The Spectrum Spectacle

2012-01-24T14:20:00.000-07:00

Giving that special Valentine's gift doesn't always mean a big box of chocolates, expensive jewelery and heart embroidered ties.

Perhaps this year, give a gift of love through learning; at a conference offered by Future Horizons, with top experts and CEU credits!

Input this code Spectacle and receive a 15% discount!

Feb. 3 - Des Moines - Temple Grandin, Jennifer McIlwee Myers,

and Beth Aune (Autism/Asperger's Conference)

Feb. 17 - Sacramento - Temple Grandin, Eustacia Cuter, and

Beth Aune (Autism/Asperger's Conference)

Feb. 17 - Jackson, Miss. - Carol Kranowitz and Britt Collins
(Sensory Conference)

THE PEN THIEF

2012-01-16T14:23:00.000-07:00

Never a dull moment! Here is a picture of Ryder who, not only once- but three times in one day-found pen ink and decided to experiment. ...Not sure if it helps that dad is a pen hoarder. He knows where to find them!

Teaching Contextual Sensitivity to Children on the Autism Spectrum

2011-12-26T19:25:00.005-07:00

Taken from the article “Autism: FromMind Blindness to Context Blindness”

ByPeter Vermeulen.

Nov/Dec 2011 Autism Asperger’s Digest www.autismdigest.com

Note: You can get a 15% discount on a subscription to the AADigest when you use this discount code: spectrumspectacle.

Remember the scene in the movie, Rainman,where Raymond is trying to cross a street? In Raymond’s mind when the signdisplays “Don’t walk,” it means only one thing: “Don’t walk.” We laugh when thesign changes from “Walk” to “Don’t walk” and Raymond stops in the middle of theintersection. Raymond does notunderstand that “Don’t walk” means many different things, depending on thesituation or context. When you’re halfway through the crossing, it means “hurryup” instead!

Here is another example of context blindness: When the doorbell rang,the mother of a seven-year-old boy with autism asked him to open the door. Heopened the back door instead of the front. His reaction was logical, but hischoice of door was out of context.

Emotion recognition training is immensely popular in the field ofautism. Typical materials used in this training are photographs or pictures offacial expressions of emotions.

Although these materials can help children with autism learn aboutdifferent emotions in a rote manner, they do not reflect emotion recognition asit happens in real life.

First, we rarely see faces out of context in real life. When we try tofigure out what a person feels, we look at context as much as we do facialexpression: the situation, what that person says, body language, our pastexperiences with similar situations, etc. In fact we don’t even need a facialexpression to recognize emotions. Even without a facial expression youcertainly know how the man in the photo at feels, based on the context. Studieson how people process facial expressions have shown that when we look at faces,our brains always spontaneously encode the context and that in certaininstances, context plays an even bigger role in emotion recognition than thefacial expression.

The second problem with traditional emotion recognition training is theunderlying assumption that there is a direct relationship between an emotionand its facial expression. This assumption goes back to Darwin’s idea ofuniversal expression of emotions in which each emotion has its own distinctfacial expression. Unfortunately for people with autism, facial expressions arenot that straightforward and quite often are ambiguous. Take tears forinstance. What do people feel when they have tears on their cheeks? It couldmean sadness. But it could also mean happiness or pride. Or it could be anallergic reaction or the result of dicing an onion. How can a brain tell thedifference? It uses context.

In recognizing emotions—the same is true for all mental states—the humanbrain relies on context. When people with autism find it hard to empathize, itis because their brain lacks contextual sensitivity. They are affected bycontext blindness, rather than mind blindness.

We can teach people with ASD a lot of rules and scripts, but for socialunderstanding and competence to flourish, scripts and rules are insufficient.To effectively teach emotion recognition and social understanding to peoplewith ASD, we must add context to the materials we teach. Even using a term suchas “socially appropriate behavior” becomes misleading unless context isspecified; behavior that is socially appropriate in one situation might beinappropriate in another context!

Social competence is not about knowing whether a certain behavior issocially appropriate or not, it is the knowledge of when that behavior is appropriate and when it is not.

Research has shown that more able people with ASD know quite a lot ofsocial rules, but they have difficulty adapting these rules to changingcontexts or making exceptions to the rules. Most social skill training programsfocus on teaching generic socialskills (e.g., how to start a conversation). However, having a conversationwhile waiting in the dentist’s waiting room or visiting someone at the hospitalis quite different from the conversation you have hanging out with a group ofbuddies because the contexts are very different.

Instead of putting our focus on teaching social skills, we should focuson teaching social contexts such as visiting someone at the hospital or hangingout with friends. And then teach all the necessary rules, conversation, andbehavior attached to a certain context. When you visit someone who is ill andin the hospital, what kind of present do you take? How long do you stay? Whatdo you talk about? What should you say/not say?

The same logic about context applies to Social Stories™, a powerful toolto help people with autism navigate the social world. Instead of creatingstories about certain social skills, we should build them around contexts andintroduce sentences that start with ifand when. In this manner a story canbe adapted to different contexts. For instance, a social story about welcomingguests to your birthday party could contain the following contextual sentences:

When the person who arrives is a close family member, you kiss them and say “hi.”
When the person who arrives is not a close family member, you shake hands and say “hi.”

Socialcompetence requires more than social skills; it demands contextual sensitivity—something difficult for people with ASD. Training programs designed to helppeople with ASD navigate the social world should therefore emphasize socialcontexts, not just focus on teaching social skills.

Peter Vermeulen, PhD, is asenior lecturer and consultant at Autisme Centraal in Gent, Belgium. He haswritten 15 books on autism, some of which have been translated into severallanguages.

Apps,, Ipads, Special Needs, and more

2011-11-27T16:38:00.001-07:00

How crazy is this? I can't believe how fast time flies. Several exciting things have happened to us lately. For one, Ryder was the Idaho recipient of the Ipad 2 presented to him by Gary James, founder of A4CWSN (Apps for Children with Special Needs). Read more about Gary here, and BTW he is AMAZING! I've had enough of my picture taken and being on the news. It's just not my bag. That's all I have to say about that. To read the article, click here. To view a video clip click here.

Ryder is loving the Ipad and hopefully we'll be able to get some apps soon. He still needs lots of prompting and gets overwhelmed easy when new information is introduced (like on the Ipad), but he gets used to it with repetition. It will take time, which as you can see, I run out of, all of the time.

I have been reading Apps for Autism: An Essential Guide to Over 200 Effective Apps by Lois Jean Brady a speech and language pathologist. This came in the nick of time, two days before Gary showed up to present the Ipad. This is a very informative book and there really is an "app" for that. It's amazing! I am so glad we live in this day and time where technology has the power of voice. I would LOVE to hear Ryder's voice, and if this is as close as I can get, I'll take it.

Here is an excerpt from the Future Horizon's page:

For those who are new to the wonderful world of apps, worry not! Lois provides helpful sections on how to get started, including: Choosing an iDevice, Basic iDevice Operations, Opening an Account, How to Download an App from iTunes, and more!

You will be astonished and excited by the number of apps available, and the vast variety of issues they can address:

Voice Output
Sign Language
One-Touch Switch
Text-to-Speech
Articulation
Encouragement
Listening and Auditory Processing
Language Comprehension
Vocabulary
Concept Development
Video Modeling
Social Skills Group Activities
Eye Contact and Body Language
Hygiene & Pre-Vocational
Graphic Organizers & Visual Supports
Visual Timers
Sound Masking
Handwriting
Bilateral Coordination
Motor Planning
Activities of Daily Living
Reading
Spelling
Math
Preschool
Dysphagia
Aphasia, Apraxia & Dysarthria
Stuttering
Music, Songs & Creativity
Information about Autism
Eating Gluten Free
And more!

This would be an awesome gift to give someone especially if you are considering buying an Ipad for Christmas. An Ipad has the ability to help all kids with special needs.

Now I don't know what to ask Santa for for Christmas. My Christmas wish came early this year!

Ryder and Gary James

Bill, Ryder, Ryan (Developmental Therapist) and Gary

Happy Mouths, Happy Meals

2011-10-21T12:21:00.000-06:00

Autism Asperger’s Digest March-April 2011 issueColumn: Sensory Smarts www.autismdigest.com

Sensory Problems Usually Are the Problem with Difficult Eaters

Dear Sensory Smarts,

My five-year-old is such a picky eater! There are only a few foods she’ll eat: pasta, pizza, and ice cream. She wants to eat macaroni n’ cheese almost every meal, but it has to be one particular brand. If the store is out, she will not eat another brand. My parents and in-laws think it’s because I spoil her. They all say I should serve her what everyone else is having and if she doesn’t eat, then tough. I did try it once and she simply did not eat. Help!From,Mac n’ Cheese Maven’s Mom

Dear Maven’s Mom,

Kids with oral sensory issues and food aversions will not eat foods they find repulsive and may wind up with nutritional deficiencies. Your child did not become an extremely selective eater because of something you did. It may help to consider the underlying factors that may be impacting your child’s inability to tolerate a wider variety of foods.

Oral Sensory ProblemsKids with sensory challenges, especially those on the autism spectrum, often have sensory issues in and around the mouth. Remember that the lips, tongue, inside cheeks, and throat are lined with skin. A child may be exquisitely sensitive to textures, and unable to tolerate foods that are lumpy, slippery, chewy, crunchy, or a combination of textures, like yogurt with granola. Some kids are particular about flavors, and may only eat foods that are bland, sweet, or even highly spiced. Some kids are particular about temperatures and insist on or refuse foods that are cold, hot, or lukewarm. Some kids stuff their mouths to feel there’s something in there. Other kids object to the way food looks or when items touch each other on a plate.Some problem feeders have oral-motor weakness, and lack strength and stability in the lips, tongue, and jaw for nursing and later for eating solid foods. Jaw weakness makes chewing difficult while tongue weakness makes it hard to form a bolus (round food mass) to swallow. High or low muscle tone in the mouth can also be an issue. A child may have a hyperactive gag reflex and avoids eating and gagging. At its most extreme, a child may throw up when an offending food is tasted, smelled, or simply mentioned.

Most kids on the spectrum crave predictability. Your daughter may insist on exactly the same brand of mac n’ cheese cooked exactly the same way as a form of control in a world that sometimes feels out of control. If she has successfully eaten that one type of mac n’ cheese in the past, it’s got to be the very same kind in the future.It sounds like your daughter sticks to “the white diet,” consisting of carbs and cheese, a common diet among kids with sensory issues. These foods are relatively soft and have an easy “mouth feel.” Unfortunately, these foods consist of gluten and dairy, which many kids with autism do not tolerate well.

Gluten is the main protein in wheat and other grains and casein is a protein in cheese and other dairy products. The theory is that these proteins trigger immune responses in some kids, resulting in a pleasurable, druglike response. Gluten and casein sensitivities are worth exploring with a nutritionist or allergist.

