We 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.
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.
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.
Most school need a psychoeducational assessment in order to develop an IEP, an Individual Education Plan.
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.
For more information please look at our web page at www.relatedminds.com and then, if you are interested, either call us directly or email (there is an email form on the website).
Showing posts with label ACT. Show all posts
Showing posts with label ACT. Show all posts
Friday, February 2, 2018
Tuesday, March 1, 2016
Adult Diagnosis of Autism Spectrum Disorder and Asperger's Disorder
The 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.
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.
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.
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.
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.
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.
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.
Web page: www.relatedminds.com
http://www.relatedminds.com/autism/
http://www.relatedminds.com/adult-autism-and-aspergers-disorder/
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.
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.
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.
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.
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.
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.
Web page: www.relatedminds.com
http://www.relatedminds.com/autism/
http://www.relatedminds.com/adult-autism-and-aspergers-disorder/
Tuesday, July 8, 2014
Using Visual Supports: Positive Autism Supports for School or Home
Last 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!
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.
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.
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.
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.
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: http://www.relatedminds.com/autism/
Dr. Roche also provides testing and assessment for autism spectrum disorder, Asperger's Disorder and Non-Verbal Learning Disabilities for children, adolescents and adults.
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.
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.
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.
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.
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: http://www.relatedminds.com/autism/
Dr. Roche also provides testing and assessment for autism spectrum disorder, Asperger's Disorder and Non-Verbal Learning Disabilities for children, adolescents and adults.
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