Abstract of D. Green lecture

THE ‘MAGIC’ OF MOVEMENT - FEASIBILITY OF USING MAGIC IN

THERAPEUTIC PROGRAMMES

D. Green1, D. Owen2, A. Moore3, R. McDougall4, Y. Farquharson2

1 Tel Aviv University, Israel; 2 GSTT Charity, UK; 3 Evelina Children's Hospital,

UK

Introduction. Many therapeutic programmes for children need

significant repetition, particularly motor learning programmes which

require considerable practice to acquire a new ability. This may result

in reduced compliance with therapy programmes. The practicalities of

providing intensive intervention tend to be prohibitive and mechanisms

to engage a child’s interest and motivation to pursue exercises need

to be explored. Objectives. This paper will report on a project

designed to improve the experience of participation in therapeutic

programmes for children with spastic hemiplegia by incorporating

magic hand tricks – prestidigitation. Methods. Movement exercises

designed as 'magic' tricks were provided by therapists in consultation

with professional magicians. A pilot project was run (n=9) followed by

a larger clinical trial (n=23). Children in the pilot study reported finding

the tasks challenging but fun and parents reported that they were

motivated to practice. The clinical trial showed improvements in

movement skills after 60 hours of intervention (2-week summer camp)

with preliminary results showing significant differences in number of

activities performed independently and number of activities performed

successfully with two hands following treatment. The results of these

two projects will be reported and demonstrated to consider the

feasibility of ‘magic’ to promote motivation and compliance in

therapeutic rehabilitation and enhance motor skills. Conclusion:

Preliminary results suggest that children with motor disorders, find

practicing magic hand tricks fun with some measurable changes in

skill. Further research is required to consider methods of delivery and

determine benefits across other disorders and/or patient groups.

Abstract of M. Shapiro lecture

RESEARCH:MULTI-SENSORY ENVIRONMENT MSE

(SNOEZELEN) AS AN INTEGRAL PART OF DEVELOPMENT,

RESEARCH AND TRAINING

M. Shapiro

Beit Issie Shapiro, Israel

The Multi-sensory Environment, known as the Snoezelen, is a

combination of controlled multi-sensory environment (the specific

room), in which client-oriented therapy takes place. Initial research

results published in 1997 proved the efficacy of the MSE in reducing

maladaptive behaviors and facilitating adaptive behaviors in children

with developmental disabilities. Follow-up research on the importance

of the sensory environment was published in 2001 when lighting was

assessed for children with developmental disability. The results of this

study proved that simple fluorescent lighting was uncomfortable for

children with special needs and that their behavior improved under

special lighting. In 2005 research on reduction of stress was carried

out proving that sensory adaptation of the physical environment can

reduce stress amongst children with special needs and typical

children. In 2009 a pilot research showed the positive outcome of the

combination of the MSE and hydrotherapy, which resulted in

improvement of behavior and function. What does the future hold for

MSE research, both nationally and internationally? This presentation

will give results of a number of research studies in MSE and will

emphasize the importance of evidence based practice and of sharing

information in order to further develop the field of multi-sensory

approach.

Abstract of S.A. Cermak lecture

ORAL CARE AND SENSORY SENSITIVITY IN CHILDREN WITH

AUTISM SPECTRUM DISORDERS

S.A. Cermak1, L. Stein1, J. Polido2

1 University of Southern California, USA; 2 Children's Hospital Los Angeles, USA

Oral care is integral to health and function. Children with disabilities

such as Autism Spectrum Disorders (ASD) are at particular risk for

poor oral care. This may be exacerbated by sensory sensitivities

common to children with ASD. Sensory sensitivities are associated

with anxiety and behavior problems, the greatest barrier to general

dentists’ willingness to treat children with disabilities. The purpose of

the study was to ascertain if children with ASD, in comparison to

typical developing children, have increased oral care difficulties, and

whether these difficulties are linked to sensory sensitivities. Methods

included an oral care survey that was completed by parents of 398

children, an ASD Group (n=196) and Typical Group (n=202), ages 2-

18 years. Results indicated that a significantly higher percentage of

children with ASD experienced difficulty with almost all aspects of oral

care, in comparison to TD children. Moreover, a significantly higher

percentage of children in the ASD group experienced over-sensitivity

in each of the sensory domains in comparison to typical children.