When a child has a significantly limited food repertoire, do not withhold the few foods that are acceptable. If you take away that one brand of mac n’ cheese, you’re taking away one of the few sources of nutrition for your child, even if it is a poor one. Pizza can be healthy if you buy or make it with high-quality ingredients.I start by identifying one food the parent would like to add to a child’s diet, typically a fruit or vegetable. If possible, the child selects the particular fruit or vegetable.

Find more on eating difficulties and other sensory challenges in Raising a Sensory Smart Child and at sensorysmarts.com. You may also want to check out these books: Just Take a Bite (by Lori Ernsperger, available in bookstores and online) and Happy Mealtimes with Happy Kids (by Melanie Potock, available at MyMunchBug.com).

Got a question? I’d love to hear from you. Please email questions to Lindsey@sensorysmarts.com.

Homework: Teaching Organizational Skills to Individuals with ASD

2011-09-22T17:14:00.001-06:00

As Appeared in theJuly/August 2007 issue.www.autismdigest.comReprinted with permission of publisher.(Sorry about the format...)By Michelle Garcia Winner, CCC-SLPOur daily lives are made up ofan endless stream of thoughts,decisions, actions and reactionsto the people and environmentin which we live. The internal andexternal actions fit together, sometimesseamlessly sometimes not,largely dependent upon a set of invisibleyet highly important skills we callExecutive Functioning (EF). Theseskills, which involve planning, organizing,sequencing, prioritizing, shiftingattention, and time managementcan be well-developed in some people(think traffic controllers, weddingplanners, business CEOs, etc.) and lessdeveloped in others. They are vital inall parts of life, from making coffeeto running a profitable business. Theskills develop naturally, without specific,formal training, and we all havethem to some degree – or at least, weall assume we all have them.Things are never quite as simple asthey seem, and these EF skills are noexception. They require a multitieredhierarchy of decisionsand actions, all comingtogether within theframework of time, knowledge andresources.Imagine trying to navigate life whenEF skills are impaired or nonexistent, asthey are with individuals on the autismspectrum. For most of us, our imaginationwon’t stretch that far. Therefore,we assume all these kids – especiallythose who are “bright” - have EF skillsand we act and react to our spectrumchildren or students as if they did.Nowhere does this EF skill deficitcause more turmoil than in the areaof homework, producing monstrouslevels of anxiety and dread in students,parents and teachers alike. The myriadof details that need to be accomplishedin a student’s class, school day or weekcan overwhelm even the healthiest student;it can shut down our ASD kids.I am regularly asked: if tasks are sooverwhelming to their EF systems,should we just avoid having studentsdeal with them? The answeris an unequivocal emphatic “NO!”Organizational skills are life skills, notjust school skills, and even though theyare “mandatory prerequisites” for succeedingat school, like social skills theyare rarely directly taught. Few statesinclude explicit teaching of EF skills intheir “standards of education.”So where do we start? First, by understandinghow complex organizationalsystems become by the time studentsreach middle school. We can only begood teachers if we appreciate thedemands the skills we teach place onour students.Second, by understanding organizationas a skill set, which involves staticand dynamic systems.Static organizational systems andskills are structured: same thing, sametime, same place, same way. Static organizationaltasks are introduced in kindergarten,first and second grade. Webreak down tasks and ask students toexplicitly complete very defined unitsof information, at a certain time andplace. Write your name at the top ofthe page, read the instructions, completethe work, when done turn thepaper over and sit quietly until timeis up.Dynamic organizational systems andskills involve constant adjustmentsto priorities, workloads, time frames,tasks and places. They are less teacher directedand more student-directed.By 4th grade, teachers are introducingdynamic assignments to studentswith moderate levels of support. Soonafter that we expect students to beable to manage increasingly dynamicworkloads with little extra support ordirect teaching. By high school, almostall school and homework has dynamiccomponents requiring students to useEF skills to allocate time, resources,places to work, etc.Here’s the good news: most of usunderstand that to tackle a dynamictask we have to break it down into itsstatic elements. The dynamic part of thetask requires thinking; the static partof the task requires doing. A dynamicassignment such as writing an essayrequires a significant portion of thetask be spent thinking about the topicbefore the static tasks of actually writingthe paper at a table, at a specified hour,etc. One of the great challenges for ourspectrum students is learning to breakdown dynamic tasks into more concrete,static chunks of work.Fostering organizational skills instudents with ASD requires an evolutionaryapproach towards teachingstudents, one that is ideally started atan early age. Students hone organizationalskills starting in preschool, whenwe first ask them to clean up their toys.Teachers can accurately identify organizedversus disorganized students asearly as kindergarten. By 4th gradeteachers expect students to be proficientwith EF skills.However, the reality is that the majorityof our ASD students of all ages desperatelyneed help with homework,specifically, and EF skills in general.Help is available. The following 10steps illuminate specific aspects of EFskills that increase students’ static anddynamic organizational coping mechanisms.While these steps are interrelatedand synergistic, avoid trying toteach them all at the same time. Eachmay be difficult to grasp and master forthe student with ASD; allow learningto take its own pace. Keep expectationsrealistic, talk things through regularly,and probe for misunderstandings ormiscommunication. Learning EF skillsis a dynamic system of its own, withits static components. Make sure yourchild or student experiences successand feels competent at each stage ofthe process.10 Steps to FosterOrganization Skills1. Clearly define what needsto be doneToo often, parents and schools vieworganization goals too simply: “thestudent must write the assignment inhis planner.” Clearly this is not nearlyenough detail for most tasks and maynot even be the best starting goal fora particular student. Adults must beorganized in their own thinking if theyare to effectively teach students with EFdeficits this skill. Go beyond giving outassignments; help the student understandhow to also approach the taskfrom an organizational standpoint.Adults must be organized intheir own thinking if they are toeffectively teach studentswith EF deficits this skill.2. Move it with motivationAlmost all students with weak organizationalskills also struggle with motivationto accomplish homework tasks.Parents and teachers often don’t realizethis lack of motivation can stemfrom feeling overwhelmed by the taskdemands. Students with the greatestmotivational challenges are often ourmost intelligent students (e.g. thosewith high IQ scores). We often assume“smart” means “organized” and saythings like “come on, I know you cando this, I know you are smart.” Yet,they may have the hardest time motivatingthemselves when overwhelmedbecause they have never had to workat learning. Learning just happened ifthey stayed attentive.By adolescence, students need toappreciate that completing work - evenwork that seems somewhat ridiculousto them – has its rewards. It establishesthem as hard working in the eyes ofothers, improves their grades andincreases feelings of self-worth throughmeeting their grade level academicexpectations. However, as obvious asthis sounds, this level of cause-effectcan still be too overwhelming to somespectrum students because it requiresdelayed gratification. Many studentsneed to start at a much more concretelevel of motivation, with very smallwork steps combined with rewardearly in the task completion process.For example, if a student cannot easilywork for an hour, have him worksuccessfully on a single part of the taskfor just 10 minutes before he gets topause and congratulate himself. Self motivationincreases when studentsfeel confident in understanding andaccomplishing the task before them.It doesn’t matter how “well” you teachstudents these EF skills; if they areunmotivated, they will not implementthe ideas. Work directly on helping studentstackle and overcome motivationchallenges.3. Prepare the environmentMost adults familiar with helping students“get organized” understand thispoint. Establish a dedicated workspacefor homework that includes the essentialtools: pen, pencil, paper, etc. Colorcoding tasks, making sure the studenthas an organized binder, possibly accessto a time-timer (www.timetimer.com)create structures that promote successduring homework time.4. Chunk and time itAssignments that sound coherent andstructured to teachers can still overwhelma student with EF challenges.For example: “write a report focusingon the economy, culture, weatherand climate of a specific country.”Clear enough, you think? Maybe to us,but not to them. Make sure the studentunderstands how to “chunk” anassignment (break it down into smallerpieces) and how the individual partscreate the larger whole. For example,not all students will know their reportneeds four sections, essentially “mini-essays”worked on separately and thenjoined together.Furthermore, once they “chunk”the project students also need to predicthow long each chunk will take tocomplete. The majority of our studentswith poor organizational skill have aresounding inability to predict howlong projects will take across time. Infact, they tend to be weak in all aspectsof interpreting and predicting time.Consider this: Is there anything youdo without first predicting how long itwill take? We “time map” everything,gauging how the task will or will notfit into what we’re doing now, an hourfrom now, later in the day or later inthe week.Homework functions in much thesame way. Students are more willing totackle homework when they can reliablypredict how long they will haveto work on the task. For example, astudent will usually calmly do mathif it should only take 5-10 minutes.However, for those spectrum studentswho can’t predict time, the nebulousnature of the activity incites anxietysuch that they may cry 45 minutes overdoing a 10-minute math assignment.When the student does not – or cannot- consider time prediction as part ofhis organizational skill set, he is likelyto waste a lot of time rather than usetime to his advantage.5. Use visual structuresAs the school years progress, homeworkshifts from mostly static tasksdoled out by one teacher to mostlydynamic tasks assigned by many differentindividuals. We expect students toself-organize and know how to jugglethe many pieces of learning that makeup each class, grade and level of education.Yet, this valuable skill is neverdirectly taught!Visual long-term mapping charts,such as a Gantt Chart, (www.ganttchart.com) can help studentsplan and monitormultiple activities.These bar typegraphs allowa student tovisually trackmultiple projectsacrosstime, determinewhenthey are dueand howmuch time isavailable to work on each. For example,a history paper may be assigned inFebruary and due in late March; a linewould run from early February to lateMarch to indicate the time allocated tothe project. A math project assigned inearly March is also due in late March;another line would represent this project.Visually the student can see thattwo big projects are due at about thesame time, and both are worth significantgrade points. This then helps thestudent understand why he should notwait until the last minute to start oneor both assignments. Gantt charts arefrequently used in business, but haveyet to make it into student software forschool/homework planning. However,they are easy to create and use at homeor in the classroom. For students withASD, they are invaluable tools fororganization.Visual structures can represent entireprojects and then also be used for individualchunks, creating the visual organizationalframework students with EFdeficits need. Once assignments areunderstood as needing to be worked onacross time, we can encourage studentsto chunks tasks to be worked on duringspecific weeks, then make related listsof things to do on specific days.6. Prioritize and plan dailyLearning to prioritize is a valuableskill and helps the student get thingsdone. Keep in mind that many of usmake daily lists but don’t always completeall tasks on our list, and that priorityis largely based on the value weplace on the assignment. Within theschool setting, “value” is often dictatedby the teacher. Priority is a factorof the task’s value overall, its deadlineand the time to complete it. However,just because a task is due does notmean a student needs to make a decisionto complete it, especially if it is alow priority or low value task to thestudent or the teacher. For example,during her sophomore year in highschool my daughter was looking ather math grades online. I looked overher shoulder and saw she had mostlyA’s and B’s but noticed she had twoF’s. I exclaimed, “Robyn, you have twoF’s”, to which she replied, “Mom, theywere each worth one point. They werehardly worth doing.” Robyn realizedthat in light of the many assignmentsshe had to juggle for all her classes,projects with the least point valuewere not worth doing; she’d rathersave her time and effort for the larger,more important projects.With a prioritized plan in hand,many students will still struggle withactually working on the tasks. Evenstudents with high intelligence mayhave difficulty getting themselves towork on projects not of their liking.Their baseline attention span may beno more than 7-10 minutes. (Test oneof your student’s baseline attentionspan by observing how long he canattend to mundane projects withoutself-distracting. You may be surprisedby how short it is!)Help students succeed with theirdaily schedule by teaching them totake frequent small breaks at the endof their baseline attention span. Forexample, a graduate student in theologyfound he could only push himselfthrough 10-minute work cycles beforefeeling overwhelmed or internally distracted.He used a visual time-timerand gave himself a short stretch breakevery 10 minutes. Once he completeda number of these short work cycleshe gave himself a larger reward. Thekey to using self-reward is to makesure the small reward isn’t likely to bedistracting or absorbing (computergames, TV, reading a book). Insteadmake these small breaks quick andrefreshing, just to refocus attention:sensory based activities (stretching ormovement), a small snack, a quick tripto the bathroom or pencil sharpener.7. Hunt and gatherSimply put: students need to plantime into their schedule to locate differentresources to complete a task.For example, research at the librarymight be a “chunk” they plan foron their homework list (don’t forgettravel time!).Keep in mindthat many of us makedaily lists but don’t alwayscomplete all taskson our list.8. Consider perspectiveHomework is more effectively completedwhen students start by consideringthe teacher’s perspective beforediving into the assignment. An assignmentdone well is one that meets theteacher’s expectations and follows theteacher’s instructions. A high schoolstudent went to great lengths to developa computer program for his computerprogramming class. His teacher came tome exasperated, explaining that whilewell done, the project was totally unrelatedto the class assignment.Parent perspectives enter into thehomework plan also. Many parentsexpect children to finish homeworkbefore watching TV. Even though childrenmay have accomplished a great dealof homework (in their mind “enough”),trouble can still erupt because it wasn’t“finished” in the parent’s mind.Perspective taking can be quite overwhelmingto many students with sociallearning and organizational problems.A strategy called “social behavior mapping”(Winner, 2007) can help studentsunderstand how expectations, actionsand reactions affect not only how weare viewed by others, but how theirresponses ultimately impact the waywe view ourselves.9. Communicate andthen communicatesome moreHomework assignments often resultin students needing help from others.Knowing when and how to ask forhelp can be challenging for studentswith social learning and organizationalweaknesses. Avoid assuming students– especially “bright” students - shouldintuitively know how to ask for help,clarification or even how to collaboratewith others on assignments. Theseskills are not nearly as simple as theyseem and may need to be explicitlytaught by the special education teacheror speech language pathologist at yourschool. Tip: as students age into middleschool and beyond, most are turningto their peer group rather than theirteacher for help. This fosters peer supportnetworks desperately needed forsuccess in college and later life.1r0e.w aCrodm pletion andHaving a clearly defined “end” to a taskis important for the concrete thinkingminds of students with ASD. Besure the child knows what “finished”means, both at school and at home. Forinstance, a homework assignment isnot truly “done” until it is turned in tothe teacher at school. While homeworkturn-in boxes (static) are commonlyfound in elementary school, they allbut vanish during middle and highschool years when even the act of turningin homework becomes dynamic.Make sure your students know whereto turn in homework. Also, parentsshould save big celebrations for completedprojects until the assignmentsare actually turned in. Some studentsmay need reminder systems set up tomake sure work is turned in on time.Visual notes, PDA messages or watchtimers can be used to help.At home, “finished” homework yieldsits own rewards when students canengage in more personally pleasingactivities, such as a computer game,watching TV, reading for pleasure, etc.Even our favorite activities have a finitetime frame attached to them before itis time to go to bed. Many of theseorganizational strategies can be usedto help a student learn to shut down afavorite activity and get his brain readyfor bed.“Planning takes time!” This is a messagewe need to constantly reinforcewith our spectrum students. “Teachingorganizational skills takes time, acrossmonths and even years!” This is amessage we need to reinforce to parentsand teachers. Whether studentsare using organizational skills forhomework, doing chores, preparingfor a weekend activity or somethingas simple as getting a snack, as childrengrow and develop, tasks becomeincreasingly complex and dynamicwith each passing year. Teachers andparents need to work together, whilechildren are still in elementary school,to identify and teach any or all of the10 steps mentioned in this article thatare problematic for the spectrum child.In doing so, we give children the toolsnot just to handle homework, but tobe successful in all areas of life.Michelle Garcia Winner is internationallyrecognized as an innovative clinician,enthusiastic workshop presenter and prolificauthor in the field of social thinkingand social cognitive functioning. Visitwww.socialthinking.com for additionalinformation.ReferencesAllen, D. (2001). Getting Things Done. The art ofstress free productivity. Penguin Books: New York.(recommended by an adult with AS)Dawson, P. and Guare. R. (2004). Executive Skills inChildren and Adolescents: A Practical Guide toAssessment and Intervention. The Guilford Press:New York.Giles-Brown, C. (1993). Practical Time, Language andLiving Series. Imaginart. www.proedinc.comHyerle, D. (1996). Visual Tools for ConstructingKnowledge. Association for Supervision and CurriculumDevelopment: Virginia.Myles, B. & Adreon, D. (2001). Asperger Syndromeand Adolescence: Practical Solutions for School Success.AAPC: Kansas. www.asperger.netSoper, M. (1993). Crash Course for Study Skills.Linguisystems: Illinois. www.linguisystems.com(highly recommended for building a curriculum!)Winner, M. (2005). “Strategies for Organization:Preparing for Homework and the Real World.”The Gray Center: Grand Rapids, Michigan. (www.socialthinking.com)Winner, M. (2007). Social Behavior Mapping. ThinkSocial Publishing, Inc.: San Jose, California

