tag:blogger.com,1999:blog-31977175919206807272024-03-12T20:11:46.472-07:00Autism VancouverDiagnostic and treatment information on autism, Asperger's and related social cognitive deficits for families in Burnaby, Vancouver, Coquitlam, Maple Ridge and the surrounding areas.Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.comBlogger180125tag:blogger.com,1999:blog-3197717591920680727.post-10794872323560597642018-02-02T15:14:00.000-08:002018-02-02T15:16:06.033-08:00Autism / ASD / Asperger's Disorder Diagnosis: Burnaby, Vancouver, CoquitlamWe have expanded our team to make scheduling an appointment easier. We have added two well trained and seasoned school psychologists to help us in the more complex diagnosis and treatment planning for children, adolescents and young adults with Autism Spectrum Disorder.<br />
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We provide diagnostic testing for children one the age of six for autism spectrum disorder. Our testing procedures are aimed at meeting the requirements for the BC Ministry of Children and Family Services. We also understand that many people, after long waits to obtain an autism diagnosis are not able to get a psychoeducational assessment to assist the schools in developing appropriate and individualized education plans. We provide these psychoeducational assessments for all levels, from elementary school children to young adults entering college or university.<br />
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With the new additions to staff we are usually able to see someone for a psychoeducational assessment within 10 days to two weeks. The process involves an initial one hour session to discuss history and current issues, then there is usually two days of testing for a psychoeducational assessment. We then need a week to score the tests, gather information from others, such as school or family reports, and we write an assessment report. You are then invited back to the office to have the report explained, and to discuss how we can use the reported test results to develop better interventions and education plans.<br />
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Most school need a psychoeducational assessment in order to develop an IEP, an Individual Education Plan.<br />
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One unique aspect of our services is that everyone here has had experience in the school system, we have been school psychologist, teachers, school counsellors, behaviour management specialists and consultants for the Provincial Autism program.<br />
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For more information please look at our web page at <a href="http://www.relatedminds.com/">www.relatedminds.com</a> and then, if you are interested, either call us directly or email (there is an email form on the website).<br />
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<br />Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com03292 Production Way, Burnaby, BC V5A 4R4, Canada49.2538938 -122.9185965000000427.9147328 -164.22719050000003 70.5930548 -81.610002500000036tag:blogger.com,1999:blog-3197717591920680727.post-84199925868505951102016-11-27T20:04:00.000-08:002016-11-27T20:04:24.792-08:00Diagnostic Autism Assessments for Children, Teens and Adults: Burnaby, Vancouver, CoquitlamDr. Jim Roche provides diagnostic assessments for Autism Spectrum Disorder for children over 6 to adults. Dr. Roche has been working in the filed of autsim and Asperger's for over 25 years. He has been a teacher, educational psychologist and consultant in the field in California, New York and British Columbia. For more information on assessments or treatment od autism spectrum disorder visit his website at <a href="http://www.relatedminds.com/" target="_blank">www.relatedminds.com,</a> <a href="https://therapists.psychologytoday.com/70682" style="-webkit-text-stroke-color: rgb(0, 51, 153); -webkit-text-stroke-width: initial; font-family: Arial; font-size: 15px;">https://therapists.psychologytoday.com/70682</a> or at <a href="http://www.psychologists.bc.ca/users/jimroche">http://www.psychologists.bc.ca/users/jimroche</a>Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com03292 Production Way, Burnaby, BC V5A 4R4, Canada49.2538261 -122.9182599000000127.918618099999996 -164.2268539 70.589034099999992 -81.60966590000001tag:blogger.com,1999:blog-3197717591920680727.post-41319097042531376532016-07-09T10:16:00.001-07:002016-07-09T10:16:22.356-07:00Autism Diagnosis and Treatment in Vancouver, Burnaby, Coquitlam: Child, Teen and AdultI provide diagnostic services for individuals suspected of having autism spectrum disorder, ASD (formerly called Aspergers Disorder). This includes diagnostic services for children under 19 to obtain ministry funding and qualify for school-based support services.<br />
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Additionally I see many adults for suspected autism disorder, and have worked with adults with ASD or "Asperger's" for over 25 years. This includes working on issues of social cognition, social learning, employment, higher education and various legal issues.<br />
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I have served as the behaviour management specialist for several school districts, worked as a teacher of children with autism, as a school psychologist and as a clinical psychologist in the field. The focus of much of my work is on "social learning" and applying the techniques and methods of Michelle Garcia Winner to adults. I advise all parents, teens and adults dealing with issues in this area to look over Mitchell's wonderful site and her curriculum materials at www.socialthinking.com<br />
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For more information of autism related services that I provide please visit my website at <a href="http://www.relatedminds.com/">www.relatedminds.com</a>Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0Burnaby, BC, Canada49.2488091 -122.9805104000000149.082936100000005 -123.30323390000001 49.4146821 -122.65778690000002tag:blogger.com,1999:blog-3197717591920680727.post-50463497924803977442016-06-09T16:32:00.001-07:002016-06-09T16:32:35.837-07:00Adolescents and Teen Therapy for Asperger's Disorder and Autism Spectrum DisorderAs a Behaviour Interventionist (member of the BC RASP) I am often asked about what services I provide for children and teens with autism spectrum disorder and what was formerly called "Asperger's Disorder."<br />
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Of course, many of my patients come for initial assessments of autism spectrum disorder. Additionally, many people see me for significant/severe behavioural issues they are experiencing, that their regular behaviour interventionist can't deal with. This often involves behaviour management consultation, parent training and sometimes working with the schools and classroom teacher to develop specific positive behavioural support programs for an individual student (PBIS). This often involves observations, interviews and sometimes means writing a formal FBA or Functional Behaviour Assessment. Any behaviour plan a school writes should start with a formal FBA. If your child doesn't have an FBA, but is having behavioural problems at school, ask for someone to complete an FBA.<br />
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To learn EVERYTHING you need to learn about functional behavioural assessments you could start at the California State webpage: <a href="http://www.pent.ca.gov/frm/forms.html">http://www.pent.ca.gov/frm/forms.html</a><br />
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This is by far the most comprehensive site for FBAs available, and I often use these materials exclusively when providing training in behaviour management to school districts. And it's all FREE!<br />
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Often parents of children or teens see me just for psychoeducation. They are trying to implement a behaviour plan, a token or other reinforcement system, and need to know exactly how it's done. This, by the way, is covered under your provincial funding for children with autism.<br />
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But one place parents often fall down is keeping a child or teen connected with a behavioural therapist or psychologist over the long term, someone they develop a relationship with, feel free to talk to, and who can teach social learning skills over a long period of time. Often I see children or teens, after an initial emergency is over, for an extended period, but only sporadically. We stay in touch to make sure things are going well, and so that I can continue to monitor school programs and deal with issues before they become major problems again.<br />
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Some of this takes ppace within the context of what might be called "play therapy," as we play, and talk about feelings, emotional issues and work through them as we engage in activities that are distracting enough to make the child comfortable with the process.<br />
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Usually we try to also follow a structured curriculum such as Michelle Winner's "Superflex" curriculum, or one of her other books that are addressed to older teens and young adults.<br />
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While I am familiar with ABA, Floor Time and many other behavioural interventions, high functioning teens and young adults with Asperger's or Autism Spectrum Disorder have a high rate of co-morbid disorders such as depression, anxiety or learning disabilities. And...ADHD. These are issues we address together.<br />
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CBT or "Cognitive Behavior Therapy" is one of the many wys we teach skills and address issues successfully. CBT is very similar to therapies and skills children with autism spectrum disorder are exposed to in many school programs, such as The Incredible 5-Point Scale and other emotional regulation programs.<br />
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For more information please visit my webpage at <a href="http://www.relatedminds.com/">www.relatedminds.com</a> or <a href="http://www.relatedminds.com/autism/">http://www.relatedminds.com/autism/</a><br />
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Feel free to contact me to discuss the services I provide. I am happy to answer any of your questions.<br />
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<br />Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com03292 Production Way, Burnaby, BC V5A 4R4, Canada49.2538938 -122.918620400000012.7941013000000012 71.847004599999991 90 42.315754599999991tag:blogger.com,1999:blog-3197717591920680727.post-72400484965555340082016-05-28T13:47:00.003-07:002016-05-28T13:47:55.705-07:00Behaviour Interventionist /Specialist for Autism Spectrum and Related DisordersDr. Jim Roche is a Registered and Licensed Psychologist providing behaviour management and psychological consultation for children, teens and adults with ADHD, ADD, Asperger's Disorder and Autism Spectrum Disorder(ASD). Services include individual, family and couple therapy, assessments and testing 0 including autism assessments and diagnostic services.<br />
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Dr. Roche has worked as a psychologist in the field for over 30 years and has provided services as a teacher, school psychologist, licensed and registered psychologist and behaviour management specialist.<br />
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For more information see Dr. Roche's website at <a href="http://www.relatedminds.com/">www.relatedminds.com</a>Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com03292 Production Way, Burnaby, BC V5A 4R4, Canada49.2538938 -122.9186204000000127.9148273 -164.2272144 70.5929603 -81.61002640000001tag:blogger.com,1999:blog-3197717591920680727.post-86049630029744462242016-05-25T08:33:00.001-07:002016-05-25T08:33:54.596-07:00Autism Diagnostic Services and Behavioural ConsultationDr. Jim Roche provides autism diagnostic services for children, adolescents and adults suspected of having autism spectrum disorder (ASD) or what was previously referred to as Asperger's Disorder.<br />
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Assessment costs vary from case to case, but do not exceed $1,950. Assessments for school related services for children and adolescents may need to include a psychoeducational assessment as well, which is required by school districts to develop an appropriate IEP (Individual Education Plan).<br />
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Additionally, Dr. Roche provides treatments and consultation for adults with ASD. This includes individual and couples therapy/counselling.<br />
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Finally, Dr. Roche provides behavioural consultation for problematic behaviours which present difficulties in daily life for you, your child or partner. Dr. Roche is a member of the ACT RASP and his services are covered by ministry funding for children under 19.<br />
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Please visit his webpage at <a href="http://www.relatedminds.com/">www.relatedminds.com</a> for further informationStaff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com03292 Production Way, Burnaby, BC V5A 4R4, Canada49.2538938 -122.9186204000000127.9186558 -164.2272144 70.5891318 -81.61002640000001tag:blogger.com,1999:blog-3197717591920680727.post-59086378115382029892016-04-21T07:25:00.000-07:002016-04-21T07:25:45.245-07:00Concerns about autism spectrum disorder: Where to get advice, a diagnosis and treatment in Vancouver/Burnaby and the lower mainland.<div style="color: #111111; font-family: verdana, sans-serif; font-size: 12px; line-height: 1.5em; margin-bottom: 1.5em; padding: 0px;">
I conduct diagnostic assessments for autism spectrum disorder (ASD), sometimes called Asperger's Disorder, with individuals aged 6 and above. There are special conditions for those below the age of six involving a team of professionals that I cannot make arrangements for, however, another member of a team may ask me to participate in such an investigation. Private assessments are costly, with the cost ranging from $1,600-$1,950. The BC government does provide for these assessments through their own system. If you wish to make arrangements for the government to provide an assessment please see your family doctor who may refer you to the <strong>British Columbia Autism Assessment Network (BCAAN)</strong> for assessment and diagnosis. There are, sometimes, substantial waiting lists. Also, while at one age a child may not meet the criterion for a diagnosis, as two, three or more years go by patterns may develop that make the diagnosis much clearer, and sometimes it is very difficult to arrange a second assessment, so families often contact a private psychologist such as myself.</div>
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From the BCAAN site: "BCAAN is responsible for assessing and diagnosing children in British Columbia who may have Autism Spectrum Disorder (ASD) and will arrange for an assessment to be done as close to where you live as possible. There is no charge for their services. For more information on ASD diagnosis and testing, visit the <a href="http://www.phsa.ca/AgenciesAndServices/Services/Autism/default.htm" style="color: #880088;" target="_blank">BCAAN</a> website or contact BCAAN at 604 453-8343." </div>
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Often parents who wish to arrange for a private diagnostic assessment. BCANN states: "These assessments must meet the same <a href="http://www.healthservices.gov.bc.ca/library/publications/year/2003/asd_standards_0318.pdf" style="color: #880088;" target="_blank">standards and guidelines</a> as BCAAN assessments. The clinician will need to complete a <a href="https://www.mcf.gov.bc.ca/autism/pdf/cf_0904.pdf" style="color: #880088;" target="_blank">Non-BCAAN (Private) Diagnosis of Autism Spectrum Disorder</a> form to document the diagnosis if the family wishes to apply for Autism Funding programs. Parents are responsible for any costs charged by the private clinician." Clinicians who provide these services must have specific tools and experience, these include the use of the ADOS and ADI-R assessment instruments, required by the provincial government to accept the practitioner's diagnosis. Many times parents see a practitioner who is not familiar with the government requirements, and then, regretfully, need to have a new assessment completed. Make sure your provider knows their way around these regulations. </div>
