There are a lot of different terms related to neurodiversity. This resource guide defines some key terms and provides some useful tips and resources about autistic culture.
Supported decision-making (SDM) allows people with disabilities to get the help they may need to make choices about their personal lives, healthcare, and/or finances. This resource guide explores SMD and provides information about how it is different from guardianship. Delaware specific resource links are provided.
Use this resource to help guide you book club discussion. We’re Not Broken: Changing the Autism Conversation by Eric Garcia is about the author’s journey with autism and how society views individuals with autism. Garcia challenges the prevailing narrative of autism and advocates for a neurodiversity movement that accepts and celebrates the unique experiences and abilities of autistic individuals.
Many people with disabilities do not receive adequate sex education. Additionally, they may have a more challenging time recognizing this information or understanding and applying what they have learned. This resource guide provides evidence-based resources, including some Delaware specific resources.
It can be challenging to identify trauma in autistic youth. Created in collaboration with Trauma Matters Delaware, this resource guide discusses the assessment of trauma in youth including autism-specific TF-CBT resources.
When working on social skills with an autistic person it is essential to consider the autistic perspective. Social skill preferences and needs are personal and can vary from what society expects. Professionals should not force social skills norms and should strive to provide a person-centered environment making self-advocacy the focus. It’s essential to consider individual needs and preferences; people are social in different ways and can use a variety of avenues to engage in social relationships.
This resource guide shares introductory and advanced DNEA resources that focus on strategies that research has shown to be most effective to help a professional or family member teach a person with autism a new skill or task.
Least-to-Most Prompting is an evidence-based prompting strategy that systematically provides predetermined prompts from least to most intrusive. It can be used to teach discrete or chained behaviors/skills.
Most-to-Least Prompting is an evidence-based prompting strategy that systematically provides predetermined prompts from most to least intrusive by systematically fading them over time. It can be used to teach discrete or chained behaviors/skills.
Wong, et al. (2015) conducted a comprehensive review of research about focused intervention practices to support individuals with autism. This comprehensive review is considered a landmark article because it identifies those strategies that are most effective to use with autistic people. This glossary is designed to support the community in understanding terms commonly associated with these practices.