2^nd European Autism Congress February 28-29, 2020 Budapest, Hungary

Biography:

I was born as a high functioning autistic in a communist country within a family and society ignorant to the Spectrum. I use my special interest in people as a super-power to shift the paradigm and integrate radically new concepts and insights about the Autistic world into the not-autistic frame of reference At present, I am a certified SEN tutor, an author, consultant and inspirational speaker on parenting and Autism. All my years of experience, combined with being autistic myself, give me a point of view and a set of perceptions very different from the ordinary which makes my input a valuable insight, and I am often working with complex cases of adaptability.

Abstract:

While there are many assessments, support systems and practices in place established over the years for autistic children they have been focused on the child exclusively. An admirable campaign on public education has been launched to help for some adjustments and exceptions to be made at schools and promote the settling of a culture of more acceptance. Still, it does not require people to take personal responsibility which still lies with the autistic person. I propose that society’s mindset need to change and urgently. Parents need fresh eyes, and a new perspective that can add another piece of the impossible puzzle they are solving every day but solutions come naturally only when the questions are clear. An autism therapy is only possible if it’s applied to the collective. We need to understand that autism is not cases of isolated, unfortunate incidents but a collective phenomenon. The change starts from parents who are open to learn how to manage their own personal space and emotional balance introducing some unconventional concepts such as:

• Emotional Skin Deficiency (ESD) - challenges and benefits 
• Autistic differences in perceptions - physical, visual, sound, time, etc. 
• Emotional Hygiene for everyone 
• Multi-Level Communication
• Energy differences and effective management 
• Nutritional adjustments in support of the internal autistic structure.

It’s the immediate circle of family members and teachers that have to learn new ways of thinking, feeling and responding. We all have to share the responsibility and learn to control our minds and emotions first, before imposing it to others.

Biography:

Anuttoma is in her second year of her  PhD course from Leeds Beckett University, Leeds, UK. She has participated in Post Graduate Research Society Conference in Leeds with an oral presentation on Autism in 2018. She had been a teacher in an inclusive school and pursued her Advanced Diploma in Special Educational Needs from Leeds Beckett University as well.

Abstract:

ASD is a complex developmental disorder that can cause problems with thinking, feeling, language and the ability to relate to others. Transitions are the continuity of experiences that children have between periods and between spheres of their lives. Key transitions can be particularly stressful for children having ASD and their families. Due to their social communication difficulties with respect to barriers, children with ASD find educational transitions particularly challenging. A communication barrier is anything that prevents one from receiving and understanding the messages others use to convey their information, ideas and thoughts. My research is based on parental experiences during educational transitions. There is no specific research done on the experiences of parents during the educational transitions of their children with ASD (nursery to primary years) in India till date. These early years are very crucial for the child and also the parents in the educational process of the child. All researches being done are mostly related to the medical science aspects of autism and some on the general stress levels of the parents. The findings would encourage practitioners with ideas for better practice incorporating the views of parents and also contributing to academic literature on this topic. It is intended that the outcomes of my research will benefit the local community including the children, parents, educators and support services aiming to address the gap in literature and would offer a detailed and timely exploration of parental experiences and perspectives around their childrens’ transitions from nursery to primary schools in India.

Biography:

Dr. Kanchana Boseroy is a developmental-behavioral pediatric specialist with board certification from the American Board of Pediatrics Developmental-Behavioral and Neurodevelopmental Disabilities. Currently at the Pediatric Developmental-Behavioral clinic in TMC HealthCare in Tucson,AZ. She graduated from Medical College, North Bengal University, specializes in developmental-behavioral pediatrics and neurodevelopmental disabilities, and has been practicing for 34 years.

