Join our network of non-profits, companies and individuals who believe social change can happen through design.

Become A Member
avatar

Jesse Resnick

New York, NY, United States

Member since September 08, 2008


  • Updated Bibliography

    Communication

    Baggs, A M. "Being a Spatial Thinker: One Kind of Autistic Thought." Autistics.org. 1999. 26 Sept. 2008 .

    Caron, M J, L. Mottron, C. Rainville, and S. Chouinard. "Do High Functioning Persons with Autism Present Superior Spatial Abilities?" Neuropsychologia 42 (2004): 467-81.

    Cole, C., Arndt, K. Autism in L. Phelps, eds, Health-Related Disorders in Children and Adolescents. Washington, DC: American Psychological Association. 1998. 82-92.

    Durand, V M, and E G Carr. "Social influences on "self-stimulatory" behavior: analysis and treatment application." Journal of Applied Behavior Analysis 20 (1987): 119-32.

    Edgin, Jamie O., and Bruce F. Pennington. "Spatial Cognition in Autism Spectrum Disorders: Superior, Impaired, or Just Intact?" Journal of Autism and Developmental Disorders 35 (2005): 729-45.

    Foxx, R M, and N H Azrin. "The elimination of autistic self-stimulatory behavior by overcorrection." Journal of Applied Behavior Analysis 6 (1973): 1-14.

    Harris, S L, and S A Wolchik. "Suppression of self-stimulation: three alternative strategies." Journal of Applied Behavior Analysis 12 (1979): 185-98.

    Koegel, Robert L., and Andrea Covert. "The relationship of self-stimulation to learning in autistic children." Journal of Applied Behavior Analysis 5 (1972): 381-87.

    Koegel, Robert L., Paula B. Firestone, Kenneth W. Framme, and Glen Dunlap. "Increasing spontaneous play by suppressing self-stimula...

  • NFP Exercise Part 2

    Communication

    Group Size:

    In order for me to conduct a successful charrette, I plan on meeting with a small group of teachers, and maybe a few parents if possible at my NFP. In one of my meetings with Learning Spring they had me speak to the entire staff of about 25 people so that they would all know what I was working on/why I was there. It was definitely helpful to introduce myself to everyone, and get all of their feedback, but it is difficult to get a successful dialogue going with such a large group of people. I think it will be much more successful to get a small group of about 3-5 people. If that doesn’t yield enough information, I would like to work with more small groups of people. I think this way people are less intimidated to speak out and give their opinions.

    Main Points:

    There are several questions/issues that will be beneficial to discuss during the charrette, the main ones are as follows:

    -Most common self-stimulatory behaviours that the educators encounter -Current methods for dealing with self-stimulatory behaviours -Insistence on sameness – what this generally affects most -Social aspects of these behaviours – who they affect, how, why, etc. -Products/toys/games educators use or have seen used to deal with these concerns -Degrees of severity – who is affected most, who least, why? -Mechanisms used at school versus mechanisms used at home -Consistency between school and home – how is it maintained? How important is it? -Factors that affect anxiety in autistic k...

  • NFP Exercise Part 1

    Communication

    Going forward with my project, my NFP’s (the New York Centre for Autism Charter School and the Learning Spring School) will be extremely helpful in providing a platform for observational research. Both schools are willing to let me go into classrooms and observe the learning process. This should give me valuable insight into what up until this point I have only read and spoken about. Working with the NFP’s also allows me to speak with teachers and get feedback on what I have researched, assumptions I have, and potential design direction. Assuming that the NFP’s are willing, they will also allow me to test/evaluate my prototypes.

    In terms of next steps with the non-profits, I need to make sure that I keep the relationship established. Up until now I have been sending follow-up emails to scheduled meetings, briefly explaining how they were beneficial and thanking the participants. I plan on keeping up with follow-ups so that the NFP's are aware both how helpful it is for me to meet with them and also how grateful I am for the opportunity. in terms of speaking with parents/other outside professionals, I have made a list of people that I am interested in contacting, and am going to begin contacting them shortly.

  • Design Brief

    Communication

    Untitled-1_177_

    Mission Statement:

    My mission is to teach and develop effective ways for autistic children to manage their repetitive behaviours and insistence on sameness.