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I complete diagnostic assessments on children, adolescents/teens, as well as adults who suspect they have autism spectrum disorder, or what previously had been referred to as "Asperger's Disorder." In addition to being a registered psychologist I am also an approved member of the RASP list of behaviour interventionists, and my services (after diagnosis and acceptance of the diagnosis by the ministry) are paid for through ministry fundings. I provide autism consultation services to parents, families, brothers and sisters of children or teens with autism spectrum disorder or "Asperger's" who may be having relational difficulties, I provide training and consultation to individual teachers, schools, and the workplace of many young adults. i also provide couples therapy for individuals who are in relationships and one or both may have autism spectrum disorder of "Asperger's Disorder." These services are provide in my Burnaby office, and some arrangements can be made for my Vancouver office.</div>
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If your child is diagnosed with ASD, you may be eligible to receive funding from the ministry's Autism Funding Programs. If your child does not have ASD, there may be other services to assist you and your child such as tax credits or special education services and supports based upon other issues such as learning disorders, ADHD or dyslexia. Many of these issues require additional testing, such as a psychoeducational assessment.</div>
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My services are available to those with autism spectrum disorder of any age. Please contact me through my webpage at <a href="http://www.relatedminds.com/">www.relatedminds.com</a>. Email is the best way to make arrangements for an initial meeting, as I am often with patients throughout the day.</div>
Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0Production Way, Burnaby, BC V5A, Canada49.2567617 -122.9167643000000149.2463982 -122.9369343 49.267125199999995 -122.89659430000002tag:blogger.com,1999:blog-3197717591920680727.post-33475063634007169552016-04-20T15:51:00.001-07:002016-04-20T15:51:20.617-07:00Couple Therapy for Families Dealing with Autism Spectrum Disorder, Asperger's and Related Cognitive DisordersDr. Jim Roche provides individual and couple therapy for families dealing with autism spectrum disorder/ Asperger's. Dr. Roche has been working with adults and couples dealing with autism/Asperger's for over twenty years as a registered family therapist and licensed/registered psychologist. His post-graduate background in neuropsychology and specific training in couples counselling make him uniquely qualified to help couples dealing with this complex issue.<br />
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Dr. Roche has also completed training in Gottman Couple's Counselling and holds an advanced certificate in Cognitive Behaviour Therapy from the Albert Ellis Institute in New York City. He has also served as an autism consultant for the province and worked as a behaviour management<br />
specialist for several school districts.<br />
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Dr. Roche also provides autism diagnostic assessments and is a member of the ACT/RASP. Services can be paid for through Ministry Autism Services.<br />
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For more information visit his website at:<br />
<a href="http://www.relatedminds.com/">www.relatedminds.com</a><br />
<a href="http://www.actcommunity.ca/resource/902/">http://www.actcommunity.ca/resource/902/</a><br />
<a href="http://www.psychologists.bc.ca/users/jimroche" target="_blank">http://www.psychologists.bc.ca/users/jimroche </a><br />
<a href="https://therapists.psychologytoday.com/rms/70682">https://therapists.psychologytoday.com/rms/70682</a><br />
<a href="http://www.ementalhealth.ca/index.php?m=record&ID=21201">http://www.ementalhealth.ca/index.php?m=record&ID=21201</a>Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0tag:blogger.com,1999:blog-3197717591920680727.post-45036175163652658332016-04-04T18:53:00.001-07:002016-04-20T15:55:32.948-07:00<div id="yui_3_17_2_5_1459817409127_38479" style="color: #666666; font-family: Arial, Helvetica, sans-serif; font-size: 13px; word-wrap: break-word;">
<span id="yui_3_17_2_5_1459817409127_38481" style="font-weight: 600;">Assessment and Treatment for Adults with Asperger's Disorder and High-Functioning Autism</span><br />
In addition to services for children and adolescents with Asperger's or Autism Spectrum Disorder I am one of the few providers in BC with extensive experience working with young adults and adults with autism and Asperger’s Disorder / Syndrome. As a matter of fact, over the past twenty years more and more of my practice has focused on working with young adults and family,social, school or work-place issues. This includes social coaching, work-place evaluations, intervention planning and family consultations. I see numerous couples where one or both members have or suspect they have ASD. I also complete comprehensive diagnostic evaluations of adult Aspergers for ASD. These assessments are often used for disability tax credits, qualifying for different types of disability support programs, or qualifying for accommodations and support services in school, university of the workplace.</div>
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<span style="font-weight: 600;">Services for Autism and Asperger's Disorder / Syndrome</span></div>
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<li style="margin-left: 26px;">Assessment and Diagnostic Services (autism, Asperger’s, ADHD and related disorders). <span style="font-weight: 600;">Assessments for Asperger's and high-functioning autism spectrum disorder (ASD) cost a maximum of $1,950. Forensic assessment, those involving legal or workplace issues, are billed on an individual basis.</span></li>
<li id="yui_3_17_2_5_1459817409127_38492" style="margin-left: 26px;">Workplace consultations and site-based education programs</li>
<li id="yui_3_17_2_5_1459817409127_38494" style="margin-left: 26px;">Community-based social coaching programs for individuals with high-functioning autism and Asperger’s Disorder / Syndrome</li>
<li id="yui_3_17_2_5_1459817409127_38496" style="margin-left: 26px;">Educational / Social coaching for young adults in the workplace, college, and similar settings</li>
<li id="yui_3_17_2_5_1459817409127_38498" style="margin-left: 26px;">Social coaching for adults with high-functioning autism, Asperger's Disorder/Syndrome</li>
<li id="yui_3_17_2_5_1459817409127_38500" style="margin-left: 26px;">Couples counselling for couples dealing with adult autism, adult Asperger's Disorder /Syndrome</li>
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<span id="yui_3_17_2_5_1459817409127_38502" style="font-weight: 600;">Frequently Asked Questions (FAQs):<br />What is Your Background for Providing Treatment for Adults with Asperger's and High Functioning Autism?</span><br />
My background for working with adults starts with my work with children and adolescents for over two decades. Understanding adult ASD symptoms requires being familiar with the developmental issues of Asperger's and high-functioning autism. I have worked as a teacher of special education, a school psychologist, a district behaviour specialist for autism and a provincial consultant for autism and related disorders providing consultation throughout the province of British Columbia.</div>
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Three other important skills and experience also come into play in working with adults with Asperger's Disorder or high-functioning autism. First, I have several years of experience working as a neuropsychological consultant with Rehab Without Walls in California which provided me with experience in working with workplace related problems. Second, many adults come to me with concerns about their relationships, including couple relations and relations as a parent. Before becoming a registered psychologist I was a licensed and Registered Marriage and Family Therapist and have worked as a couple and family therapist for over 30 years. This includes advanced training in the Gottman Couple's Therapy technique. Third, one of the most commonly used individual therapy techniques when working with adults with Asperger's or High Functioning Autism is Cognitive Behavioural Therapy or CBT. I hold an advanced certificate in CBT from the Albert Ellis Institute in New York City. My original training in psychology was in behaviour therapy, which is often a critical knowledge base when teaching individuals specific compensatory skills.</div>
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<span style="font-weight: 600;">What are some of the aims of therapy for adults with Asperger's or high functioning autism?</span></div>
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<li style="margin-left: 26px;">to teach new cognitive and behavioral skills that were never learned</li>
<li style="margin-left: 26px;">to teach compensatory strategies for deficits that cannot be changed</li>
<li style="margin-left: 26px;">to facilitate self-acceptance</li>
<li style="margin-left: 26px;">to teach strategies to decrease or prevent symptoms of co-morbid mental health problems, such as anxiety disorders and depression </li>
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<em>Most importantly, I try to help you discover ways to make life easier, how to reach your goals, and try to help you be as happy and fulfilled in life as you want to be.</em></div>
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<span style="font-weight: 600;">Do you work with ADHD (Attention-Deficit/Hyperactivity Disorder) and Executive Dysfunction?</span><br />
ADHD is now often diagnosed along with Asperger's Disorder of High Functioning Autism. Much of my work with children, adolescents and adults focuses on ADHD and deficits of executive function. Executive function is the concept referring to the cognitive processes required to plan and direct activities, including what we refer to as task-initiation and follow-through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goal-directed persistence. It also affects an individual's ability to control and modulate their emotions.</div>
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Many clients I see have deficits in executive functioning which prevents them from having the necessary skills to perform well in school, work or in social settings. With these clients we often need to make diagnostic decisions through testing and assessment, and then develop an individualized treatment plan addressing school, home and work. This might involve individual behavioural therapy, school or work consultation, referral to medical professionals, and psychoeducation.</div>
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I often provide reading material, training videos and demonstrate and practice specific intervention techniques with clients. Much of the work we do in the area of ADHD is based upon the research and treatment programs developed by Dr. Russell Barkley. Please refer to my ADHD/ADD page for more information.</div>
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<span id="yui_3_17_2_5_1459817409127_38508" style="font-weight: 600;">What about Anxiety, Depression or Family Issues?<br /> </span>Adolescents and adults are seen for both diagnostic assessments and treatment of depression, anxiety and behaviour problems that might arise out of environmental or interpersonal situations. These individuals might take part in cognitive based therapy or counselling, or they might be provided with more traditional supportive therapy. Anxiety and depression are frequent co-morbid disorders for adults with Asperger's Disorder or high-functioning autism and need to be addressed in treatment.</div>
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<span style="font-weight: 600;">How Do I Make an Appointment and is there a Waiting List?</span><br />
You may phone my office at 778.998-7975 or email me to begin setting up an appointment. I always start by meeting for an initial session to gather a developmental history, hear about your current issues, and to develop a plan of where to go from here. An assessment may or may not be the best choice, and you should fully understand what your options are before proceeding. Fees for initial and ongoing sessions are $185.00 per hour and may be paid by cash, check or through PayPal. </div>
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Please visit my website at:</div>
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<a href="http://www.relatedminds.com/">www.relatedminds.com</a></div>
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<a href="http://www.relatedminds.com/adult-autism-and-aspergers-disorder">http://www.relatedminds.com/adult-autism-and-aspergers-disorder</a></div>
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Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0tag:blogger.com,1999:blog-3197717591920680727.post-80517334054078826152016-03-08T10:32:00.000-08:002016-03-08T10:32:04.533-08:00What's "Social Thinking?" (Autism Spectrum Disorder in Burnaby and Vancouver, BC)I often start sessions asking the parents of adults I see to define , as they understand it, autism spectrum disorder or Asperger's Disorder as many call it. I then define it myself, decribing issues relating to "social thinking."<br />
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Hrre is what Michelle Garcia Winner says about social thinking:<br />
"Social Thinking is what we do when we share space with others and when sending an email, sitting in a classroom, lining up at the grocery store, reading a work of fiction, watching a funny video clip, participating in a business meeting, driving in traffic, and a host of other daily activities that involve our social interpretation and related reactions. We consider the context; take in the thoughts, emotions and intentions of the people with whom we are interacting and use that information to determine how we respond. How we think about people affects how we behave, which in turn affects how others respond to us, which in turn affects our own emotional internal and external responses. It's an incredibly complex process that most of us take for granted."<br />
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From<a href="https://www.socialthinking.com/Articles?name=Introduction%20to%20Social%20Thinking" target="_blank"> https://www.socialthinking.com/Articles?name=Introduction%20to%20Social%20Thinking</a><br />
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My best example of social thinking is coming toa cross walk and looking, very briefly, for a second or two, at the face and eyes of the driver about to take the turn and making a jusdgement about them. Will they stop? Will they wait for me? Will they ignore the rules of the road? and thendeciding what to go...cross, or wait. These are the kinds of daily decisions we make by reading what is in other people's heads, and making social decision based upon their eye contact, facial expression, posture and any other social hints I might find in my view.<br />
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This kind of social thinking comes natuarally to most of us, but to those with high functioning autism, what use to be called "Asperger's Disorder," these decisions and this swift and non-verbal communication is difficult. Sometimes just slow. And over the years, as they have many social experiences that don't work out, were misread and lead to less than hopeful results, they often develop anxiety about social thinking, about taking action in social situation, and can become isolated and simply not develop appropriate skills as they grow.<br />
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an initial and critical component to interventions for children, teens or adults with autism spectrum disorder, ASD or Aspeger's, is to get an understanding of these basics. To know what ASD is well enough to describe it, recognize it, and then and only then do we move on to doing something about it....when and where we want to.<br />
