Checklist for Autism in Toddlers

Autism Info

• a developmental disorder - a condition in which there is a disturbance of some stage in a child’s typical physical and/or psychological development
• shows up in the first few years of a child’s life
• can affect childs ability to communicate, use his or her imagination, and connect with other people including parents and siblings. 
• ASD includes the following 5 diagnoses: Autistic Disorder, Asperger’s Disorder, Childhood Disintegrative Disorder (CDD), Rett’s Disorder, and PDD-NOS (pervasive developmental disorder- not otherwise specified)
• ranges from mild to severe 
• severe or low-functioning may be unable to speak and also have mental retardation
• mild end or high-functioning may be able to function in a regular classroom and even reach the point where he or she no longer meets the criteria for autism.
• Typical children perceive a face as a whole. Our brains are not wired to register features discretely_ eyes, nose, mouth, chin, and forehead- then piece them together as if they were objects. When tested, typical children perceive faces more quickly than objects, whereas children with ASDs see faces feature by feature without compiling them into a whole. 
• eye contact is difficult for children with ASD because faces are rarely static- looking at a face maybe overwhelming. 

DSM-IV-TR Criteria for Autistic Disorder

1. A total of six or more items, with at least two from category 1.

1. Qualitative impairment in social interaction, as manifested by at least two of the following:
1. Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction 
2. Failure to develop peer relationships appropriate to developmental level
3. A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
4. Lack of social or emotional reciprocity
2. Qualitative impairments in communication as manifested by at least one of the following
1. Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime)
2. In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others 
3. Stereotyped and repetitive use of language or idiosyncratic language
4. Lack of varied spontaneous make-believe play or social imitative play appropriate to developmental level 
3. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
2. Apparently inflexible adherence to specific, nonfunctional routines or rituals
3. Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole body movements)
4. Persistent preoccupation with parts of objects

1. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3: (1) social interaction, (2) language as used in social communication or (3) symbolic or imaginative play

Possible early indicators of ASD

According to the National Institute of Mental Health (NIMH), some possible early indicators of ASD include the following:

• does not babble, point, or make meaningful gestures by one year of age
• does not speak one word by 16 months
• does not combine two words by two years of age
• does not respond to his or her name
• loses language or social skills
• avoids eye contact
• doesn’t seem to know how to play with toys
• excessively lines up toys or other objects
• is attached to one particular toy or object 
• doesn’t smile
• at time seems to be hearing impaired

3 most common early symptoms of Autistic Disorder are a lack of eye contact, a lack of pointing, and a lack of responding

Standard Treatments and Interventions for ASDs

• Applied Behavior Analysis (ABA)
• pioneered by Dr. Ivar Lovaas
• based on theories of operant conditioning by B.F. Skinner
• uses different procedures to teach new skills to children
• best known one is called Discrete Trial Training- breaks down tasks into small teachable steps that children can learn more easily
• uses a reward system to motivate and reinfore children while they are learning new skills and behaviors
• no punishment is used-reward is simple with held 
• Floortime
• Also known as DIR (Developmental, Individual-Difference, Relationship Based)
• intensive one-on-one intervention that focuses on children’s individual strengths and their relationship to others. 
• individuals learn best when they are emotionally engaged
• learn building blocks of relating, communicating, and thinking
• Treatment and education of autistic and related communication handicapped children (TEACCH)
• developed 30 years ago at the University of North Carolina at Chapel Hill for the treatment of children at all points along the autistic continuum.
• core element is called Structured Teaching.
• In recognition of the significant deficits that children in the autistic spectrum demonstrate, the TEACCH program highly structures the child’s environment in order to build on strengths and minimize deficits.
• Medications
• Occupational therapy
• Pivotal response training 
• physical therapy
• sensory integration therapy
• Social Skills Training
• Speech and Language therapy
• Dietary Intervention  

Art Therapy

Art therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental and emotional wellbeing of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem and self-awareness, and achieve insight. 

Art therapy is the therapeutic use of art making, within a professional relationship, by people who experience illness, trauma or challenges in living, and by people who seek personal development. Through art and reflecting on the art products and processes, people can increase awareness of self and others cope with symptoms, stress and traumatic experiences; enhance cognitive abilities; and enjoy the life-affirming pleasures of making art.  

