Story helps to prepare the child about what will take place when trying new food. It can also highlight what the expected behaviours are, the reinforcement or reward that the child can obtain, and also some of the coping strategies should the child feels anxious. Depending on the child’s learning ability, the social story can have more pictures than words or vice versa. As long as the child is comfortable reading it or it being read to them, then you are on your way to achieve your goal!</div>
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Here is an example of a social story on Eating:</div>
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<iframe class="scribd_iframe_embed" data-aspect-ratio="undefined" data-auto-height="false" frameborder="0" height="600" id="doc_80540" scrolling="no" src="http://www.scribd.com/embeds/161632486/content?start_page=1&view_mode=scroll&show_recommendations=true" width="100%"></iframe><br /></div>
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<strong><u>Step 2: Video Model</u></strong></div>
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Video models can be very helpful to the child too. It can include someone the child is familiar with to help them understand better that it is alright to try eat something new when they see the other person doing it. Feel free to include some scenes or shots with their peers or teachers doing it too. Positive and encouraging comments in the video to highlight the efforts made by those modelling can serve as reinforcements to the child. Alternately, tangible rewards can be presented too upon trying out new food.</div>
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<strong><u>Step 3: Practice</u></strong></div>
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While we help the child to be successful in building their tolerance to anything, in this case to eating, it is imperative to remember to make the child feel successful at every step, even if it means they are all broken down to very small steps. After going through the social story and video model, the child can then practice eating new food.</div>
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<strong>Initial Stage:</strong> This stage can include the presentation of the targeted food (i.e. carrot, rice, etc.) in a small plate. This plate can be positioned near the child during snack time or lunch time. The tolerance can be built by slowly decreasing the gap between the plate and the child.</div>
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<strong>Experiment Stage:</strong> In this stage, the child should be able to tolerate having the food near the meal. It is time to try new food! Remember that each step can be broken down into much smaller steps to some children. For example, some children may need to tolerate tapping the small piece of food while others may straight away hold it by the hand. The tolerance can gradually be improved depending on the child’s needs. Should the child show any signs of anxiety, feel free to take a step back. Our goal is to allow the child tolerate trying new food successfully. So if the child is not ready to move to the next step, take a step back and slowly help them build their tolerance while continuously praising them for their effort. A tangible reinforcement may help too!</div>
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As the child moves on, we can slowly teach the child to tap the food on their lips and then slowly to bite a small piece and spitting it out if they are not ready to swallow.</div>
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<strong>Final Stage:</strong> This stage may just highlight the child’s ability to tolerate the presence of the new food in their mouth. Once they are able to swallow the food, the child can be presented with a super surprise to encourage the expected positive behaviour. Praise and label with comments like, “Wow! You ate carrots! You are a champion!” to highlight the expected behaviour performed.</div>
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These are just basic guidelines on one way to help the children to build their tolerance to eating. Different children may require different approaches to be successful in building this tolerance. Be creative and flexible to prepare the approach that may work best for each of them. If Plan A does not work, there is always Plan B and C and D up until the 26th alphabet. Don’t give up and keep trying! While we have to always remember to praise the child for their effort, we can praise ours too.</div>
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We hope these guidelines are helpful for any child to build their tolerance to eating. Remember that reinforcement is always crucial for the child to be motivated. Providing a variety of super excellent reinforcement can be very helpful. Have fun trying!</div>
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Written by:</div>
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Emma Sajidah</div>
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Supervisor Intern, EAP Malaysia.\</div>
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eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-89274305131060738602013-08-20T10:00:00.000+08:002013-08-20T10:00:01.528+08:00Tolerance to Crowd<div style="text-align: justify;">
Children on the spectrum may find it difficult to be in a crowded area. There are many factors that trigger this behaviour. One of the reasons could be lack of predictability; they are unsure with the surroundings, lack of communication or lack of tolerance to sounds.</div>
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<a href="http://www.multiplesandmore.com/wp-content/uploads/2012/02/BoyLostInCrowd.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://www.multiplesandmore.com/wp-content/uploads/2012/02/BoyLostInCrowd.jpg" /></a></div>
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There are many ways that we can teach them to tolerate to crowds:</div>
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1. <strong>Social story about crowds</strong></div>
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- I like to go out with mummy and daddy.</div>
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- When I go into the supermarket there are many people. It’s ok.</div>
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- I can hold mummy’s hand, I can help daddy to push the trolley.</div>
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- If it’s too loud I can tell mummy that it is loud and I can wear headphones or ear plugs.</div>
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- It is not a big deal.</div>
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<strong>2. Prepare a video</strong></div>
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<strong>3. Visual Schedule</strong><br />
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<iframe class="scribd_iframe_embed" data-aspect-ratio="undefined" data-auto-height="false" frameborder="0" height="600" id="doc_37052" scrolling="no" src="http://www.scribd.com/embeds/161356570/content?start_page=1&view_mode=scroll&show_recommendations=true" width="100%"></iframe><br /></div>
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<strong>4. Practice and Role play</strong>. Start off with less crowded area and then gradually increase to crowded area. </div>
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<strong>5. Calendar</strong> will be a great way to increase their predictability. </div>
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<strong>6. Rewards</strong> - It is important to reinforce your child’s effort with strong reinforces.</div>
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Written by:</div>
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Jerusha</div>
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Supervisor, EAP Malaysia</div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-57942696406952311072013-08-15T10:00:00.000+08:002013-08-15T10:00:00.776+08:00Tolerance to Showering<div style="text-align: justify;">
Showering for kids diagnosed with autism can be challenging for both child and parent. Children with autism may experience meltdowns in understanding the importance of hygiene. But again, it is imperative to teach them the importance of having a shower. Here are some tips that you could try out with your child:</div>
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1. Prepare a social story on the importance of hygiene. The story could include that if they shower, they will be germ free and will smell better and that it is difficult to make friends if they smell bad.</div>
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2. Develop routines to help our kids. It is important to put up a shower visual on your kid’s daily routine schedule. It will give them some prediction as to when their shower time will be. Remember to do this daily with our child as bathing is a must just like going to bed and eating.</div>
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3. Routine in the shower. I have done this programme with a child before and it was very successful because the child knew what he was supposed to do in the shower. He had a schedule for a shower routine. Giving him/her a token for every step done can increase motivation. Below is an example of a shower routine:</div>
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<iframe class="scribd_iframe_embed" data-aspect-ratio="undefined" data-auto-height="false" frameborder="0" height="600" id="doc_59865" scrolling="no" src="http://www.scribd.com/embeds/155839806/content?start_page=1&view_mode=scroll&show_recommendations=true" width="100%"></iframe><br /></div>
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4. Video Modelling. A video model allows our child to see what showering is like and how fun it can be. It will also help them to reduce any fear they have of showering.</div>
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5. Reinforcement. Reward them once they have completed the shower routine! We want showering to be a positive association for our child and the use of reward will help to promote that.</div>
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6. Using a timer. You could let your kids know how long they will be in the shower. This will help by giving them predictability. To make it more fun, you could play a song and let them know that once the song is all done, shower time is done too!!</div>
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7. Child’s sensory needs. There could be overwhelming stimulators when our kids are taking a bath. For example, the sound of the running water, the smell of the soap or shampoo. Do try out what works for the child initially. Always remember how we can make it fun and successful for the child.</div>
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8. Desensitizing child to bathing time. Parents could do some play time in the bathroom and make it a fun for the child and then slowly integrate them into the bath tub / shower area.</div>