    Research:

    Autism is extremely variable from individual to individual. The majority of people on the spectrum have completely different needs, behaviours, and abilities from one another. There are, however, a few general behaviours that are common to the majority of those with autism. Some of these characteristics are as follows: -deficit in communication skills – limited social motivation, difficulty reading facial expression, trouble using expressive language -focus on details/small features rather than the whole picture -strong visual/spatial understanding -insistence on sameness/restricted, repetitive patterns of behaviour -preoccupation with objects -prevalence of ADD -self-stimulatory behaviour (arm flapping, pen flicking), often associated with a fascination with movement (spinning, bending, flicking, twisting) -trouble understanding relationship between behaviours and environments -limited use of imagination/creativity

    Focus:

    It was clear that there were several points of interest where design intervention could help deal with a particular issue. At this point I read a little further and spoke with several parents/teachers of autistic people to find a clearer point of focus. I decided to narrow my focus into what are arguably the most debilitating parts of autism - the lack of social interaction and genera...

  • 3 Proposals

    Communication

    Click here for the link.

  • Click here to see the map.

  • Questionnaire/Survey

    Communication

    My survey was designed with mostly open-ended questions. I sent it out to 25 people, and received 10 responses. I was interested to see how people felt about the education of differently-abled people (public vs. private, segregation, etc.) and what general sense people had about autism. I was most interested in the responses to the last 2 questions because I wanted to see where/how people learned about autism, and what common misconceptions there were. See this information graphically here. See a summary of the results below:

    What do you feel is the most important part of the education process? This question garnered a variety of responses – I probably should have been more specific. Answers included teaching style, experimentation, freedom, teacher support, understanding, friendship/relationship building, etc.

    Do you think that differently-abled (mentally and/or physically) children should be educated separately from typical children? Why/why not? 8 out of 10 people felt that they should be educated separately. The most common response was people felt differently-abled people need extra attention. Many people also felt it was dependent on the disability. For those that felt they should not be educated separately, they explained that the differently-abled should not be segregated from the rest of society for fear of limiting interaction.

    Should schools for the differently-abled be government-funded or privatized institutions? Why? All 10 people responded that they shoul...

  • NFP Contact - Part 1

    Communication

    Last Tuesday I met with Margaret Poggi, head of the Learning Spring School. I spoke with her for about 30 minutes and was able to ask her all of the questions I had prepared. We set up another meeting for this coming Wednesday, where I will be discussing my ideas with all of the teachers to get some feedback from them. Following the teacher meeting, I will be setting up times to go in and observe students in the classroom.

    Here is a summary of some of the things I learned from Margaret about the school, teaching methods, and autism in general:

    Teaching Methods:

    • every activity is socially based – try to facilitate conversation between kids
    • teach greetings, personal space, relationship development, etc.
    • have special interest groups – bring kids together with similar interests (ex. Lego, video games, etc.)

    Common Issues:

    • word finding, auditory processing, no internal interest in socializing
    • self-stimulatory behaviours (arm flapping, paper flicking, etc.)

    Visual/Spatial Capabilities:

    • lots of visuals used in teaching – have technology lab run by speech pathologist
    • kids all very good on the computer, use it for various subjects
    • kids extremely drawn to digital whiteboard system (will see when observing)
    • very interested in things that are interactive and visually stimulating
    • love Lego/building blocks/building toys
    • lack of imaginative play – tend to be very concrete, have difficulty understanding abstract ideas

    Teaching Strategies:

    • timers reduce anxiety – kid...
  • By the Numbers

    Communication

    General Info “The number of special education students (in New York State) has risen slightly to 410,000, or 12 percent of the total population.” Hu, 1.

    Source: Article in ‘The New York Times.’

    Evidence of Spatial Ability In an embedded figures test, 24 children with Autism Spectrum Disorder and 25 typically developing control children worked to find an embedded figure within a larger image. Those with autism were “significantly better at younger ages, but the performance is more equivalent between the groups at older ages.” At age 6, typically developing children took roughly 36 seconds to respond, while autistic children took roughly 22 seconds to respond. At age 16, the typically developing group caught up, both groups taking roughly 10 seconds to complete the task. (See graph in article for full spectrum of reaction times). Essentially, autistic children develop effective use of their spatial skills at a younger age than typically developing children. Edgin, 738.

    Overall, several tests showed those with autism “are not generally superior across the spatial domain. Therefore, the present study has found evidence for intact, but not superior or impaired function in spatial processes across the autism spectrum.” Basically, this can suggest that although autistic people have strong spatial capabilities in relation to the other capabilities they are lacking in. Edgin, 741.

    Source: Article in the ‘Journal of Autism and Developmental Disorders.’

    A simi...

  • Mapping Relationships

    Communication

    Relationship_map_132_

    This map explains the major relationships between the various parts of my project, and shows where they overlap. The top circles are the inputs (ex. research, observation, etc.), and the bottom circles are the people that will be affected by this project. The size of the circles represents the relative amount of impact - for example, autistic children have the largest circle because they will likely be affected most.

My Interests

  • Industrial Design
  • Environmental Design
  • Communication Design
  • Fashion Design
  • Audio/Visual Design