FORM LETTER FOR TEACHERS

2011-08-24T16:40:00.003-06:00

The following is a form letter that I tweak at the beginning of every school year to give to our kid's new teachers. This one is Hunter's. It may help anyone who is looking to do the same. :)

Dear Teacher,

We have set up this form letter to give to every teacher to help them better understand our son, ______. ______ has been diagnosed with PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified). PDD-NOS is a neurobiological disorder on the Autism Spectrum. The co-existing conditions that _____ has are Tourette’s syndrome, ADHD, Anxiety, and Seizure Disorder. He takes medications and supplements that help with these syndromes, but he still struggles on a day to day basis. Don’t let all of these conditions worry you, we’ve decided it’s better to let the teacher know in writing and it’s easier than verbally trying to explain it all.

While these issues may be complex, you probably won’t be able to tell anything is wrong, at least for awhile.

_______ is a very curious child that pays attention to very small details and can get “lost” in the shuffle of daily activities. It is impossible for us to define in detail AS (Autism Spectrum Disorders) in one letter, but we would like to give you all the support that we can. Working together as a team with open and frequent communication is the key to helping _______ manage himself and find his place.

While there is no cure for AS, we should help _______ develop self help and coping techniques so that he can manage the over-stimulating and confusing world around him. There is a range of severity of symptoms within the syndrome. The very mildly affected child may appear odd or eccentric. Here are some clinical features of AS:

-social interaction impairments

-speech and communication characteristics

-cognitive and academic characteristics

-sensory impairments

-restricted patterns of behavior, interests and activities

While research in this area of how children retain and process information is still being investigated, we know the following to be true of children who have AS:

-concrete and literal thinkers

-inability in discerning relevant from irrelevant information (i.e.: all info vs. highlights)

-inability to generalize information (i.e.: “if you know this, then you know that”)

-poor problem solving mechanics (i.e.: using one strategy in all problems)

These characteristics can affect academic performance:

-Distraction/Inattention (i.e.: hum of lights, trying to focus on all details, noise)

-Tunnel vision (i.e.: adherence /monitoring class rules, personal interests

-Rote memory: (VERY DANGEROUS, memorizing all the facts and then parroting the info in an “asked & answered format without bridging that info for use in other material or personal experience)

-Problem solving- (+,plus, and addition =the same strategy)

-Motivation: (strong lack of motivation, he sees no relevance to material and necessity to his scheme, personal experience, out come)

-General behaviors: Preference to work alone, isolate oneself.

—Love praise, winning, being first and pleasing adults.

—Find losing, imperfection and criticism difficult to take.

-Need to finish tasks they have started-Work well one to one rather than in a group.

Social Interaction:

–Poor use of nonverbal gestured and understanding of same—Insists on all classmates following rules

—More self-centered then selfish.

–Prefer younger children or adults for conversation.

–Blatantly honest to a fault, can be labeled “tattle-tale”

-No interest in competitive sports or team games , preferring solitary activities/sports.

-Communication/Speech: Monotone voice-Overly formal speech-Metaphors and similes need to be explained.

--Appear to speak “at” you rather than with you. –Pragmatic language difficulties. –Lack of eye contact.

–Literal interpretation of directions “we will go tomorrow”—Vocalizations help to organize deluxe ideas of provide comfort.

–Stress/anxiety will inhibit speech patterns and confuse ______.

Narrow interests/preoccupations:

--One of the hallmarks of AS is the preoccupation with certain topics. These preoccupations usually in intellectual areas change over time or evolve, but do not lessen in intensity and may be pursued to the excursion of other activities. It has been surmised that these special interests are scratch used t5o facilitate communication, indicate intelligence. Provide order and consistency.

Routines/Inflexibility:

-Children often impose rigid routine on themselves and those around them, from how they want things done, to what they will eat. Routines will change from time to time. This inflexibility shows itself and other ways to giving rise to difficulties with imaginative and creative thinking. The child tends to like the same old thing done in the same old way over and over again. There appears to be a developmental sequence in the nature of the interests, and the next phase is a fascination with the topic rather than an object.

Theory of Mind:

--This final obstacle describes the way children with AS perceive other people’s thoughts. They believe that their thoughts are the thoughts of everyone else. They do not appreciate that each person has their own independent thoughts. This would explain why they easily frustrate when other people don’t know or understand just as they do, which justifies their “controlling” personality.

As we said, there is no easy way to describe this. We have done our best to layout all the obstacle that we have come across. The good news is from here on we will give you several strategies and tips for working with ______ in both behavioral and academic ways. We have reviewed the material that addressed educational strategies to the best of our abilities, and taking into consideration the learning style that works best with ______ we can offer you the following suggestions:

Visual Cues: Charts, Outlines, Graphics (Visual will always work better than auditory)

Structural Changes:

As often as possible, give advanced warnings to the challenges taking place. *Pair _____ with a classmate that has an easy going personality or who might be slightly younger. Keep in mind that he has to earn social skills from role-playing and peer directed activities.