Within the ASD group, 74% of parents of children with ASD reported

that their child was “moderately-extremely” oversensitive to 3+

sensory modalities, significantly more than parents of typical children

(15%). Among children with ASD, being an “over-responder” to

sensory stimuli was associated with difficulty with routine oral care in

the home and dental office, self-stimulatory behaviors in the dental

office, and use of restraint by the dental practitioner for routine teeth

cleaning.

Abstract of L. Zackheim lecture

THEORY OF MIND IMPAIRMENT AND NEURAL UNDERPINNINGS

L. Zackheim

York University, Canada

Theory of mind (ToM), the ability to ‘read’ other people’s mental

states, is a critical component of social function. It forms the basis of

humans’ ability to cooperate and empathize with others, understand

humour, and appreciate deception. ToM impairment following brain

injury may result in devastating social consequences, but there is

debate about its neural underpinnings. The present research

investigated the relative contributions of the medial prefrontal cortex

(mPFC), temporoparietal junction (TPJ), and temporal poles (TPs) to

ToM. To this end, ToM was examined in 15 adults with focal lesions to

these regions, 15 adults with focal lesions to regions that have not

been strongly implicated in ToM, and 28 healthy controls. A second

part of the study examined ToM in additional cases with combined

lesions to the mPFC and TP/amygdala. Patients underwent

comprehensive neuropsychological and behavioural testing, including

ToM measures that differ on several dimensions, including degree of

affective analysis. Findings offer insight into the necessary role of the

mPFC in affective/immersive ToM, an additional role for the TPs in the

inference of sarcastic/empathic intent, and a domain-specific role of

TPJ in spatial attention and/or representing intention based on action.

These findings have significant implications for understanding,

assessing, and treating ToM impairment with a view to helping

patients lead socially fulfilling lives.

Abstract of A. Siman Tov lecture

STRESS AND PERSONAL RESOURCE AS PREDICTORS OF THE

ADJUSTMENT OF PARENTS TO AUTISTIC CHILDREN: A

MULTIVARIATE MODEL

A. Siman Tov1, S. Kaniel2

1 Kibbutzim College of Education Technology, Israel; 2 Bar Ilan University, Israel

The research validates a multivariate model that predicts parental

adjustment to coping successfully with an autistic child. The model

comprises four elements: parental stress, parental resources, parental

adjustment and the child’s autism symptoms. 176 parents of children

aged between 6 to 16 diagnosed with PDD answered several

questionnaires measuring parental stress, personal resources (sense

of coherence, locus of control, social support) adjustment (mental

health and marriage quality) and the child’s autism symptoms. Path

analysis showed that sense of coherence, internal locus of control,

social support and quality of marriage increase the ability to cope with

the stress of parenting an autistic child. Directions for further research

are suggested.

Abstract of J.S. Tannous lecture

EVALUATION OF VR VS. CAI AS TEACHING STRATEGIES

AMONG STUDENTS WITH ASD: A META-ANALYSIS

J.S. Tannous, O.E. Hetzroni

University of Haifa, Israel

Students with ASD demonstrate severe behavioral, communicative,

social, and cognitive deficits. Such deficits interfere with the process of

learning new skills and generalizing these skills (Mesibov, Shea, &

Schopler, 2005). Over the years, many adapted intervention strategies

and treatment methods were developed in order to increase the

efficacy of the learning process. Such strategies are meant to increase

the children's abilities in different domains, taking into account the

specific and unique learning profile of children who have ASD

(Corsello, 2005). Assistive technology (AT) has been found to be

effective for teaching individuals with ASD. Computer assisted

intervention (CAI) offers opportunities for multi-sensory interactions,

controlled and structured environments that can assist children with

ASD (Hetzroni & Tannous, 2004). Virtual reality (VR) is a combination

of technologies, allowing creation and exploration of virtual

environments, that may have a realistic appearance, allowing an

authentic simulation of situations, which maximizes the likelihood of

generalized learning (Mitchell, Parsons & Leonard, 2007). Use of

training and practice in controlled environments has been found to be

effective for children with ASD when later performing in natural

environments (Hetzroni & Tannous, 2004). Offering such

environments, CAI and VR interventions have been investigated for

effectiveness as teaching strategies. The purpose of this study was to

investigate differences and similarities between VR and CAI as

teaching instruments for children with ASD. Results of a primary

review will be presented, as well as a discussion about the nature and

characteristic of the common and different components of both

strategies.

