Fornits
Treatment Abuse, Behavior Modification, Thought Reform => Hyde Schools => Topic started by: Anonymous on March 29, 2009, 11:42:39 PM
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Malcolm Gauld's blog:
I do know that more than three decades of working with kids have assembled a mega-collage of memories that are stored away in my mind like a bureau drawer overstuffed with yet-to-be-catalogued piles of snapshots and video shorts. There are two that will stay with me when I think of Frank McGill.
First is the "big brother" role he played with my daughter Scout, currently a Hyde junior. For over a decade, she and her sister Mahalia '09 have played that same role for their younger brother Harrison. The truth is that Harrison's autism has demanded and continues to demand a great deal of Scout's care and attention. All the way through middle school Scout gave so much to her brother but never had someone who could play big brother to her. Frank was that person for Scout during her freshman year.
Are the Gaulds planning on enrolling Harrison at Hyde School?
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Malcolm Gauld's blog:
I do know that more than three decades of working with kids have assembled a mega-collage of memories that are stored away in my mind like a bureau drawer overstuffed with yet-to-be-catalogued piles of snapshots and video shorts. There are two that will stay with me when I think of Frank McGill.
First is the "big brother" role he played with my daughter Scout, currently a Hyde junior. For over a decade, she and her sister Mahalia '09 have played that same role for their younger brother Harrison. The truth is that Harrison's autism has demanded and continues to demand a great deal of Scout's care and attention. All the way through middle school Scout gave so much to her brother but never had someone who could play big brother to her. Frank was that person for Scout during her freshman year.
Are the Gaulds planning on enrolling Harrison at Hyde School?
Back in the day, Joe used to scream at kids with various levels of difficulties and tell them that their illness was choice, they needed to choose. So why doesn't Grandpa scream at Harrison. Tell him to choose not to be Autistic. When he is unable to change Grandpa can make Mom and Dad to toss him out on the street.
Of course I am in jest, but I just wish that some day before he dies Joe would realize just how many kids he did that to and get down on his knees and beg God for forgiveness. Then I want God to appear and tell Joe that Character is Destiny and that he is bound for Hell.
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Back in the day, Joe used to scream at kids with various levels of difficulties and tell them that their illness was choice, they needed to choose. So why doesn't Grandpa scream at Harrison. Tell him to choose not to be Autistic. When he is unable to change Grandpa can make Mom and Dad to toss him out on the street.
Of course I am in jest, but I just wish that some day before he dies Joe would realize just how many kids he did that to and get down on his knees and beg God for forgiveness. Then I want God to appear and tell Joe that Character is Destiny and that he is bound for Hell.
It is easy to see -- in extreme cases like those dealing with kids who have bona fide learning disabilities -- how atavistic and backward the "Hyde School difference" actually is. What kind of an "education" did those kids get, that was functionally any different than what they might have received in the 1930's? Actually... they might have been better off back then.
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atavistic
That is a good word for it. I think the construct of Hyde as social system was set up as a structure to rationalize Joe's atavistic tendencies. Some wag once said that police become police to legitimize thier own antisocial behaviour. Could you imagine Joe's behaviour in a setting where he had peers? Ranting and spitting students and backhanding little girls?
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that should be "rantinf and spitting at students
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Now, if those students spit back at Joe, they could be charged with assault with a deadly weapon (dispensing of and forced exposure to bodily fluids).
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Harrison isnt autistic he just chooses to act that way because he's spoiled by his parents and grand parents. Or maybe he's that way because Joe tried to give him a character education at an early age. Dont shake the baby Joe. Malcom is a horrible parent as well did any one see when harrison flipped a shit at shaws because he couldnt get a gumball way to teach your kids appropriate behavior there dad.
HAHAHAHAHAHAHA ARE YOU ANGRY YET!!!!!!!!!!!!!
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Harrison isnt autistic he just chooses to act that way because he's spoiled by his parents and grand parents. Or maybe he's that way because Joe tried to give him a character education at an early age. Dont shake the baby Joe. Malcom is a horrible parent as well did any one see when harrison flipped a shit at shaws because he couldnt get a gumball way to teach your kids appropriate behavior there dad.
HAHAHAHAHAHAHA ARE YOU ANGRY YET!!!!!!!!!!!!!