Abstract:

The term autism is in use since 1911. In the 1940s, researchers in the United States began to use “autism” to describe children with emotional or social problems. One century has passed and countries like Bolivia lack formal screening for the early identification and diagnosis of children with Autisms Spectrum Disorder (ASD). A 2012 census revealed 31.34% of Bolivian's population is 0-14 years of age and Santa Cruz as Bolivia’s largest city with an urban population of 1,441,406 people. International data reveal Bolivia ranks near the bottom among Latin American countries on health and education. The prevalence referred by the CDC is that approximately 1 in 59 children is diagnosed with ASD. Researching available peer-reviewed literature, no prevalence rate of ASD in Bolivia could be obtained. The material available was anecdotal information about collaboration with non-governmental organization building capacity to serve people with the diagnosis of ASD in other cities in Bolivia. As an initial step to improve identification and diagnosis of ASD children in Bolivia, a survey was developed to inquire in the knowledge and use of screening tools among pediatricians in Santa Cruz, Bolivia. The goal is to start the use of screening tools in a formal uniform manner to improve the identification and diagnosis of ASD in children. Pediatricians from public hospitals and private practice are included in the sample and the study relates to how many patients they see and the years of practice, they have.

Biography:

Peggy has been an audiologist for more than 30 years.  She is the owner of The Sensory Center in Roanoke, VA where she uses sound, auditory and vestibular therapy combining the work of Masgutova, Pilker, RMTi, Vojta and others to provide customized individual therapy and interventions for infants and children exhibiting developmental delays. She has published in Audiology Today, The Journal of the American Academy of Audiology, and Hearing, Balance and Communication.  Peggy also has a grandson with developmental delays

Abstract:

Normal hearing sensitivity and processing is essential for the development of speech and language in the young child.  Presently, in the United States, there are approximately 1 in 6 children with a developmental delay or learning disability.  Early intervention is key and crucial in the overall outcome of any child with any hearing problem, which is why hearing “screenings’ are usually done on all infants before they leave the hospital.

Our “hearing” and “vestibular” systems are anatomically and intimately tied together, and several of the primitive reflexes that progress to inhibition so that the postural reflexes can develop emanate from these systems. Primitive reflex retention or lack of inhibition has been long linked to developmental and educational issues. This lecture will focus on primitive reflexes, and some of the red flags in development that can be easily assessed that may indicate a delay or difficulty in neuro-development of the newborn.  They include, but are not limited to: abnormal or absent crawling stage, inability to localize sound, lack of babbling, and absence of anticipatory motor response to being picked up by the caregiver.  Early and easy identification of children with developmental delays is the first step toward limiting difficulties and closing the gap.

Biography:

Hideki Kozima completed his Ph.D in computer science from the University of Electro Communications (Tokyo, Japan) in 1994, then he joined National Institute of Information and Communications Technology (Tokyo/Kyoto, Japan) as a researcher and senior researcher, where he developed “Keepon”, a therapeutic robot for autism.  In 2008, he joined Miyagi University (Miyagi, Japan) as a full professor at School of Project Design, and appointed as a vice president in 2013.  In 2017, he joined Tohoku University (Miyagi, Japan) as a full professor of Graduate School of Educational Informatics, and in 2018 as a full professor of Graduate School of Education.

Abstract:

Autistic children, in general, have difficulties in exchanging and sharing intention and emotion with others through nonverbal information, and experience delay in language development, especially in pragmatic use of language.  In spite of these difficulties in social interactions, autistic children are relatively good at interacting with physical objects like toys.  Though their interest and actions are often restricted to specific aspects, autistic children are generally good at understanding and manipulating things as physical and mechanistic systems.  This implies that information processing for objects (by systemizing) and that for people (by empathizing) are quite independent, both in ontogenetic and phylogenetic meanings.

Biography:

A (retired) Speech and Language Therapist and Audiologist from South Africa, Rosalie has spent most of her working career in the field of ASD and related conditions. She has travelled to many countries to study approaches that are reported by parents to be effective. She compiled a ‘desk directory’ of information entitled ‘Autism, Options Galore’, that is currently being updated for its second edition. She has developed a Whole-Person approach to Autism intervention named Neuro-Cognitive Mobilisation, which organises these approaches in a cohesive framework that makes sense of the myriad and often divergent therapy options confronting parents.