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Michelle Garcia Winner describes Social Thinking interventions on the links below, and I invite you to go to those web pages and get an understanding yourself. In my own practice, where I see children, teens and adults for autism spectrum disorder diagnosis as well as treatment, I use Michelle's materials throughout the intervention process. She has an excellent set of curriculum materials for home and school, and this is a resource no parent or adult with autism should be without.<br />
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Vistit here website at www.socialthinking.com<br />
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Other articles that might be of interest include these:<br />
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<li style="background-attachment: scroll; background-image: url(https://www.socialthinking.com/Content/img/about/honorAward_bullet.png); background-position: 0% 50%; background-repeat: no-repeat no-repeat; box-sizing: inherit; color: inherit; display: block; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px 0px 15px; outline: none; padding: 0px; text-decoration: none;"><span style="box-sizing: inherit; color: inherit; display: inline-block; font-family: "arial regular" , "helvetica"; font-size: 15px; margin: 0px 0px 0px 30px; outline: none; padding: 0px; text-decoration: none;"><a class="readmore" href="https://www.socialthinking.com/Articles?name=The%20Social%20Communication%20Dance%20The%20Four%20Steps%20of%20Communication" id="465d96cfeab34e9f987cc54efcd3bc33" style="box-sizing: inherit; color: blue; cursor: pointer; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px; outline: none; padding: 0px; text-decoration: none;">The Social Communication Dance: The Four Steps of Communication</a></span></li>
<li style="background-attachment: scroll; background-image: url(https://www.socialthinking.com/Content/img/about/honorAward_bullet.png); background-position: 0% 50%; background-repeat: no-repeat no-repeat; box-sizing: inherit; color: inherit; display: block; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px 0px 15px; outline: none; padding: 0px; text-decoration: none;"><span style="box-sizing: inherit; color: inherit; display: inline-block; font-family: "arial regular" , "helvetica"; font-size: 15px; margin: 0px 0px 0px 30px; outline: none; padding: 0px; text-decoration: none;"><a class="readmore" href="https://www.socialthinking.com/Articles?name=Social%20Thinking%20A%20Developmental%20Treatment%20Approach%20for%20Students" id="3d555633f16f4396a5f0c22987bb9951" style="box-sizing: inherit; color: blue; cursor: pointer; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px; outline: none; padding: 0px; text-decoration: none;">Social Thinking®: A Developmental Treatment Approach for Students with Social Learning/Social Pragmatic Challenges </a></span></li>
<li style="background-attachment: scroll; background-image: url(https://www.socialthinking.com/Content/img/about/honorAward_bullet.png); background-position: 0% 50%; background-repeat: no-repeat no-repeat; box-sizing: inherit; color: inherit; display: block; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px 0px 15px; outline: none; padding: 0px; text-decoration: none;"><span style="box-sizing: inherit; color: inherit; display: inline-block; font-family: "arial regular" , "helvetica"; font-size: 15px; margin: 0px 0px 0px 30px; outline: none; padding: 0px; text-decoration: none;"><a class="readmore" href="https://www.socialthinking.com/Articles?name=Explaining%20Social%20Thinking%20to%20Others%20Article" id="b6c6c4ff98a545978ccce7d5598b7706" style="box-sizing: inherit; color: blue; cursor: pointer; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px; outline: none; padding: 0px; text-decoration: none;">Explaining Social Thinking to Others: The Big Picture in Sound Bites</a></span></li>
<li style="background-attachment: scroll; background-image: url(https://www.socialthinking.com/Content/img/about/honorAward_bullet.png); background-position: 0% 50%; background-repeat: no-repeat no-repeat; box-sizing: inherit; color: inherit; display: block; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px 0px 15px; outline: none; padding: 0px; text-decoration: none;"><span style="box-sizing: inherit; color: inherit; display: inline-block; font-family: "arial regular" , "helvetica"; font-size: 15px; margin: 0px 0px 0px 30px; outline: none; padding: 0px; text-decoration: none;"><a class="readmore" href="https://www.socialthinking.com/Articles?name=Social%20Behavior%20Mapping" id="c4e3ed900cd246ae901b54a06db41939" style="box-sizing: inherit; color: blue; cursor: pointer; font-family: 'Arial Regular', Helvetica; font-size: 15px; margin: 0px; outline: none; padding: 0px; text-decoration: none;">Social Behavior Mapping: Connecting Behavior, Emotions, and Consequences Across the Day</a></span></li>
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For more information about my practice in Burnaby and Vancouver, where I see children, adolescents and adults for diagnosis and treatment, please visit my website at:</div>
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<a href="http://www.relatedminds.com/">www.relatedminds.com</a></div>
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<a href="http://www.psychologists.bc.ca/users/jimroche">http://www.psychologists.bc.ca/users/jimroche</a><br />
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<a href="https://therapists.psychologytoday.com/rms/70682">https://therapists.psychologytoday.com/rms/70682</a><br />
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I am a Registered Psycholgist in BC, and a member of the RASP list of ACTBC Behaviour Interventionists. Services to children and adolescents with ASD are often covered by BC Ministry funding.<br />
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Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0Production Way, Burnaby, BC V5A, Canada49.2567617 -122.9167643000000149.2463982 -122.9369343 49.267125199999995 -122.89659430000002tag:blogger.com,1999:blog-3197717591920680727.post-54086557126015402222016-03-07T08:51:00.000-08:002016-03-07T09:04:14.799-08:00Behaviour Interventionist Burnaby / VancouverI provide behaviour interventionist services in my Burnaby office for individuals with autism spectrum disorder (ASD and Asperger's disorder. I am a member of the ACT (Autism Community Training) RASP list and my services are covered under minsitry funding programs for children and teens.<br />
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Most of my services are focused on specific behavioural problems which parents and consultants are having a hard time dealing with. I provide parent training, consultation and some school based training and consltation. I have workd as the behaviour management specialist for several school districts and as a provincial autism consultant through the Provinical Outreach Program for Autism and Related Services (POPARD). I am deeply familiar with school based programs and have supervised and cnsulted with many professionals in local districts.<br />
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Two other things that I provide in my pracritce:<br />
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First, I provide autism diagnosist services. If you suspect your child has autism an appointment can usually be set up within 10 days to 2 weeks. I prioritize my cases with individuals with autism spectrum disorder because I am aware how few services there are here in BC. Please visit my website for more information on arranging an appointment for an autism diagnostic consultation. I require an initial 1 hour session to discuss current symptoms and history. The cost of this session is $175.00 and this is part of the overall costs if we decide to move forward with testing.<br />
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I also see children and teens in my office for individual therapy. This therapy usually is focused on issues of communications and follows the structure of interventions you will find in the work of Michelle Winner ( Social Thinking). Often these sessions include a period of play therapy, some didactic training and skills development, and then a period of feedback with parents so that they will understand the process and be able to impliment supportive skills trainng in the home.<br />
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In addition to diagnosising and providing therapy for autism spectrum disorder / Aspegers disorder, I also focus much of my practice on ADHD and executive dysfunction issues. These are often co-morbid with a diagnosis of ASD.<br />
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Finally, I not only provide autism spectrum disorder services to children and teens, but also to adults as well, and see patients from across the lifespan.<br />
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Please visit my website at <a href="http://www.relatedminds.com/">www.relatedminds.com</a> or <a href="http://www.relatedminds.com/autism/">http://www.relatedminds.com/autism </a>and contact me if you have any questions I can help you with.Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0Production Way, Burnaby, BC V5A, Canada49.2567617 -122.9167643000000149.2463982 -122.9369343 49.267125199999995 -122.89659430000002tag:blogger.com,1999:blog-3197717591920680727.post-18386666052148086522016-03-01T10:06:00.001-08:002016-03-01T10:08:34.177-08:00Adult Diagnosis of Autism Spectrum Disorder and Asperger's DisorderThe diagnosis of autism spectrum disorder (ASD), sometimes referred to as "Asperger's Disorder" can be very difficult for a family practitioner due to the amount of time and the instruments and tools used to complete a comprehensive examination.<br />
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While many people make a determination by filling out an on-line form, the diagnsis is actually far more complex. In British Columbia an "offical" diagnosis of autism spectrum disorder, especially high functioning autism which until recently was referred to as Asperger's Disorder - sometimes also diagnosed as "non-Verbal LEarning Disorder" requires several specific tests. For children under six a team is required, including a psychologist, physician and a speech pathologist. The reason a team is required is that autism can often look like other disorders, and other disorders can often look just like autism. Here the Ministry of Children and Families also requires specific tests be used. These include AT LEAST the ADOS- Autism Diagnossit Observation System, which is a procedural test that looks at current symptoms and behaviours, and the ADI-R, the Autism Diagnositic Interview Revised, which is a highly structured history. These are necessary for recognition of ASD by schools and the ministry.<br />
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When assessing/testing adult I use these same tests, as an autism diagnosis in BC can be used for obtaining tax credits, social services and most often accomodations at school, college, university and the workplace.<br />
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In addition to these specific tests and procedures I also administer a series of neuropsychological tests and personality assessments in order to rule out other possible causes of the symptoms. Additionally individuals with autism spectrum disorder/ adult Asperger's can also have co-morbid disorders, such as depression, anxiety, OCD and ADHD. This comprehensive look at your symptoms and hisotry helps guide treatment choices.<br />
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The cost of such an assessment is $1,200-1,600, depending upon the complexity. Regretfully, these costs are not covered by provincial MSP (medical Service Plan) but some costs may be covered by your extended health care plan.<br />
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My schedule allows me to see most individuals who are seeking an assessment for adult autism spectrum disorder within 3-4 weeks, as I try not to schedule out more than 4-6 weeks in advance, and prioritize adult autism spectrum disorder assessments as there are few professionals in the lower mainland with the ability or experience necessary to do these assessments.<br />
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For more information on adult autism spectrum disorder assessments please visit my web page and contact me by phone or by completing the form on the web page. I am a Registered Psychologist in British Columbia with over 25 years experience in the field of autism, including working as a special education teacher for students with autism spectrum disorder, as a school district behaviour management specialist and as a provincial autism consultant. I have also worked as a rehabilitation psychologist and neuropsychologist with adults returning to the workplace. This hands on experience with individuals across the spectrum of ages and development provides me with a unique set of skills and knowledge base.<br />
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Web page: <a href="http://www.relatedminds.com/">www.relatedminds.com</a><br />
<a href="http://www.relatedminds.com/autism/">http://www.relatedminds.com/autism/</a><br />
<a href="http://www.relatedminds.com/adult-autism-and-aspergers-disorder/">http://www.relatedminds.com/adult-autism-and-aspergers-disorder/</a><br />
Unknownnoreply@blogger.com0Production Way, Burnaby, BC V5A, Canada49.2567617 -122.9167643000000149.2463982 -122.9369343 49.267125199999995 -122.89659430000002tag:blogger.com,1999:blog-3197717591920680727.post-78215155681009025282016-01-14T17:03:00.001-08:002016-01-14T17:03:39.677-08:00Therapy for Teens and Young Adults with Asperger's / Autism in Vancouver and BurnabyWhile some schools provide small groups to work on skills training with students with Aspeger's Disorder, it seems to be the exception here in the lower mainland. Children, teens and young adults with autism spectrum disorder, especially those who are higher functioning and until recently we would have said they had "Aspergers Disorder," need supportive servies for a number of issues. These services can be provided in several different ways:<br />
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1. In small groups, such as what one might find in a school setting. This type of group, often called a "social thinking" group is often directed by a psychologist or school speech pathologist. The most frequent type of group that we see are those modelled after Michelle Garcia Winner's Social Thinking program, and address issues such as developing the ability to engage in small-talk, learning to "read others," by studying their entire body and learning to use methods to gather information that they can use to engage in the give and take of conversation, and sometimes direct learning and practice using another of Michelle's curriculums such as her "Social Behavior Mapping" program. You can see many of these materials at her website" <a href="http://www.socialthinking.com/">www.socialthinking.com</a><br />
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2. When groups and school based programs are not available many children, teens and adults use one-to-one therapy to learn and practice these skills. Sessions might include some diadactic learning, some conversation time and then a period to reflect on the quality of the conversation and on issues relating to their experiences in other environments, such as school, home or the workplace. While I organize and sometimes direct small groups through schools, in my private practice much of my time is spent providing these types of services. I find that most individuals can make use of Mitchell's materials, and keeping the focus on skill development for reciprocal conversation skills is key. Many adults see me because of relationship issues, and problems in the workplace relating to asperger's and communications problems.<br />
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In addition to these language based services, I often spend a good deal of time directly teaching skills relating to anxiety, stress, and for many, depression. Manby of my patients have previously seen therapists or counsellors who have tried to address issues like anxiety, stress and depression who are not familiar with autism spectrum disorder and how it effects individuals across the lifespan.<br />
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3. The third way I often see patients about asperger's or autism spectrum disorder is through my services as a family therapist. This might mean working with a couple, or working with parents, providing parent education and behavioral skills training.<br />