These family dynamics are simply fascinating. Did Grampa Joey's temper get passed on, but skip a generation?
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Harrison isnt autistic he just chooses to act that way because he's spoiled by his parents and grand parents. Or maybe he's that way because Joe tried to give him a character education at an early age. Dont shake the baby Joe. Malcom is a horrible parent as well did any one see when harrison flipped a shit at shaws because he couldnt get a gumball way to teach your kids appropriate behavior there dad.
HAHAHAHAHAHAHA ARE YOU ANGRY YET!!!!!!!!!!!!!
These family dynamics are simply fascinating. Did Grampa Joey's temper get passed on, but skip a generation?
I have a vision. Harrison as Joey II. He will have a revelation that will transform him.
You know where to put the cork.
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Harrison isnt autistic he just chooses to act that way because he's spoiled by his parents and grand parents. Or maybe he's that way because Joe tried to give him a character education at an early age. Dont shake the baby Joe. Malcom is a horrible parent as well did any one see when harrison flipped a shit at shaws because he couldnt get a gumball way to teach your kids appropriate behavior there dad.
HAHAHAHAHAHAHA ARE YOU ANGRY YET!!!!!!!!!!!!!
did Joe shake the baby? maybe Joe SPIT on the baby! :eek:
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Harrison isnt autistic he just chooses to act that way because he's spoiled
maybe he's a "high-functioning" autistic?
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there have been high function autistics at Hyde before. how come the gaulds dont enroll Harrison? sounds like double standard to me!
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there have been high function autistics at Hyde before. how come the gaulds dont enroll Harrison? sounds like double standard to me!
They enrolled their two daughters. Which is really funny because both of them were the biggest sluts on campus. Cum dumpsters for real. Just ask Brian Thompson
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When confronting Malcolm by phone and asking how he would like it if it had happened to his daughter, his response was, "my daughter could handle it."
(Hydemom was upset (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=22969&p=279346#p279325) that Hyde would not remove a faculty member who had sexually fondled her daughter several times.)
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Larry Dubinsky liked touching girls! Many girls!
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A child with autism needs their alone-time. That goes without saying.
A child at Hyde does not get alone-time. That also goes without saying.
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Malcolm is on the "Education Advisory Team" for a company which markets software to keep on top of special needs kids; they call it "Individual Communication Management."
http://www.iabida.com/ (http://www.iabida.com/)
—•?|•?•0•?•|?•— —•?|•?•0•?•|?•— —•?|•?•0•?•|?•—
About Us (http://http://www.iabida.com/User/AboutUs.php?Screen=773)
Company
The Pioneer in Individual Communication Management (ICM). The power of communication using the power of software. iAbida.com is the pioneer in ICM for special people. Our name - iAbida means "father of knowledge" and we are providing this comprehensive knowledge base of communication among the teachers and parents for special people. These individuals can range from teachers, parents and babysitters for typical children to physicians, occupational therapists, social workers and speech therapists for special needs individuals. We are dedicated to providing leadership - and solutions for organizations and professionals who want to improve their communication ability. Why? Perhaps it is because the founders have experienced firsthand the need for a system such as iAbida in managing communications for teachers, family members and administrators and want to share this with others. Our solution is robust, yet rapid in implementing and gaining value from the application. iAbida was founded in 2004 by a team of software veterans and the parents of an autistic son. This experience was the trigger for developing the iAbida application and an ongoing basis for product development and evolution.
Mission
iAbida's mission and passion is to facilitate Individual Communication Management for special people.
Vision
iAbida's vision is to be the leader for multi modal, affordable individual communication management solutions for special people.
Education Advisory Team
Dr. Herman Fishbein -
Special Needs Project Manager, Program Services, Broward County FL Board Member, Autism Society of America
Patrick Moore -
Director of Special Education, SAD 75
Sheila Wagner -
Associate Director, Emory Autism Center
Lora Perry -
President, Providence's Merrymeeting Center
Malcolm Gauld -
President, Hyde School
Mark Steege -
Professor of School Psychology and Clinical Coordinator within the M.S. and Psy.D. programs in School Psychology at the University of Southern Maine.