Assignment Notebooks are very useful. _____ almost never relays information to me about his day and would never remember verbal instructions to be told later. Additionally, he never remembers his belongings and then later would “melt-down” over forgetting something. It would be best to keep a visual schedule for him before he leaves the classroom for the day. *Timelines work very well for us. Giving ______ a five minute warning to a change in the activity has been very useful in helping him transition.

Instructional Sequence:

*A rationale is needed when teaching ______. He very often sees no relevance in the learned material to his own life or to other class work down the road. It is often necessary to explain WHY the material is necessary, how he can use it, and why it works with something that he has already learned.

-Verification of the material is helpful during the instruction to verify that ______ is on task and focused. It also lets you confirm that _______ is coping with the external stimuli by filtering it out and staying on task.

Motivation:

*Notoriously known for not being motivated to complete tasks or to share in interests outside of their own interests are hallmark to the criteria of AS. The only ways to combat these are to challenge _______ with relating the work to their personal interests (drawing, acting, geography, music) or letting ________ partake in an activity that he enjoys after the work is done. Nothing like old fashioned bribery.

We’re sure this seems very overwhelming—especially if you are new to Autism Spectrum Disorders. To allay your fears, _______ is a very mild mannered boy and won’t cause any trouble in class. He is shy at first and then he becomes very entertaining the more he opens up to people. School is very difficult for him and he does not enjoy it.

_______ is a very talented artist with works published online and sold. He plays the piano by ear and loves acting. He displays his unique way of seeing the world around him through these means, and it helps define him.

We appreciate your willingness to educate our son. We hope you enjoy him as much as we do. Please don’t hesitate to contact us with any questions or problems that arise.

Sincerely,

Your name here

PS: _______ needs to be redirected when he starts pulling, rubbing, or twisting his hair. He does this when he is concentrating or anxious. We finally got his bald spot to grow back in this summer.

Hope this letter helps someone. Let me know what other ideas you may have found! Thanks!

GFCF Cooking Together: Learning Can be Fun!

2011-08-03T12:56:00.003-06:00

Reprinted with permission from a 2011 column on “GFCF Cooking Together with Kids” offered by the Autism Asperger’s Digest magazine. This selection is featured in the July/August 2011 issue. Find previous GFCF Cooking Together articles at the Article Library page of the AADigest website, www.AutismDigest.com.

The kitchen is a natural learning environment. From organizing ingredients, to creating lists, and teaching basic math concepts, it’s not hard to imagine turning time spent cooking together into an incredibly fun learning experience.

Lay the Foundation

While any time spent cooking together can become a learning opportunity, do not introduce your child to cooking for the sole purpose of teaching. The key word is “fun!” Your child needs to be comfortable being together in the kitchen with you first, so if you haven’t begun the process, take steps to gradually introduce him to food, cooking, and sharing time in the kitchen. (Check out our earlier GFCF Cooking Together articles for some great tips!)

Don’t Forget the Food

It sounds silly to say “don’t forget the food,” but the point is simply this: There is no greater motivation to learn in the kitchen than for the end product to be the reward. This means making sure you choose foods your child loves to eat.

Basic Skills

One of the best things about using cooking to teach skills to our children with autism, is that it’s so easy to tailor the information and level of difficulty to meet their needs.

· Organization and Sequencing. Write each step of the recipe on a separate card, or list them on a dry erase board in simple terms so you and your child have a visual sequence of steps to follow. Make a list of ingredients and utensils you will need, then collect them and organize everything on the counter in the order in which it will be used. The extent of your child’s participation depends entirely on her ability and comfort level in the kitchen. If necessary, begin by asking her to find just one utensil and make it her “assigned” utensil. For example, her utensil could be a spoon and when that step is reached in the recipe, she has responsibility for stirring. Put a star next to the steps that she will complete.

· Sharing Together. This is a great time to implement strategies like turn taking and synchronizing actions together. Examples might be: “I’ll pour this, then you’ll pour that,” “I’ll get the mixing bowl, you get the spoon,” or “I’ll add eggs while you stir.”

· Verbal Communication. Keep a happy, chatty conversation going, even if you’re delivering a monologue. Remember that the idea is for you to model the steps and teach while you’re in the cooking process, whether your child is watching or actively participating. Every now and then ask a simple question and give him sufficient time to respond.

· Descriptive Language. While you’re talking, use as much descriptive language as possible to define colors, textures, tastes, and smell. Pause to let her experience and absorb the similarities and differences in ingredients.

Math in the Kitchen

Could there be a better place to teach essential math than the kitchen? This is the perfect opportunity to give real-world substance to abstract concepts. Depending on your child’s academic level, you can work fractions, measurements, addition, subtraction, multiplication, division, and even weight (if you have a kitchen scale) into any simple recipe.

· Counting. Count the number of times you stir, every time you add an ingredient, the number of steps in the recipe, the number of ingredients, etc. Make it a game by taking turns counting or by pretending you can’t remember the next number so your child can pitch in and help.

· Double the Recipe. Create the opportunity to teach addition or multiplication by doubling the recipe. Your child can count out loud, and physically measure and pour each ingredient twice, which gives you multiples chances to reinforce the concept. Make it more complicated by increasing the recipe by 1 1/2.

· Reduce the Recipe. On the flip side, teach subtraction or division by cutting the recipe in half.

· Fractions. Measure one cup of flour (or other ingredient), then measure again using half cup, third cup, and quarter cup measures. Talk about how they’re different. Demonstrate that you can pour two half-cup measures into one cup to equal the same amount. Another great visual method is to choose a food item that your child likes, whether several carrots or slices of bread, then lay one item out whole, cut another one in half and place it under the whole one, cut another one in thirds and place it directly underneath, etc.

TIP: You’ll need more than one set of measuring cups to show the relationships. You’ll need two half cups, three third cups, and four quarter cups.

Shapes, Sorting and Fine Motor Skills

Scholastic.com had a great lesson plan for teaching shapes and sorting. Complete directions can be found by going to their web site and searching for “fruit-shape kebabs,” but here’s the idea:

· Cut different fruits into shapes. Use any type of fresh or canned fruit and cut each one into a variety of shapes. For optimum sorting, you’ll need enough of the fruit to cut each one into the same shapes. Ultimately, the fruit will be made into kebabs, so plan to have enough pieces cut to make several kebabs.

· Sort by type of fruit. Talk about their different colors, textures, tastes and uses in cooking.

· Sort by shape. This gives you the opportunity to teach different shapes. You can also compare the cut shapes to the original shape of the fruit.

· Separate the fruit into piles. Decide how many kebabs you’re making and create a pile of fruit for each one. Count as you divide the fruit into separate piles.

· Slide each pile of fruit onto a bamboo skewer to make kebabs. Be careful about safety issues if the skewers have sharp points, but if it’s appropriate for your child, placing fruit on the skewer helps fine motor skills.

· Enjoy the snack! Serve with a GFCF yogurt for dipping, sprinkled with some raw sugar on top. De-licious!

Spending time in the kitchen together offers all sorts of opportunities for learning, from academics like math, history (origins of food), or geography (when using ethnic foods), to working on sensory issues or social skills. The key here – and everywhere – is to make learning fun for the child!

Read More Online! Our companion e-article (available only to subscribers during July & August) focuses on converting recipes to GFCF. Plus, look for a delicious, nutritious warm-weather recipe to try out with your child. www.AutismDigest.com

OPPOSITE BROTHERS w/ PDD-NOS

2011-07-16T10:36:00.000-06:00

Well here they are. Our 11 and 12 year old boys both diagnosed with PDD-NOS which is on the Autism Spectrum. You wouldn't know it though, they are both very high functioning. But they do have their moments. The boys are opposites for sure, but still carry the same diagnosis.

PDD-NOS stands for Pervasive Developmental Disorder-Not Otherwise Specified. Which means they have some of the criteria for autism but not all. Because they are so high functioning, people expect them to act like their typical peers. Good luck. I never know if I am disciplining a 12 year old or an 8 year old. Hence the term "pervasive". You don't know where they are at developmentally.

Dear hubby has also been diagnosed with PDD-NOS at age 42 after a long list of diagnoses. I think they finally have it right now. Hubby agrees that he is really age 17 and has been for years. I concur. :)

THE ENDOSCOPY RESULTS

2011-06-26T18:11:00.000-06:00

Earlier this month we took Ryder to Primary Children's Hospital and he had an endoscopy, which is a scope of his upper G.I. They took pictures and a biopsy just to make sure we weren't missing anything such as reflux.

Things looked great said the doctor, and so then we waited for the results of the biopsy later that week. Doc called and said the biopsy was negative for allergies to gluten and milk sugar.

This is all well and fine, but how do you explain why he is in extreme pain? We figured, OK, so lets give him a regular diet and see what happens. Maybe after it being so long, his gut had healed? I introduced back into his diet the regular foods, but I did so slowly.

Here it is two weeks later and Ryder is screaming and crying and very frustrated. He has had diarrhea yesterday and today. I just don't get it. I can't tell you how many times I have been lectured by doctors that he needs Miralax (or something similar) to make sure he is not backed up. If I am going to give him Miralax, then please, Doc, come over and clean up the mess it makes all over the carpet, bedding, walls, etc. HE IS NOT PLUGGED UP!! Granted, there have been times that he has been, but not this time.

I feel so defeated and hopeless. My baby is in pain and cannot tell me verbally other than to scream and cry and whine. It grates on my nerves. The endoscopy was my last resort. What about a colonoscopy? The pediatric G.I. never mentioned that.

What if this is some weird undiagnosed condition that he/we will have to live with for the rest of our lives, having no answers? It just plain sucks. Done ranting. Off to do my duties.

Two videos for your viewing pleasure--

2011-06-23T16:35:00.000-06:00

A FATHER'S MOMENT

2011-06-06T08:28:00.000-06:00

Reprinted with permission from a featured article that appeared in the September/October 2005 issue of Autism Asperger’s Digest magazine. Learn more, www.AutismDigest.com.

All of us make daily choices in life. Most of these choices are trivial, like what to have for dinner or what color socks to wear. Other choices are more life-changing, like whom to marry, where to live, or what house to buy. Sometimes, choices are made which at the time seem to be in error, but allow us, if our ears, eyes, and mind are open, to learn about life, our children, ourselves. Sometimes a wrong turn can lead to nothing less than a miracle.

It was a spring Saturday in the Bay Area. There was nothing exceptional about the day, except that it wasn't raining. Not bad for a weekend in the wettest year California had experienced in decades. The sky was blue with white puffy clouds, and it was on the cool side - a great day for a picnic.

