2015 TASH Conference has ended
This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.

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Thursday, December 3 • 2:20pm - 3:10pm
A Multicomponent Autism Awareness Training for Typical Peers LIMITED

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Limited Capacity seats available

The current study challenges the widespread belief that sharing child-specific information with typical peers leads to stigmatization. A multi-component peer awareness training succeeded in positively changing both typical peer attitudes and behaviors toward a peer with autism. OBJECTIVES: +T2 IMPORTANCE: There is very little research looking into whether sharing disability-specific information about a child will render positive results, as many fear that it will lead to increased stigmatization. Providing our youth with education about autism can allow them to be open minded and accepting. TRANSLATING TOPIC INTO IMPROVED OUTCOMES:In the literature on social inclusion of children with ASD, researchers have expressed concern about sharing child-specific information about children with autism to their typically developing peers (Campbell, 2006). Based on the current influx in ASD diagnoses, as well as the increase in mainstreamed/included children with an ASD diagnosis in schools, there is a need for increased awareness and understanding of autism by peers and educators. In my work as a one-on-one behavioral therapist with children with autism, I have seen improvements in children with autism?s conversational skills, initiations and responsivity rates and willingness to engage in a more expansive repertoire of activities. What I have not seen, however, is an increased understanding of why these children act the way they do on the typical peers' parts; particularly with those on the lower end of the spectrum whose stimulatory behaviors, inflexibilities and communication difficulties may never completely dissipate. This lack of understanding may hinder the rate of improvement in the previously mentioned areas on the child with autism?s part, as their typical peers are hesitant to interact with them. By focusing as much energy on peers' behaviors, a relationship of understanding and acceptance can emerge, allowing peers to be more patient and willing to interact with and help children with autism, thereby leading to more rapid gains in skillets in chidden with autism, as they are being reinforced by positive interatcions and relationships with others.


Thursday December 3, 2015 2:20pm - 3:10pm PST
Salon D 1401 SW Naito Parkway Portland, OR 97201

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