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9. Lastly, have lots of FUN!!</div>
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Hygiene is important for our kids and it’s also important to fix a routine for them. Repetition does play an important role, therefore following the daily schedule everyday will help increase predictability for the child and makes shower time more successful.</div>
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Written by:</div>
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Nisha Naomi</div>
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Intern Supervisor, EAP Malaysia</div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-85080439463311594462013-08-13T10:00:00.000+08:002013-08-13T10:00:01.404+08:00Hair Cutting Tolerance<div style="text-align: justify;">
For many children with autism, hair cutting can be a stressful experience. It is thus common to hear of creative ways around this, such as cutting a child’s hair while he is asleep. However, such practice will unlikely sustain in the long term. Like many other tolerance concerns that children on the spectrum might have, we can desensitize this fear through a Tolerance to Hair Cutting programme. Here we provide you a step by step guide on how to implement this.<br />
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<a href="http://greenwithenvysalon.com/uploads/2/7/6/6/2766787/3076127.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://greenwithenvysalon.com/uploads/2/7/6/6/2766787/3076127.jpg" width="296" /></a></div>
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<strong>What you will need:</strong></div>
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1. Social Story on Hair Cutting</div>
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2. Video Model on Hair Cutting</div>
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3. Hair Cutting Equipment: Scissors, Cape, Spray Bottle, Mirror (for Mock Practice)</div>
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<strong>Step 1: <u>Preparing a Social Story</u></strong></div>
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A Social Story is a narrative of an event that is going to take place. It is a common strategy employed with children with autism. Points to include when developing a Social Story are what would take place during hair cutting, the expected behaviours and the reward component. Visual illustrations should be used to support better understanding. Here is an example of a Social Story:</div>
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A Social Story should be prepared well in advance prior to the hair cut. Depending on the child, some may take a longer time for desensitization.</div>
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<strong>Step 2: <u>Video Model</u></strong></div>
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After reading the Social Story to the child, you could show your child a video model of someone having a haircut. This video model can be made by you with help from family members. Siblings often serve as good models for children with autism. In the video, remember to highlight praise for the child for trying.</div>
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<strong>Step 3: <u>Practice</u></strong></div>
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It is now time to practice. With the materials listed above, set up a mock hair cutting session. It is important that you keep the child successful. Hence, initial mock practices should be easy and short. This can then gradually increase as the child adapts to the situation. Here are some pointers.</div>
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- Snipping from afar for 5 seconds</div>
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- Snipping from afar for 10 seconds</div>
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- Snipping from afar for 20 seconds (gradually increasing up till 15 minutes)</div>
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- Snipping a cm of hair</div>
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- Snipping a longer strand of hair</div>
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Remember that these are just pointers. Adapt these to suit your child’s needs. For example, a child with an intense fear for hair cutting may require an initial step of tolerating the scissors. Other times, you may have to arrange a few visits to the barber shop, each increasing in time spent there.</div>
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The key is to create an enabling and successful environment for the child. Teach the child coping strategies such as watching a video while having a haircut. Or this could be reading a book or singing a song. </div>
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It is of utmost importance to continually praise the effort that the child is showing.</div>
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<strong>Step 4: <u>Big Day</u></strong></div>
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The three steps above will prepare your child for the big day – the day he gets an actual hair cut. Predictability is key so utilise a calendar for countdown. However be flexible and assess the situation to suit the child’s needs.</div>
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Earlier we spoke about the reward component. Hence, in addition to the little rewards throughout for effort, the child must be rewarded on the big day. This reward has to be of value to your child. Hence it would vary from having ice cream to getting a new toy to a big cheer. Also remember that it is crucial to reward the effort regardless of outcome.</div>
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We hope that these guidelines are useful for you to support your child with having a haircut. Make this as fun a process as possible for the child. Finally, always praise the effort!<br />
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Written by:<br />
Charmaine Koay<br />
Supervisor Intern, EAP Malaysia</div>
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eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-29046846419812216962013-08-08T10:00:00.000+08:002013-08-08T10:00:00.602+08:00Introducing Tolerance Programs!For the months of August and September, EAP Malaysia's team of Supervisors will be posting articles to do with Tolerance. Many children on the Autism Spectrum have difficulties tolerating certain things. For example, a child may find it challenging to get their hair cut, to eat certain food or even to visit the dentist. For this matter we need to desensitize our kids to get them comfortable to tolerating these procedures. <br />
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As there are an endless amount of tolerance programs, we have put together a few of the common ones and hopefully with this you will be able to come up with your own tolerance program if ever needed. Here's what we will be targeting:<br />
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- Hair Cutting<br />
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- Showering<br />
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- Crowded Places<br />
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- Food Tolerance<br />
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For each of these tolerance programs, our team will teach you how to write the social stories, prepare video models, provide us with all the materials needed an will walk us through each step. Stay tuned!</div>
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eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-76176772968697217852013-08-06T10:00:00.000+08:002013-08-06T10:00:01.141+08:00Autism Spectrum Disorder DSM-5<div style="text-align: justify;">
As we have previously posted up an article on the changes of the DSM-5, here's a video that explains the changes in greater detail:</div>
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<span style="font-size: x-small;"><em>Taken from: </em></span><a href="http://www.youtube.com/watch?v=ILiX9gGd0Ik"><span style="font-size: x-small;"><em>http://www.youtube.com/watch?v=ILiX9gGd0Ik</em></span></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-55356507319810531872013-08-01T10:00:00.000+08:002013-08-01T10:00:02.662+08:00Autism Apps!<div style="text-align: justify;">
<span style="font-size: large;"><strong>6 Apps to Help Autistic Children Learn</strong></span></div>
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<em><strong>Bitsboard</strong></em> by Grasshopper Apps; free; iOS: Helps autistic kids learn vocabulary and teaches them to read social cues, such as facial expressions.</div>
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<strong><em>Model Me Going Places</em></strong> by Model Me Kids; free; iOS: Offers slideshows that children can view before visiting a place they’ve never been before, such as a barbershop, and that shows them how to act once they get there.</div>
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<strong><em>Aurasma</em></strong> by Aurasma; free; iOS and Android: Uses augmented-reality to turn an iPad or other tablet into a hands-on guide that allows a child to walk around a house or other environment, point the iPad at an object and instantly view a tutorial video about how to use it.</div>
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<strong><em>Autism Tracker Lite</em></strong> by Track & Share Apps; free; iOS: Uses four screening tools to monitor a child’s activity level, diet and mood, as well as the weather and other factors, then gives feedback that may indicate causes behind a child’s behaviour.</div>
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<strong><em>Visual Schedule Planner</em></strong> by Good Karma Applications; US$14.99 or RM 45 (there’s a free version, too); iOS and Android: Gives parents of autistic kids a cleverly designed scheduling tool to help set up a clearly defined path for the child throughout the day, week and month.</div>
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<strong><em>Care Circles</em></strong> by SAP AG; free; iOS and Android: Lets parents and teachers collaborate on an action plan for a child, which they can update in real-time by entering notes on medications, changes in doses, doctor-visit reports, even behavioural observations. — McClatchy-Tribune Information Services</div>
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<span style="font-size: x-small;">Taken from: </span><a href="http://www.thestar.com.my/Tech/Tech-News/2013/07/12/Six-apps-to-help-autistic-children-learn.aspx"><span style="font-size: x-small;">http://www.thestar.com.my/Tech/Tech-News/2013/07/12/Six-apps-to-help-autistic-children-learn.aspx</span></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-37593503861432398012013-07-30T10:00:00.000+08:002013-07-30T10:00:03.186+08:00Brotherly Love<div style="text-align: justify;">
Here's a beautiful story of an individual explaining what it is like to have a brother with autism. Watch and share their inspiring story.