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For those with children who have provincial funding I am a registered behavior specialist with ACT - Autism Community Training, and my services for children or teens can be billed directly to the Ministry. If you suspect your child or teen has autism spectrum disorder I also provide diagnostic / testing services that help you meet the qualifications for BC autism funding.<br />
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Adult services are often covered by their extended health plans, and in some cases cololege, universities and employers help with payments. Most individuals with autism spectrum disorder - Asperger's Disorder - also qualify for tax benifits, which can help defer the costs.<br />
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For more information on my services please feel free to contact me through my website at <a href="http://www.relatedminds.com/">www.relatedminds.com</a>, or call 778.998-7975<br />
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Dr. Jim Roche is a licensed and Registered Psychologist with over 30 years experience in the field of autism, education and neuropsychological assessment.<br />
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KEY WORDS: Autism, Asperger's Disorder, Burnaby, Vancouver, Coquitlam, New WestminsterStaff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com03292 Production Way, Burnaby, BC V5A 4R4, Canada49.2538938 -122.9186204000000127.9146923 -164.2272144 70.5930953 -81.61002640000001tag:blogger.com,1999:blog-3197717591920680727.post-47263760387270021752015-12-28T12:53:00.000-08:002015-12-28T12:57:16.647-08:00Books for Teens, Young Adults and Adults with Autism / AspergersAs a provider of assessments for children, teens and adults with sautism spectrum disorder, or what was previously called "Asperger's Disorder," I am often asked for a good book to read on the subject. Specifically, today, I will suggest one book for teens and young adults. There are others for adults and married couples, but honestly, there isn't too much quality material available.<br />
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For teens and young adults I would recommend "Socially Curious and Curiously Social" by Mitchelle Garcia winner and Pamela Crooke. I also often suggest this to adult who can relate to many of the issues and experiences that this teen-young adult book speaks about.<br />
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After recieving a diagnosis of autism spectrum disorder (ASD) or Asperger's Disorder young people are often in need of a book, or at least a resourse of materials, on issues they relate to every day. This book, which is an anime-illustrated guidebook, is written to help explain how the social mind is expected to work in order to effectively relate to others at school, at work and in the community. This book redines what it means "to be social."<br />
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Michelle Winner is the leading practitioner in the field of ASD - Asperger's. She has a large clinic in San Jose California where she provides individual, group and family therapy to those with Aspergers/ASD, and provides training and curriculum material that most of the schools I work with, in many different states and provinces, in the schools. This includes materials such as here "Social Thinking" curriculum, "Social Behavior Mapping," and "Thinking About You Thinking About Me." These materaisl work well with other related systems such as "The Incredible five Point Scale."<br />
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Here web page, www.socialthinking.com is an excellent resourse for other related materials.<br />
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Dr. Jim Roche provides assessments / testing for autism spectrum disorder and Asperger's in his offices in Burnaby and Vancouver, providing services for children with autism, Asperger's and NVLD in Vancouver, Burnaby, coquitlam, North Vancouver, West Vancouver and throughout the region. He is a licensed and registered psychologist, a certified teacher of special education and a licensed school psychologist. He has worked as a behaviour management specialist for schools in BC, California, Washingto, and New York. He has been providing assessment and testing for children, teens/adiolescents and adults with autism spectrum disorder and Asperger's Disorder for over twenty years. His assessments help many individuals qualify for provinical funding and related support programs. He is one of the few practitioners in BC who has worked in schools and workplaces directly with individuals with autism spectrum disorder and Asperger's Disorder and brings his experience as a teacher, psychologist and consultant to each case.<br />
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For more information on assessments and testing for autism spectrum disorder or Asperger's disorder please visit his webpage at <a href="http://www.relatedminds.com/">www.relatedminds.com</a><br />
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<a href="https://therapists.psychologytoday.com/rms/70682">https://therapists.psychologytoday.com/rms/70682</a>Unknownnoreply@blogger.com0Burnaby, BC, Canada49.2488091 -122.9805104000000149.0829291 -123.30323390000001 49.414689100000004 -122.65778690000002tag:blogger.com,1999:blog-3197717591920680727.post-34215760649568896062015-10-07T10:28:00.000-07:002015-10-07T10:28:46.139-07:00Autism Diagnostic Services| Burnaby<div class="post-body entry-content" id="post-body-7877739779369095730" itemprop="description articleBody" style="color: #666666; font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 13px; line-height: 1.4; position: relative; width: 546px;">
Dr. Jim Roche provides diagnostic services for children, teens and adults with suspect autism spectrum disorder or Asperger's disorder. These services are used to help families obtain funding through the BC autism funding program, school-based services and accommodations in school, college, university or work for adults.<br />I am a registered and licensed psychologist with </div>
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over twenty-five years of experience in this field. I also hold licenses and certificates in school psychology and as a teacher of special education, so I am familiar with what it's like to run a classroom.<br /><br />For ore information on my services please visit the ACT-RASP web page at http://www.actcommunity.ca/profiles/224/<br /><br />Or visit my web page at <a href="http://www.relatedminds.com/" style="color: #888888; text-decoration: none;">www.relatedminds.com</a><br /><br />Other places you can find information about my services include:<br /><a href="http://psyris.com/drjimroche" style="color: #888888; text-decoration: none;">http://psyris.com/drjimroche</a><br /><br /><a href="https://therapists.psychologytoday.com/rms/name/Jim_Roche_JD,PhD,CAGS,RPsych,RMFT_Burnaby_British+Columbia_70682" style="color: #888888; text-decoration: none;">https://therapists.psychologytoday.com/rms/name/Jim_Roche_JD,PhD,CAGS,RPsych,RMFT_Burnaby_British+Columbia_70682</a><br /><br /><a href="http://www.psychologists.bc.ca/users/jimroche" style="color: #888888; text-decoration: none;">http://www.psychologists.bc.ca/users/jimroche</a><div style="clear: both;">
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Unknownnoreply@blogger.com0Burnaby, BC, Canada49.2488091 -122.9805104000000149.0829291 -123.30323390000001 49.414689100000004 -122.65778690000002tag:blogger.com,1999:blog-3197717591920680727.post-78777397793690957302015-05-06T14:57:00.000-07:002015-05-06T14:57:30.863-07:00Dr. Jim Roche<br />
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I am a Registered Psychologist and Marriage and Family Therapist who specializes in working with teens and young adults with autism spectrum disorder (ASD), and what has been called Asperger's Disorder. My work with teens and young adults addresses school issues, sometimes psychoeducational testing, school observations, emotional issues and behavioural issues.<br />
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I am a member of the ACT RASP and am a registered behaviour consultant with them, and therefore can see children below the age of six using provincial funding. I provide autism diagnostic services and help parents become familiar with the many treatment modalities that are available to them. As a registered psychologist my services are also covered by most extended health care plans.<br />
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A number of patients see me for weekly 1-2 therapy, often addressing issues of anxiety, stress, depression or behavioural issues. I also see parents for parent education and sometimes for family or couples related counselling relating to the stress of dealing with the many aspects of ASD.<br />
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With most clients my focus is on either behavioural training, aimed at parents, caregivers or schools, or on social communications issues. I often use materials from Michelle Winner and her Social Thinking program. This includes curriculum materials such as "Social Behaviour Mapping," and "The Incredible Five Point Scale." I also teach a number of visual support techniques.<br />
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The methods I use are those that are considered by most school districts as "research based" and in use in those districts. As a previous POPARD provincial consultant for autism I am familiar with the methods, materials and curriculum used in most schools in the Vancouver/BC area and try to work in a manner that works well with what you should expect from the schools.<br />
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I also provide school based observations and consultations in both public and private schools.<br />
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I am a registered and licensed psychologist with over twenty five years of experience in this field. I also hold licenses and certificates in school psychology and as a teacher of special education, so I am familiar with what it's like to run a classroom.<br />
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For ore information on my services please visit the ACT-RASP web page at http://www.actcommunity.ca/profiles/224/<br />
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Or visit my web page at <a href="http://www.relatedminds.com/">www.relatedminds.com</a><br />
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Other places you can find information about my services include:<br />
<a href="http://psyris.com/drjimroche">http://psyris.com/drjimroche</a><br />
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<a href="https://therapists.psychologytoday.com/rms/name/Jim_Roche_JD,PhD,CAGS,RPsych,RMFT_Burnaby_British+Columbia_70682">https://therapists.psychologytoday.com/rms/name/Jim_Roche_JD,PhD,CAGS,RPsych,RMFT_Burnaby_British+Columbia_70682</a><br />
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<a href="http://www.psychologists.bc.ca/users/jimroche">http://www.psychologists.bc.ca/users/jimroche</a>Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0tag:blogger.com,1999:blog-3197717591920680727.post-62319849992410408742014-11-15T11:28:00.000-08:002014-11-15T11:28:58.024-08:00Punishment in the Schools for Students with Asperger's or Autism Spectrum DisorderOur Province is know for it’s poor treatment of special education students. For example, read this about students with ADHD in Canada: <a href="http://shar.es/1X3bOa">http://shar.es/1X3bOa</a> or here: <a href="http://www.ldao.ca/educational-implications-of-recent-supreme-court-ruling/">http://www.ldao.ca/educational-implications-of-recent-supreme-court-ruling/</a> These articles demonstrate some of the evidence of what parents of students with ADHD are up against when dealing with the public school system here in BC.<br />
<br />But more shocking than how students with ADHD can be is the treatment of children with autism spectrum disorder (ASD) or "Asperger’s Disorder" sometimes called high functioning autism. On my desk right now is a folder of writing assignments I have copied over the years given to students with autism/Asperger's as the result of behavioural issues they have had in the school. They may have hit another child, got in a fight, refused to cooperate or follow rule or yelled something inappropriate. These writing assignments range from a “Behavioural Worksheet” which calls for a student to fill in a blank worksheet that is a problem solving techniques (which I myself have used, with appropriate children) to a list of questions about what the student had done wrong and what he or she will do to make up for their behaviour to a sheet of sentences they needed to copy repeatedly, yes, “ I will not…..” just like Bart Simpson.<br />
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Oh, I also have an outline of a public meeting where the student was suppose to take part in a “restitution process” which I was told is based upon a "First nations" way of dealing with conflict…and called for the student, an elementary student with autism spectrum disorder, to make a public apology while standing in front of his entire class, state what he did, why it was wrong and explain how he would change…oh, he also discussed his diagnosis and medications with the other students. His teacher thought they should know. That day I had great difficulty containing myself, especially when in response to my concerns about using punishment as a corrective intervention with students with diagnosed mental health issues i heard that, “every student should be treated the same, fairly.” Otherwise, “what would other students think?”<br />
<br />In none of these classrooms were their any of the well researched classroom management techniques taking place such as token reinforcement systems, visual support systems, use of a "time away" procedure instead of punitive time out (read here to know the difference: <a href="http://www.pent.ca.gov/beh/rst/timeaway.pdf">http://www.pent.ca.gov/beh/rst/timeaway.pdf</a> Sometimes this is very frustrating. The constant questioning if a student is doing something, "because he wants to" or "because of his disorder." More time is honestly spent trying to answer that question than to figure out what deficits the student has and what skills they need to learn or supports need to be provided. Sometimes we spend a lot of energy in the wrong place.<br />
<br />Let me quote:<br />“Students with autism spectrum disorders (ASD) present unique challenges to educators trying to plan effective instructional programs…..6 core elements that have empirical support and should be included in any sound, comprehensive instructional program for students With ASD. These core elements are (a) individualized supports and services for students and families, (b) systematic instruction, (c) comprehensible/structured learning environments, (d) specialized curriculum content, (e) functional approach to problem behavior, and (f) family involvement.” (Effective Educational Practices for Students with Autism Spectrum Disorder, Rose Iovannone, SAGE Press.<br />Our BC Minstry of Education actually does have some guidelines, and those can be found here:<br /><a href="http://www.bced.gov.bc.ca/specialed/docs/autism.pdf" style="text-decoration: underline;">http://www.bced.gov.bc.ca/specialed/docs/autism.pdf</a> If your a parent of a child with ASD I would get a copy of these guidelines.<br />
<br />In spite of these guidelines we find some odd things happening. In the past few years I have visited schools and found “TimeOut” or Isolation Rooms for students with autism. In some cases I can understand this, but these rooms had no rules, no manual of “policies and procedures” to be used, no real limits and seemed to have no purpose. Oddly, in those cases there were not even Functional Behaviour Assessments completed on the students, or Positive Behavioural Support Plans developed. (More on this below) All that existed were “Risk Assessments,” which, if you read the regulations about Risk Assessments you would come to realize they have NOTHING to do with student, and are only used to address danger to staff and other students. "Risk Assessments" which are constantly written up on 5 and 6 year old students here in BC are a Work Place Safety procedure, not an educational procedure. Remember this when they discuss the "Risk Assessment" they have developed on your 6 year old after he punched an aide. About these Time Out rooms, there were no plans, and they were shut immediately. Read these articles if you think this is unusual:<br /><span style="font-kerning: none; text-decoration: underline;"><a href="https://ca.news.yahoo.com/blogs/dailybrew/advocates-demand-b-c-schools-end-called-seclusion-213327613.html">https://ca.news.yahoo.com/blogs/dailybrew/advocates-demand-b-c-schools-end-called-seclusion-213327613.html</a></span><br /><span style="font-kerning: none; text-decoration: underline;"><a href="http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf">http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf</a></span><br />