Business Advisory Team
Jim Nelson -
VP, Genesys Technology
Joe Murphy
Rick Hale -
COO, Sloane Lake Managed Care
Technology Advisory Team
Peter Murray -
CEO, Quantrix
Dave Sidwell -
CTO, Katabat
Shawn McGowan -
Director of Managed Services, Newmarket International
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Mark .W. Steege, Ph.D (http://http://www.iabida.com/User/mark_steege.html)
Dr. Steege received his B.S. in Psychology from Iowa State University in 1978. He received his Ed.S. and Ph.D. in School Psychology from the University of Iowa in 1982 and 1986, respectively.
Following three years of post doctoral expereince as a Pediatric Psychologist in the College of Medicine at the University of Iowa , Dr. Steege joined the faculty as an Assistant Professor in the School Psychology program at the University of Southern Maine in 1989.
Presntly, Dr. Steege holds the rank of Professor of School Psychology and Clinical Coordinator within the M.S. and Psy.D. programs in School Psychology at the University of Southern Maine . His professional credentials include: Licensed Psychologist, Nationally Certifed School Psychologist, and Certified School Psychological Service Provider.
Dr. Steege has nealry 30 years of experience in the field of developmental disabilites, serving as a house parent in a group home, program coordinator of group homes, and psychologist. Dr. Steege presently serves as Supervising Psychologist at the Margaret Murphy Center for Chidren and Senior Psychologist at the Merrymeeting Center for Child Development, school programs using applied behavior analysis mehtodologies to support children and adolescents with autism and related developmental disabilities.
Dr. Steege's scholarship includes forty-five research articles and book chapters focsuing on topics such as functional behvaioral assessment, single case experimental design, and systemtaic instruction procedures.
Dr Steege has recently co-authored two books:
Brown-Chidsey, R. & Steege, M. (2005). Response to Intervention: Principles and Strategies for Effective practice. New York : Guilford Press.
Watson, S. & Steege, M. (2003). Conducting School Based Functional Behavioral Assessments: A Practioners Guide. New York : Guilfoprd Press.
iAbida.com Copyright 2004-06
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Haha. Yet at Hyde, their real understanding of human nature is so limited, they would see a psychologist as hindering their work.
Steege must be a friend of one of iAbida's other members.
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Back in the day, Joe used to scream at kids with various levels of difficulties and tell them that their illness was choice, they needed to choose. So why doesn't Grandpa scream at Harrison. Tell him to choose not to be Autistic. When he is unable to change Grandpa can make Mom and Dad to toss him out on the street.
Of course I am in jest, but I just wish that some day before he dies Joe would realize just how many kids he did that to and get down on his knees and beg God for forgiveness. Then I want God to appear and tell Joe that Character is Destiny and that he is bound for Hell.
It is easy to see -- in extreme cases like those dealing with kids who have bona fide learning disabilities -- how atavistic and backward the "Hyde School difference" actually is. What kind of an "education" did those kids get, that was functionally any different than what they might have received in the 1930's? Actually... they might have been better off back then.
What kind of an education did the other kids get, as far as learning tolerance or appreciation for people's differences?
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An old article from the Portland Press Herald, which touches on how the Gaulds chose to bring up Harrison:
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Sunday, March 10, 2002
The parenting principles (http://http://cache.zoominfo.com/CachedPage/?archive_id=0&page_id=268632402&page_url=%2f%2fwww.portland.com%2fhomefam%2fstories%2f020310parents.shtml&page_last_updated=3%2f11%2f2002+7%3a29%3a53+PM&firstName=Laura&lastName=Gauld)
By JOANNE LANNIN, Portland Press Herald Writer
Susan Sinibaldi of Bath used to rush to the aid of her toddler, Nathaniel, whenever he needed help.
Now, she stands back and lets her 3-year-old son figure out puzzles or zip up his jacket by himself.
"As a social worker, my first instinct was always to fix it. What I learned is that it's OK to let our kids struggle," says Sinibaldi, who is a hospice social worker in Brunswick. "I found that Nathaniel is able to figure things out eventually and he's so darn proud of himself when he does."
Sinibaldi changed her parenting ways as a result of her participation in a unique workshop that was conceived in Maine by Laura and Malcolm Gauld of the Hyde School in Bath.