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<span style="font-size: x-small;">Taken from: </span><a href="http://www.youtube.com/watch?v=QHC0FzywHGY#action=share"><span style="font-size: x-small;">http://www.youtube.com/watch?v=QHC0FzywHGY#action=share</span></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-14189981025197235662013-07-25T10:00:00.000+08:002013-07-25T10:00:03.839+08:00Empowering Autistic AdultsAn interesting video! Take a look:<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/KUoad2lhTGM" width="560"></iframe><br /></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-6438628515891901302013-07-23T10:00:00.000+08:002013-07-23T10:00:03.972+08:0010 Famous People With Autism<h2>
10. Albert Einstein</h2>
<img alt="einstein2 feb Top 10 Famous People With Autism" class="alignnone" height="600" src="http://i2.wp.com/www.disturbiamagazine.com/wp-content/uploads/2012/02/einstein2-feb.jpg?resize=484%2C600" title="Top 10 Famous People With Autism" width="484" /><br />
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One notable person who deserves a place on our list of 10 famous people with autism is Albert Einstein. He was not able to read early in his childhood. He had difficulty in social situations and had lots of learning difficulties in school. He did not care much about how he looked or dressed or what he ate. His difficulties in school can probably be traced to the fact that there were no teaching techniques for autistics when he was young so he had no skills to learn the pattern that was taught then. Einstein’s almost un-natural focus on his work early in life led him to outdistance everyone in his study of physics and the development of his mathematical breakthroughs and the theory of relativity.</div>
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9. Amadeus Mozart</h2>
<img alt="Wolfgang amadeus mozart 1 revert Top 10 Famous People With Autism" class="alignnone" height="590" src="http://i0.wp.com/upload.wikimedia.org/wikipedia/commons/5/54/Wolfgang-amadeus-mozart_1-revert.jpg?resize=550%2C590" title="Top 10 Famous People With Autism" width="550" /><br />
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Amadeus Mozart one of the most gifted of composers in musical history may have been autistic. He had great difficulty negotiating normal social situations. His hearing was very sensitive and loud noises made him physically ill. He constantly was observed making facial expressions and was always actively moving his feet and his hands. He was literally unable to carry on an intellectual conversation. It is said that one day he became bored and jumped over tables in the room and meowed like a cat while doing somersaults. His overachieving genius in the field of music far outdistanced his contemporaries and was off the scale in the depth and enormity of his work.</div>
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8. Isaac Newton</h2>
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<br />Sir Isaac Newton was not very adept at social small talk or even conversations that most people would have. He many times forgot to eat because he was so focused on his work. He was not ever able to make any close associations with people because he apparently did not know how, nor was he interested at all in people. He relied a great deal on routines, which he used to order his life. For example if he were scheduled to present a lecture, the lecture would occur even if there were no one present to hear it. Of course Newton became one of most famous and renowned physicists in history.</div>
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7. Charles Darwin</h2>
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<br />Charles Darwin was as a child very solitary. As he grew he avoided contact with people, preferring to write letter rather than communicate directly. He eventually focused on things and gadgets. His nearly total focus on natural items led to this theory of evolution, which occupied almost all of his time. He was very fixated and was a visual thinker, a trait common to autistics.<br /><br /> </div>
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6. Thomas Jefferson</h2>
<img alt="Thomas Jefferson 9353715 2 402 Top 10 Famous People With Autism" class="alignnone" data-recalc-dims="1" src="http://i0.wp.com/www.biography.com/imported/images/Biography/Images/Profiles/J/Thomas-Jefferson-9353715-2-402.jpg?resize=402%2C402" title="Top 10 Famous People With Autism" /><br />
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Thomas Jefferson was shy, did not like public speaking, and did not relate with other people well. He was very eccentric and would attend important meetings wearing slippers always with a mocking bird sitting on his shoulder. His obsession with writing letters and a passion for always remodelling his home are autistic characteristics. He also had difficulty with finances and died having considerable debts. His genius and focus gave us the third presidency of the United States, Declaration of Independence, and the Louisiana Purchase.</div>
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5. Michelangelo</h2>
<img alt="Michelangelo 9407628 1 402 Top 10 Famous People With Autism" class="alignnone" data-recalc-dims="1" src="http://i2.wp.com/www.biography.com/imported/images/Biography/Images/Profiles/M/Michelangelo-9407628-1-402.jpg?resize=402%2C402" title="Top 10 Famous People With Autism" /><br />
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Michelangelo had genius as an artist that ranged far beyond genius and may have been a symptom of an autistic person. He would become lost in his work to the detriment of eating and caring for his personal hygiene. He had no real feel for relationships with people and was very brusque and rude at times. He was very obsessive and followed very strict routines and regimentation. The result of his work such as the ceiling of the Sistine Chapel and the Pieta has graced the rest of us mightily.</div>
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4. Lewis Carroll</h2>
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Lewis Carroll, author of Alice In Wonderland was a person who had a severe lack of social skills. He was very skilled in mathematics and was a minor inventor. He did not interact well with adults, but enjoyed the company of children instead. His writings took us to strange, mythical places that only his imagination could concoct.</div>
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3. Hans Christian Andersen</h2>
<img alt="Billed HCA 1 thumb Top 10 Famous People With Autism" class="alignnone" data-recalc-dims="1" src="http://i0.wp.com/www.hanscomfamily.com/Billed-HCA-1-thumb.jpg?resize=480%2C637" title="Top 10 Famous People With Autism" /><br />
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Hans Christian Andersen was known for his fairy tales for children such as the “Ugly Duckling” and “The Little Mermaid”. As a child he was awkward and had difficulty socially. He had difficulty cultivating any social skills and was fixated upon his writing. He exhibited signs of deep inner turmoil, which is reflected, in his writing.</div>
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2. James Joyce</h2>
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James Joyce was an author noted for the difficulty that readers had in negotiating his works such as “Ulysses” and “Finnegan’s Wake”. He was extremely intelligent had had strange habits and phobias. He was very self-centred and exhibited a certain disdain for others. Critics claimed that is writings were made purposely difficult in order to maintain a certain distance between him and his readers. His difficulty of maintaining any close relationships and fanatic focus on his work were autistic in nature.</div>
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1. Nikola Tesla</h2>
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<br />Nikola Tesla was an inventor and engineer noted for his expertise in electricity and energy. His intelligence and knowledge is said to have far surpassed Thomas Edison who is said to have “borrowed” some of Tesla’s ideas. Tesla was very eccentric and did associate well with people. He maintained his celibacy and would not enter a room if the room number was not divisible by 3. He was a recluse totally focused on his work and had many autistic behavioural patterns.<br /><br />While there are certainly many more famous people who were probably autistic and deserve a place on the 10 famous people with autism list, this is a good cross section of people that illustrate some of the classic autistic behaviours, yet had unique genius which contributed mightily to the world around them and the world in general.</div>