<span style="font-kerning: none; text-decoration: underline;"><a href="http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf"><br /></a></span>If your looking for some positive guidelines on what a good program for a student with autism should consist of, try this webpage from the Ministry of Education in Ontario:<br /><span style="font-kerning: none; text-decoration: underline;">http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.htm</span><br />
<span style="font-kerning: none; text-decoration: underline;"><br /></span>And to make the point clear that schools in BC are often simply not prepared to deal with children with ASD/Aspergers/autism here is an interesting blog article about a child in a Langley school who was removed by Work Safe BC because staff were not properly trained! This article, and the outcomes, are shocking.<br /><span style="font-kerning: none; text-decoration: underline;"><a href="http://autisminnb.blogspot.ca/2011/04/child-with-autism-removed-from-bc.html">http://autisminnb.blogspot.ca/2011/04/child-with-autism-removed-from-bc.html</a></span><br />
<span style="font-kerning: none; text-decoration: underline;"><a href="http://autisminnb.blogspot.ca/2011/04/child-with-autism-removed-from-bc.html"><br /></a></span>Finally, to understand how backwards and ill prepared BC schools are compared to ANY school in the US, I advise parents to visit this website and see the strengths of the US system, where children are guaranteed a “free and appropriate public education” (FAPE) and schools are legally held to the contracts they sign with parents (IEPs -individual education plans are CONTRACTS). In the US a parent doesn’t need to spend all their money on court costs and have cases go on for a decade, only to have the school district lose but then say the outcome of the case only applied to this one student.<br /><span style="font-kerning: none; text-decoration: underline;"><a href="http://www.wrightslaw.com/">http://www.wrightslaw.com</a></span><br />
<span style="font-kerning: none; text-decoration: underline;"><a href="http://www.wrightslaw.com/"><br /></a></span>Here is what I have to say about punishment and students with autism spectrum disorder- especially Asperger’s Disorder:<br />I understand that there are some situations where a student should experience the same consequences as others. I get that. But a special education student with an IEP is NOT bound to the same school rules as every other student. They are provided appropriate accommodations and supports consistent with their IEP and their handicapping condition.<br />
<br />If a student with Asperger’s or high functioning autism is given punishment, it should be done so in a way that takes into account their mental health condition. A school needs to pay special attention to what might be negative outcomes from an especially sensitive student. For example: Does this punishment increase the student’s ANXIETY, which is a primary symptom of the disorder? Might it lead to school refusal, depression….the list goes on. This needs to be thought about honestly and seriously.<br />
<br />DON’T administer punishments that will only make maters worse. For instance, a teacher told the parent that after a fight the child’s trip to the zoo, in two weeks, should be taken away. It’s unlikely that a punishment one, two or town days later will have any effect.<br />
<br />And ask yourself, is what I am proposing going to be effective? Taking into account that autism spectrum disorder in a disorder of social communications, social understanding and is a neurological disorder?<br />
<br />And then the most important part: No what are YOU, the teacher, teacher, school, parent, going to do about this? Are you going to conduct a Functional Behavioural Assessment? This SHOULD be done before or at the same time a “Risk Assessment” is done. If a child needs a “Risk Assessment” written up on them, ask “Where is the FBA?” and then the plan that comes from it —- the Positive Behavioural Support Plan (PBSP)? If there is no FBA and PBSP then the student’s handicapping condition was ignored. No learning will occur. And you punished for punishment’s sake.<br />
<br />Here in BC the Ministry is clear on the need for an FBA - a Functional behavioural Assessment. Many people think the “Risk Assessment” is about the child. IT IS NOT. If a school district is writing a “Risk Assessment” on your child and has no plan to address the skills your child needs to be taught, they are confused and going down the wrong path. Contact the director of special education or superintendents office in writing and ask about the plan your child really needs.<br />
<br />Foor more information on ADHD, autism spectrum disorder and school related behaviours please feel free to contact my office via my website at <a href="http://www.relatedminds.com/">www.relatedminds.com</a><br />
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Key Words: Autism, Autism Spectrum Disorder, Vancouver, Burnaby, ASD, Asperger's, Asperger's Disorder, Asperger's Syndrome, School, Punishment, ClassroomStaff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com01037 West Broadway, Vancouver, BC V6H 1E3, Canada49.263583 -123.1275074999999827.928319 -164.43610149999998 70.598846999999992 -81.818913499999979tag:blogger.com,1999:blog-3197717591920680727.post-4910714575734203322014-11-08T09:37:00.000-08:002014-11-08T17:20:36.221-08:00Is the Best Treatment for Teens with Asperger's or Autism Social Skills?<span style="font-family: inherit;">Looking at several websites I find that the most often suggested treatment (counselling or therapy) for teens with Asperger's Disorder or teens with "high functioning autism" is usually social skills training. While the websites often seem to be produced by people who should be familiar with treatment for teens with Asperger's or autism spectrum disorder, they demonstrate a misunderstanding of the disorder right from the start. From the "My Aspergers Child" webpage here are the goals for social skills training for helping kids and teens with Aspergers:</span><br />
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<span style="font-family: inherit;">1. read body language of others</span><br />
<span style="font-family: inherit;">2. play and have fun</span><br />
<span style="font-family: inherit;">3.learn to cope with mistakes</span><br />
<span style="font-family: inherit;">4. learn strategies for developing peer relationships</span><br />
<span style="font-family: inherit;">5.learn peer group problem solving</span><br />
<span style="font-family: inherit;">6. become aware of their emotions</span><br />
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<span style="font-family: inherit;">And it then follows with this statement, " Aspergers kids are pliable to treatment because they tend to be compliant." All of this seems to run counter to what I experience day to day with kids and teens with Asperger's or high functioning autism. As a trainer and consultant with many school districts ( I am also a member of the BC RASP and an approved Behavioural Specialist with the ministry) I hear kids with Asperger's are difficult for those teaching social skills because of their lack of cognitive flexibility and ritualistic behaviour. So I spend much of my time trying to distinguish for these educational partners the difference between a "social skills" group and a "social learning" group. Thinking teens with Asperger's need, most of all, social skills training is to be going down the wrong neurological pathway.</span><br />
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<span style="font-family: inherit;">Where can one turn for ideas and techniques to use with teens with Asperger's and high functioning autism? Turn to the web page social thinking.com This website is about the work of a speech pathologist Michelle Garcia Winner who has a clinic in San Jose, California. She has trained most professionals working with teens with Asperger's here in the Northwest and BC, including myself. And notice she is a speech pathologist. That's because Asperger's or high functioning autism is not a disorder of social skills - many of these kids and teens can tell you all you ever want to know about social skills, instead it is a disorder of communications and executive functioning. Yes, developmentally BECAUSE of Asperger's or autism your teen may have missed out on experiencing and learning developmentally appropriate social skills, and those need to be reviewed. But at the heart of the matter are the child's social-cognitive-speech deficits. And that's where treatment should start.</span><br />
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<span style="font-family: inherit;">When you visit Michelle's web page you will see many many social cognitive directed books, training manuals for teachers and posters, stories, all you need. These are the materials I use with children with Aspergers, teens with Asperger's and yes, my work with adults with Asperger's disorder.</span><br />
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<span style="font-family: inherit;">Here is an outline of what treatment for a child, teen or adult with Asperger's Disorder should look like, a brief synopsis of Michelle's model from her web page found here: <a href="https://www.socialthinking.com/what-is-social-thinking/the-ilaugh-model">https://www.socialthinking.com/what-is-social-thinking/the-ilaugh-model</a></span><br />
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<span style="font-family: inherit;"><strong style="border: 0px; font-style: inherit; line-height: 1.3; margin: 0px; padding: 0px; vertical-align: baseline;">" I = Initiation of Communication </strong>(Kranz & McClannahan, 1993)<br />Initiation of communication is the ability to use one’s language skills to establish social relations and to seek assistance or information from others. Many students with autism spectrum disorders have significant problems initiating communication in stressful situations or when information is not easily understood. Language retrieval is difficult in anything other than calm, secure situations. Even within the higher functioning population with autism spectrum disorders, the student’s ability to talk about a favorite topic of interest can exist in sharp contrast to how that student communicates when needing help or when attempting to gain social entry into peer groups. Yet, these two skills – asking for help and understanding how to join a group for functional or personal interaction - are paramount for any student’s future success.<br /><br /><strong style="border: 0px; font-style: inherit; line-height: 1.3; margin: 0px; padding: 0px; vertical-align: baseline;">L= Listening With Eyes and Brain</strong> (Mundy & Crowson, 1997; Kunce and Mesibov, 1998; Jones & Carr, 2004)<br />Many persons with autism spectrum disorders and other social cognitive deficits have difficulty with auditory comprehension. From a social perspective, listening requires more than just taking in auditory information. It also requires the person to integrate information seen with that which is heard, to understand the full meaning of the message being conveyed, or to make an educated guess about what is being said when one cannot clearly understand it. For example, classroom teachers expect students to “listen with their eyes” when they point to information that is part of the instruction. They also indicate to whom they are speaking in a class, not by calling the student’s name but instead by looking at the student or moving closer. Students repeatedly relate to their peers through nonverbal cues, ranging from rolled eyes to signal boredom, to raised eyebrows to indicate questioning, to gazing at a particular item to direct a peer’s attention. Clearly to “listen with one’s eyes” requires students to have mastered the concept of joint attention – a skill that seems to effortlessly develop by the time a child is 12 months to 15 months old in neurotypical children, but may be missing from the social repertoire of the student with autism spectrum disorders, ADHD and similar challenges. Instruction in this essential and fundamental function of social interaction begins with teaching students that eyes share social information. Not all students understand this concept, nor do they grasp that listening requires full attention to both verbal and nonverbal cues. It can then expand to teaching students to relate to each other’s thoughts through play and other activities of social relatedness, followed by extending the student’s realm to attending to and processing increasingly complex cues that help students “listen with their whole bodies.”<br /><br /><strong style="border: 0px; font-style: inherit; line-height: 1.3; margin: 0px; padding: 0px; vertical-align: baseline;">A = Abstract and Inferential Language/Communication</strong> (Minshew, Goldstein, Muenz & Payton, 1992)<br />Most of the language we use is not intended for literal interpretation. Our communication is peppered with idioms, metaphors, sarcasm and inferences. Societies around the world bestow awards to writers, and even comedians, who are most creative with language. Each generation of teens creates its own slang; kids who follow along are in; those who don’t, are often out. Advertising and other forms of mass media follow these cues. The abstract and inferential component of communication is huge and constantly in flux. It is a mistake to assume that our students with social thinking deficits understand our society’s non-literal use of language. In fact, most of them don’t! Literal interpretation of language is a hallmark characteristic of individuals with ASD. Yet, as educators and parents, we either miss this impairment entirely – thinking our smart kids must understand our nuanced communication - or we address it in the briefest of ways, with instruction dedicated only to explaining idioms, irony and metaphors as part of English class.<br /><br />Accurate comprehension of a communicative message depends first on the basic recognition that two codes of language exist: literal and figurative. It also involves recognizing and interpreting both the verbal words and the nonverbal cues that accompany them. It requires an individual to place the communication within the context of the social and cultural environment within which it occurs. Furthermore, the listener must take into consideration any prior knowledge or history involved and the possible motives of the person initiating the message. Finally, emotional maturity and social development factor into how well a person interprets what is being said.<br /><br />Active interpretation of the motives and intentions of others emerges in the first year of life and expands in complexity thereafter. Children learn that mom’s tone of voice speaks volumes and that attention to only her words can miss much of her message. As children grow developmentally, they understand that message interpretation depends heavily on one’s ability to “make a smart guess” based on past experiences, what they know (or don’t know) about the current person and situation and the communication clues available. Language users assume their communicative partners are trying to figure out their messages. By third grade, neurotypical students understand that we are to infer meaning rather than expect it to be coded literally.<br /><br />Abstract and inferential language comprehension appears to be directly tied to a person’s ability to quickly and flexibly discern the different thoughts, perceptions and motives of other people – in essence to “read the mind” of another from a social perspective.<br /><br />For example, a 17 year-old teenager with high-functioning autism was visiting this author at her house. When the author tried to strike up a conversation with the teenager by saying to him, “I hear you are in the school choir”, the teen responded with, “No, I am in your house.” This is not sarcasm, but literal language interpretation.<br /><br />Students who fail to expeditiously interpret the abstract/inferential meaning of language also struggle with academic tasks such as reading comprehension, especially that which requires interpreting a character’s thoughts and actions based on the context of the story and what one understands about the character’s history and motives. Without the benefit of real-world experience, these students are unable to imagine how characters might think, feel and act within the story.<br /><br /><strong style="border: 0px; font-style: inherit; line-height: 1.3; margin: 0px; padding: 0px; vertical-align: baseline;">U = Understanding Perspective </strong>(Baron-Cohen & Jolliffe, 1997; Baron-Cohen, 2000)<br />To understand the differing perspectives of others requires that one’s Theory of Mind (perspective taking) work quickly and efficiently. Most neurotypical students acquire a solid foundation in ToM between the ages of 4 to 6 years old. Perspective taking is not one thing, it represents many things happening all at once meaning it is a synergistic and dynamic process. A definition of perspective taking can include the ability to consider your own and others:</span></div>