Abstract:

This study reports on the response to intervention by KW, a young boy with the diagnosis of Autistic Spectrum Disorder.  Between 2016 at the age of 5 years and 2019 at the age of 8 years,  KW received a variety of intensive neuro-biological, physical, educational and therapeutic interventions. These were selectively applied within a structured, cohesive, yet individualised framework named Neuro-Cognitive Mobilisation (NCM). In this period he progressed from being non-verbal, un-focused and remote to becoming a communicator, speaking two languages, and inclusion in a regular school with some support. This presentation will demonstrate KW’s  progress in intervention during this period until the present day, and will use video samples, pictures, graphs and programme outlines to illustrate this report. His developmental journey will be discussed with reference to the the rationale of NCM, and the manner in which this framework assists in the timing and application of various interventions.  Various evaluation tools were used which will also be demonstrated, e.g. the Autism Treatment Evaluation Checklist, The Aberrant Behaviour Checklist, various language assessments, and a specially-compiled Communication Tracking Tool, to chart KW’s progress and stages of development. Some remaining challenges will be discussed.

Biography:

Ms. Bowman is working on her Ph.D in Organizational Leadership from Indiana Wesleyan University and holds a graduate certificate in Strategic Futures from the University of Houston. Her research focus is on the intersection of leadership, society, and change. Ms. Bowman is the mother of three sons, including an 18-year-old with low functioning Autism.

Abstract:

Our societies, already struggling with political complexities of employment, financial crisis, and migration issues, in the next decade will have to confront another challenge: how to employ and care for the wave of individuals with Autism Spectrum Disorders (ASD) about to enter adulthood. According to Autism Speaks’ 2017 report on Autism and Health, in the US alone 500,000 individuals with ASD will enter the workforce by 2027. Multiple studies have reviewed the experiences of individuals with ASD, coworkers, and family members to try and improve employment outcomes by identifying individual factors associated with successful transition to work, and research demonstrates that job activities that encourage and support independence reduce ASD symptoms and increase daily living skills in adults. However, most organizations, leaders, and organizational cultures are ill-prepared to integrate the coming influx of individuals with ASD into the workplace. Most organizational cultures and authority figures rely on social and communication skills to manage and lead teams, skills that individuals with ASD struggle to master. Compounding this issue, most leadership training programs and academic research into successful leadership practices emphasize relationship and communication skills as the primary skills of leadership, perpetuating the challenge for individuals with ASD. As the coming wave of individuals with ASD enter adulthood it will become increasingly important for leaders in communities, companies, governments, and organizations to understand and appreciate the differences in leading individuals with ASD versus their neurotypical peers. This presentation will discuss the challenges inherent in managing and leading individuals with ASD and provide ideas for training, resources, and areas of future research for successfully integrating individuals with ASD into the workplace.

Biography:

Yemi Ogunfeitimi started her Nursing education in San Antonio College, San Antonio, Texas . She received her master’s degree in Public health from Grand Canyon University in Phoenix , Arizona. She is a business owner in healthcare services that provides services to adults /elderly with disabilities in San Antonio, Texas, prior to this, she has worked as a neurology nurse, infectious diseases nurse, psychiatry nurse, case manager and also worked with special needs children in their homes. She is an advocate for children with special needs and also a speaker in health-related issues. Yemi Ogunfeitimi is a mother of four ,youngest is diagnosed with Autism.