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<em>Taken from: </em><a href="http://www.omgtoplists.com/people/top-10-famous-people-with-autism-and-their-achievments/"><em>http://www.omgtoplists.com/people/top-10-famous-people-with-autism-and-their-achievments/</em></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-83175529271348735142013-07-18T10:00:00.000+08:002013-07-18T10:00:00.228+08:00Something To Ponder On...<div style="text-align: justify;">
Below is an interesting article on a study that was conducted by the University of Missouri School of Medicine on whether children with autism have distinct facial features. The results prove to be quite intriguing. Take a read below:</div>
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Children with autism have distinct facial features: Study</h2>
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(CBS) Scientists may not agree on what causes autism, but a new study that looked at kids' facial characteristics might help researchers understand the origins of the developmental disorder.</div>
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<a href="http://www.cbsnews.com/2300-204_162-10009911-4.html">PICTURES: Is it autism? Facial features that show disorder</a></div>
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The study found that children with autism have distinct differences in facial characteristics than typically developing children.</div>
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"There is no clear answer about whether autism is caused by genetics or by environmental influences," study author Dr. Kristina Aldridge, assistant professor of anatomy at the University of Missouri School of Medicine, said in a <a href="http://munews.missouri.edu/news-releases/2011/1019-mu-researchers-identify-differences-in-facial-characteristics-of-children-with-autism-compared-to-typically-developing-children/">written statement</a>. "If we can identify when these facial changes occur, we could pinpoint when autism may begin to develop in a child."</div>
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For the study - published in the Oct. 14 issue of <a href="http://www.molecularautism.com/content/2/1/15/abstract">Molecular Autism</a> - researchers compared facial features in 64 boys with autism with faces of 41 typically developing boys, all 8-12 years old, with a 3-D camera system. After mapping out 17 points on faces, the researchers found significant differences between the two groups.</div>
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The study found children with autism had wider eyes, and a "broader upper face," compared with typically developing children. According to the study, children with autism also had a shorter middle region of the face - including the nose and cheeks - as well as a wider mouth and philtrum, the divot above the lip and below the nose.</div>
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The study also found that children with more severe autism traits such as behavioral problems, language difficulties, and repetitive behaviors had distinct facial differences from other children with milder autism.</div>
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Aldridge said finding out when these changes occur will enable researchers to focus on finding the disorders' underlying causes.</div>
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"Knowing that point in time could lead us to identify a genetic cause, a window of time when the embryo may be susceptible to an environmental factor, or both," she said.</div>
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One out of every 110 children has an autism spectrum disorder (ASD). People with an ASD may experience difficulties with social interaction, communication, intelligence, or behavior.</div>
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The CDC has <a href="http://www.cdc.gov/ncbddd/autism/index.html">more information on autism</a>.</div>
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<em>Taken from: </em><a href="http://www.cbsnews.com/8301-504763_162-20123858-10391704/children-with-autism-have-distinct-facial-features-study/"><em>http://www.cbsnews.com/8301-504763_162-20123858-10391704/children-with-autism-have-distinct-facial-features-study/</em></a></div>
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Click <a href="http://sfari.org/news-and-opinion/in-brief/2012/clinical-research-facial-features-can-help-diagnose-autism">here</a> for another article that also supports this study.</div>
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eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-32599164914772703792013-07-16T10:00:00.000+08:002013-07-16T10:00:03.561+08:00Changes In The DSM-V<div style="text-align: justify;">
One of the most important changes in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) is to autism spectrum disorder (ASD). The revised diagnosis represents a new, more accurate, and medically and scientifically useful way of diagnosing individuals with autism-related disorders.</div>
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Using DSM-IV, patients could be diagnosed with four separate disorders: autistic disorder, Asperger’s disorder, childhood disintegrative disorder, or the catch-all diagnosis of pervasive developmental dis- order not otherwise specified. Researchers found that these separate diagnoses were not consistently applied across different clinics and treatment centers. Anyone diagnosed with one of the four pervasive developmental disorders (PDD) from DSM-IV should still meet the criteria for ASD in DSM-5 or another, more accurate DSM-5 diagnosis. While DSM does not outline recommended treatment and services for mental disorders, determining an accurate diagnosis is a first step for a clinician in defining a treatment plan for a patient.</div>
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The Neurodevelopmental Work Group, led by Susan Swedo, MD, senior investigator at the National Institute of Mental Health, recommended the DSM-5 criteria for ASD to be a better reflection of the state of knowledge about autism. The Work Group believes a single umbrella disorder will improve the diagnosis of ASD without limiting the sensitivity of the criteria, or substantially changing the number of children being diagnosed.</div>
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People with ASD tend to have communication deficits, such as responding inappropriately in conversa- tions, misreading nonverbal interactions, or having difficulty building friendships appropriate to their age. In addition, people with ASD may be overly dependent on routines, highly sensitive to changes in their environment, or intensely focused on inappropriate items. Again, the symptoms of people with ASD will fall on a continuum, with some individuals showing mild symptoms and others having much more severe symptoms. This spectrum will allow clinicians to account for the variations in symptoms and behaviors from person to person. </div>
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Under the DSM-5 criteria, individuals with ASD must show symptoms from early childhood, even if those symptoms are not recognized until later. This criteria change encourages earlier diagnosis of ASD but also allows people whose symptoms may not be fully recognized until social demands exceed their capacity to receive the diagnosis. It is an important change from DSM-IV criteria, which was geared toward identifying school-aged children with autism-related disorders, but not as useful in diagnosing younger children.</div>
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The DSM-5 criteria were tested in real-life clinical settings as part of DSM-5 field trials, and analysis from that testing indicated that there will be no significant changes in the prevalence of the disorder. More recently, the largest and most up-to-date study, published by Huerta, et al, in the October 2012 issue of American Journal of Psychiatry, provided the most comprehensive assessment of the DSM-5 criteria for ASD based on symptom extraction from previously collected data. The study found that DSM-5 criteria identified 91 percent of children with clinical DSM-IV PDD diagnoses, suggesting that most children with DSM-IV PDD diagnoses will retain their diagnosis of ASD using the new criteria. Several other studies, using various methodologies, have been inconsistent in their findings.</div>