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<li style="margin-left: 10px;"><span style="font-family: inherit;">Thoughts</span></li>
<li style="margin-left: 10px;"><span style="font-family: inherit;">Emotions</span></li>
<li style="margin-left: 10px;"><span style="font-family: inherit;">Physically coded intentions</span></li>
<li style="margin-left: 10px;"><span style="font-family: inherit;">Language based intentions</span></li>
<li style="margin-left: 10px;"><span style="font-family: inherit;">Prior knowledge and experiences</span></li>
<li style="margin-left: 10px;"><span style="font-family: inherit;">Belief systems</span></li>
<li style="margin-left: 10px;"><span style="font-family: inherit;">Personality</span></li>
<li style="margin-left: 10px;"><span style="font-family: inherit;">While considering all of this with regards to the specific situation being considered.</span></li>
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<span style="font-family: inherit;">Perspective taking is required any time you are in the presence of other people, even when you are not talking to them. Responding to another person’s perspective while communicating with them requires you do all of the above in relative light-speed, processing and responding your own as well as other’s thoughts within milliseconds to two seconds. The process can be overwhelming to those with social learning challenges, even if they are very bright.<br /><br />The ability to take perspective is key to participation in any type of group (social or academic) as well as interpreting information that requires understanding of other people’s minds, such as reading comprehension, history, social studies, etc. Weakness in perspective taking is a significant aspect of ASD and other social cognitive deficits. However, like all other concepts explored in the ILAUGH model, one’s ability to take perspective is not a black or white matter. There is a vast range of <a href="https://www.socialthinking.com/what-is-social-thinking/published-articles/99-perspective-taking-across-the-school-and-adult-years-for-persons-with-social-cognitive-deficits" style="border: 0px; color: #2200d1; font-style: inherit; line-height: 1; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;">perspective taking skills</a> across the autism spectrum (Winner, 2004)<br /><strong style="border: 0px; font-style: inherit; line-height: 1.3; margin: 0px; padding: 0px; vertical-align: baseline;"><br />G=Gestalt Processing/Getting the Big Picture</strong> (Shah & Frith, 1993; Fullerton, Stratton, Coyne & Gray, 1996)</span></div>
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<span style="font-family: inherit;">Information is conveyed through concepts, not just facts. When involved in conversation, the participants intuitively determine the underlying concept being discussed. When reading a book of literature, the purpose is to follow the overall meaning (concept) rather than just collect a series of facts. Conceptual processing is a key component to understanding social and academic information. Difficulty developing organizational strategies cannot be isolated from conceptual processing. Students with conceptual processing challenges often have difficulties with written expression, organizational skills, time management and being overly tangential in their social relations. (All of these concepts require us to stay focused on a central theme or main idea and to keep our writing, discussions or planning focused to this central point. Many of our folks struggle with this, over-focusing on details and not focusing in the concept (an intuitive skills for neurotypicals).</span></div>
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<span style="font-family: inherit;"><br /><strong style="border: 0px; font-style: inherit; line-height: 1.3; margin: 0px; padding: 0px; vertical-align: baseline;">H= Humor and Human Relatedness</strong> (Gutstein, 2001; Greenspan, & Wieder, 2003; Prizant, Wetherby, Rubin, Laurent & Rydell, 2006)<br />Most individuals with autism spectrum disorders, Asperger’s and similar challenges have good senses of humor, but they feel anxious since they miss many of the subtle cues that help them understand how to participate successfully with others. It is important for educators and parents to work compassionately and with humor to help minimize the anxiety these children are experiencing. At the same time, many of our clients use humor inappropriately; direct lessons about this topic are needed and relevant.<br /><br />Human relatedness - the ability to bond emotionally with others - is at the heart of human social relationships and the fuller development of empathy and emotional regulation. Teaching students how to relate and respond to other people’s emotions as well as their own, while also helping them feel the enjoyment that arises through mutual sharing, is critical to the development of all other aspects of social development. " (selection taken from the above webpage)<br /><br />Books related to the above discussion include:</span></div>
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<li style="margin-left: 10px;"><a href="https://www.socialthinking.com/books-products/inside-out-what-makes-a-person-with-social-cognitive-deficits-tick-detail" style="border: 0px; color: #2200d1; font-style: inherit; line-height: 1; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;"><span style="font-family: inherit;">Inside Out: What Makes a Person with Social Cognitive Deficits Tick?</span></a></li>
<li style="margin-left: 10px;"><a href="https://www.socialthinking.com/books-products/thinking-about-you-thinking-about-me-2nd-edition-detail" style="border: 0px; color: #2200d1; font-style: inherit; line-height: 1; margin: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;"><span style="font-family: inherit;">Thinking About YOU Thinking About ME, 2nd Edition</span></a></li>
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<span style="color: #1e1e1e; font-family: inherit;"><span style="line-height: 18px;">If you have a child, teen or you are an adult with Asperger's disorder of High Functioning Autism (HFA) I urge you to click on the link above and visit her web page. This is basic and essential knowledge that should be at the forefront of any treatment program. I cannot recommend her books enough!</span></span></div>
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<span style="color: #1e1e1e; font-family: inherit;"><span style="line-height: 18px;">Are there other issues that teens with Asperger's need to deal with?</span></span></div>
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<span style="color: #1e1e1e; font-family: inherit;"><span style="line-height: 18px;">Yes, just like any teen, teens with Asperger's disorder can suffer from anxiety, stress, depression...learning disabilities or ADHD. They can have a mood disorder or a speech disorder. When finding a clinician to work with your child make sure they are capable of dealing with these issues- and have experience dealing with them from the point of view of someone with Asperger's or autism spectrum disorder. The treatment for an individual with Aspeger's needs to come from knowledge about the neurological implications of the disorder.</span></span></div>
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<span style="color: #1e1e1e; font-family: inherit;"><span style="line-height: 18px;">One final note: Most of the teens and young adults I see in my private practice are doing well in many areas of life. Parents often feel overwhelmed and hopeless when they get their child's diagnosis. Most of the adults I see having problems with depression, anxiety or relationship issues have good paying jobs, have attended college or university, many..if not most..of my clients with Asperger's have graduate degrees and significant careers. Like the rest of us, sometimes they need a little support in life. But our expectations should be high.</span></span></div>
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<span style="font-family: inherit;"><span style="color: #1e1e1e;"><span style="line-height: 18px;">Please feel free to contact me about autism spectrum disorder or Asperger's disorder. I provide testing and diagnosis for the Ministry of Family Services, help with educational planning, provide couples, marriage and family counselling and see individuals for supportive therapy and coaching. My website is at: <a href="http://www.relatedminds.com/">www.relatedminds.com</a> or </span></span><a href="http://www.relatedminds.com/autism/">http://www.relatedminds.com/autism/</a></span><br />
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KEYWORDS: Aspergers, Asperger's Disorder, autism spectrum disorder, teen, adult, therapy, counselling, Vancouver, Burnaby, Seattle, behaviour interventionist, psychologist</div>
Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com01037 West Broadway, Vancouver, BC V6H 1E3, Canada49.263583 -123.1275074999999827.928308499999996 -164.43610149999998 70.5988575 -81.818913499999979tag:blogger.com,1999:blog-3197717591920680727.post-2735733758931249922014-10-20T09:13:00.000-07:002014-10-20T09:13:59.176-07:00Adult Autism Testing and AssessmentIn my offices in Vancouver and Burnaby I complete assessments / testing for Aspergers and Autism Spectrum Disorder. While until recently these were two different diagnoses they are now, in the DSM-5, combined and what we all would have agreed was "Asperger's Disorder" or "Asperger's Syndrome" last year this year is referred to as Autism Spectrum Disorder - a disorder on the autism spectrum.<br />
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My practice has focused on teens, young adults and adults with Aspeger's for the past 20 years, since I worked in Souther California and received training in treating Asperger's from Michelle winner through my local school district where I served as the behaviour management specialist.<br />
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Why get a diagnosis?<br />
First, I don't always suggest getting a full diagnosis. The problem is the cost. This is not a simple process like going to the doctor to get a diagnosis of a cold or flu. There are many complicating factors and possible causes for Asperger's Disorder/Autism Disorder like symptoms in an adult. These can include a personality disorder, depression, anxiety, OCD or other neurological issue.<br />
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This means a couple of days of testing using state of the art methods. I follow the same criteria which the province of British Columbia has set forth for diagnosing children: The ADOS (Autism Diagnostic Observation System) and the ADI-R (Autism Diagnostic Inventory-Revised) as the heart of the Asperger's/Autism diagnosis, along with scales and tests that address depression, anxiety, OCD and personality issues. While in some situations someone might use just one test or checklist, this is insufficient for two reasons: First, legally the diagnosis is used to obtain many benefits and legal accommodations, and 2) A good number of individuals with Asperger's/Autism have comorbid conditions such as depression, anxiety or ADHD. ADHD (Attention Deficit Hyperactivity Disorder) is a common comorbid condition, and not properly treating these disorders, sometimes FIRST, can make treating Asperger's or autism difficult or impossible.<br />
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Should you get a formal diagnosis? If you can, yes. Go to your GP and ask for a referral to a psychologist or psychiatrist who is familiar with Asperger's / Autism and move forward.<br />
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What would symptoms look like?<br />
Most individuals with Asperger's/Autism have difficulty with social communication, difficulty with social interactions, difficulty with social imagination and some repetitive, hyper focused behaviours or thinking processes.<br />
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You may want a diagnosis as an adult who potentially has Asperger's or autism spectrum disorder in order to understand yourself, to help you understand your behaviours and difficulties, and to help you understand how treatment - much of it psychoeducation and coaching - can help you.<br />
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How much does an assessment cost?<br />
It varies from individual to individual, but usually around $1,200.00 for a full assessment. Some individuals also need a psychoeducational assessment to get appropriate accommodations at college or on the job. That can be an additional few hundred dollars.<br />
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How long does the assessment take?<br />
We usually meet for an initial session to go over current symptoms and problems you are having, get to know each other, and gather a medical and behavioural history. Sometimes people make a choice to move right into some type of treatment to address immediate issues, such as problems at work or with a friend or spouse. The assessment usually calls for two more sessions of face to face time, about 2 hours each, and the collection of data from people who have known you for some time. We especially want to talk to someone who knew you at an early age, as the diagnosis release heavily upon behaviour patterns you had at an early age. Usually this entire process is done in 2 weeks.<br />
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How long does it take to make an appointment?<br />
I usually see patients for Asperger's and autism assessments within a week to 10 days. I leave a good deal of my time open for adult Asperger's and autism assessment and treatment because I know there are very few practitioners around with the tools, skills and background in the field to help everyone in need.<br />
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What's the next step?<br />
The next step would be looking over my web page at <a href="http://www.relatedminds.com/">www.relatedminds.com</a> and then contacting me by phone or email. Phone is preferred, and it's best not to send extensive personal information over the internet.<br />
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Is this covered by insurance?<br />
For my patients in Washington State, usually it is, however you need to contact your provider first. Payments are made at the time of the sessions and you will be reimbursed by your insurance company. But check your coverage! For patients in British Columbia MSP - the government sponsored health care plan - does not cover psychological services. Your extended health care plan may, however each plan is different. Some cover the entire cost, some a minimal amount. Check first.<br />
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Some local colleges and universities in BC also pay for services for students. Check with your student health plan provider.<br />
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You can find out more about me and my practice at the following webpages:<br />
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<span style="font-kerning: none; text-decoration: underline;"><a href="http://psyris.com/drjimroche">http://psyris.com/drjimroche</a></span></div>
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<span style="font-kerning: none; text-decoration: underline;"><a href="http://www.relatedminds.com/">http://www.relatedminds.com</a></span></div>
