Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Semelhante a Autism crc briefing autism summit
Semelhante a Autism crc briefing autism summit (20)
Último
Último (20)
Autism crc briefing autism summit
- 1. Cooperative Research Centre for a Better Start and Future for Autism Spectrum Disorders Professor Sylvia Rodger The University of Queensland Co-Chair Autism CRC Bid Team
- 2. Cooperative Research Centre for a Better Start and Future for Autism Spectrum Disorders Proposal for CRC in Autism initiated by AQ & UQ has attracted significant national interest Scoping & Information Workshop held Brisbane 14 September 2010 with 63 interested participants/organisations including: 10 universities 4 hospitals/Medical Research Institutes 7 govt/non govt organisations 5 federal/state education, health & disability services. End-users including parents & professionals presented their views on gaps and research needs. Full support to progress CRC Autism bid. Prospectus was developed based on themes from the day
- 4. End Users People with ASD Families/carers Professionals working with individuals with ASD (e.g., teachers, OT, SP, dieticians, paediatricians, psychologists) Government service providers (health, education, disability, hospitals) Non-government service providers State autism peak bodies (e.g., AQ, WA Autism, ASPECT) Private providers (AEIOU) Play group Australia
- 5. About CRCs Support medium to long term collaborations (5-10 years) between researchers and end-users Outcomes must be able to be implemented by end users (plan for implementation and dissemination critical) Funded to address clearly articulated major challenges of end users. CRCs pursue innovative solutions to these challenges through R & D deploy these.
- 8. professional development for end users e.g., CPD for teachers, health professionals and knowledge translation/dissemination workshops for parents.
- 9. Must demonstrate social and economic outcomes for Australia
- 11. Core Program 1: A Better Start Diagnosis and Biological Underpinnings Identification of biomarkers with potential to be used in diagnosis Phenotypes profiled National surveillance program piloted Nationally endorsed protocol and training for accurate, efficient and evidence informed diagnostic procedures A program to support period around diagnosis to ensure seamless integration between diagnostic and early intervention services
- 12. Core Program 2: Creating a Future The School years – Enhancing Student Learning and the Learning experience Nation-wide research into the key elements of ASD-friendly education programs Education guided by current brain research Effective individualised educational support Key elements to support effective transitions Nation-wide use of uniform data collection and outcome measures Training of teachers and other school staff in ASD-friendly curriculum and assessment approaches
- 13. Core Program 3: Finding a Place in Society Tailored supports for young people and adults with ASD Accurate Australian baseline information about adults outcomes Protocol of vocational assessment for post-school options Effective adult programs on social interaction, emotion regulation & relationships Effective programs of support in VET/work sector, higher education Development and evaluation of supported and open employment models Development and evaluation of social and community engagement and independent living programs
- 14. Innovative technology embedded across core programs Enhancing Lives with Technology Core program 2 – innovative technology applications in education Core program 3 – develop and evaluate employment programs focusing on technology strengths of some young people with ASD All core program will investigate use of remote technologies to provide support in regional and remote areas
- 16. Inclusion of children with ASD-friendly classrooms and awareness raising about ASD in school communities (Program 2)
- 18. How service providers can be involved? Prospectus Discussion with key personnel/ministers in each state/territory Align with universities/service providers/ peak bodies for engagement in CRC in each state Let bid team presenter /member in your state know in writing.
- 19. Participation options include: Essential Participants: Cash contribution of at least $50,000 per annum (untied) In-kind contributions of at least $300,000per annum for duration of CRC. Direct contribution to the research agenda in its entirety. Non Essential Participants: Cash contribution suggested $20,000 per annum (negotiable) In-kind contributions for at least 3 years (tied or untied) (preferably duration of the CRC) Participants to contribute to particular aspects of research agenda Input into education programsarising from CRC Staff/clients directly benefit from engagement in research and information sessions.
- 20. Where to from here? More end-users required Meetings of core bid team – program areas identified and projects specified x 10 years. Recruitment of more industry partners Development of bid, governance structures, IP, economic impact statements Bid due July 2011 Outcomes known end 2011 Start date? 2012.
- 21. Professor Sylvia RodgerThe University of QueenslandCo-Chair Autism CRC Bid TeamE-mail: s.rodger@uq.edu.au Questions/Comments??
Notas do Editor
- SR
- We are very pleased with the response to date. Six organisationshave committed to being essential participants contributing between $50 & 100,000 per annum over 10 years. We are having further discussions with a number of other universities and end-user organisations.The focus of the CRC programs is very much on end-user driven research with the aim of tackling the major challenges identified by end-users in order to deliver social and economic benefits to Australia. Consequently participation by end-user organizations such as government departments will be absolutely essential. The government will not support the CRC program without end-user involvement. The outcomes of the research must be able to be implemented by end-users.
- SR
- SR
- SRDiagnosisWe need earlier diagnosis to enable earlier access to intervention, andmore accurate diagnosis particularly if this is used as gateway to support services in educationThe discovery of biomarkers (e.g., genetic profiles, bio-chemical markers in blood and urine, brain scans) may assist with diagnoses in the future.Early interventionWe need to learn more about: What works for which child when?Levels of intensity for optimal outcomes?Long-term impact of EI
- SREffective educational programsComparative studies of teaching/learning approaches are required including:Comparison of different classroom models and class sizes with different ratios of students with ASD to typically developing students Incorporation of ASD friendly pedagogical practices such as visual supports, use of concept mapping, explicit teaching, use of technology, and use of structure Classroom environmental design to accommodate sensory processing differences Translation of information from brain research to inform instructional approaches for students with ASD Educational programming customized to particular literacy and learning profiles of students with ASD. Effective processes for facilitating transitions of students with ASD Development of in-service education of teachers and other school-based professionals
- SRThe limited amount of longitudinal research available suggests high levels of adverse adult outcomes among young people with ASD, such as long-term unemployment and dependence on families, mental illness and involvement with the criminal justice system. Little is known about effective interventions for adults with ASD. Further research is required to investigate :different models of supporting transition VET or work experience programs , Programs to support transition to tertiary education facilities (e.g., split placements between high school and tertiary education) programs to develop living skills including transport and driving skills Programs to help students with ASD understand and navigate relationships
- Further research is required to investigate the use of technology in school environments e.g., Using technology to communication (e.g., voice output communication) computer-based social stories and video-modeling to support participation at schooltechnology to support organization (e.g., using iPods or iPads for visual schedules, electronic calendars, task sheets and electronic reminders) technology to support academic outcomes by accommodating the learning styles/strengths of children with ASD or improving their written output (e.g., use of technology to overcome handwriting, difficulties)Technology also has lots of potentialfor use in supporting students with ASD who attend schools inrural and remote areas
- Many people with ASD experience high levels of anxiety and depression (estimated 65% of young people with Asperger’s Syndrome) Often these mental health issues are associated with difficulties encountered at school e.g., People with ASD may be experiencing bullying or may be struggling to make friends Approaches to helping people with ASD manage their anxiety and reduce depression are required Issues with challenging behaviours of individuals with ASD are a concern for families, carers, educators and individuals with ASD. Further research is required with regard toapproaches to prevent and manage the challenging behaviours of children and adultswith ASD