Abstract of O. Almog lecture

COMPUTERIZED TOOLS FOR PROMOTING SOCIAL AND

COMMUNICATIONAL SKILLS AMONGST CHILDREN AND

TEENAGERS WITH AUTISM AND OTHER DISABILITIES

O. Almog, O. Perlstein, R. Neeman

Center for Educational Technology, Israel

The use of computerized tools for children and teenagers with autism

and other disabilities has numerable advantages. The computerized

environment is consistent, predictable and not demanding; it gives the

user a sense of control; it enables a gradual progression and it has

multimedia options which can ease learning and make it more fun.

The department of special needs in CET has developed three

websites for students with autism and other disabilities: "Medabrim

Comics" - a website that enables the creation of comics. Researchers

have recognized the potential of comic strips as an effective tool for

teaching autistic children conversation and social skills. The website

provides a variety of backgrounds, characters with various moods,

objects and a bubble library that can serve the student, the teacher, or

the caretaker, to create a rich individualized comics story. "Bein

Chaverim" – A pool of activities designed to improve social and

communicational skills. The activities are based on short illustrated

texts, depicting frequent daily social situations that have a potential

challenge for people with autism. "Mi-Po?" – A social network

designed especially for children and adolescents with special needs. It

provides a clear, easy to use environment that invites the users to

interact with each other and to enjoy the benefits of social networks in

a safe and protected environment.

Abstract of E.A. Samouilidou lecture

PHYSICAL EDUCATION AND SPORTS ACTIVITIES TO

STUDENTS WITH DEVELOPMENTAL DISORDERS OF THE

AUTISTIC SPECTRUM. MEET SWIMMING

E.A. Samouilidou

Evageliki Sxoli, Greece

In Greece there are a significant number of students with

developmental disorders. Physical education and sport can play a role

in educating of these students. Autism contains a series of

developmental disorders, in social, communication, thinking and

behavior (Sotiriadi., 1993). The Physical Education and Sports is a

helper in the education of students in contemporary culture. (Athens,

2004). The physical education program concern social skills, values,

attitudes and behaviors. In this way, they seek to "socialize" to

"communicate" through events, experiential approaches, games,

sports activities, which can be implemented in a structured

environment within and outside school (Stosljevic, 2000). Necessary is

the teacher which works with students with developmental disabilities

to know the TEACCH program. (Winnink,J. 1990, 2000). The

education of students improve their basic learning difficulties

(Sherill,G. 1998). The methods used by Physical Education teachers

depend on the experience, planning and programming activities

(Jordan,R. 2000). Students follow individual students program,

imitative exercises, relaxation exercises and exercises in water.

(Stosljevic,L. 2000, Sotiriadi,K., 1994). Proposed activity: "Meet the

sport of Swimming, using instructions, icons, card symbols. Students

should learn the sport in its simple form. The aim is to engage

students with swimming, develop perceptual and motor skills, to relax,

to come into contact with water. Water as a part of exercise positive

influence on the behavior of students with developmental disorders.

Abstract of R. Melmed lecture

MEDICAL ISSUES IMPACTING AUTISM THROUGH THE LIFE

SPAN

R. Melmed1, L. Rubin2

1 Southwest Autsim Research and Resource Center, USA; 2 Developmental

Medicine Specialists, USA

Autism has captivated our society if not our world and can no longer

be regarded as rare. The greater appreciation we have of this

condition and its associated medical, genetic, educational, social,

recreational and vocational factors has changed the way we view

children and adults with developmental disabilities. Topics will include

newer tools for screening, assessment, and diagnosis of both Autistic

Disorder and Asperger Disorder. Evidenced based treatment for the

core symptoms will be discussed in the context of developing an

individualized profile of strengths and weaknesses. The physician’s

role in identifying the bio-psychosocial needs of the individual at

different ages and stages will be the central theme of the workshop.

Medical management and intervention guidelines for challenges such

as gastro-intestinal and sleep problems will be discussed in a case

presentation format. Novel treatment strategies for co-occurring

psychiatric disorders will be presented. Vocational issues will be

reviewed including adult community living arrangements. Health care

approaches in the ever aging population of individual with autism will

be discussed. Practical day to day management will be reviewed

including communication with team members and the coordination of

multimodal interventions. Key areas for needed improvement for care

of individuals with autism will be identified including sensitivity to the

impact an individual with disabilities has on families, the availability of

educational and vocational services and medical personnel trained in

the care of individuals with autism throughout the life span.