American Art Therapy Association 

Some ASD related terms

Definitions of terms related to ASD 

• Adaptive Behavior (AB) The capability to familiarize oneself with new environments, people, and things while learning routines which allow coping with those new situations.
• Adaptive Development How a child grows in behavioral skills as compared to other children of the same age. Among the benchmarks are dressing and feeding oneself, toilet training, social interaction with other children, responding to potentially dangerous situations, and behaving when unattended by adults.
• Adaptive Physical Education (APE) A personally tailored program of activities, game, and sports suitable to special capacities of students with disabilities; an alternative to general physical education programs. 
• Advocate Individual who promotes or reforms a cause that benefits an individual or groups, as in educational advocate.
• American Sign Language (ASL) A system of communication for deaf adults throught gestures, hand signals, and finger spelling. Prevalent in North America.
• Americans With Disabilities Act (ADA) Signed in 1990, this law legally forbids discrimination against people with disabilities in the areas of jobs, housing, and public service.
• Annual Goals A set of reasonable expectations for pupils in a period of one year, as documented in the Individualized Education Plan (IEP).
• Annual Review A re-examination of every twelve-month period of a pupil’s IEP to determine if changes should be made in next year’s IEP
• Aphasia The loss of ability to implement or comprehend language. Condition may be complete or partial. 
• Applied Behavior Analysis (ABA) A treatment methodology pioneered by Dr. Ivar Lovaas and based on theories of operant conditioning by B.F. Skinner
• Apraxia A disorder in which the individual suffers partial or total loss of voluntary movement, while retaining musclar power and coordination. Disorder most frequently affects speech. 
• Assessment Includes tests and observations to determine a child’s areas of strengths and weaknesses. Usually performed by an interdisciplinary team of professionals and parent to determine special education needs. Also called an evaluation. 
• Assistive Augmentative communication (AAC) A method of communication utilizing a picture board or recorded messages, employed by speech and language therapists. 
• Attention Deficit Disorder (ADD) A neurological disorder marked by a severe shortness of attention span, cognitive disorganization, and sometimes hyperactivity (ADHD)
• Auditory relating to hearing skills and abilities.
• Auditory Integration training (AIT) A treatment method of rehabilitation for the auditory system. Developed by Dr. Guy Berard, and eminent ear, nose, and throat physician.  A technique in which the ear is retrained, thereby improving auditory processing. 
• Auditory Processing The capability to understand aural stimuli, both words and nonverbal sounds. 
• Augmentative Communication Alternative methods of communication for those who are unable to communicate verbally. Tactics range from low-tech systems (e.g. sign language or pictures) to high-tech systems (e.g. voice output devices).
• Autism A condition marked by developmental delay in social skills, language, and behavior. Can present itself in varying degrees of severity. 
• Autism Behavior Checklist (ABC) A method of measuring the level of autistic behaviors in individuals by giving each autistic behavior a weighted score. 
• Autism Spectrum Disorders Encompasses the following five disorders as defined in the DSM-IV-TR: Autistic Disorder, Asperger’s Disorder, Childhood Disintegrative Disorder, Rett’s Disorder, and Pervasive Developmental Disorder-Not otherwise Specified. 
• Autistic Savant A person who expresses extraordinary mental abilities, often in the fields of numerical calculation, art, or music, but usually set within the context of autism or mental retardation. 
• Baseline The congenital level of function by a child before instruction is introduced.
• Behavior An individual’s personal set of actions and responses to the environment. These external movements are influenced by internal factors such as understanding, feelings, and emotions. 
• Behavior Modification A term that is sometimes use to describe ABA
• Behaviorist or Behavioral Therapist Certified individual who analyzes behaviors and designs and implements behavioral treatment programs to teach new skills. 
• Best Practice Strategies that reliably lead to a desired result or outcome, as confirmed through experience, research, and evaluation. The set of strategies that utilizes the best practices, knowledge, and technology to ensure success. 
• Central Auditory Processing Disorder (CAPD) While retaining hearing, and individual experiences difficult in understanding and/or processing spoken language. 
• Childhood Autism Rating Scale (CARS) A test developed at TEACCH to diagnose autism. The child is rated in 15 areas of ability, resulting in an assessment of non autistic, autistic, or severely autistic. 
• Childhood Disintegrative Disorder (CDD) A rare from of pervasive developmental disorder in which normally developing children suddenly lose language and social skills after age three. 
• Chronologically Age-Appropriate Altering the activities and behaviors for disabled children to bring them into line with those of non disabled children of the same age. 
• Coexisting Disorders Condition in which individuals with ASDs possess additional disorder. Among them: impulse-control disorder, psychoses, obsessive-compulsive disorder, seizures, mood and anxiety disorders, and developmental delays. Also call Co-Morbid Disorders or Differential Diagnosis. 