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<span style="font-kerning: none; text-decoration: underline;"><a href="http://www.actcommunity.ca/profiles/224/">http://www.actcommunity.ca/profiles/224/</a></span></div>
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<span style="font-kerning: none; text-decoration: underline;">http://www.psychologists.bc.ca/users/jimroche</span></div>
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<span style="font-kerning: none; text-decoration: underline;"><a href="http://www.therapistlocator.net/member?226046">www.therapistlocator.net/member?226046</a></span></div>
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<span style="font-kerning: none; text-decoration: underline;"><a href="http://psychologybc.weebly.com/">http://psychologybc.weebly.com</a></span></div>
Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com01037 West Broadway, Vancouver, BC V6H 1E3, Canada49.263583 -123.1275074999999827.928344999999997 -164.43610149999998 70.598821 -81.818913499999979tag:blogger.com,1999:blog-3197717591920680727.post-78596564295897340942014-07-16T09:45:00.000-07:002014-07-16T09:47:04.560-07:00College Students and Aspergers Disorder or Autism Spectrum Disorder<h2>
<span style="font-family: Arial, Helvetica, sans-serif;">Academic Support Plans for College Students with Aspergers/Autism</span></h2>
<span style="font-family: Arial, Helvetica, sans-serif;">Much of my practice at this time of year is with students attending college who suspect they have Aspergers or ADHD. An cult assessment for Asperger's Disorder, now called Autism Spectrum Disorder since it was moved to become part of the autism spectrum, have average to above average intelligence, study hard, but are having difficulty socially with peers, and sometimes with facility. They often have developed high levels of anxiety around the school day after having done so well in a highly supported secondary school.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">Besides being amazed that most of my patients were not diagnosed during high school or before, I also regret that they are now confronted with the costs of an assessment which should have been provided earlier for free by the school district. An assessment for adult Asperger's costs approximately $1,950.00 due to the time and complexity of the process. Usually it leads to some accommodations in the school setting, and below I am posting a general statement on accommodations. More importantly a comprehensive assessment helps us understand what skills and abilities a student has socially, and where their deficits are so we can focus treatment on those - making use of their strengths. Almost all therapy for adults with Asperger's starts with psychoeducation, fully and completely understanding the disorder. We then review, model, practice and critique a series of specific skill sets, always using our new insight to guide us.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">But what accommodations can you expect from a college or university? In the United States laws are very specific bout what services can be expected. In Canada the laws are not specific, and often not enforced, so it can vary greatly from school to school. This year I developed a hand out based upon one I found at a university website, I think this one is from Allegheny College. You can do a simple search on the web and see many colleges have a set policy and supports for students with Asperger's of ASD. If your son or daughter's college doesn't have such a procedure already set up, you might consider working with them to do so. Here is what I use, based on Allegheny College's outline:</span><br />
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<span style="letter-spacing: 0.0px;"><b><span style="font-family: Arial, Helvetica, sans-serif;">Appropriate Accommodation for Students who have Autism Spectrum Disorder or “Asperger’s Syndrome” </span></b></span></h2>
<span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Asperger’s Syndrome is a developmental disorder characterized by major difficulties in social interactions and unusual patterns of behaviour. It was discovered by Hans Asperger in 1944 and was added to the Diagnostic and Statistical Manual- IV in 1994. Asperger’s Syndrome is often referred to as “high functioning autism.” Currently, in the newest version of the Diagnostic and Statistical Manual-5 Asperger’s Syndrome has become part of a spectrum of disorders called autism-Autism Spectrum Disorder. This can be confusing to some as there is an expectation that an individual with Autism Spectrum Disorder has some cognitive or intellectual deficit. This is not the case. Many people with Asperger’s Syndrome have high intellectual and verbal abilities, but appear to be socially awkward. In my own practice I work extensively with adults who have Autism Spectrum Disorder or “Asperger’s” and these individuals work at high level jobs, in management, in a variety of setting and fields and have successful and full careers, families and social lives. ASD is a language based developmental disorder which makes it difficult for individuals to “see the perspective of others” and “read their minds” as many of us do day to day in order to interact socially. There are also some neurocognitive difficulties common with ASD, such as resistance to change, hyper focus and sensory sensitivities.</span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Characteristics of students with Autism Spectrum Disorder (ASD) or Asperger’s Syndrome</span></span></h2>
<span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>May have difficulty communicating, including difficulty understanding facial expressions, nonverbal communication, and have poor eye contact in conversational settings.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>May have difficulty asking for help when they need it, or difficulty talking when experiencing stress.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>May lack social awareness and misread social cues; may experience difficulty making friends or working in small groups.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>May have trouble dealing with change; students withASD/Asperger’s Syndrome do best with structured routines and schedules.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>May be very rule-oriented and logical</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>May not do well with noisy settings or bright lights.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Tips for Positive Communication</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Stress the importance of good study habits and effective time management.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Be firm and direct with the student, as a student with ASD/Asperger’s may not understand social cues or nonverbal communication.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Give praise when merited; it builds confidence.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Give timely feedback to the student; errors need to be corrected as soon as possible.</span></span><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Possible Classroom Accommodations</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Be open to students recording lectures; if you are concerned have the counselling department write up an agreement and confidentiality form. Recording classes can be a critical component to academic success.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Point out the organizational items in textbooks, e.g., chapter summaries, sub-headings, graphic design, charts, maps, and indexes.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Give all assignments and course expectations in written and oral form.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Incorporate “hands on” and lab experiences when they are appropriate.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Consult with your schools student counselling centre when assistance is needed in solving problems.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Give students a clear syllabus, listing tests and assignments with due dates noted.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Use demonstrations and hands-on experiences.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Use overhead projectors or PowerPoint presentations. Break down difficult concepts into steps or parts.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Outline the day’s lecture on the board, overhead, or PowerPoint.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Keep the structure of the class the same everyday, and if it must change giving the student advance notice is helpful.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Give a brief review of the material presented and emphasize key points.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Include a time for questions and answers.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Encourage all students to take advantage of the school based tutoring and consultation services.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>When group projects are a must, assign the groups and put the student with Asperger’s in a smaller group.</span></span><span style="letter-spacing: 0.0px;"><span class="Apple-tab-span" style="white-space: pre;"><span style="font-family: Arial, Helvetica, sans-serif;"> </span></span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span><i>All of these accommodations are not necessary all the time, and many of these can be easily dealt with by assigning a student/peer coach who can essential provide most of these services through simply modelling and a 15 min daily check up with the student.</i></span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;">Test Accommodations and Administration</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Allow extra time for test taking (usually time and one half).</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Arrange for exams to be taken in a separate room.</span></span><span style="letter-spacing: 0.0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Explain directions more fully and if something isn’t understood - write it out.</span></span><span style="letter-spacing: 0px;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Keep all test formats the same. Offer alternate means to demonstrate competency if the student has difficulty with the testing format.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="letter-spacing: 0px;">Each student and situation can be different, but working with a professional you should be able to come up with a good outline of what your </span>child's needs, in terms of support for their "handicapping condition"- and I advise you to use those words as they will lead to more serious consideration by the college. For information on the services I provide in terms of autism/Asperger's testing, treatment and support, visit my web page at <a href="http://www.relatedminds.com/">www.relatedminds.com</a></span><br />
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Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com09304 Salish Court, Burnaby, BC V3J 7C5, Canada49.251423 -122.9020520000000323.729388500000002 -164.21064600000003 74.7734575 -81.593458000000027tag:blogger.com,1999:blog-3197717591920680727.post-43894956530893716852014-07-08T11:38:00.001-07:002014-07-08T11:38:39.900-07:00Using Visual Supports: Positive Autism Supports for School or HomeLast month I visited a number of schools for parents, completing observations, writing a plan and meeting with staff. Most of these were for younger children, grades 4-6. What was bothersome is that one of the most important and successful supports we provide our children with ASD (autism spectrum disorder or Aspeger's Disorder), namely Visual Supports, were not used in any class. 5 of of 5 had "visual supports" in the IEP, but none of them used any visual supports while I was there doing my observations. Why? Most of the people I asked said they didn't think the child needed them anymore. Well, I wasn't asked to come in and provide behavioural consultation because the student was doing well!<br />
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Here is an excellent place to find a handout about using visual supports with children with autism or Asperger's Disorder: http://www.autismoutreach.ca/assets/30visual.pdf POPARD, the Provincial Outreach Program for Autism and Related Disorders has several great handouts about the usefulness of visual supports, and why NOT to stop using them. They also have a really useful handout: "Visual Schedules." You can download the one above and bring it to your next school based team meeting, and request a copy of the other. POPARD also has a number of useful training videos on line addressing this issue.<br />
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While I didn't see anyone using a visual schedule or other support, here is what I did see: Taking 100 data points -marking down every 15 seconds what is happening with the student - are they getting a corrective feedback, positive feedback, neutral statement, following an instruction - whatever they are doing- after 100 measures each and every one of these students was getting 90% or above negative feedback. "Corrections" to be polite. Nagging that gets no where to be frank. Over and over I say students waiting - watching what other students were doing - not doing that- but instead waiting- looking at their "aide" until they get a verbal command. That's what visual supports can avoid. Verbal instructions are almost always negative or corrective. That's not useful with out kids with autism or Aspergers Disorder. Often students see exactly what is expected of them and wait...and wait...until they get a verbal prompt. Almost always negative or "corrective" to be polite. When everyone else is putting their books away the student with autism - with a higher than average IQ and enough cognitive abilities to know what to do - has become accustomed to getting a verbal prompt from an adult.<br />
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If it's time for lunch and the student isn't getting ready, visually point to what other students are doing. Point to the schedule. Give a non-verbal signal and teach the student to obtain information from the environment by watching. It's a simple change, but one that is even less likely to happen when your child has a full time aide assigned to them who just can't wait to be helpful and talk to them, explain to them, and unknowingly teach them to ignore their environment and instead rely upon a verbal prompt. Even when they know what to do.<br />
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Don't let this happen to your child. Make sure the school is not just writing "use visual prompts" down on the IEP but also really using these visual methods in practice. This goes for students of all levels and abilities.<br />
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Dr. Jim Roche is a Registered and Licensed Psychologist providing behavioural consultant services, family counselling and individual therapy for children, adolescents and adults with autism spectrum disorder. For more information on the services he provides visit his web page at: <a href="http://www.relatedminds.com/autism/">http://www.relatedminds.com/autism/</a><br />
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Dr. Roche also provides testing and assessment for autism spectrum disorder, Asperger's Disorder and Non-Verbal Learning Disabilities for children, adolescents and adults.Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com0tag:blogger.com,1999:blog-3197717591920680727.post-30430614043061343322014-06-25T12:58:00.001-07:002014-06-25T12:58:34.959-07:00Testing for Adult Autism / Asperger's DisorderI've been asked by a number of people if there is time during the summer for any further adult assessments for autism spectrum disorder or Asperger's Disorder: yes. I have several days set aside for patients who are seeking an assessment for adult Aspergers or adult autism, as I know there are not many clinicians prepared to complete this work.<br />
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What does testing for adult Aspeger's or adult autism spectrum disorder consist of? Primarily we look at symptoms and behaviours you had as a young child. This is done with a structured clinical interview, the ADI-R. In addition to that we engage in a structured interview process called the ADOS which requires you to participate in a number of activities and answer some questions about your current life and thoughts. Usually individuals take a structured personality assessment to rule out possible disorders that may look just like adult autism or Aspegers, and when appropriate we use some neuropsychological tests to help flesh out the diagnosis. It is just about necessary to have someone who knows you well, especially your behavioural and social history, to complete some forms about these issues.<br />