Abstract of A. Zilberstein-Haham lecture

ROLE PERCEPTION AMONG SPECIAL EDUCATION TEACHERS

WORKING WITH STUDENTS WITH SEVERE MENTAL

RETARDATION AND MULTIPLE DISABILITIES

A. Zilberstein-Haham, S. Rieter

Haifa University, Israel

The present study examined role perception among special education

teachers working with students with severe mental retardation and

multiple disabilities. The perceptions of teachers working within

community educational frameworks and those teaching in residential

educational institutions were compared. The study examined whether

the work framework and the worldview that was derived from it had an

influence on the teachers' perception of their role. It also examined

whether the teachers' work seniority with this special population and

the number of professional continuing education courses they had

taken had an influence on their role perception. The study findings

indicated that the teachers were very aware of the importance of their

role for the students' advancement. Many difficulties that arise while

working with this population were emphasized. From the findings a

unique profile was received of the role perception of teachers working

with students with severe mental and physical disabilities. In spite of

the influence of the environment, all the teachers ascribed great

importance to their work and adhered to personal learning programs.

All the teachers were aware of their students' difficulties, and yet were

found to have tremendous faith in the students' capabilities and in

their own ability to help them progress and improve their quality of life.

The findings showed high perseverance among teachers of this

population of students, who perceived their work as an educational

mission.

Abstract of R. Nitzan Wolkowicz lecture

PERCEPTIONS OF STAFF MEMBERS ON THE USE OF SPEECH

GENERATING DEVICES BY YOUNG ADULTS WITH

DEVELOPMENTAL DISABILITIES

R. Nitzan Wolkowicz1, D. Sachs2, T. Lebel2

1 Beit Noam, Israel; 2 Department of Occupational Therapy University of Haifa,

Israel

People with developmental disabilities often experience significant

difficulties in communication in addition to the many challenges they

face in other areas of function. Augmentative and Alternative

Communication (AAC) provides them the ability to communicate with

people in their environment through the help of systems that are

individually tailored to them. The process of assimilating the use of

AAC aids in general and Speech Generating Devices (SGD) in

particular, is accompanied by difficulties that are liable to cause them

to be relinquished. One of the main factors affecting this process is the

attitude of the professional staff involved. The aim of the current study

is to examine the perceptions of a multi-disciplinary staff regarding the

use of SGDs among young adults with developmental disabilities. A

qualitative method was selected for the study. Participants were eight

staff members from various disciplines who work at Beit Noam, a day

center for young adults with developmental disabilities. Data collection

was carried out using semi-structured, in-depth interviews and

participant observations. Three main themes emerged from the data

analysis: 1) The use of SGDs is associated with difficulties and

opportunities; 2) Relationship between the SGD devices and the

communication process itself; 3) Perception of assimilation as a

significant and professional process that is characterized by

requirements on all the parties involved. The perceptions of staff

members with respect to SGDs can be found on a continuum that

ranges between resistance and difficulties, to a fondness of the field

and attempts to overcome the difficulties.

Abstract of T. Goren lecture

ESSENTIAL COMPETENCIES FOR INCLUSION– CAN THEY

PREDICT SUCCESS OF CHILDREN WITH ASD IN INCLUSION?

T. Goren, O. Hetzroni

University of Haifa, Israel

Objective. When deciding on the inclusion of children with ASD,

teachers often use a list of competencies which are considered

essential for success of the inclusion. The purpose of this study was to

examine whether the child's level in these competencies can predict

the level or the success of his inclusion. Methods. The study included

45 elementary school children with ASD, of which 55% participated in

an inclusive setting. Questionnaires, assessing the child's level in 64

competencies, were filled by teachers at the beginning and the end of

the school year. The child's IEP, inclusion goals, number of hours and

success in the inclusive setting, as evaluated by the teachers, were

measured. Results. The number of hours the child participated in the

inclusive setting was predicted by the level of academic

competencies. Child's performance in the inclusion was predicted by

the level of social and behavioral competencies. Essential

competencies explained only 20% of the variance in the children's

participation in the inclusive setting, and 75% of their success

(p<0.001). Conclusion The strong correlation between child's success

in the inclusive setting and the essential competencies found in this

study reflect the deep understanding teachers hold regarding skills

needed for including children with ASD in the regular educational

system. However, the essential competencies failed to predict the

number of hours children with ASD were included, reflecting a strong

discrepancy between theoretical understanding and the actual

decision making processes accompanying inclusion. Possible

explanations for these discrepancies will be discussed. Grants: partial

support for this study was obtained from the Center for Absorption in

Science in the Ministry of Immigrant Absorption, Israel.