• Cognition Ability to acknowledge and understand the environment. 
• Cognitive Describes the process used for the tasks of remembering, reasoning, understanding, and using judgment; in special education, a cognitive disability refers to difficulty in learning. 
• Cognitive Ability An individual’s intellectual ability or the aggregate skills of knowing and understanding. 
• Communication The conveyance of gestures or information between people. As a social skill, communication offers autonomy as well as control over one’s environment.
• Communications Notebook A notebook used by parents and teachers of a special education student, designed to facilitate daily communication between the two parties on student progress. 
• Community Advisory Committee for Special Education (CACSE) A legally-empowered group of parents and professionals that advises the Board of Education, Superintendent of schools, and school district administration about special education programs and policies. 
• Comprehensive Evaluation A complete assessment of a child, based on his psychological, education, social, and health status. Usually conducted by a team of professionals and complemented by information from parents and teachers. 
• Concrete Thinking Thinking that is grounded in facts and details, rather than ideas and concepts. 
• Consent Written permission provided by the parent to the local district to allow actions on behalf of the pupil.  
• Consequence The direct result of action or effort. Consequences can be either pleasant and reinforcing or unpleasant and punishing. 
• Criterion Reference Test Child is evaluated by his own performance, not in comparison to others. 
• Cue Stimulus that prompts a behavior or activity in an individual. 
• Daily Living Activities Routine maintenance or self-improvement tasks which include eating, dressing, grooming, cooking, and cleaning. 
• Development The process of growth and learning during which a child acquires intellectual and social skills; includes interaction between psychosocial factors and stage by stage growth of the body.
• Developmental Disability (DD) A handicap or impairment which occurs before the age of eighteen months and is expected to persist indefinitely. This includes pervasive developmental disorders, cerebral palsy, and mental retardation.
• Developmental Milestone A standard of growth against which one measures the progress of an individual or group over time.
• Developmentally Delayed A condition in which the physical development of a person is slower than normal. 
• Diagnosis The name of the disorder identified after an evaluation. 
• Direct Therapy Process of work between therapist and child.
• Discrete Trial Training (DTT) Used in ABA therapy, DTT breaks down complex skills into small, easy manageable steps so that skills can be more easily master by the child with an ASD. Also referred to as Discrete Trial Therapy and Discrete Trial Teaching. 
• Due Process Hearing A hearing at which parents present evidance that the school district is not properly educating their child. 
• Dysfluency An interruption in the flow of speech, for example stuttering. 
• Dyslexia A learning disability which affects one’s ability to read. The results range from reversing written letters, numbers, and words to reading backwards and poor handwriting, to difficulty remember and recognizing written text. 
• Early Intervention Services (Ei) A collection of serbices provided by public and private agencies and designed by law to support eligible children and families in enhancing a child’s potential for growth and development from birth to age three. (Services for three to five year olds are called “preschool services.)
• Echolalia A condition in which an individual repeats words or phrases previously heard. Delayed echolalia can occur days or weeks after initally hearing the word or phrase. 
• Engagement The ability to remain involved with a person or object
• Evaluation Criteria A component of the IEP. Provides a description of how the results of a pupil’s IEP will determine the achievement for standard goals. Methods of obtaining information include teacher observation, interviews with parents, and standardized tests. 
• Expressive Language The language used to communicate to others. Oral expressive language is the child’s expression of thoughts and feelings through oral speech. Expressive language also refers to gestures and signing, as well as communication through objects, pictures, and writing. 
• Extended School Year (ESY) Educational services specially crafted for students who need them beyond the regular school year. Not to be confused with summer school or year-round school. 
• Fine Motor Skills Activities that require the coordination of smaller body muscles, especially those of the hand, such as writing and drawing. 
• Fragile X Syndrome A genetic cause of mental retardation, in which one part of the X-chromosome is defective. 
• Free Appropriate Public Education (FAPE) A program which mandates that provision of public school services to all school aged children (up to age 21), even if disabled. 
• Functional Analysis The evaluation of individual behaviors through observation of what happens before and after the behavior occurs. Behaviors are further assessed for the appropriateness to the situation and to the individual. 
• General Education A curriculum of the arts and sciences courses that provides students with a broad educational experience. A general education school can include inclusion programs for children with ASDs, where children with ASDs are integrated into classes with typically developing children. 