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<span style="font-size: x-small;">DSM is the manual used by clinicians and researchers to diagnose and classify mental disorders. The American Psychiatric Association (APA) will publish DSM-5 in 2013, culminating a 14-year revision process.</span></div>
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<br /><span style="font-size: x-small;">APA is a national medical specialty society whose more than 36,000 physician members specialize in the diagnosis, treat- ment, prevention and research of mental illnesses, including substance use disorders. Visit the APA at </span><a href="http://www.psychiatry.org/"><span style="font-size: x-small;">www.psychiatry.org</span></a><span style="font-size: x-small;">. For more information, please contact Eve Herold at 703-907-8640 or </span><a href="mailto:press@psych.org"><span style="font-size: x-small;">press@psych.org</span></a><span style="font-size: x-small;">.</span></div>
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<br /><span style="font-size: x-small;">© 2013 American Psychiatric Association</span></div>
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Taken from: <a href="http://www.dsm5.org/Pages/Default.aspx">http://www.dsm5.org/Pages/Default.aspx</a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-58837110588978456482013-07-11T10:00:00.000+08:002013-07-11T10:00:01.913+08:00Permata Kurnia<div style="text-align: justify;">
Permata Kurnia, a centre to be opened in 2015 for about 100 children with autism, is currently looking for the best approach in handling children with autism. Recently its patron, Datin Seri Rosmah Mansor, visited the Tree House School in Muswell Hill in London, which uses ABA as their form of approach. Take a read of the article below:</div>
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<h2 style="text-align: justify;">
Permata Kurnia to help kids with mild autism</h2>
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LONDON: Permata Kurnia – to be opened in 2015 in Sentul – will help educate and train about 100 children with mild autism.</div>
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</div>
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The working committee for the Permata Kurnia programme is looking into getting the best technique for its learning and education programme for autistic children.</div>
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</div>
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“It has to be the best method and approach taken and we have to get it right (from the onset),” said Permata Negara patron Datin Seri Rosmah Mansor after visiting the Tree House School in Muswell Hill in London, which is a special school for children aged three to 19 diagnosed with autism.</div>
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</div>
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“I am definitely impressed with what I have seen at the Tree House. We are still in the midst of finding out what is the best technique. </div>
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</div>
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“It can either be an American or British method, or even a combination of both,” she said.</div>
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</div>
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Rosmah had in 2010 visited the Ivymount School in the United States where music is used to help children understand their lessons better.</div>
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</div>
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The Permata Kurnia centre, which is a new programme under Permata Negara, will help teach autistic children and address the problems faced by them. </div>
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</div>
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</div>
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<em>Full article can be found here: </em><a href="http://www.thestar.com.my/News/Nation/2013/07/04/Permata-Kurnia-to-help-kids-with-mild-autism.aspx"><em>http://www.thestar.com.my/News/Nation/2013/07/04/Permata-Kurnia-to-help-kids-with-mild-autism.aspx</em></a></div>
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</div>
<div style="text-align: justify;">
Click <a href="http://www.themalaysianinsider.com/malaysia/article/permata-negara-looking-at-best-teaching-methods-for-autistic-children">here</a> for a related article.</div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-82559219663803987752013-07-09T10:00:00.000+08:002013-07-09T15:33:40.090+08:00Using Visuals To Teach Individuals with Autism<div style="text-align: justify;">
Here's a short video clip showing the power of using visual tools when we teach our kids with autism. Visuals in the form of learning, tokens and reinforcement are used as they can be easier for our kids to understand rather than using spoken language. Watch this video to learn how visuals can be used:</div>
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<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/RO6dc7QSQb4" width="420"></iframe><br /></div>
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</div>
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</div>
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<em><span style="font-size: x-small;">Taken from: </span></em><a href="http://www.youtube.com/watch?v=RO6dc7QSQb4"><em><span style="font-size: x-small;">http://www.youtube.com/watch?v=RO6dc7QSQb4</span></em></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-67515716824537498462013-07-04T10:00:00.000+08:002013-07-04T10:00:03.578+08:00Follow The Leader<div style="text-align: justify;">
Have you heard of the Hanen Centre? It is a Canadian non-profit charitable organization aimed at helping parents, early childhood educators and speech-language pathologists promote language skills, social skills and literacy skills in young children.</div>
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</div>
<div style="text-align: justify;">
Here's an intriguing article written by their Clinical Staff Writer on the importance and power of imitating children with autism. Who knew so much could be done following our child's lead. Take a read!</div>
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</div>
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<strong><em><span style="font-size: large;">If you have a child with autism spectrum disorder</span></em></strong>, you may find it difficult to
join in with him when he’s playing, or to catch his attention when you want to
show him something. But when you “follow the leader” by imitating or copying
your child, you will discover an easy way to connect with him and get him to
notice you.
</div>
<div style="text-align: justify;">
If you’ve ever played “Follow the Leader” as a child, you’ll remember that
one person is the leader, and the others follow along, copying whatever the
leader does. You can do the same thing with your child at home, copying his
actions, movements, and sounds.</div>
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</div>
<div style="text-align: justify;">
There are many advantages to imitating young children with ASD:</div>
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</div>
<ul><div style="text-align: justify;">
</div>
<li><div style="text-align: justify;">
<strong>Your child chooses the activity</strong> – because you imitate
something that your child is already doing, he is naturally motivated by that
toy or activity. Children are more likely to interact when they pick the
activity themselves.
</div>
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</div>
<div style="text-align: justify;">
</div>
<li><div style="text-align: justify;">
<strong>You and your child share the same focus</strong> – when you are both
doing the same thing, it is easier for your child to pay attention to both you
and the activity.
</div>
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</div>
<div style="text-align: justify;">
</div>
<li><div style="text-align: justify;">
<strong>It helps your child notice you and look at you</strong> – when you
do exactly the same thing that your child does, it encourages your child to look
at what you are doing. Studies have shown that when children with ASD are
imitated, they look at the adult more than if the adult plays with them without
imitating (1,2).