"The Biggest Job" workshop is centered on the character-first philosophy developed by the Hyde School, a private boarding school, that has been touted nationally for its ability to turn around the lives of troubled or underachieving students. Since 1998, more than 6,000 parents have participated in the workshop sessions around the country.
The Gaulds have just written a book that, like their workshops, lays out the Hyde School philosophy and shows parents how they can apply it to family life. Titled "The Biggest Job We'll Ever Have," the book's premise – postulated well before Enron became a household name – is that society's measures of success – good grades, high-paying jobs and a comfortable lifestyle – are often achieved at the expense of the development of solid values such as honesty and integrity and character traits such as courage and concern for those less fortunate.
According to the Gaulds, while we say we want our children to develop strong character traits, the reality is that our culture, our schools and many of us value outward achievements and status symbols over character development. It's a contradiction that alienates many young people today and does nothing to prepare them for the challenges they will face in life. The Gaulds hope their book, which was published in February by Scribner, will fill the void they saw in bookstore parenting sections.
"All the books were variations on a theme," says Malcolm, who is the son of Joe Gauld, who founded the Hyde School in 1966. "They all asked, 'How can adults control the behavior of their kids?' We're trying to say to parents, 'If you work on yourself, you'll set a model your kids can emulate and will emulate. Character is inspired. You don't pour it in. You draw it out.' "
The Gaulds' book is divided into chapters that explain the "10 Priorities" they believe families should focus on to help their children strike a balance between character and achievement. Anecdotes from the Hyde School, their own family's experience, as well as written testimonials from Hyde School parents are sprinkled throughout the book. Each chapter ends with games and exercises families can do to bring the principles to life. There are also questions to be used to stimulate journal writing and family discussions.
"People looking for a quick fix won't be attracted to it," says Malcolm about the book. "It's a long-term thing. It's not a crash plan."
Both Malcolm and Laura Gauld, who have been married for 22 years, have learned first-hand the value of character-based education, as well as how raising children necessitates working on your own character development.
In the mid-1960s, Malcolm was an underachieving seventh-grader who'd gotten in with the wrong crowd in his public junior high school. His father decided his son needed to be challenged by the Hyde School's overriding philosophy: that each student is gifted with a unique potential that he or she can achieve through the development of character and conscience with the help of others who are on the same journey.
For Malcolm that meant being challenged and challenging himself to take courses he found difficult, as opposed to courses that would afford him an easy A. It also meant, for example, figuring out a way to succeed in lacrosse, a sport he loved but one in which he had a difficult time because he was so slow that his teamates called him "Flash."
As he relates it in the book, Malcolm became such a proficient stick handler on his lacrosse team in college that he set a school record for most goals scored in one game.
"I doubt I would have developed my stick work had I been faster," he writes. "What I once perceived as a curse was now perceived as a benefit."
Laura, meanwhile, was a shy, quiet, competent student who had no problem succeeding in her public school in Beverly, Mass. But since her parents had sent her four siblings to Hyde, Laura went as well. At Hyde, Laura's teachers challenged her to come out of her shell. She may never have become a workshop leader had she stayed in Beverly.
"My biggest issue was genuine self confidence," she says. "I was forced to speak up. They made me do the announcements in the morning because they felt I needed that. . . . There were a lot of things inside me that Hyde drew out."
Laura and Malcolm did not attend Hyde together. They met after Malcolm had become a teacher and Laura was doing a teaching internship at the school. At present, Malcolm is president and CEO of the Hyde School programs in Bath and Eustis as well as Connecticut and Washington, D.C. Laura directs Family Education Programs for the two boarding campuses, their charter school and their wilderness pro-gram.
Laura says she got the idea for the workshops and the book in 1998 after she'd given up teaching at Hyde to be home with her youngest child, Harrison, who had just been diagnosed with developmental problems related to autism.
After much reading and research, Laura decided to commit to an intensive behavioral approach that would involve Harrison, then 2 1/2, in 30 hours a week of commands, correction and reinforcement. She enlisted speech therapists, Hyde students and family members to be on the team that would take turns working with Harrison.
The first two months were difficult as Harrison rebelled against the intense interaction. Soon though, sounds turned into words and words into basic sentences. Harrison now is making his way in a mainstream first-grade classroom. He is able to handle transitions and situations which can be difficult.