• Generalization The ability to learn a skill in one situation and be able to apply it to other situations. 
• Genetic Inherited
• Gilliam Autism Rating Scale (GARS)  A rating scale to help identify and diagnose ASD in children and young adults. Standards are based on definitions of autism adopted by the Autism Society of American and the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition.
• Gross Motor Skills Body movements which utilize larger muscle group of the body, such as sitting, walking, and jumping. 
• High-Functioning Autism (HFA) Although not officially recognized as a diagnostic category. HFA refers to individuals with ASDs who have near-average to above-average cognitive abilities and can communicate through receptive and expressive language. 
• Hyperactive A condition marked by chronic restlessness and the inability to concentrate for any length of time. Could be evidence of an attention deficit disorder. 
• Hyperlexia An ability to read at an early age, but without total comprehension. 
• Hypersensitivity Excessive, often painful, reaction to everyday auditory, visual, or tactile stimuli such as bright lights or loud noises. 
• Hyposensitivity A marked absence of reaction to everyday stimuli.
• Identification Evaluation of child as a candidate for special education services. Process requires proper screening and assessment to confirm whether child has an ASD or another disorder. 
• Independent Education Evaluation (IEE) Assessment of child requested by parent who believes that the school did not conduct a proper evaluation. In some instances, this evaluation may be conducted at the school’s expense. 
• Individual Family Service Plan (IFSP) Documents and guides the early intervention process for children with disabilities and their families, in accordance with Part C if the IDEA. Through the IFSP process, families and service providers work together as a team to plan, implement, and evaluate services to meet the specific needs of the child and family. 
• Individual Transition Plan (ITP) A plan which facilitates the transfer of a student from one setting to another, such as to a classroom, school, or work environment. 
• Individualized Education Plan (IEP) The written yearly plan for school-age children ages three to 21 that specifies the services that the local education agency has agreed to provide children with disabilities who are eligible under IDEA. 
• Individuals with Disabilities Education Act (IDEA) A federal law originally passed in 1975 that requires states to establish performance goals and indicators for children with disabilities consistent with the maximum extent appropriate with other goals and standards for all children established by the state and to report on progress toward meeting those goals. IDEA states that children with disabilities must be included in state and district-wide assessments of student progress with individual modifications and accommodations as needed. IDEA promotes improved educational results for children with disabilities through early intervention, preschool, and education experiences that prepare them for later education challenges and employment. 
• Individuals with Disabilities Education Improvement Act 2004 (IDEIA) The IDEA of 1997 has be reauthorized and is not know as the IDEIA 2004, effective July 1, 2005. The goal of the IDEIA 2004 is to help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paper work burdens for teachers, states, and local school districts. 
• Instructional Objectives A game plan for desired achievements in the child’s development, based on current level of performance and a broader annual goal. 
• Instructional Strategies Specific methods and material employed in teach the pupil. 
• Intelligence Quotient (IQ) A numerical measurement of intellectual capacity that compares an individual’s chronological age to his or her mental age according to standardized tests. 
• Interdisciplinary Team A group of professionals from different disciplines (psychologist, speech therapist, occupational therapist, etc.) who assess a child and develop a comprehensive plan to address his needs. 
• Intervention Action taken to attain an individual’s developmental potential. The term is often used synonymously with Treatment. 
• Intrinsic Reinforcement The positive reinforcement that radiates from within, stemming from satisfaction or pride in accomplishing a task. 
• Joint attention or Shared Attention A social skill which develops early in typically developing children, in which two people-usually a young child and an adult-jointly observe an object or event and share the experience. This skill is crucial to later language and social development. Often referred to as Shared Attention. 
• Language Impairment A condition marked by difficulty in understanding and/or using language
• Learning Disabled (LD) Having a compromised learning ability, manifested by a severe discrepancy between the student’s intellectual ability and his level of academic achievement in one or more of the following areas: Oral expression, listening, reading and writing comprehension, and mathematics calculation or reasoning. 
• Least Restrictive Environment (LRE) The requirement under the IDEA that all children receiving special education must be educated to the fullest extent possible with children who do not have disabilities. 
• Local Education Agency (LEA) Agency responsible for providing educational services for children with ASDs on the local city, county, and school district level. 
• Mainstreaming The concept that students with disabilities should be integrated with their non disabled peers to the maximum extent possible, when appropriate to the needs for the child with a disability. Mainstreaming is one point on a continuum of educational options. The term is sometimes used synonymously with Inclusion and integration. 