Abstract:

When my son was diagnosed with Autism, my world fell apart, thought I could not do anything than focus on him, felt like dropping everything to take care of him, had many thoughts only focusing on my son alone, not sure what to do and how to move on, the path to the future looked so dark and I needed light to pass through this path. I was confused with my two cultures, My American culture and my African heritage, not sure of acceptance and support on both sides. In my state of confusion, I developed some strategies on how to cope with my son's Autism, raising my three older kids, run my business and develop myself more through education and training. I learned how to manage my time well, received more education to help my business and my son, focused on my three older kid's education, volunteered to help others. Instead of losing strength, I gained strength, I was determined to make all my children successful, was never tired. Whenever Autism comes to my mind, I would jump with the strength of looking for ways to succeed and how to beat Autism. Today, my son is thirteen, verbal and independent, doing better than expected and my other children are young successful adults, my business is also doing well.

Biography:

Carol Amat Forcadell studied psychology at the Ramon Llull University (1998 – 2003). She completed a Master in Child psychopathology in Autonoma University of Barcelona. She spent 14 years working at the Associació Asperger Catalunya diagnosing children and adults, making psychological interventions with children and adults with ASD (individual and social skills groups). She currently works in a Child Mental Health service in Mataró diagnosing ASD, visiting children with ASD and their families and making social skills groups.

Abstract:

ASD has a huge variability, so may be difficult make a good diagnosis, more over in female cases because it has been demonstrated that traits of ASD in girls are less obvious than those in males because of their camouflage and compensation strategies. This is an example of the peripli of a family to get a diagnosis of ASD since first worries and what happens when the child becomes an adult. First contact with public mental health services was at 9 years old for ADHD symptoms. The conclusion at that moment was SLD. At 13 years old a private therapist diagnosed ADHD and she began medical treatment. Next contact with public mental health services was at 16 years old for anorexic symptoms. Initially, the diagnosis was Anorexia Nervosa and Depressive Disorder but, during the treatment, therapists observed certain difficulties in relationships similar to ASD symptoms (first motivation for changing her looks was making friends, executive function difficulties, resistance to change, literal understanding of language, misunderstanding of social situations, some strange rituals..). Therefore, deeper investigations were commenced including a history of social and communication development, repetitive behaviours, ASD screening, ADOS-2 and ToM evaluation. Finally, ASD and Depressive Disorder combined with ADHD was diagnosed at 17 years old. When she started in adult services, the diagnosis was changed for Adaptative disorder.

Biography:

Feliciea Jibson is Founder of Felser Limited, Registered office in England: 11571455. 8 Becqurel Court, West Parkside, London, SE10 0QQ. She is member of Society of Education Consultants UK, qualified Teacher with years of experience in teaching autistic children in schools, residential settings, and working directly with parents, carers and families. She has has completed her Masters degree in Autism at University of Birmingham. Before opening Felser Limited in 2018 Feliciea worked for 4 years as a Head of School for learners of 16 to 25 years old with severe learning difficulties and complex needs. The concept of PAGS® was initiated by herself, and is now a continued collaboration with a group of professionals, pooling a wealth of experience.

Abstract:

Profile, Assessment and Goal Setting (PAGS®): PAGS® assesses the skills individuals need in order to be able to navigate their way through education, work and life. These skills underpin academic learning and without them, individuals struggle in the classroom, making the attainment of qualifications unnecessarily out of reach of many of our students. PAGS® supports users to develop these necessary skills in individuals. Learners may not show a developmental pattern in the acquisition of skills therefore significant gaps in the attainment of the individual can be missed, assuming that a certain level of performance was automatically credited from early skills. PAGS® is developed to work alongside any academic curriculum. PAGS® ® has been trialled in schools and colleges, specialist school for children with autism and also with selected individuals. The PAGS® questionnaires were completed by a teacher or by an adult who is familiar with the learner or by the learner. The results from the questionnaires were collated and provided in the form of a table, showing the strengths of the individual as well as their developmental needs. In doing this, the table shows areas that the learner would benefit from targeting in a developmental order. It has been developed to assist teachers in producing coherent, well-documented strategies and plans that consider the developmental stage of the learners. Expected outcome: We expect learners will increase their overall score (four areas) with 10-15% in 12 months trial, depending on diagnosis and additional learning difficulties or/medical conditions.We are following the learners enrolled on the trial for this academic year 2019-2020. We will measure social progress made by the individual. We will use Vineland scale- adaptive behaviour scale to measure the level of social adaptive functioning. Early detection of skills deficit enables a more rapid response to identified issues, through personalized and effective interventions, empowers stakeholders to develop functional skills, facilitates changes in social behaviours and academic learning that lead to better outcomes in life. PAGS® incorporates different therapies, cognitive development and learning theories binding them all together for the benefit of stakeholders. It can be used as self-assessment, and others (parent assessment, teacher's assessment and by different professionals). It can be used in any school and organizations.