April and I decided to spend the day in Sausalito, a trendy upscale town on the waterfront just north of the Golden Gate Bridge. We packed a lunch and ate hot dogs, chips, and sodas with a spectacular view of the San Francisco skyline. The pigeons and sea gulls, we discovered, are only your friends when you're eating. They're not one of God's more loyal creatures, to say the least. Later that afternoon we blew bubbles with Shamus, our four- year-old autistic son, in a local park before starting the drive back to our home on the Peninsula.

On the way home I took a minor detour; I wanted to show April some nice places to have a picnic another time, with a great view of the San Francisco Bay. As luck would have it, despite our best efforts to follow the signs to the freeway we somehow took a wrong turn. Or was it a wrong turn?

We soon found ourselves among green rolling hills that we could see eventually led to the Pacific Ocean. We were debating whether to turn around, or just keep going and enjoy the ride. It was so beautiful, we decided to venture on. By the time we arrived at the ocean, April had no interest in making the short trek to the water. I parked the van and walked to the beach by myself, staying only a few minutes. It was no fun being there without my wife and son. That's just not the way God intended it.

Before maneuvering home, we knew Shamus needed a potty stop. Even though the restroom building was not more than a few hundred feet across the parking lot, we figured the less walking our boy did here, the better. Parked cars are a real distraction for Shamus. Once “business” was done, I turned to Shamus and said, "Shamus, do you want to go to the beach?" He was never a beach-lover before, but I thought I’d give him the option. Surprisingly, he said "yes." Kids, even autistic ones, do change sometimes, I guess…

We watched the waves tumble in, leaving the hissing, white-green foam behind. Shamus seemed to be enjoying it so much - the sound of the ocean, the frothy surf, the big sky overhead.

Now, Shamus is a native Californian and our home is only 10 miles from the ocean. He had been to the beach many times before and had never been too interested in exploring beyond the blanket he was sitting on. But today was different; he wanted to get his feet wet.

San Francisco is not a “beach” town, despite its physical proximity to the ocean. The water is cold, and summer weather along the coast is usually cold and foggy the entire day. Bay Area residents, especially coastal residents, don't wear shorts and don't keep beach towels in their car. Extra blankets and jackets are a far more practical item to have on hand.

But here was my son wanting – for the first time - to get his feet wet. So, we rolled up his pants, took off his socks and shoes, and I did the same. Shamus got his feet wet. He was ecstatic. As for me, the water felt like ice, my feet were frozen, my rolled-up pant legs soon unraveled, and in no time, both our pants were soaked - and we had no dry clothes. And yet, I wouldn't have traded that moment for anything in the world. It was our moment - father and son - playing in the surf. Nothing else in the world mattered to either of us. For most four-year-olds, such a moment would be routine. With our dear Shamus, however, I take nothing for granted.

April is such a “Mom.” Even today my own mother, who is 82 years old, often tells me to put on a sweater when she is cold. A mother's nurturing nature transcends generations and crosses cultural lines. As April motioned for us to come out of the water, even trying to bribe Shamus with a bag of potato chips, I shook my head. I laughed and laughed and shook my head. “No way,” I was thinking to myself. This is our special moment in time. I knew what she was thinking. We were cold and wet - more specifically, Shamus was cold and wet. Dad can take care of himself. And I knew that I would allow nothing - not even a loving Mom waving a bag of potato chips - to spoil this moment. Potato chips and a warm minivan could wait.

After we came out of the water, April drove home as I sat in the passenger seat, stripped down to my T-shirt and underwear. Shamus wore only a shirt and a towel – and a big smile on his face. As we drove south across the Golden Gate Bridge, I thought about what a miracle God had given me that day - and all because of a wrong turn.

BIO

Patrick Paulitz, a freelance writer, lives with his wife April and son Shamus in San Mateo, California.

HAVING FAITH IN THE MIDST OF A NIGHTMARE

2011-05-27T13:45:00.000-06:00

The waters were swirling around us threatening our vehicle. We were adrift and the swift current took us further away from our familiar surroundings. Ryder was in the back seat with the therapist while I tried to steer us to safety.

"I hate water". I thought to myself. "Why does it always have to be water?"

Suddenly the top of our vehicle blew off violently. Ryder, my 7 year old boy with severe disabilities, fell into the turbulent waters. The waters engulfed him and I could no longer see his red shirt. I reached into the icy cold water after him. I could feel him, but his body sunk deeper as I reached in. I said a quick prayer,

"Heavenly Father, please help me!"

Immediately my hands were cupped by God's giant, protective hands and together we lifted Ryder out of the swift current. He wasn't breathing. I quickly breathed into his mouth as I carried him to shore. A rescue helicopter was waiting. Ryder coughed and sputtered and came to, finally.

When I woke from this nightmare, I was so glad that it was just that: a nightmare. It left me feeling panicked and stressed but grateful at the same time.

I decided it was time to shake off that crazy nightmare and get ready for the day. Halfway through my shower, I felt frustrated when I thought about the dream. Why didn't I put Ryder down and administer CPR? Being a former nurse, that is what I was trained to do. (Of course it's difficult to control your thought process while you are dreaming.)

I thought some more and suddenly it dawned on me. I was carrying Ryder, breathing life into him, while walking on the water trying to get to shore.

I need to have faith to get through these trials. Just as the Lord called out to Peter, to come unto Him, even though the wind was boisterous and the water deep. He would have to exercise faith over those turbulent waters until he reached his Savior.

The Differences Are Obvious

2011-05-19T11:33:00.000-06:00

I don't know where I found this, but I really liked it and wanted to share...

You have hobbies--I have peculiar special interests.

You need time to yourself--I am being anti-social.

You move on to better things--I run away from problems.

You love people--I develop dependencies.

You like things--I obsess on objects.

You insist--I tantrum.

You stand up for yourself--I am non-compliant.

You feel sad at times & happy at others--I am falsely diagnosed w/ a mood disorder.

You dislike being mistreated or disrespected--I am "overly sensitive" or "paranoid".

You persevere--I perseverate.

You ask people for help--I use people as a crutch.

You are unconventional--I am inappropriate.

You are a staff worker--I am a Spectrumite.

Summer Camp & Spectrum Kids: Let’s Create Fun!

2011-05-16T13:53:00.000-06:00

I meant to get this out sooner, but times are busy...(thanks Marla for your patience!)

Compliments of Autism Asperger’s Digest March/April 2011 issue

Summer Camp & Spectrum Kids: Let’s Create Fun!

Excerpted from the article, “Going Off to Camp: Information and Encouragement for Parents” that appears in the March/April 2011 issue of Autism Asperger’s Digest magazine. Reprinted with permission. The Autism Asperger’s Digest is offering a subscription special during April, to celebrate National Autism Awareness Month. Details follow.

Spring has yet to arrive, so why are we talking about summer camp for kids with ASD? Because you’ll need plenty of time to find a camp and then prepare your child for this important experience. But also because camps are already accepting applications and time is running out.

Whether you’ve made the decision to send your child with autism or Asperger’s to summer camp, or you’re still unsure – possibly torn between pros, cons, or where to begin – this article will help you through the process. Four camp directors shared their expertise, several parents offered advice from their camp experience, and all that information is combined here to give you tips and information to ensure a successful camp experience.

Before You Begin…

Consider these tips from the parents and camp directors to get you started:

Know what you want; determine your goals. Many parents use summer camp primarily as an opportunity for their child to be away from home, socialize and build self-confidence. Others have a more specific goal, such as a therapeutic environment, academics, or a camp specializing in sports, arts, computers and other interests.
Perform an honest assessment. Decide whether you and your child are ready for camp. This step is just as – and sometimes more – difficult for parents.
Gather information. If you’re having a hard time making a decision, finish reading this article, target a few camps you like and talk to the camp directors. This will give you a sense about whether that camp is a good fit and the directors will help you work through concerns to make a decision.
Prepare a list of questions. Don’t count on remembering everything you want to ask the camp director. Make a very thorough list covering every concern.

What to Look For in a Camp

You can count on this advice because it comes straight from experienced professionals managing camps for kids on the spectrum. Sylvia Van Meerton (Dragonfly Forest), Linda Tatsapaugh (Talisman Camps), Debbie Sasson (Camp Akeela), and Elsa Berndt (Camp Lakey Gap) generously offered some great information about what to look for in a summer camp. The parents added 100% agreement with these recommendations:

Size of camp. Most camps specializing in ASD have fewer campers at each session, however you may also want to ask about size as it relates to how many campers bunk together or the number of kids in group activities.
Ratio of campers to counselors. Special needs camps typically have ratios of 1:1 to 1:4 compared to regular camps that have 1:20+. Is there enough staff to allow individual attention to campers whenever necessary
Accreditation. Is the camp accredited by the American Camp Association? This is a good indicator of overall quality.
References. Will they put you in touch with another parent whose spectrum child has attended the camp?
Application form. This should be extensive so parents provide comprehensive information. This allows staff to get to know the family and the child - what causes meltdowns, fears, when to give cues or warnings. It also builds parents’ confidence in the camp’s ability to manage their child.
Staff training and background. How much autism-specific training is provided? By whom? This is a deal breaker because you must be confident that camp counselors understand autism and how to manage each child’s needs. At Camp Lakey Gap, counselors receive two weeks of training provided by experts from TEACCH and the Autism Society of America, and they interact with local special needs kids for experience.
Communication. Are phone calls from parents welcome? Do staff members regularly call home? Can parents talk to their child? Some camps find that conversations between campers and parents seldom help homesickness; other camps leave it to the parents’ discretion. This is another reason why it’s important for parents to trust the camp staff. Also ask if they do anything to facilitate ongoing communication between campers throughout the year. Camp Akeela fosters a sense of community through newsletters containing updates about individual campers all year long.
Homesickness. How do they deal with homesickness? At Talisman Camps, they encourage the children to write home, expressing how homesick they are. One mother said she was worried when she received a letter saying, “I hate camp. I’m 100% homesick.” But with each subsequent letter, her child’s rating of how homesick he was improved, creating a great visual tool for both parents and campers to see how well they were adjusting.
Medical personnel. Who oversees medication management? Do they have a nurse available 24/7? What are their procedures in case of an emergency?
Autism support. What specific supports do they provide? For example, at Dragonfly Forest, counselors use a whiteboard at each activity to prepare the kids by writing down the rules, what will happen, and what to say if they need a break. The counselors also carry a backpack with schedules, timers, paper/pen and a common high interest and/or soothing activity.
Behavior management. How do they manage difficult behaviors? What happens when a child has a meltdown? Ask how they’ll deal with specific challenges faced by your child. When do they call parents?
Daily schedule. What is a typical daily plan? Is it tailored for the child’s interests and needs? Is it flexible? Look for a structure that allows children to do activities at their own pace rather than being forced to keep up with the group.
Breaks and downtime. How do they allow for breaks? Are they built into the schedule? Do they have a quiet place or sensory room? Are procedures in place to allow a child to opt-out of an activity when needed? Do they teach campers how to express the need to opt-out?
Activities. Does the camp offer something your child will be interested in? Are there enough choices and different types of activities? In addition to summer activities like swimming and hiking, are there other less typical choices like cooking or wood shop?
Special diets. Can the kitchen accommodate your child’s special dietary needs? Who will monitor the child’s diet if he can’t/doesn’t himself?
Overall environment. This includes the physical and philosophical environment. Does the camp fit your child’s unique needs? What is their overall approach for dealing with autism?