• Mediation A resolution process. If parents disagree with the school district on providing services for a child with disabilities, a third part mediator will be assigned to help both parties resolve the issue.
• Medicaid A U.S. government-funded program that pays the medical expenses of people with limited financial means. 
• Mental Age (MA) An assessment of intellectual functioning, based on the average standard for children of the same chronological age.
• Mental Retardation (MR) A classification based upon three criteria: intellectual functioning level below 70, based on IQ test; Significant limitations in two or more adaptive skill areas (e.g. communication, self-care, home living, social skills, self-health and safety, academics); and the presence of intellectual limitations from childhood (since the age of 18 or earlier). 
• Modeling Observing and imitating another’s behaviors and actions to copy them in one’s own actions. 
• Motor Muscle activity-especially voluntary muscle activity-and consequent body movements. 
• Motor Planning The brain’s ability to conceive, organize, and execute a sequence of complex physical actions.
• Multidisciplinary A team approach incolbing specialists in more than one dicipline, including but not limited to an occupational therapist, a speech and language pathologist, and a psychologist. 
• Multidisciplinary Evaluation Team (MDT) A group of people who evaluate the abilities and needs of a child to determine whether the child meets eligibility criteria for special needs. 
• Neurologist A physician who treats medical problems associated with the brain and spinal cord. 
• Neurotransmitter The chemical substance which allows the transmission of an impulse from one nerve cell to another in the brain. 
• Neurotypical (NT) Description applicable to person who does not suffer from a neurodevelopmental disorder such as an ASD. Often referred to as typical. 
• No Child Left Behind (NCLB) An act signed in 2002 to reform schools by encouraging stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents. Under No Child Left Behind, states are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run. 
• Norm Referenced Tests Measurement of a child’s performance as compared to others the same age.
• Objectives The intermediate steps that must be taken to reach the annual goals; a component of the IEP. 
• Object Permanence A child’s awareness that an object still exists even when it is taken out of visual range.
• Obsessive Compulsive Disorder (OCD) A psychiatric disorder characterized by obsessive thoughts and compulsive behavior.
• Occupational Therapy (OT) A therapy that focuses on improving the development of fine and gross motor skills, sensory integration skills, and daily living skills.
• Oral Motor Movement of the muscles located in and around the mouth. 
• Pedantic Speech A longwinded, tiresome style of speaking, emphasizing self-absorption more than salient fact. 
• Preservative Behavior Repetitive movements, speech or play patterns, such as repeatedly opening and closing doors or eye tracking. 
• Pervasive Developmental Disorder (PDD)  The official classification for Autism Spectrum Disorders that is documented in the DSM-IV-TR. 
• Physical Therapy (PT) A therapy the specializes in the improvement of developing motor skills, with an emphasis on gross motor skills.
• PICA Ingestion of nonfood items. 
• Picture Exchange Communication System (PECS) A communication system for nonverbal or functionally nonverbal individuals, especially for young children with ASDs. For example, PECS allows a child to exchange a picture card for something he or she wants. 
• Pincer Grasp The use of the thumb and forefinger to grasp small objects. 
• Pivotal Response Training (PRT) A treatment intervention for children with ASDs that teaches behaviors central to wide areas of functioning, such as motivation and responsiveness.
• Placement The selection of an appropriate educational program for a child with special needs. 
• Pragmatics The method of using language to communicate effectively in a natural context, focusing on considerations like eye contact between speaker and listener, how close to stand, taking turns, and selecting topics of conversation. 
• Preschool Full or half day school or day care program provided prior to kindergarten for children ages 3 to 5.
• Prompt A stimulus or cue given to help a child complete a take. Prompts may be physical, verbal, visual, or location-appropriate. 
• Pronoun Reversal Phenomenon where a child switches first and second person pronouns, replacing “I” or “me” with “you” or “them.”
• Proprioception A sense that informs us of the position of our body parts.
• Prosody The style of speech identified by pitch or intonation, loudness, and tempo of spoken words.
• Receptive Language The comprehension of spoken and written communication and gestures. 
• Referral The request to identify and assess a child’s special education needs, usually made by a parent, teacher, or medical personnel. 
• Reinforcement A positive event which follows an action, thereby creating in the doer a pleasant feeling and increasing the likelihood that the action will be repeated.
• Reinforcement Menu A list of extrinsic reinforcers from which that student may choose after successfully completing an assigned task. 
• Reinforcer Anything positive that follows a behavior and increases that behavior including social praise, desired food, or toys. Conversely, a negative reinforcer will decrease behavior, as it prompts a reaction that the person will try to avoid. 

