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26th Annual Ducks for Bucks

October 3, 2020 1:00 pm

 JOSHUA’S GIFT PARTNERS with The KIWANIS CLUB OF FREMONT for their 26th Annual Ducks for Bucks Virtual Event to be held on Saturday, November 8th at 1:00PM. Every time a duck is purchased by one of our generous sponsors, Joshua’s Gift will receive up to $4 on every $5 entry.

Also, with your munificent donations, you can win any of the following prizes during the event:

  • $2,000 Cash Prize
  • Wellness Package
  • Living Trust Package
  • Time Share Condo
  • Large Screen TV and many more…….

The Mission of Joshua’s Gift is to financially support families and adults living with autism so they can receive the support and services needed to reach their full potential.  Please help us in our stand to build a society that will openly Accept, Respect, and Include all those in the autism community

 

Details

Date:
October 3
Time:
1:00 pm
Event Category:
Website:
www.duckrace.com/fremont

KIWANIS CLUB OF FREMONT

206 South Marion Avenue, Sanford, CA, 11056, USA
California, United States (US) — California 123456
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www.duckrace.com/fremont

What is Autism?

Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior.[6] Parents often notice signs during the first three years of their child’s life.[1][6] These signs often develop gradually, though some children with autism experience worsening in their communication and social skills after reaching developmental milestones at a normal pace.

Autism Management

Autism Management

The main goals when treating children with autism are to lessen associated deficits and family distress, and to increase quality of life and functional independence. In general, higher IQs are correlated with greater responsiveness to treatment and improved treatment outcomes. No single treatment is best and treatment is typically tailored to the child’s needs.

Families and the educational system are the main resources for treatment.Services should be carried out by behavior analysts, special education teachers, speech pathologists, and licensed psychologists. Studies of interventions have methodological problems that prevent definitive conclusions about efficacy.  However, the development of evidence-based interventions has advanced in recent years.

Education

Educational interventions often used include applied behavior analysis (ABA), developmental models, structured teaching, speech and language therapy, social skills therapy, and occupational therapy and cognitive behavioral interventions in adults without intellectual disability to reduce depression, anxiety, and obsessive-compulsive disorder.  Among these approaches, interventions either treat autistic features comprehensively, or focalize treatment on a specific area of deficit. The quality of research for early intensive behavioral intervention (EIBI)—a treatment procedure incorporating over thirty hours per week of the structured type of ABA that is carried out with very young children—is currently low, and more vigorous research designs with larger sample sizes are needed. Two theoretical frameworks outlined for early childhood intervention include structured and naturalistic ABA interventions, and developmental social pragmatic models (DSP).

One interventional strategy utilizes a parent training model, which teaches parents how to implement various ABA and DSP techniques, allowing for parents to disseminate interventions themselves. Various DSP programs have been developed to explicitly deliver intervention systems through at-home parent implementation. Despite the recent development of parent training models, these interventions have demonstrated effectiveness in numerous studies, being evaluated as a probable efficacious mode of treatment.

Early, intensive ABA therapy has demonstrated effectiveness in enhancing communication and adaptive functioning in preschool children; it is also well-established for improving the intellectual performance of that age group. Similarly, a teacher-implemented intervention that utilizes a more naturalistic form of ABA combined with a developmental social pragmatic approach has been found to be beneficial in improving social-communication skills in young children, although there is less evidence in its treatment of global symptoms