"While we won't pretend that there aren't dark moments when we worry about his future, we know at the deepest level this obstacle has been placed on his doorstep as part of his ultimate destiny, part of his Unique Potential," writes Laura in their book. "He will be what he is meant to become as a result of this struggle and his triumphs over his obstacles."
Laura realized as she worked with Harrison that her use of the Hyde philosophy had helped her deal with him and helped him rise to the many challenges in his path. She decided to find a way to bring the Hyde philosophy to parents who could benefit from its concepts, but for whom the boarding school concept might seem elitist. Thus were the workshops created and the book conceived.
"A lot of Harrison's success has been because of our focus on these priorities, like 'set the bar high,' and 'value success and failure,' '' Laura says. "We need to liberate parents from this culture that says they have to look good and do it right."
The first priority, "Truth over Harmony," is the cornerstone of the "Biggest Job" philosophy. According to the Gaulds, parents have to be willing to stand up to their children and tell them the truth, challenging them to put forth their best effort, even when they know a battle will ensue.
"You have to let go of wanting to have a relationship with your child," says Laura, who is the mother of three children, ages 11, 9 and 7. "You have to be able to play hardball. Whatever you are asking out of your kids, you have to ask of yourself."
Laura advises parents who want to adopt "The Biggest Job" approach to begin with Priority 8, which involves creating a character culture in the family by doing three things: exploring a vision, demanding action and creating synergy.
The vision is set forth through a weekly family meeting which starts with each member "clearing the decks," or dealing with festering issues. From there, the past week is reviewed – focusing on what each family member got excited about or learned about herself. Then, each family member sets goals for the following week, thinking about what they would like to improve upon with one specific action step.
The action step involves committing to some challenging task, such as maintaining some room or area of the house, cooking a particular meal or learning something new. Even small children can have a job, such as putting toys away, taking phone messages, behaving well in a restaurant or setting the table.
Synergy results from setting up a rotating schedule by which each family member gets to choose an activity that the whole family will participate in. This concept is called "mandatory fun." Its purpose is to expose family members to each other's pasions.
"Shared beliefs and shared experiences are part of (how to provide) grounding for a kid," says Laura. "If you have a horrible time, you still can laugh about it later."
Susan Sinibaldi's family of three has begun having "small little talks" at the dinner table as a foundation for the kind of meetings outlined in "The Biggest Job." For now, she and her husband are committed to focusing on the principles behind developing character traits, as opposed to making rules to limit bad behavior. She expects to expand her use of the 10 priorities as 3-year-old Nathaniel grows.
"We as parents are our children's primary teachers," she says. "It's never too early to talk about these things."
Staff Writer Joanne Lannin can be contacted at 791-6650 or at: [email protected]
Copyright © 2002 Blethen Maine Newspapers Inc.
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I hope we can speak kindly about Harrison instead of including him in jabs that are aimed at his family. I'm no fan of Hyde or Joe but some of the comments that have been made about Harrison are in poor taste. He is just a child. I would never wish on him or anyone else that experience that I had at that school. Hyde is a hotbed of emotional abuse and dishonesty.
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Dear Confronting,
You are right to call me out on being mean to a little kid that has problems.
Thanks
HCACUP
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Dear Confronting,
You are right to call me out on being mean to a little kid that has problems.
Thanks
HCACUP
:rofl:
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Although this thread appears to have focused on Harrison in the OP, the fact still remains that non-neurotypical kids have attended Hyde, generally with at best mixed outcomes, possibly even disastrous ones.
Unlike Harrison, most of those kids received no special consideration or sensitivity for what was on their plate, and some were even, and perhaps still are, singled out for some punitive and humiliating "extra-special character development," given the lack of credence with which Hyde views the psyche industry.
I find it "ironic" that Hyde relies on such professionals when it comes to protecting their own inner circle, but views said opinions as frivolous when it interferes with Hyde's assessment of alleged "character deficiencies" in paying members of the student body.