Educating Children with Autism

Educating Children with Autism
Committee on Educational Interventions for Children with Autism
Catherine Lord and James P. McGee, Editors
Division of Behavioral and Social Sciences and Education
National Research Council
http://www.nap.edu/openbook.php?record_id=10017&page=R1

Week 4- Two Concept Plans

Assignment: Preliminary concept(s) plan. Download the provided word template to be found in the assignment outline. Fill out one per concept.

Week 3-Concept Prelims

Assignment: Class share. Project development ideas, critique/ workshop. Present 3 ideas that relate in some way to the topics Healing and Learning.

Mary Bridget Bullock

Design Development

Project Ideas

February 8, 2011

1.     A brief summary of ideas.

2.     How you plan to research it.

3.     Identify two readings or books that you believe will aid in your research.

4.     Identify one primary source you would like to contact.

5.     Explain what you hope to develop from your efforts.

Idea #1

·      Develop a space for prisons that would be a place for them to develop/ practice religions. The space would have to be a spiritual place and an escape from ordinary prison life. There are many constraints that would shape this project such has prison regulations and coming up with a nondenominational design allowing everyone who wishes to worship there the freedom to do so.

·      To research this I would like to understand the regulations that exist within prisons. Also I would need to look into different types of religions and their needs to practice their faith while keeping the space from feeling like it has any real religious affiliations. I think it is also important to look at the arguments against having faith-based programs within the prison system.

·      One reading that I know will be helpful in my research is from the Encyclopedia of Crime and punishment. Within this four-volume encyclopedia there is a large portion that is devoted to religion in prisons. Also, this source contains many other important issues and laws within the prison system that I feel would be beneficial while designing this space.  Another book that I feel world be beneficial is called “Prison Religion: faith-based reform and the constitution” by Winifred Fallers Sullivan. This book highlights key constitutional problems when trying to implement religious worship in the prison system. And looks at how the separation of church and state becomes fuzzy when religious worship focuses on the individual rather than the institution. There is also a case study from an Iowa state prison showing what “faith-based” prison programs mean for the separation of church and state, particularly when prisoners who participate receive special privileges.  Another reading that will be helpful in creating the design is Healing Places by Wilbert M. Gesler, which “…examines how different environment affect physical, mental, spiritual, social, and emotional components of healing.”

·      One person that I think would be helpful to speak with would be Mark Larrimore who is an associate professor of religious studies here at The New School. He has a PhD in religion from Princeton University and a BA in philosophy, politics and economics from Worcester College and Oxford. He has been published in many different publications relating to this topic and teaches courses here that are based in many different areas that relate to this topic. Also, I don’t think that it would be to difficult to be able to find a time to meet with him and have some guidance with my project.

·      Through my efforts here I would like to be able to find a balance between religion and the prison system that would allow inmates to practice their faith within the correctional programs that are already in place here in the U.S.