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We usually start with an initial one hour session and discuss your current signs, symptoms and problems so that we can make a good choice about the appropriateness of proceeding with an assessment.<br />
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For more information on testing for Aspeger's Disorder or autism spectrum disorder in adults, teens/adolescents or children, please visit my website and then contact me directly.<br />
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My website can be found at <a href="http://www.relatedminds.com/">www.relatedminds.com</a><br />
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Dr. Jim RocheUnknownnoreply@blogger.com09304 Salish Court, Burnaby, BC V3J 7C5, Canada49.251423 -122.9020520000000323.729388500000002 -164.21064600000003 74.7734575 -81.593458000000027tag:blogger.com,1999:blog-3197717591920680727.post-36918456602426701352014-06-05T09:30:00.000-07:002014-06-05T09:30:57.066-07:00Adult Autism and Asperger's Syndrome ReadingIn my practice I provide services for children, teens and adults with autism spectrum disorder and Aspergers Syndrome. Often adults come by with marital problems or oner relationship issues and we work on social learning skills and CBT (Cognitive Behaviour Therapy) that is helpful to them in their relationships. Often, however, I am asked for book recommendations. I don't think there are currently any "GREAT" books out there to recommend because most adults have very specific issues and problems and often want direct, specific and to the point advice. Most books, on the other hand, are more targeted to a general reading audience. This only makes sense as its hard to write and sell a book about a small and particular topic. Because of this face to face therapy is often the best way for adults to approach issues.<br />
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now most issues adults with Aspergers or high functioning autism do have are not that different than the general population so it's more than appropriate to look at workbooks and self help books that anyone their age would look at - and get some advice and "translation" of the materials from someone who knows about Aspergers Syndrome in adults.<br />
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In spite of all this, I'll make a few recommendations of books you might want to own, have around for reference, or maybe just borrow from the public library to skim through:<br />
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Aspeger's From the Inside Out: A Supportive and Practical Guide for Anyone with Asperger's Syndrome by Michael Carley and Peter Gerhardt<br />
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Emotional Mastery for Adults with Aspegers: practical techniques to work with anger, anxiety and depression by Leslie Burby and Mark Blakey<br />
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(For clinicians) Cognitive-Behavioural Therapy for Adults Asperger Syndrom by Valerie Gauss, MD<br />
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Aspeger's on the Job: Must-have Advice for People with Asperger's or High Functioning Autism and their Employers by Simone and Temple Grandin<br />
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Parenting a Teen or Young Adult with Aspeger Syndrom (Autism Spectrum Disorder0 by Brenda Boyd<br />
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Asperger Syndrom and Long Term Relationship by Ashley Stanford<br />
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These are some of the books patients have spoken positively about and that I have reviewed. Again, I think the best idea is to see a professional who is familiar with Asperger's Syndrome and high functioning autism across the age span and develop and individualized intervention plan. It's always important to start with psychoeducation - learning more about what is going on - and the best place to start from my point of view is with works and writings by Michelle Winner at www.socialthinking.com While most of her materials are aimed at teens, the insights are valuable to everyone of all ages. When you find someone to work with, you should also make sure that that professional is VERY familiar with her work and has used and applied it in a number of settings.<br />
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I hope these suggestions are helpful. for more information about my practice in the field of autism spectrum disorder and adult Aspeger's Syndrome please visit my web page at www.relatedminds.com or call me for an appointment. I provide individual counselling for children, teens and adults with Aspeger's Syndrome and ASD, couples/marriage counselling or therapy and do home and workplace observations and work with schools and workplaces. I also provide assessments and testing for adults with autism/Asperger's and work on numerous legal cases relating to workplace issues and adults with Aspegers.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3197717591920680727.post-70830581150442252532014-05-28T14:29:00.000-07:002014-05-28T14:30:44.191-07:00Autism | Asperger's | BehaviourMany parents with children on the autism scale find themselves at a crossroad and need to address inappropriate behaviours which are preventing their child from succeeding at school or at home- social or academically and come to see me. Many already use a "behavioural interventionist" from the ACT referral services, but find that they just can't get a plan and intervention together for their child in spite of already having a behaviour interventionist on their team. While I am a member of the ACT Behaviour Interventionist list (the "RASP") I am also a Registered and Licensed Psychologist with a speciality in behaviour management and behaviour therapy. This is a different field which goes beyond dealing with symptoms normally thought of as relating to ASD.<br />
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ABA training in itself often doesn't provide a wide enough background in psychology to help these children, as their underlying problems can be depression, anxiety, OCD and other related disorders. And ABA, as helpful as it is, isn't designed to work with these kinds of problems. So, first of all we need to really understand and diagnose the problem. This is usually done through a process called a functional behaviour assessment or FBA. An FBA may include school and home observations, data collection and testing, but it also can be a much shorter and contained process. An FBA is about the "process." We look at what the child is doing, and the child's environment to find out what the function of the behaviour is. "What function does X have for this child?" I often teach FBA development to teachers and psychologists, and it can range from a comprehensive several page written report, to a 3X5 card with some notes jotted down. What's important is that we consider the situation to understand the function, and then move on from their to 1) make environmental changes so the child doesn't need to engage in the behaviour as the sam frequency or severity, and 2) teach new appropriate skills so that the child now has a new appropriate behaviour that meets the SAME function as the original behaviour. The most comprehensive system for completing FBA's and writing these intervention plans for children and adolescents with autism and Aspergers can be found at the California website PENT. Click here: <a href="http://www.pent.ca.gov/">http://www.pent.ca.gov</a> What's great about the PENT website is how comprehensive it is, and how much training materials are available to school staff - psychologist, teachers, administrators- to make sure a school is performing these procedures correctly. A key component to the California PENT program is a system that checks the QUALITY of the process and intervention. A quality control system is built right in. I've taught this system in several districts and those that adopt it improve the quality of there interventions for children with behaviour problems and autism/Aspergers significantly.<br />
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The other issue that seems to come up and keep individuals from providing good evidence based interventions is the general lack of experience most teachers, behaviour interventionists and general psychologists have in old fashioned behavioural therapy. Too often I hear that a token system didn't work for a child with ADHD (although we have 40 plus years of research supporting the use of token reinforcement systems with children with ADHD!) or that planned ignoring or exposure programs have failed. Usually they are implemented straight from a book, and when they don't work everyone quickly gives up. These systems have a long history of working, but, if you ever watched "Super-Nanny" on television you know ever week she has to come back, look at the data, watch the parents implementing the program and make changes. You always need some feedback from a third party ...always. And if someone has never had success implementing such a behaviour program, then maybe they shouldn't be doing this without supervision. Token systems and other behaviour management practices are complicated and tricky. If they don't seem to be working at first, don't give up! Consult!<br />
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Finally, it's a tricky issue to implement a behavioural intervention program to deal with difficult behaviours when at the sam time your dealing with the symptoms of Asperger's or autism. Many parents I see come to me after many unsuccessful attempts on their own. Again, get consultation from an expert!<br />
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Where can we learn about this? Well, I think you need a multitude of handy interventions and plans. Not just one. I tell most of the parents I work with we are about to start a graduate degree in behaviour management, so hold on. Some good books to start with are these:<br />
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First: Read or watch Raising an Emotionally Intelligent Child: The Heart of Parenting by John Gottman. This is NOT a book on behaviour management, nor is it a book about behaviour problems. However, when your done you will feel better about all the other part s of parenting, and you'll understand the concept of being a "coach" for your child. I usually suggest the video which is available at the local library or John Gottman's website.<br />
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If your child is really a handful - EXPLOSIVE! Then I'd read or listen to "The Explosive Child," by Ross W. Green, PhD. This is a great book on parenting and dealing with really difficult behavioural problems. What it is not is a book on behaviour management from a behaviourist point of view. Instead it gives you a place to start, and a "style" to do it in. Dr. Greene also has a wonder website. Go check it out.<br />
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For the behavioural (didn't think I'd get to that did you?): The two best books I know of are "Your Defiant Teen: 10 steps to resolving conflict and rebuilding your relationship," by Dr. Russell Barkley and "Your Defiant Child: 8 steps to better behaviour," also by Dr. Barkley. These two books prove everything you need to start using time tested, evidence based behavioural interventions in your home.<br />
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These are the best places to start, but be warned: Children with Asperger's Disorder and autism spectrum disorder (ASD) do not react the same as other children to these or any interventions. For a multitude of reasons, sone biological, some cognitive, some relational, these children may react poorly to something that another child would react well to. So again, get advice and consultation from an expert.<br />
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These four resources, plus those available on child behaviour issues from the PENT website are a good place to start. If you would like to contact me and visit my office for a consult, please follow one of the links below:<br />
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://psyris.com/drjimroche">http://psyris.com/drjimroche</a></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://www.relatedminds.com/">http://www.relatedminds.com</a></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://www.actcommunity.ca/profiles/224/">http://www.actcommunity.ca/profiles/224/</a></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://www.psychologists.bc.ca/users/jimroche">http://www.psychologists.bc.ca/users/jimroche</a></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://www.therapistlocator.net/member?226046">www.therapistlocator.net/member?226046</a></span></div>
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KEY WORDS: Behavioural Interventionist, Behavior Therapy, Autism, Asperger's, Therapy, Vancouver, Burnaby, Psychologist</div>
<br />Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com09304 Salish Court, Burnaby, BC V3J 7C5, Canada49.251423 -122.9020520000000323.729388500000002 -164.21064600000003 74.7734575 -81.593458000000027tag:blogger.com,1999:blog-3197717591920680727.post-20188678394567826602014-05-26T09:55:00.001-07:002014-05-26T09:55:41.692-07:00Testing and Treatment for Asperger's and Autism | Children, Adolescents and Adults<span style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;">Testing, Assessment and Treatment for Autism and Aspeger's Disorder</span><br style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;" /><br style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;" /><span style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;">Dr. Jim Roche provides testing and diagnostic services, as well as therapy, for children, adolescents and adults with autism spectrum disorder, Aspeger's Disorder and related cognitive deficits. For more information please visit my web page at: </span><a href="http://www.relatedminds.com/autism/" rel="nofollow" style="background-color: white; border: 0px; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif; margin: 0px; padding: 0px; vertical-align: baseline;">http://www.relatedminds.com/autism/</a><span style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;"> </span><br style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;" /><span style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;">or </span><a href="http://psychologists.bc.ca/users/jimroche" rel="nofollow" style="background-color: white; border: 0px; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif; margin: 0px; padding: 0px; vertical-align: baseline;">http://psychologists.bc.ca/users/jimroche</a> or <a href="http://www.relatedminds.com/">www.relatedminds.com</a><br style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;" /><br style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;" /><span style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;">Dr. Roche also sees adolescents and young adults for therapy and social cognitive therapy in his office, and accepts BC Ministry payments for these services. Services are also covered by your extended health care plan. He has over 20 years experience with children, adolescents and teens with autism spectrum disorder, non-Verbal Learning Disorders, Social Cognitive Disorders and Asperger's Disorder.</span><br />
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<span style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;">Please feel free to examine the web page or call doctor Roche with questions about assessments, testing and treatment for autism and Asperger's Disorder.</span><br />
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<span style="background-color: white; color: #222222; font-family: 'Bitstream Vera Serif', 'Times New Roman', serif;">His offices are located in Burnaby and Vancouver and are close to Port Coquitlam, New Westminster, Port Moody and Maple Ridge.</span>Staff at RelatedMindshttp://www.blogger.com/profile/06358626377751725980noreply@blogger.com09304 Salish Court, Burnaby, BC V3J 7C5, Canada49.251423 -122.9020520000000323.729388500000002 -164.21064600000003 74.7734575 -81.593458000000027