Note: the article also includes sections on “How to Prepare for Camp” and “Anticipate the Unexpected.” Three additional strategy-packed articles are available to AADigest subscribers, in their Read More Online section of the website:

Decisions! Decisions! Questions to Guide You in Making a Camp Choice.
Many pieces of information must be collected and considered when you’re thinking about sending your child with autism/Asperger’s to camp. Let this printable list guide the process and help keep you organized!
Stumbling Blocks: Special Considerations for Special Needs Campers
Our Decisions! Decisions! list is a great cheat-sheet to print out and use as a guide. But some special considerations are likely to present a bigger stumbling block than others. We discuss distance to camp, dietary accommodations, neurotypical versus a special needs camp (with tips for each), and financial considerations (includes ideas for making camp happen no matter what the family’s financial status).
Words of Wisdom: From Parents and a Sibling About the Camp Experience

Distribution via print or electronic means prohibited without written permission of publisher.

Payback Time

2011-04-29T14:50:00.000-06:00

Last night dear hubby and I attended Hunter's performance at ISU's Performing Arts Center. Hunter auditioned and was accepted last September to be a part of ISU's Children's Choir. He loves to sing, but he does not want anyone to hear him. He has a great little voice and I hope someday his confidence will develop. It's been a rough year trying to get him to stay on task. He doesn't seem to learn from his mistakes like NT's do. When you struggle with activities of daily living, it makes everything else seem monumental, which is why I am so proud of Hunter for sticking with choir. (I can't tell you how many times he wanted to quit due to anxiety, and how many tears were shed!)

For me, this is payback time.

Dear Hubby enjoyed perusing the choir program which contained different languages in song, which he thoroughly enjoyed. In fact, I don't even think he looked up from the program. "This is in Latin," he would say. Then, a few minutes later, "This is in German", followed by, "This is in French". He was very much absorbed in the details and losing sight of the big picture. I'm used to this by now. He's always oohing or awing or whispering. It's like I have my own personal commentary man next to me. I ignore it usually, but I am reminded of it and have to silence him when other people are bothered by it. Ha ha. Silence! :) Silencio!

Water Safety and Autism Spectrum Disorders

2011-04-22T12:15:00.000-06:00

I am on a lot of social networking sites, hooked up with other families that are dealing with Autism Spectrum Disorders and other developmental disabilities. I am sickened when I see yet another article or news story dealing with a tragedy in the water. I personally don't know how to swim, so water has always been scary for me. Our little children with ASD's don't know danger...so we need to teach them water safety and skills-especially as we head into warmer weather. The following is a great article from the Autism Asperger's Digest.

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Water Safety: The Ultimate Life Skill

By James Ball, BCBA-D

Excerpt reprinted with permission from Autism Asperger’s Digest, July/August 2010 issue. www.AutismDigest.com

According to the National Autism Association, drowning is the #1 cause of injury-related deaths in children with an autism spectrum disorder. In 2005, 14 children with ASD died from drowning, when these children wandered off and were attracted to the water. Children with ASD do not fear “death” the way we do. At early ages, they do not understand the finality of death nor are they afraid of those things that could cause death, like water.

We know:

- Kids drown without a sound.

- It takes approximately one inch of water to drown in – a frightening statistic.

- 90% of drowning deaths occur while the child is being supervised.

Therefore, it is critical that, right from the very beginning when our kids are young, we teach them water safety and how to swim. Learning this lesson too late can be tragic and heartbreaking.

Teaching Water Safety and Swimming

Sensory Issues

A significant proportion of kids with an ASD have sensory issues, which complicates how we teach them to swim. The old-fashioned way our parents did it (throw you in and see what happens) just doesn’t float. (Yup, that’s what my father did, and I’m lucky I made it!) Kids with an ASD may need to ease into the pool and get used to the water before they are able to enjoy the experience enough for concrete lessons to start. Others may love the pressure they get from the water and just jump right in, not cognizant of drowning as a danger. It’s important we make the experience enjoyable from the start. From there you can teach them what they need to do once in the water.

Teach Swimming

The same teaching strategies that make kids with an ASD successful in the classroom will also make the child a successful swimmer.

- Minimal Distractions

Make every attempt to minimize distraction while the child is in the water. If there are a lot of people in the pool turn the child around, so she can’t see what is going on at the other end of the pool. Also, pool areas echo, so be prepared if the child has any vocal “stims” and try to redirect the child back to the swimming. Or schedule lessons on off times, when less people are present, or, if needed, do private lessons.

- Use of Visuals

Use pictures to show the child the steps involved in swimming. Combing the visual with your explanation will give him multiple ways of understanding the sequence of steps and your expectations. Laminate the pictures and bring them in the pool. You may also want to show the child a video of swimming prior to getting in the pool. Video modeling is a great way to teach new skills. If you can’t find a pre-packaged teaching video, create one of your own using a neurotypical sibling or friend as the “actor.”

- Consistency

Whatever approach you decide to use (there are tons of examples on the web) make sure you use it consistently every time. Spectrum children learn through repetition, and lots of it!

- Task Analyze

Break down the steps to swimming and teach each one until the child can do the skill with little or no guidance. Do not overwhelm the child with too much information all at one time. Just putting his face in the water may be a huge accomplishment in and of itself!

Teach Water Safety

Swimming and water safety are not synonymous. They are different skills and should be addressed differently. All children, whether or not they ever want to put their little toe in the water, should be taught water safety skills. And the #1 rule is this: unless an adult is present, the child should never go into any body of water, be it a kiddie or adult pool, a fountain, a stream, a pond or lake, or the ocean. They need to be taught this very specifically and concretely.

The more able child: Many children on the autism spectrum are highly rule driven (sometimes to a fault). In this instance it is a great thing! Make specific rules around water.

- You do not go near water without an adult with you. You may even make it more specific, adding distance to the water, how near the adult should be (i.e., an arm’s length away, in visual sight, holding your hand, etc.) and/or citing specific people, like Mommy/Daddy/Grandpa).

After the rule is established, practice it. Don’t assume the rule on paper makes complete sense to the child in a real life situation. Take the child around water and see what happens. You want to know if there are loopholes in your thinking and make necessary adjustments in your teaching. Each time the child follows the rule, heap on the praise and reinforcement.

The less able child: We still use rules for the less able child, but we may break them down more concretely and use more visuals to teach them. For instance, the rule might be something like this: “You do not go into the water without a familiar adult holding your hand.” Have the child take your hand, walk to the pool and jump in with you. Every other time the child is around a stream, pool of any sort, lake or ocean, have her take your hand, walk to the water and go in together. Again, reinforce the child when he follows the rule and does what is expected.

Water is an awesome sensory experience for children with an ASD. It can foster language, social skills, and fine/gross motor development. It can also be a place where tragedy can strike at any moment. Remember, enjoy the water, but also respect it. Teach your child what to do around water and how to be safe. Then go out and have a wonderful summer!

Find more information about swim instruction at one of these websites.

American Red Cross. www.redcross.org

NCPAD Swimming Resource. www.ncpad.org/videos/fact_sheet.php?sheet=315&view=all

Swim Lessons.com. www.swimlessons.com

YMCA. www.ymca.net/programs

BIO

A Board Certified Behavior Analyst, Jim has been working in the field of autism for 20+ years helping children, teens and adults with ASD. An author and requested national speaker, Jim runs JB Autism Consulting Services, working with schools to find success in designing programs for students with autism/Asperger’s. Learn more at www.jbautismconsulting.com.

THE WAY I SEE IT, our experience with Temple Grandin

2011-04-12T14:56:00.000-06:00

We were able to attend a dinner with Dr Temple Grandin at Idaho State University several weeks ago. It was fun to watch people watch her. They were mesmerized by her. No, it wasn't her movie star good looks, but her ability to be there in the moment and not really be there.

People casually glanced in her direction throughout the meal. Some went up to meet her and ask for autographs and pictures. She was very good about it, and probably so very used to it by now.

I felt as if we were all staring at an animal in a cage, all scared to approach her. One paparazzi (or paparazzo?) took pictures (I guess there is only one in Idaho) but only when Temple allowed. She made it known when you could take a photo and when you couldn't, because of her sensory issues.

After our meal concluded I got up the nerve to ask Temple for an autograph. I brought with me some of her books that I already had. Bill sat next to her and I quickly took some pictures.

At one point, Temple asked Bill, "So what do you do?" It caught Bill by surprise and he was more nervous than I was, and all he could say was, "I don't know what I do."

There was no reaction from Temple and I had wondered if she even heard him.

I wanted so bad to just spill my guts right then and there and tell her about Bill, about him being diagnosed with Asperger's at age 35 and then having it changed to PDD-NOS at age 40.

I wanted to tell her about our three boys that are also on the spectrum and our daughter who is supposedly neurotypical.

I wanted to tell her that Bill is a good guy and all he needs is a good mentor and employer that understands and is willing to work with him.

There was so much to say, but her eyes glossed over and she had that far away look, and I knew the moment was gone.

Here are some pictures: ( I am allergic to cameras, so no photo of me)

Temple's latest book is wonderful! I learn something new with each book she writes.

She gets down to the REAL issues of autism, the ones parents, teachers, and individuals on the spectrum face every day. Temple offers helpful do’s and dont's, practical strategies, and try-it-now tips, all based on her “insider” perspective and a great deal of research.

These are just some of the specific topics Temple delves into:

How and Why People with Autism Think Differently
Economical Early Intervention Programs that Work
How Sensory Sensitivities Affect Learning
Behaviors Caused by a Disability vs. Just Bad Behaviors
Teaching People with Autism to Live in an Unpredictable World
Alternative Medicine vs. Conventional Medicine
Employment Ideas for Adults with Autism
And many more!

This revised and expanded edition contains revisions based on the most current autism research, as well as 14 additional articles including:

The Role of Genetics and Environmental Factors in Causing Autism
Understanding the Mind of a Nonverbal Person with Autism
Finding Mentors and Appropriate Colleges
And many more!
Click here for more info

Autism Asperger's Digest: A great deal!