</div>
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</div>
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</div>
<li><div style="text-align: justify;">
<strong>It promotes other social skills</strong> – besides encouraging
children to look at the person imitating them, children with ASD have also been
observed to vocalize, smile, play, sit closer, and touch the adult imitating
them (2).
</div>
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</div>
<div style="text-align: justify;">
</div>
<li><div style="text-align: justify;">
<strong>It encourages your child to lead</strong> – when your child notices
that you are copying him, it might encourage him to perform new actions or try
new things in an attempt to get you to copy him again.
</div>
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</div>
<div style="text-align: justify;">
</div>
<li><div style="text-align: justify;">
<strong>It encourages your child to imitate you</strong> - imitating others
is a particular area of difficulty for children with ASD (3). The ability to
imitate is linked to other skills such as language, and it also helps children
learn through observing others (4). Therefore, helping your child to imitate you
is an important goal. When you imitate your child, he may notice what you are
doing and start to imitate you back. </div>
</li>
</li>
</li>
</li>
</li>
</li>
</ul>
<div style="text-align: justify;">
To read the full article, click <a href="http://www.hanen.org/Helpful-Info/Articles/Follow-the-Leader--The-Power-of-Imitating-Children.aspx" target="_blank">here</a>.</div>
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</div>
<div style="text-align: justify;">
<em><strong>Written by Lauren Lowry, Hanen Certified SLP and Clinical Staff Writer</strong></em></div>
<div style="text-align: justify;">
<strong><em></em></strong> </div>
<div style="text-align: justify;">
<em><span style="font-size: x-small;">Taken from: </span></em><a href="http://www.hanen.org/Helpful-Info/Articles/Follow-the-Leader--The-Power-of-Imitating-Children.aspx"><em><span style="font-size: x-small;">http://www.hanen.org/Helpful-Info/Articles/Follow-the-Leader--The-Power-of-Imitating-Children.aspx</span></em></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-23328193347744514482013-07-02T10:00:00.000+08:002013-07-02T10:00:00.500+08:00As bad as things can get when you have autism, they can get better too!<div style="text-align: justify;">
"In 99% of cases, it's a brat who hasn't been told to cut the act out. That's
what autism is."</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
All I can say is thank goodness most people don't think like that. I was
diagnosed with Asperger syndrome when I was nine. I don't remember much about my
childhood - I feel left out when my friends talked about how fun school was
during reception class. </div>
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</div>
<div style="text-align: justify;">
The only real memory I have of it is hiding under a table, feeling really
stressed out. Most of primary school was distressing and all I remember is that
I really hated it. I really couldn't deal with being in a classroom with other
people all day, when all I wanted was to be alone. I didn't know how to talk to
people or make friends and being close to others made me very uncomfortable. </div>
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</div>
<div style="text-align: justify;">
I began to run out of class to be alone, which was so much easier and much
more fun. I loved to pace up and down for hours on end if I could and in fact, I
still do that nearly every day, whilst listening to my iPod. However, back then
if people tried to bring me back into class again I kicked and hit out. </div>
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</div>
<div style="text-align: justify;">
I don't remember being diagnosed, but the result was that I got a full time
helper to avoid being excluded. Mrs N. was amazing. She soon became the person I
was closest to at school. She was firm, but very kind and funny, and I miss her
a lot. I would never have managed primary school without her. </div>
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</div>
<div style="text-align: justify;">
However, things did slowly change for the better. I was told I would get a
Gameboy if I didn't run out of class for the whole six weeks leading up to
Christmas. It was really hard to do, and I needed Mrs N. every step of the way,
but I managed. </div>
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</div>
<div style="text-align: justify;">
People began to wonder about secondary school. My mum and dad thought about a
special school but decided against it. So we went round lots of local schools. I
hated some because they were so big and noisy. One school told my mum that
because I had a statement I would be in the front door if I wanted - but that
they would have me out the back door as quickly as they could. Knowing that
hurts even now, years afterwards. </div>
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</div>
<div style="text-align: justify;">
Although we looked around many schools I already knew where I wanted to go.
My school is all girls, small and really friendly. I fit in and have a group of
eight friends, but I get on well with nearly everyone in my class. I only had
two friends in primary school. I am doing really well with my lessons and I'm
expected A*’s in all my GCSE's. </div>
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</div>
<div style="text-align: justify;">
I'm looking forward to being more independent, starting sixth form and
learning to drive. Living on my own will be hard because I find it
very difficult to fill in forms or make telephone calls- I had to phone the bank
recently and when the man came on the phone I panicked and couldn't say a word! </div>
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</div>
<div style="text-align: justify;">
I'm sure I will manage these things eventually with help from my parents.
Some people at school still don't know 'about me'. Until quite recently I guess
I felt ashamed of being different, afraid of people's reactions. They wonder
about that time in year eight when I screamed and hit out, they wonder why I
have two helpers, and I'm sure they wonder why I put on my iPod sometimes,
screen everyone out and pace up and down the room. </div>
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</div>
<div style="text-align: justify;">
But they don't ask about it and I'm pleased they don't. I feel comfortable
enough around my class to pace in front of them when I need to. My friends don't
care - to them that is part of what makes me 'Ellie'. Other than that, you
probably couldn't tell anything about me was out of the ordinary if you met me. </div>
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</div>
<div style="text-align: justify;">
Eye contact is difficult and although I like going to the cinema on my own,
if a stranger sits next to me I panic and want to leave. But I have learned that
if I stay, I will eventually get so absorbed by the movie that I’ll simply
forget they’re there! </div>
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</div>
<div style="text-align: justify;">
A while back I made a big step and decided by myself to go to some mock job
interviews to help with eye contact etc. I was shaking when it was time to go in
but I did it and my feedback was really good! My interviewers certainly hadn't
noticed anything different about me. </div>
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</div>
<div style="text-align: justify;">
I don't like my routines being disrupted and it will be difficult to
transition to the sixth form, but I know I will soon settle down and I am sure I
will like it - in fact I am looking forward to it!</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
My own story has taught me that as bad as things can get when you have
autism, they can get better too - just never give up! It upsets me when people
who know nothing about autism say it would be good if there was medication for
all people with it. I don't want a 'cure' or any 'treatment' whatsoever.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
I couldn't imagine being 'normal' and far from being ashamed of being
different, now I can confidently say I'M AN ASPIE AND I AM GLAD I AM.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<strong>By Ellie</strong></div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
<span style="font-size: x-small;">Taken from: </span><a href="http://www.autism.org.uk/living-with-autism/real-life-stories/real-life-stories-from-people-with-autism/as-bad-as-things-can-get-when-you-have-autism-they-can-get-better-too.aspx"><span style="font-size: x-small;">http://www.autism.org.uk/living-with-autism/real-life-stories/real-life-stories-from-people-with-autism/as-bad-as-things-can-get-when-you-have-autism-they-can-get-better-too.aspx</span></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-44857490654184943412013-06-27T10:00:00.000+08:002013-06-27T10:00:02.327+08:00It's Hazy Outside<div style="text-align: justify;">
Dear parents, teachers and friends,</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