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Yeah that was what I was trying to point out with my humble attempt a swiftarian humor. Confronting is correct, but it bothers me still to see the people that could have been helped but were just run though a different mill. Some of the kids that ran through there just got their mind puzzle more jumbled up, which is a violation of the first law of medicine and good magic, "first do no harm." With all the grand talk about morals and conscience I got when I was there just makes it all seem all the more remarkably immoral and unconscionable. We all have to make a living and Joe is doing the only thing he knows how to do. Honestly if I was filing one of the Gauld families 1040's I think I might go along for the ride. There but before the grace of God go I.
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Yeah that was what I was trying to point out with my humble attempt a swiftarian humor.
And well said it was, indeed. I'm just a repeater and re-phraser. :D
Some of the kids that ran through there just got their mind puzzle more jumbled up, which is a violation of the first law of medicine and good magic, "first do no harm."
Note the complete lack of accountability that the Gaulds display when it comes to accounting for that damage done, that damage still ongoing.
Are they in denial? Or, are they diabolically focused only on reaping the benefits of their hypocritical and deceitful marketing? Probably both. To say the least, such a degree of delusion speaks of an inherent cultism in the program...
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Of potential interest:
aspergers?
viewtopic.php?f=7&t=29859 (http://www.fornits.com/phpbb/viewtopic.php?f=7&t=29859)[/list]
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I am not a professional in the area but there is no way I could see a traditional program helping a child with autism or aspergers. These children need specialized treatment and BMod designed specifically for their conditions. Many are very fragile and frightened to begin with (socially) that without the proper training the program could crush them.
From what I know local services have been very successful with autistic children if they are diagnosed early enough. I am curious to know how and how many of these children are placed. Does Hyde advertise for autistic children?
...
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Edited: Wednesday, October 06, 2010
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In my opinion the best thing for an autistic child is to be with other children who are “not” autistic. What typically sets autistic children apart from other kids is an impaired social interaction and being with just other autistic kids I don’t think would help them much. Kids respond very well to modeling and one on one couching.
But being placed in the behavior modification models which we see in these programs wouldn't work because autistic children seem to respond better to a softer approach.
...
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Edited: Wednesday, October 06, 2010
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I am not a professional in the area but there is no way I could see a traditional program helping a child with autism or aspergers. These children need specialized treatment and BMod designed specifically for their conditions. Many are very fragile and frightened to begin with (socially) that without the proper training the program could crush them.
From what I know local services have been very successful with autistic children if they are diagnosed early enough. I am curious to know how and how many of these children are placed. Does Hyde advertise for autistic children?
I agree with "there is no way I could see a traditional program helping a child with autism or aspergers." Programs would need to hire or contract with medical professionals who specialize in treating aspergers. This would increase tuition rates which many parents could not afford.
Oddly enough, at least one Hyde parent -- known only as "Mystery Guest" in this radio program -- appears to think Hyde helps with her son's developmental and/or behavioral issues, presumably related to ASD. It is actually unclear to me exactly what he has; perhaps I need to hear it through again. Although this is a show about autism, the mother mentions "gifted," bipolar," and depression." She also expresses some frustration with the verity of these diagnoses; it could be that she suspects Aspergers judging by other statements she makes. At any rate, she's done a real bang-up job promoting the old hellhole.
Interestingly enough, it sounds like she'll be able to get the local PS system to pay for part of this kid's Hyde School "education." This is unlike another not dissimilar case mentioned elsewhere on this forum from a few years ago. I suspect degree of cooperation with the local school system prior to the Hyde adventure impacts how these efforts go.
Worthy of note in all this, of course, is that the jury's still out on how this ultimately turns out. The kid was still at Hyde when this clip aired; this may even have been his first year, from the sound of it. I'd sure like to hear how this kid himself feels about his "preparation for life" ... once he's been out for ten years or so.