Biography:

As practicing educational Psychologist in South Africa, Dr. Beulah van der Westhuizen has dedicated her career to finding solutions to better assist neuro-diverse individuals and specifically those on the ASD Spectrum. She has founded EduExcellence, a private remedial school providing personalised education, with a remedial stream and a special needs stream (national footprint). She has designed and coined TheraEd™, the concept being implemented within this bespoke school system. The design of the iMap™ and iDevelop™ is her latest contribution to the field and forms part of a greater vision to educate parents, teachers and professionals in the underlying root cause aspects underpinning the symptoms observed. This vision is to form a clinical collective view on the individual, enabling practitioners to work together to the betterment of the person in need.

Abstract:

This study reports on a practical protocol for clinical information gathering, which comprise of three specially designed and consolidated questionnaires (based on best practice 360° view), a combined computer generated report and the iMap™ to plot the results in order to create an opportunity to educate parents and teachers in matters concerning the underlying aspects associated with the symptoms observed. Additionally, the protocol allows for quick conversion of information across a multidisciplinary field of practitioners and clinicians with either the “at a glance” view (iMap™), or the comprehensive report generated. The underpinning research is based on neuro-cognition, neuro-development, educational psychology, nutrition, biocemistry, speech and language components, audition, sensory-integration theory, EEG neuro-feedback, developmental optometry and movement. With it’s aim to assist the parctitioner (multidisciplinary), the application is not limited to any specific field, but rather to bring the fields together and create a global protocol / system in which to understand all the underlying components contributing to how symptoms present themselves and to be able to create a structured, cohesive and highly individualised programme. A single, short case study will demonstrate the practial implication of this protocol and the multidisciplinary application.

Biography:

Javier Pita de la Vega Garcia has studied Nursing at the University of Valencia (2010-2014). He completed the mental health specialty at Consorci Sanitari del Maresme (2015-2017). ADOS-2 certificate in 2018. He currently works in a child mental health center and partial income unit in Mataró (Spain), where he makes individual visits and psychotherapy groups.

Abstract:

The chronicity of ASD and the variety in the symptomatology of the diagnosed patient (from childhood to adulthood) are two of the most relevant factors in ensuring professional health care. In many cases, the intervention from the consultation is not enough to solve the difficulties or improve the adaptability to the environment, so it is evident the need to develop an intervention plan based on the evidence. The objective is to develop an intervention circuit according to age in patients diagnosed with high-performance ASD. Prior to the intervention, the assessment and diagnosis process will be carried out in accordance with the internal protocol (clinical interview and screening: Mercedes Belinchon questionnaire, SCQ, CAST, AQ ...; cognitive ability assessment, ADOS-2, ADI-R , assessment of theory of mind and observation in school). The age of the patients treated at the Child and Youth Mental Health Center is 5 to 18 years. After diagnosis, a psychoeducational group of the disorder is performed with the parents (2 months). a) If the patient diagnosed with ASD is between 6 and 11 years old, a group using Lego (3 months, 18 sessions) and Superflex (3 months 18 sessions) are proposed. b) If the patient is between 12 and 18 years old, PEERS (16 weeks) and small groups are proposed: anxiety, emotions, interests, activation ... (3 months). During the intervention program, individual visits are made in consultation and community. In addition, if you need other specific programs such as: food selectivity or management of new technologies.