The haze is getting bad and it is important for everyone to wear a mask. However, it can be challenging to get our kids to wear a mask.</div>
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</div>
<div style="text-align: justify;">
Here are some steps that you can try out with your child to get them to wear a mask:</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
1) Prepare a social story for them about the importance of wearing a mask.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
2) Build tolerance to wearing a mask.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
3) Model to them how we can wear a mask.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
4) We could also do count down by using a calendar to get them to wear a mask.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
5) Try to make the mask fun or interesting for them. For example, putting on stickers and drawing funny faces on the mask.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
6) Or we could also show them a video of someone wearing a mask.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Here is an example of a social story that you could prepare for your kids and the broken down steps to wearing a mask!<br />
</div>
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" mozallowfullscreen="" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/23492647" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px;" webkitallowfullscreen="" width="427"> </iframe><br /></div>
<br />
EAP Malaysia<br />
<div style="margin-bottom: 5px;">
<strong> </strong></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-41473370439355913012013-06-25T10:00:00.000+08:002013-06-25T10:00:00.135+08:00Importance of Generalization<div style="text-align: justify;">
At EAP Malaysia, therapists work hard to teach the children new skills each day. While progress is seen with the skills they pick up during table time, it is also important to maintain these skills and make sure they can perform even in an unstructured setting outside of table time. The video below emphasizes on generalization, a term we use when we want our child to perform a skill they have learnt from one setting and apply that same skill to another setting. Watch the video below to find out all you need to know about generalization and how we can go about carrying it out.</div>
<br />
<div style="text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/xU395HgXl2s?list=PLi_L1wWmjaU-lcfJK-wXGimd2P6HUqLRI" width="560"></iframe><br /></div>
<div style="text-align: center;">
</div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-17314918023930770902013-06-20T10:00:00.000+08:002013-06-20T10:00:01.913+08:00A Guide For School Teachers<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/4yAAOI6JUsM" width="560"></iframe><br />
<br />
A video dedicated to teachers with strategies for supporting students with autism.<br />
<br />
<em><span style="font-size: x-small;">Taken from: </span></em><a href="http://www.youtube.com/watch?v=4yAAOI6JUsM"><em><span style="font-size: x-small;">http://www.youtube.com/watch?v=4yAAOI6JUsM</span></em></a>eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-65264567959617032712013-06-18T10:00:00.000+08:002013-06-18T10:00:00.315+08:00Eating With A Spoon<div style="text-align: justify;">
There are a few areas to consider when we think about teaching a child to eat with a spoon.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Firstly, is the child able to sit cooperatively at the table and eat? Secondly, does the child have the fine motor abilities to hold a spoon? Thirdly, is the child willing to put a spoon in his or her mouth? Some children who have tolerance issues may gag with the taste of the spoon in their mouth and refuse it.</div>
<div style="text-align: justify;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.icanteachmychild.com/wp-content/uploads/2011/08/IMG_5694.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="http://www.icanteachmychild.com/wp-content/uploads/2011/08/IMG_5694.jpg" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<em><span style="font-size: x-small;">Image take from this </span></em><a href="http://www.icanteachmychild.com/2011/08/encouraging-independence-eating-with-a-spoon/"><em><span style="font-size: x-small;">blog</span></em></a></div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Note: If your child does not have the fine motor abilities, we would recommend working on building fine motor strength and coordination. If your child is unable to tolerate putting a spoon near his mouth, we would recommend a desensitization program first before you tackle this target.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Assuming your child is able to eat at the table and is able to hold a spoon and put it in their mouth, then teaching a child to eat with a spoon is fairly simple.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Now to prepare for this teaching, we as parents or teachers need to be mindful of a few areas:</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
1) This is going to take some time. So if you are rushing through the meal, you may most probably end up feeding your child.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
2) This is going to get a bit messy so have a bib ready and a placemat as well.</div>
<div style="text-align: justify;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://tinydipity.com/wp-content/uploads/2012/03/Mimi-propeller-messy-baby-bib-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://tinydipity.com/wp-content/uploads/2012/03/Mimi-propeller-messy-baby-bib-1.jpg" width="273" /></a></div>
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<em><span style="font-size: x-small;">Google Image</span></em></div>
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</div>
<div style="text-align: justify;">
I would consider the following steps:</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
1) Start by having food placed on the spoon so your child just has to guide the spoon into his or her mouth.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
2) Initially you may need to physically prompt your child’s hand to guide the spoon to his or her mouth.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
3) Gradually fade back the prompt.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
4) Once your child is able to put the food in his/her mouth, then you want to teach your child to scoop up the food. Portion the food so it is easier for your child to scoop the food. You may want to consider changing the utensils (plate and spoon) so that it is easier for him/her to pick it up.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
5) To motivate your child to do this successfully, you could use tokens and give your child a token each time he feeds himself and then a special treat after 5 tokens.</div>
<div style="text-align: justify;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://technologyofbehavior.files.wordpress.com/2011/08/tokeneconomy01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="http://technologyofbehavior.files.wordpress.com/2011/08/tokeneconomy01.jpg" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<em><span style="font-size: x-small;">Google Image</span></em></div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Do remember again to give your child regular opportunities to practice being independent and also for all caregivers to be consistent. At times you might find that your helper is feeding your child because she may feel concerned for your child or find it faster and easier to feed him. Do explain to her that it is very important that your child learn to be independent at an early age.</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
All the best!</div>
<div style="text-align: justify;">
</div>
<div style="text-align: justify;">
Written by:</div>
<div style="text-align: justify;">
Jochebed Isaacs</div>
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Director, EAP Malaysia</div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-34371737347656483352013-06-14T10:00:00.000+08:002013-06-14T10:00:00.887+08:00Behavioral Management Talk<div style="text-align: justify;">
On Thursday June 20th, EAP Malaysia's Director, Jochebed Isaacs, will be giving a talk at Kingdom City on Behavioral Management. Take a look at the flyer below to find out all the details!</div>
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<a href="http://4.bp.blogspot.com/-2ohSpL1IP40/UblOTscA1TI/AAAAAAAAAPI/hWjr1fUPt1E/s1600/morningformothers_june20.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="276" src="http://4.bp.blogspot.com/-2ohSpL1IP40/UblOTscA1TI/AAAAAAAAAPI/hWjr1fUPt1E/s640/morningformothers_june20.jpg" width="640" /></a></div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-18855837941588509412013-06-13T10:00:00.000+08:002013-06-13T10:00:03.262+08:00Lions Provide Autism Treatment in Malaysia<div style="text-align: justify;">
The Lions REACH centre in Penang, Malaysia, provides free services to children with autism and their families. Take a look at this video below.</div>