2011-03-31T10:48:00.000-06:00

April Only! Save! Subscribe to the award-winning Autism Asperger's Digest for one-year (6 information packed issues) at the regular price of $29.95, receive a second year for just $15.00. That's a 50% savings off the second year! Offer good April 1-30th in the U.S. and Canada only. Subscribe online at www.autismdigest.com or by calling Future Horizons at 800.489.0727.www.autismdigest.com

2011-03-29T15:00:00.000-06:00

Living with three boys and a husband who all think differently makes you realize you are the odd one out. Sometimes I get so frustrated that I envision myself banging my head against the wall or tearing my hair out. As soon as that thought occupies my mind, I realize that yes, I have officially become one of them. Imagine how the person living with Autism feels as they try to navigate the unpredictable world around them.
That is enough for now. I get all wrapped up in the complexities of Autism sometimes just trying to understand. Me--the supposed neurotypical. I get so tired of living among Autism, breathing Autism, talking about Autism, battling Autism and it's nuances that it is so much easier to just join in. Ok. Let's all be geeks together. Let's all talk in made up languages at the dinner table. Lets all discuss how if J.R.R. Tolkien were still alive he should run for president. Let's rewind old episodes of Dean Martin and Jerry Lewis and watch them over and over. Lets review the facts of each of the 50 United States and see who can remember which state has the population of 4,324,587.

It is really hard to find the balance on a daily basis. You either fight it, or you give in. It has been six years now with the hardest yet to come. Well, enough of that. Back to determining if the Mayan calendar really does end in December, thus the end of the world is at hand. We'll see.

Some mornings it's just not worth chewing through the leather straps. ;)

This is My Autism, by Jess (Diary of a Mom)

2011-03-18T11:38:00.000-06:00

Click here to read Light the White House Blue for Autism.

On the evenings of April 1 and 2, 2011, prominent buildings across North America and the world — including the Empire State Building in New York City and the CN Tower in Toronto, Canada — will turn their lights blue to raise awareness for autism and to commemorate World Autism Awareness Day on Saturday, April 2.

HOW CAN YOU TELL IF HE'S HAVING A SEIZURE?

2011-03-06T15:41:00.000-07:00

I went to wake Ryder up to get ready for church this morning but his eyes kept fluttering open and then rolling back up into his head. He couldn't stay awake. I realized this was a seizure so I thought I'd get the camera and document it. We've been to at least three different pediatric neurologists-and either neurologists themselves are a little on the kooky side or we just haven't found one we really like yet.

Poor Ryder. He is not responsive and he slept until 1:30pm. We woke him to give him his medication and a drink of water and to just check on him. I've never had a neurologist or doctor tell me what to do when these seizures occur. All I know is that they are complex partial seizures or "absent" seizures and they are difficult to detect. See for yourself.

MY FRIEND WITH AUTISM -written by Beverly Bishop

2011-02-24T15:10:00.000-07:00

In this kid-friendly picture book, a young narrator explains how his friend with autism is different from other kids, while also pointing out his many strengths. This is a great book for teachers, families, therapists, or parents whose children know a child with autism. I loved how each page explains a challenge that a child with autism has and what a "typical" child must do to help him out. In the back of the book are notes for adults as well to help them understand what a child with autism may be experiencing through change, the senses, pretend play, quiet time, etc. There is also a list of ten helpful strategies for helping an autistic child that would come in handy for anyone.

The author, Beverly Bishop wrote My Friend with Autism for the teachers and students in her son's elementary school class to help him fit in with his peers and to foster tolerance and understanding among her son's friends and classmates. She is a teacher and her husband is the illustrator and an art teacher in public school for 30 years.

Over 20,000 copies of the first edition have been sold. This can also be a coloring book, too. I highly recommend this book! To order click here.

...Da Da Da!... (my Reading Rainbow sound...:) )

THE SIMPLE JOYS

2011-02-17T15:03:00.000-07:00

Ryder received this soft sheep's wool from a friend and he absolutely loved it!

Tips and Ideas for Our Children with Autism

2011-02-03T17:21:00.000-07:00

Below are some great ideas for Valentine's Day and other holiday gift giving ideas. It is always a stressor in our house-trying to find a gift that is just the right fit, that fits the budget, too. Enjoy!

Finding just the right birthday, holiday, or congrats gift for anyone can be a challenge! If you have a child with an autism spectrum disorder on your list, the task may seem overwhelming. We’re here to help with a few general tips on how-to choose gifts, and the other selections in this publication can jump start your creative juices. But… just in case you find yourself needing more inspiration, we’ve assembled some of our favorite products from Internet sources.

Gift Giving Tips

· Target special interests. The key to finding a great gift is to target the child’s special interests. Kids on the spectrum tend to have little-or-no-desire for gifts outside their area of interest, making other well-intentioned gifts a source of anxiety. Remember that holidays and special occasions are difficult for children with autism because they’re filled with surprises and bring changes to the normal routine. This is not the time to experiment with gifts intended to expand their horizon of interest.

· Think Outside the Norm. Chronological age is not a good gift-giving indicator for our kids on the spectrum. Neither is “what all the kids want.” Our kids follow their own unique developmental progress. They may not have the ability to use, or be interested in, “age-appropriate” items. On the flip-side, if it fits their interest, they may thrive with gifts that are beyond what seems appropriate for their age.

· Honor Suggestions. Do not ignore gift suggestions from parents just because you think they’re redundant. It doesn’t matter if you believe the child already has too many of a particular item. When it comes to a special interest, there’s never “too much,” and sometimes parents (and kids!) like to have the same item readily available in multiple rooms.

· Fun versus Functional. While there are lots of “therapy” type products that could also make great gifts for the spectrum child, including music and other creative type CDs or DVDs, our emphasis here is on fun, rather than “work.” Some of our suggestions have embedded learning – all the better because kids experience the joy of learning without it becoming drudgery. That said, for some kids, the “functional” gifts are the most welcomed, so check with a child’s parent if you’re not sure about the child’s personality and favorite type of gifts.

· Books. Spectrum kids relate to books on such an individual basis that we purposely did not include this type of gift on our list. The sheer number of good offerings is the second reason! If you like the idea of giving a book – and many adults do - check with the child’s parents about interests and suggestions. Many literal minded spectrum kids will not appreciate reading about animals who talk or wear clothes (they don’t really do that, after all…), and some who thrive on details and lists would be absolutely enthralled with one of those mega-compendium trivia books on a specific subject, or an educational textbook on, say, electricity or the solar system. Our kids are unique!

Valentine Gift Ideas to Get You Started

Danceland CD

http://store.fhautism.com/p-280-danceland-cd-fun-songs-and-activities-to-improve-sensory-skills.aspx

Delightful music gets your kids movin’ and groovin’. This CD was designed by professional therapists and comes with a “travel guide” that provides movement suggestions to improve sensory skills and ideas for creatively adapting the music for games or theatrical performances.

28 Instant Songames CD

http://store.fhautism.com/p-277-28-instant-songames-cd.aspx

Delivering fun musical activities to address sensory issues for kids ages 3-8, these “songames” are creatively divided into animal realms to help develop body awareness, non-stress movement, feeling identification and self-expression.

Totally Kids for Furniture and Toys

http://thebeanbagstore.com/

You’ll find some truly unique items in this online store – not just toys – but also amazing furniture, such as “Retro Diner” furnishings and a unique selection of children’s beds. Different types of beds include stairway, bunk and loft beds and their styles range from traditional to themes like Sleeping Beauty, Lancelot and Secret Clubhouse. Totally Kids has books, toys and costumes for travel, education and just plain fun. Here are five of our favorites from their toy section:

BlastPad

http://thebeanbagstore.com/totallyblastpad.htm

Combines the fun of blasting foam missiles (adjustable for indoors or outside) with the physical activity of jumping and stomping on the launch pad.

Eco-Playdough

http://thebeanbagstore.com/totallyeco-dough.htm

An alternative, nontoxic, all-natural play dough in colors made from plant, fruit and vegetable extracts.

Dado Cubes

http://thebeanbagstore.com/onlinedadocubes.htm

A new twist on classic building blocks – these cubes interlock to create 3-dimensional structures. Made of heavy gauge plastic, the cubes come in different sizes and colors that encourage visual spatial play.

Rush Hour Traffic Jam Game

http://thebeanbagstore.com/totallyrushhour.htm

Commuting parents may need to be open-minded to fully appreciate this game but your kids will love it. Rush Hour Traffic Jam game teaches sequential movement and problem solving in a game where kids set-up the board according to pictures and then slide cars and trucks around to create a path that escapes traffic congestion. Voted one of the “Top 25 Toys of the Past 25 Years” by Parent’s Choice Magazine.

Monster Bowling

http://thebeanbagstore.com/totallymonsterbowling.htm

The image says it all! Who wouldn’t have fun with six textured monster pins and a beastly ball? They come in a zippered carrying case for bowling fun anywhere, any time. Great for team skill building, gross motor coordination, and turn taking.

Build-a-Robot Game

http://www.chinaberry.com/prod.cfm/pgc/11900/sbc/11906/inv/16582/tid/810092700

Large, colorful playing pieces are used to build a robot in a fun game that also encourages creativity and imagination.

Thomas’ Great Race Game

http://autismshop.com/store/product.php?productid=25737&cat=254&page=3

Another game that combines fun with learning…and it’s perfect for kids who love Thomas the Tank! Learn numbers, counting, sorting and color matching skills as you earn coal to shovel into your engine to power it across the finish line.

Interactive and Plush Dinosaur Characters

http://www.learningcurve.com/dinosaurtrain?icid=ddmenu&locale=en_US

These fabulous dinosaurs are based on the PBS Kids show Dinosaur Train, but they’re perfect for any dinosaur lover. Featuring Smart Talk Technology, the dinosaurs talk and interact with one another.

Little Dragon Karate

http://toysforautism.com/lil-dragon-karate.html

Kids learn karate with large training cards and a PVC mat that provide visual reinforcement. This set comes with a detailed instruction booklet as well as various memory and timed games.

iPad and iPhone

With practical and helpful applications for children with autism, the iPad and iPhone make great gifts that are educational, remedial, and enjoyable. Begin with these web sites to learn more about what’s available and how these products may help your child:

AutismHangout

http://www.autismhangout.com/video/default.asp?m=d&catID=0&id=396

Three videos to watch at the Autism Hangout: “The iPad and Autism: One Family’s Story of Success,” “Announcing Apps for Autism,” and “Apps for Special Needs.”

iPad Information

http://www.apple.com/ipad/

iPhone Apps Store

http://www.apple.com/iphone/apps-for-iphone/#heroOverview

Imagine-a-Box

http://www.imaginabox.com/home/products.php?product_catid=6

Choose one item from three categories (toy, accessory and DVD/CD/video game), they put them in a green, red, yellow or blue box, and send them off to the lucky recipient. While you can build your own box, they also have two ready-to-go boxes specifically for children with autism.

Twist ‘n Write Pencils

http://penagain.com/

For those who struggle with handwriting, Pacific Writing Instruments offers an ergonomically designed Y-shaped pencil that helps fine motor coordination by promoting comfort and extra control. The same design is available in adult-sized pens called Ergo-Sof Pens. Great for stocking stuffers!