:clown:
Click on "Show 47" to hear mp3. Mystery guest makes her appearance a little past ~25% (a lot of commercials in the very beginning). Color emphasis as per original:
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TAO Emergency Management Consulting
Show 47 (http://http://ricktobin.com/roadtoready/47.mp3) · 3-20-09 · Autism
Notes from the Hot Zone
- http://en.wikipedia.org/wiki/Autism (http://en.wikipedia.org/wiki/Autism) General discussion about Autism
- http://www.kidsdata.org/topictrends.jsp ... 132&link=& (http://www.kidsdata.org/topictrends.jsp?csid=0&t=38&i=12&ra=3_132&link=&) Autism data by region and school districts
- http://www.fightingautism.org/idea/autism.php (http://www.fightingautism.org/idea/autism.php) Fighting Autism Statistics on Growth of Disorder
Get Ready
Protective 72 Hour Survival Kit (http://http://www.yoursafetyplace.com/store/listCategoriesAndProducts.asp?idCategory=13137)
MYSTERY GUEST ABOUT SPECIAL NEEDS CHILDREN AND SCHOOLS
- http://www.hyde.edu (http://www.hyde.edu) Hyde School in Maine HIGHLY RECOMMENDED SCHOOL TO LEARN ABOUT
Something Good
- http://www.nationalautismassociation.org (http://www.nationalautismassociation.org) National Autism Association
- http://www.autism-society.org (http://www.autism-society.org) Autism Society of America
- http://www.shemakolainu.org (http://www.shemakolainu.org) Hear Our Voices Shema Kolainu School and Center for Children with Autism
- http://www.nichd.nih.gov/autism/autism.cfm (http://www.nichd.nih.gov/autism/autism.cfm) National Institutes of Health, Eunice Kennedy Shriver National Institute of Child Health and Human Development
Pathfinder Profiles- Elayne Pearson
- http://www.elaynepearson.com/ (http://www.elaynepearson.com/) Elayne Pearson's website
- WHAT YOUR DOCTOR MAY NOT TELL YOU ABOUT CHILDREN'S VACCINATIONS (http://http://www.amazon.com/What-Doctor-About-Childrens-Vaccinations/dp/0446677078/ref=sr_1_1?ie=UTF8&s=books&qid=1237676954&sr=1-1) Recommended Book
What's Up Doc
- http://www.defeatautismnow.com/ (http://www.defeatautismnow.com/) Defeat Autism Now Spring conference, April 16-19, 2009 Atlanta, Georgia
- http://www.autismspeaks.org/community/c ... vl=Top_Nav (http://www.autismspeaks.org/community/conferences/index.php?WT.svl=Top_Nav) Autism Speaks: National Autism Conferences List
- http://www.autismweb.com/events.htm (http://www.autismweb.com/events.htm) A Parent's Guide to Autism and Pervasive Development Disorder: Conferences on Autism, PDD and Asperger's Syndrome
©2007 TAO Emergency Management Consulting
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We all clearly know how to use the internet, and are capable of doing our own google searches. What the hell is up with these long winded copy and paste posts? This is discussion forum not a "look what I googled" forum.
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We all clearly know how to use the internet, and are capable of doing our own google searches. What the hell is up with these long winded copy and paste posts? This is discussion forum not a "look what I googled" forum.
Because -- more often than not -- it disappears after a time. And when you want to later quote from it, or refer to it, it is no longer available. Proof or example of point you are trying to make ... is gone.
You can always chose not to read any posts you find so offensively "long-winded," eh? :D
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If the national autism association goes *poof* anytime soon, I will eat my words. Until then, if you need something to google, try "how to paraphrase"
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Ursus modus operandi is to copy and paste. Ask the instructors at the therapeutic boarding school he was enrolled in and you'll see why he got high marks.
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Ursus modus operandi is to copy and paste. Ask the instructors at the therapeutic boarding school he was enrolled in and you'll see why he got high marks.
Well now, Kirstin, this would the forum for that, in case that needs clarification. :seg:
As to high marks, you are graded more on your "attitude" than you are on your "aptitude" at Hyde, so I guess I was outta luck in that department, eh?
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If the national autism association goes *poof* anytime soon, I will eat my words. Until then, if you need something to google, try "how to paraphrase"
Well... ya might have to eat your words. I don't think the National Autism Association has been quoted in this thread. The only thing close might be Joel's post (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=27220&start=30#p357686) above, quoting from NIH (http://http://www.nidcd.nih.gov/health/voice/autism.htm), and if that is the post you find so offensive, I'm not sure why you're taking it out on me.
The only web pages I've copied from are small company websites and ancient articles. Those are the kind of things that often do change and/or become unavailable as time goes on. Can't say that I am always so select, but in this particular thread it appears that I have been.