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<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/mXXoaHsMerY" width="560"></iframe><br /></div>
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Taken from: <a href="http://www.youtube.com/watch?v=mXXoaHsMerY">http://www.youtube.com/watch?v=mXXoaHsMerY</a></div>
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eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-57131079932036071152013-06-11T10:00:00.000+08:002013-06-11T10:00:00.954+08:00Washing Hands<div style="text-align: justify;">
Hand washing must be taught and implemented everywhere; in schools, in the community and of course in our homes. Hand washing has been the best tool to prevent infection, spreading germs and falling sick. We should teach our children to cultivate these habits naturally in their routines from a young age itself.</div>
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<a href="http://blog.carenow.com/files/2012/03/CareNow-Teaching-Children-to-Wash-Hands-Properly.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="265" src="http://blog.carenow.com/files/2012/03/CareNow-Teaching-Children-to-Wash-Hands-Properly.jpg" width="400" /></a></div>
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<em><span style="font-size: x-small;">Google Image</span></em></div>
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Here are some basic tips to teach your child to wash their hands independently:</div>
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1. Show them a video on how to wash their hands. Videos are a great modelling tool. Our child can learn to imitate the steps of washing hands by watching a video of an individual doing so.</div>
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2. Reading a Social Story about washing hands will help your child in knowing the basic routine on washing hands. (example) </div>
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- These are my hands.</div>
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- I use my hands to eat, play and work.</div>
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- Sometimes my hands may get dirty. When my hands are dirty I need to wash my hands. </div>
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- First I turn on the tap, next I take some soap, and then I rub the soap on top and under my hands, then I rinse my hands, and finally I dry my hands.</div>
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- Hooray my hands are all clean!</div>
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3. You can also show them a visual on washing hands and you could place it in every sink. Here are some basic examples of visuals that you can use for your child </div>
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a.<a href="http://livingwellwithautism.com/yahoo_site_admin/assets/images/wash_hands_strip_image.9064556_std.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="217" src="http://livingwellwithautism.com/yahoo_site_admin/assets/images/wash_hands_strip_image.9064556_std.jpg" width="640" /></a></div>
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<span style="font-size: x-small;"><em>Google Image</em></span></div>
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b.</div>
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<a href="http://visualjournalism.com/wp-content/uploads/2009/11/8_steps_hands.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="360" src="http://visualjournalism.com/wp-content/uploads/2009/11/8_steps_hands.jpg" width="640" /></a></div>
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4. Lastly you could always sing a song while your child washes their hands.</div>
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Written by:</div>
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Jerusha</div>
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Supervisor, EAP Malaysia<br /> </div>
eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0tag:blogger.com,1999:blog-5406902195601490865.post-32212047664430998522013-06-06T10:00:00.001+08:002013-06-06T10:00:00.911+08:00EAP's Amazing Race! (Teacher's Day Outing)<div style="text-align: justify;">
18th of May 2013 marked the day of EAP’s first ever amazing race event. The race began at 2.00 pm and took place throughout the Bangsar Baru area. A total of 24 participants took part in the race, while 9 coordinators were assigned to four checkpoints scattered throughout the area. It was a perfect day for the race, as the sun was bright with no trace of rain, thus allowing the race to be conducted smoothly.</div>
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The event was organized to enhance the relationship between EAP staff members as well as to emphasize teambuilding. Hence, the challenges at each of the four checkpoints were designed to meet this goal. The challenges faced by participants included body coordination, receptive instructions, tolerance, as well as communication. Once participants had completed these challenges, they had to race back to the EAP centre for the fifth and final challenge; a tongue twister. </div>
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When participants first arrived at the centre, they were filled with curiosity, excitement and apprehension about the upcoming challenges. However the moment the race began, all such feelings were replaced with fierce competitiveness and teamwork. The race took approximately one and a half hours to complete. After 45 minutes of rest back at the centre, participants then headed to dinner. </div>
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The Masters of Ceremony, Nisha and Chloe, welcomed the guests and initiated icebreaking conversations before inviting the main coordinator of the event, Emma, to give a speech. Following the speech, guests were treated to a video highlighting Teachers’ Day and dinner was served afterwards. While everyone was enjoying dinner, the director of EAP Malaysia, Jochebed was called to present the prizes for all the participants. And this preceded her own speech which included an inspiring poem dedicated to Teacher’s Day (read the poem below).<br />
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<a href="http://3.bp.blogspot.com/-DX3P0iAYFdM/Uawq0_V9YfI/AAAAAAAAAO0/BhccyYdCNfU/s1600/IMG_9068.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="http://3.bp.blogspot.com/-DX3P0iAYFdM/Uawq0_V9YfI/AAAAAAAAAO0/BhccyYdCNfU/s400/IMG_9068.JPG" width="400" /></a></div>
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Chloe and Nisha</div>
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<a href="http://1.bp.blogspot.com/-BIexPyF8jLM/UawqUBDanRI/AAAAAAAAAOk/J9V-LaBx77U/s1600/IMG_9054.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://1.bp.blogspot.com/-BIexPyF8jLM/UawqUBDanRI/AAAAAAAAAOk/J9V-LaBx77U/s400/IMG_9054.JPG" width="266" /></a></div>
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Jochebed Isaacs</div>
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The event ended at around 6.30pm with everyone taking a group photo to commemorate this unforgettable event. All in all, the Amazing Race was an exhausting but highly enjoyable event and one which certainly enhanced the bond between all of us at EAP Malaysia.<br />
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EAP Team</div>
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Written by:</div>
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Claudia, Choo Ying, Edward, Emma & Sunny</div>
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Therapists, EAP Malaysia</div>
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<strong>A Poem for Special Teachers</strong></div>
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You greet me every morning with a great big smile<br />
Help me out of the car<br />
Even if it takes a while<br />
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I am a little girl who cannot hear or speak<br />
But still you understand me,<br />
Week after week.<br />
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I have more challenges than most other people, you know<br />
But you never give up on me<br />
Even if my progress is slow<br />
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You help me with my daily life skills<br />
Help me to succeed<br />
Teach me how to sing and play<br />
Adapt it to my special needs<br />
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I am strong and happy<br />
I like to giggle and tease<br />
Sometimes I may even drop down on my knees<br />
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You work very hard everyday,<br />
Help me learn and grow<br />
You are patient, kind and loving<br />
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This I wanted you to know<br />
It takes a special person to be a teacher like you<br />
And my Mommy and Daddy are grateful<br />
For everything you do!</div>
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Written by <br />
Monica McDivitt<br />
(taken from: <a href="http://differentizgood.org/2011/04/a-poem-for-special-teachers/">http://differentizgood.org/2011/04/a-poem-for-special-teachers/</a>)eapmalaysiahttp://www.blogger.com/profile/18061959915658824872noreply@blogger.com0