NEWS New Works Conchita Hernández Legorreta, a disability rights activist and co-founder of the National Coalition of Latinx with Disabilities, writes about growing up as an undocumented blind Latina for Refinery29. “I continue to fight for institutional change and inclusion for disabled BIPOC immigrants,” she writes, ”yet I don’t pretend that this is enough, nor that being included in a capitalist, ableist, racist, xenophobic system is the answer to our problems.”
U.S. Access Board - ABA Standards (enhanced single file version)
The U.S. Access Board is a federal agency that promotes equality for people with disabilities through leadership in accessible design and the development of accessibility guidelines and standards for the built environment, transportation, communication, medical diagnostic equipment, and information technology.
U.S. Access Board - ADA Accessibility Standards (enhanced single file version)
The U.S. Access Board is a federal agency that promotes equality for people with disabilities through leadership in accessible design and the development of accessibility guidelines and standards for the built environment, transportation, communication, medical diagnostic equipment, and information technology.
Ticket Purchasing and Seating
Every section of The Rady Shell at Jacobs Park is ADA accessible with designated seats available in all seating areas. ADA seating for both transfer and non-transfer wheelchairs, companion and semi-ambulatory are available at each performance, and can be purchased online or through the Ticket Office. For questions regarding accessible seating or to request an accommodation, please contact our Ticket Office in advance at 619.235.0804 or tickets@sandiegosymphony.org.
Conference to Restore Humanity! 2022: Curated Resources
Join the Conference to Restore Humanity! 2022: System Reboot. Together, we will reimagine and recreate systems that support students and teachers toward a greater purpose and motivation.
Less-structured time in children's daily lives predicts self-directed executive functioning
Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6–7 year-old children's daily, annual, and typical schedules. We categorized children's activities as “structured” or “less-structured” based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The oppos...
We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6–7 year-old children's daily, annual, and typical schedules. We categorized children's activities as “structured” or “less-structured” based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up.
Our findings offer support for a relationship between the time children spend in less-structured and structured activities and the development of self-directed executive function. When considering our entire participant sample, children who spent more time in less-structured activities displayed better self-directed control, even after controlling for age, verbal ability, and household income. By contrast, children who spent more time in structured activities exhibited poorer self-directed EF, controlling for the same factors. The observed relationships between time use and EF ability were specific to self-directed EF, as neither structured nor less-structured time related to performance on externally-driven EF measures. These findings represent the first demonstration that time spent in a broad range of less-structured activities outside of formal schooling predicts goal-directed behaviors not explicitly specified by an adult, and that more time spent in structured activities predicts poorer such goal-directed behavior. Consistent with Vygotskian developmental theory and programs that build on that theory, such as Tools of the Mind, less-structured time may uniquely support the development of self-directed control by affording children with additional practice in carrying out goal-directed actions using internal cues and reminders. That is, less-structured activities may give children more self-directed opportunities. From this perspective, structured time could slow the development of self-directed control, since adults in such scenarios can provide external cues and reminders about what should happen, and when.
A Demigirl (also called a Demiwoman, Demifemale or a Demilady) is a gender identity describing someone who partially identifies as a woman or girl. In addition to feeling partially like a girl or woman, demigirls also feel partly outside the binary. That can include anything under the non-binary umbrella like agender, genderqueer, or xenogenders for example. Demifemme is a superset of demigirl. It is for someone who isn't comfortable with having a gendered term like female, woman, girl, etc. in
Quantifying compensatory strategies in adults with and without diagnosed autism - Molecular Autism
Background There is growing recognition that some autistic people engage in ‘compensation’, showing few behavioural symptoms (e.g. neurotypical social skills), despite continuing to experience autism-related cognitive difficulties (e.g. difficulties in social cognition). One way this might be achieved is by individuals consciously employing ‘compensatory strategies’ during everyday social interaction. However, very little is currently known about the broad range of these strategies, their mechanisms and consequences for clinical presentation and diagnosis. Methods We aimed to measure compensatory strategies in autism for the first time. Using a novel checklist, we quantified self-reported social compensatory strategies in 117 adults (58 with autism, 59 without autism) and explored the relationships between compensation scores and autism diagnostic status, autistic traits, education level, sex and age at diagnosis. Results Higher compensation scores—representing a greater repertoire of compensatory strategies—were associated with having an autism diagnosis, more autistic traits and a higher education level. The link between autism diagnostic status and compensation scores was, however, explained by autistic traits and education level. Compensation scores were unrelated to sex or age at diagnosis. Limitations Our sample was self-selected and predominantly comprised of intellectually able females; therefore, our findings may not generalise to the wider autistic population. Conclusions Together, our findings suggest that many intellectually able adults, with and without a clinical diagnosis of autism, report using compensatory strategies to modify their social behaviour. We discuss the clinical utility of measuring self-reported compensation (e.g., using our checklist), with important implications for the accurate diagnosis and management of autism and related conditions.