Idea#2

·      Develop a type of shopping experience or service that helps people understand their body and what they are trying to say about themselves through their clothing. Either through an actual shopping experience (in stores or virtual) or through a shopping service such as a personal shopper, maybe both.

·      There is actually a ton of research on this topic and I am currently taking a philosophy course called Fashion and Embodiment, which looks at fashion theory, and how it relates to the body and questions of identity. Also looking into consumer behavior topics and understanding the best way to reach target audiences.

·      All of the readings that are required for my fashion and embodiment class will be helpful while conducting my research. One of our readings is from a book called The Presentation of the Self in Everyday Life by Erving Goffman, we are only looking at a section of it for my class but I think that reading the entire book will be particularly beneficial for this assignment.  Also, a reading from Liquid Modernity by Zygmunt Bauman called “Individuality” focuses on clothing and consumerism, which also will have beneficial information while developing this idea more.

·      With this project I could easily use my teacher Lucy Collins as a primary reference and mentor throughout the development of this assignment.

·      With this project I hope to come up with a way that will help shoppers develop a personal style that will ultimately improve their self of steam while making them see and understand why they make the choices they make when shopping for clothing.

Idea #3

·      Develop a travel-based program for students who are about to enter college designed to help them develop a true sense of who they are. I would be a program that could be offered through their academic institutions or through an unaffiliated program like International Student Volunteer (ISV).   And would be available to them either the summer before starting college or over the course of their freshman year. This program could be offered on both a credit and non-credit level.

·      To begin to researching this project I would want to first look at places and events that exist throughout the world that relate to providing spiritual healing and finding oneself. Look at different cultural healing methods and find the best way to include as many of these experiences in the program as possible. It will also be important to look at different institutions policies on student travel as well as looking into how to develop this program at an affordable price without having it be based through universities and open at everyone in the specific age range.

·      The Art of Pilgrimage: The Seeker’s Guide to Making Travel Sacred by Phil Cousineau, is a resource for travelers at a crossroad in life. While it does look into religious pilgrimages it also looks at ones with no religious history but have personal and historical meanings as well. This book I think would be a good starting point when trying to decided which places would be the most beneficial for these students. Another book is called The Art of Travel by Alain de Botton. It is a meditation on not only where everyone should travel but also how and why. And although this isn’t the most exciting sounding book I think that it will be very important when developing this program Student travel: policy, regulations, procedures, forms this is a guide from the Department of Education.  Lastly, a reading from the International Journal of Intercultural Relations Volume 21, Issue 4, November 1997, pages 475-490. This article is entitled Crossing Cultures: Student Travel and Personal Development by George Gmelch from Union College, Schenectady. It discusses what students do and learn when they travel abroad; it shows through personal journal entries from students abroad that many of the things they learned where found in unexpected places. “Much of the personal benefit of travel comes not from what students learn about the places or cultures they visit, but from the need to continuously make decisions and deal with the demands of daily life in new and unfamiliar settings. It is suggested that these experiences foster personal development in several ways.”

·      One of my best friends from home Natalia Nowacki has been traveling though out her high school and college experience. She has studied abroad from every semester except for her sophomore year and will be graduating from The University of Pennsylvania this May. It would be interesting to see from her perspective how travelling has helped and changed her as well as seeing what places she would recommend exploring for this program.

·      Through this project I hope to develop a program for students that will hopefully be beneficial in helping them understand themselves and the world they live in a little better before/during a big life transition. After my sophomore year of college I actually took part in an ISV program where I did conservation work in southern Australia at a wildlife reserve and then traveled with a small group of students (none of which I knew before the trip) and I really believe that this was one of the most beneficial experiences I have had in college and strongly believe in the idea that traveling is one of the best forms to develop a strong sense of who you are. I would like to be able to give other students the ability to experience this through this program.

Week 2- Managing as Designing

Assignment: Read: Managing as Designing: Lessons for Organization Leaders from the Design Practices of Frank O. Gehry. Submit a written commentary on the reading, your response to the concepts in the reading and how you feel it relates to your evolving concept of Design Thinking. Feel Free to include your experiences at Parsons or a job or internship. Submit 3-4 pages, well written, carefully thought out critical analysis of the content. Cite your sources.