Economic Impact of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents
Abstract. Using a cost of illness (COI) framework, this article examines the economic impact of attention-deficit/hyperactivity disorder (ADHD) in childhood and
Economic Impact of Childhood and Adult Attention-Deficit/Hyperactivity Disorder in the United States
Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent mental
disorders in children in the United States and often persists into adulthood with
associated symptomatology and impairments. This article comprehensively reviews studies
reporting ADHD-related incremental (excess) costs for children/adolescents and adults
and presents estimates of annual national incremental costs of ADHD.
My Fellow Distractoids, One main attribute of an unreconstructed Distractoid is frequent payment of the “ADHD Tax.” Masters of Distraction (MODS), on the other hand, rarely have to pony up to “The Man.” At this point you might ask, “What the hell is the ADHD tax?” Answer: it’s the price you pay for costly mistakes […]
At this point you might ask, “What the hell is the ADHD tax?” Answer: it’s the price you pay for costly mistakes due to symptoms of ADHD. Some obvious examples are parking and traffic tickets, late fees, high interest debt (i.e. credit cards), and low credit score (leading to higher interest debt, inability to get loans, problems renting apartments and buying cars, etc.). Sound familiar?But get this: those are only perhaps the most common examples. The hidden ADHD Tax can be much much higher. In fact the hidden ADHD Tax is not measured in dollars: it’s measured in wasted time, physical well being, mental health, personal freedom (vs. incarceration), and — yes — years on your life.
If you identify as being highly sensitive, intuitive, or an ‘empath’, you may tend to avoid conflict as much as possible and will deny your truth in an attempt to make those you feel dependent upon or care about comfortable. But in reality, people-pleasing serves no-one in the end...
Fawn: The Trauma Response That Is Easiest to Miss — Trauma Geek
“Fawn types seek safety by merging with the wishes, needs and demands of others.” - Pete Walker “Fawn is the process of abandoning self for the purpose of attending to the needs of others.” - Dr. Arielle Schwartz Fawning is taking care of others by suppressing my own emotions, ne
Fawning is taking care of others by suppressing my own emotions, needs, or identity. It’s something I’ve done since I was a very small child, and it’s something that I observe people doing around me almost every day. Fawning is a trauma response, and it’s also an expected social behavior in western cultures. We are conditioned to perform *prosocial behaviors in almost every social setting regardless of our internal state.
In terms of polyvagal theory, when we neurocept (subconsciously perceive) a certain level of danger, the fawn response is one of the possible trauma responses that our body uses for survival purposes. The fawn response involves both Fight/Flight and Freeze activation at the same time. This is like pushing the gas pedal on a car while the emergency brake is engaged - and why fawning as a habitual long-term protective strategy causes major health problems. The Fight/Flight (sympathetic) system provides the power or fuel for movement and micro-movements that meet the needs of others. The Freeze (dorsal vagus) circuit causes dissociation and disconnection to suppress any expression that does not meet others needs and to protect our psyche from the loss of autonomy involved in the survival performance.
In one sense prosocial behaviors are any behaviors that are positive, helpful, and intended to promote social acceptance and friendship. However in practice, prosocial behaviors are more narrowly defined to enforce neurotypical socio-cultural values such as eye contact, verbal conversations, interest in large group social activities, direct social engagement, turn taking, etc.
Autistic people and other neurodivergent people are greatly impacted by biased cultural assumptions about what Safe states look like and what trauma responses look like. Our fawn responses are often misread as Safe states, and our Safe states are often misread as trauma responses. This leads to ineffective and potentially traumatizing “care” that is aimed at “healing” our supposed trauma responses so that we will appear to be in a Safe state more often.
Now I understand, for many neurodivergent people, increasing our access to the Safe state will do the opposite. When we are fawning less, we show less stereotypical social behaviors. Fawning less frequently may not be safe in certain environments or situations and should not universally be held up as a goal for treatment.As I seek to bridge a positive neurodiversity paradigm with Porges, it feels more and more important to me to distinguish between the fawn trauma response and the Safe social engagement state for myself and for other self-healers and for professionals.
What is Gestalt Language Processing? Gestalt Language Processing: a form of language development that moves from whole, memorized phrases to single words. These scripts or Gestalts come from movies, videos, and things overheard and memorized. A style of language development with predictable stages that begins with production of multi-word “gestalt forms” and ends with productionWhat is Gestalt Language Processing? Gestalt Language Processing: a form of language development that moves from whole, memorized phrases to single words. These scripts or Gestalts come from movies, videos, and things overheard and memorized. A style of language development with predictable stages that begins with production of multi-word “gestalt forms” and ends with production
The most FAQs and common questions I'm asked as a pro-neurodiversity Speech and Language Therapist. What's wrong with Social Skills Training? What are examples of ableist goals? What do you do instead of PECS? What's wrong with functioning labels? What's wrong with desensitisation therapy?
**Please note that training delivered online is via a Zoom account held by Dr Farahar. ** In-person training needs to be agreed before booking, and prices are exclusive of travel (also exclusive of…
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