Octopals

http://toysforautism.com/octopals.html

Perfect for bath time fun! Floating mother octopus is a water sieve. Her 8 babies are squirting toys with suction cups. Cute, colorful, and fun for children 18 months+.

All About Learning

http://michiganlearning.com/default.php

Looking for a gift that motivates and turns strengths into valuable skills? All About Learning, Inc. offers two exceptional online courses for budding engineers and video game designers:

Elementary Engineering™

http://michiganlearning.com/classes.php?class=18&

Integrating engineering theory with their unique LEGO® kit (containing more than 1,000 pieces), your child enjoys building machines while learning about gears, motion, simple machines and problem solving.

Video Game Maker™

http://michiganlearning.com/classes.php?class=2&

Learn how to design and modify arcade style video games, including how to control characters, objects and outcomes, and increase difficulty level. For ages 10 and older, visit the site to be sure your computer meets the minimum requirements.

Weighted Blankets and Clothes

Some people on the spectrum crave the calming and stress-reducing hug of a weighted product, such as a bed or lap blanket, a neck wrap, vest or t-shirt. Here are a few sources. Important Note: be sure to check with the child’s parent before purchasing a weighted product, as the product’s weight needs to be matched to the child’s size and need for pressure.

Cozy Calm products are so soft and handmade to your desired size and color. Neck calmers, lap cozys and matching stuffed animals are also available.

http://www.cozycalm.com/

Prince’s Sensory Delights are fashionable, sensory-smart clothes, many of which incorporate weights without looking like weighted clothing.

http://www.princessensorydelights.com/

In Your Pocket weighted vest designs by Abilitations offer sturdy fabric and well-constructed vests that are fun and comfortable. Designed by a mom taking into consideration how young kids play and live.

http://www.weightedvest.com/

Sensory Critters weighted products include blankets, lap pads, vests, hoodies, neck wraps, and weighted animals.

http://www.sensorycraver.com/weighted-products-c-55.html

EZSox

http://www.ezsox.com/

For all of our kids learning to dress, these training socks are fun and put your child on the road to succes, with whimsical animal faces that provide visual clues about which side is up and sturdy, built-in handles that make them easy to pull-up. This adorable video of kids using EZSox tells the story: http://www.youtube.com/watch?v=eVrqfzLgYu8

Table Top Theater

http://toysforautism.com/exclusive-expressions-table-top-theater.html

For kids who love puppets, this beautiful table top theater will encourage them to perform plays they've created while learning to express feelings through the puppets. For kids who absolutely love dramatic expression, there’s a standing-size theatre also available.

Create Your Own Monster Puppet Package

http://toysforautism.com/create-your-own-monster-puppet-package.html

What’s a play without the puppets? Create hundreds of crazy creatures with this fuzzy friend and its interchangeable parts that include weird and wacky eyes, ears, antennae and more. Carrying case included for quick clean-up!

Glide Bikes

https://glidebikes.com/

Learning to ride a bicycle is safe and fun when those all important first steps -- learning to balance and steer -- can be accomplished with a glide bike. These "balance bikes" do not have pedals, a chain or training wheels. Instead, they're built small enough so children can "walk" the bike while sitting. Their feet touch the ground and can be used to balance and push the bike forward, until they're comfortable enough to let the bike glide while they balance with feet resting on foot pegs. These bikes won approval from professionals at the Easter Seals/UCP Preschool in Wilmington, NC. They recommend the bike as a therapeutic tool for strengthening, endurance and balance...not to mention the boost to kid's confidence!

Toys“R”Us® Toy Guide for Differently-Abled Kids

http://www.toysrus.com/shop/index.jsp?categoryId=3261680

If you need more ideas, tips or inspiration, this year’s annual Toys“R”Us® guide has 60 pages of toy recommendations for children with disabilities.

This article is taken with permission from www.autismdigest.com, where readers can go online and, by signing in, can access free copies of the magazine’s eGuide, which is packed full of more information on holidays and gift giving for children on the spectrum.

Article was amended to fit the present season of Valentine’s Day.

My Montage 1/7/11 at OneTrueMedia.com

2011-01-13T10:51:00.001-07:00

Photo and video editing at www.OneTrueMedia.com

THE TEA SET

2011-01-11T14:26:00.000-07:00

Twenty seven years had past since that 6th grade white-elephant gift exchange party. I was a shy, chubby girl with glasses. It was my turn. I opened my gift, revealing a miniature porcelain tea set. There was a collective gasp from the whole class. Most gifts were crayons and coloring books, card games and stickers-but this, this was different. Everyone wanted that beautiful tea set.

As we played the white-elephant game, the delicate tea set was passed around from the most assertive student in the class who wanted it for his kid sister, to the absent-minded student who pretended not to care.

One voice commanded attention. I cannot remember who started it, but someone said, "Hey, give it back to Stephanie. She picked it, don't take it away from her. " Eventually others chimed in, following the leader. "Hey, give it back!"

I secretly thought the tea set was the best gift ever, but being labeled the shy girl in school, I felt like I lived up to that potential, and did not protest as we continued the game. When the fragile tea set became mine again, I secretly hoped it would not be taken from my hands. I watched the clock. School was almost out, when the tea set would be mine indefinitely.

I kept that tea set for many years and had tea parties with my sisters with hot cocoa we would sneak from the kitchen. Eventually, as life continued, the tea set was forgotten and became just a memory.

Life's joys and sorrows find everyone. My sister's marriage was ending in divorce after 15 years. It had affected my nieces and nephew and times were tough. My life had paralleled hers, and I had wondered if mine would end that way too.

It was Christmas time and my own life was in a shambles. With three out of four kids with disabilities and a husband with a chronic back injury unable to work, I knew this Christmas would be stressful. I was dreading it. My husband and I agreed not to exchange gifts for each other and just concentrate on the kids-- making sure they would have a decent Christmas.

Christmas came and went and was rather uneventful. The kids were happy with their gifts, and that's all we could ask for.

For New Years Eve we got together with extended family. My niece ran up to me holding a brown package from her dad who had dropped her off. "Open it, Aunt Steph!" she exclaimed.

My first thought was this will be the first gift I will actually unwrap for Christmas this year, and that made me smile. On it were the words, 'To the good 'ol days'.

I tore the wrapping revealing a beautiful porcelain tea set.

Memories flooded through my mind and tears flooded my eyes as I remembered my brother-in-law and how he used to be. He too was in that 6th grade class and had remembered the tiny tea set that brought about such commotion among the students. "Give it back." I whispered. "Don't take it away."

I carefully put the tea set back into its box. It will forever hold the memories I have of one particular ex-brother-in-law and his last good-bye.

No Room at the Inn

2010-12-15T11:27:00.000-07:00

In some respects I can understand how Mary and Joseph felt as they were turned away in Bethlehem; after knocking on every door only to be told, "Move on, there's no room here".

Mary was laboring and heavy with child. A donkey ride would not provide much relief.

While my labor is of a different sort, it is still just that: Labor. Hard and difficult, and on some days brutal--sometimes the only relief I find is a kind word or smile from a random stranger, recognizing that I do exist.

As a mother of four children with special needs and a husband with a now recognized disability, unable to work, our path is less travelled. I am the donkey bearing the burden of modern day therapies, special diets, medication management, and seeing that society accepts them for who they are. My goal is to help them be a productive member of society someday.

The road is dusty, and not many have been here before. My back is sore, my feet hurt, but I plod along just as the donkey that carried the Christ child in Mary's womb, pressing forward.

On particular trying days, I wonder if it is worth it.

Anyone who has a child with a disability can attest to the constant stress and worry it brings. The grief process visits often and sometimes stays for dinner.

And then I am reminded of our Savior who bore the burden for All.

Years ago, children with disabilities would have been institutionalized because there was no room for them in society. I still see this today, but in a different sense. In schools, the 'least of these among us' are in small closets or halls because there is no room for them and not enough funding to give them the education they need. A lot of parents do not have the energy, time or money to put up a fight. How can I expect the school system to ease my burden when they have to see to the needs of the majority of the children? Perhaps they do the best they can, but it's still not sufficient for the child with special needs.

As a mother, it is my job to help my child navigate the world and fit into society. It is my job to see that their needs are met, that their physical, mental, emotional, financial, and spiritual needs are being nourished. That job becomes difficult when you struggle with the very basics of everyday living. Food on the table, clothes on your back and shelter overhead are your number one priorities. Of course, this in and of itself, separates you from most other people.

Sometimes opportunities are placed before us and we don't recognize them as a way to serve. Perhaps that child or person with a disability or mental illness is our path to learning and growth. It is not their fault, they did not deserve this. They are here to teach us about unconditional love, but it is you that needs to open that door.

At this time of year when we reflect and contemplate the birth of our Savior, I ask that you seek out a family struggling with mental or physical disabilities. Let them know that YOU know they exist. Stop and think what our Savior would do with the "least of these among us". They would be the first that the Savior would welcome to his knee, this I know. These people are miracles who continue to amaze me with their insight and unconditional love, in spite of their own difficult challenges. Because of this, my so called "burden" is a joy to carry.

Let them know that with YOU, there IS room at the inn.

SPEND A WEEK IN OUR LIVES

2010-12-04T19:13:00.000-07:00

When I received our schedule for this coming week, it hit me for the first time that this is A LOT of therapy. So I thought I'd show the world what a week in our lives is like. I'm not doing this to complain, just to raise awareness.. It has become our lifestyle, I guess. You get used to it. Add on top of that Scouts, church activities, choir practice (for Hunter), Bill's PSR with another agency, driving four kids to three different schools (no busing) plus Mercedes is now taking two classes at an entirely different high school (which means she needs a ride to and fro because of budget cuts in the school district) and it makes my mind explode. And the wallet. ;)

Bill

Thu 12/ 9/2010

4:00-7:00 Dr. Traughber, Psych Testing

Hunter

Wed 12/ 8/2010

1:00-3:00 Dr. Traughber, Psych Testing

Thu 12/ 9/2010

4:00-5:00 Tyson, Individual Therapy
5:00-5:10 Rachel, Pharmacological mgmt
5:00-6:00 Dr. Gibson, Family Therapy (Hunter will come in about 10 min late from Rachel)

Mason

Tue 12/ 7/2010

4:00-6:00 DT Chad
6:00-7:00 Tyson, Individual Therapy
7:00-8:00 DT Chad

Wed 12/ 8/2010

3:00-5:00 Dr. Traughber, Psych Testing

Thu 12/ 9/2010

4:00-4:45 DT Samantha
4:45-5:00 Rachel, Pharmacological mgmt
5:00-6:00 Tyson, Individual Therapy
6:00-7:00 SLP

Fri 12/10/2010

4:00-7:00 DT Chad

Sat 12/11/2010

3:00-6:00 DT Chad

Ryder

Mon 12/ 6/2010

1:30-3:30 DT Kaeli
3:30-5:00 DT Jessica
5:00-6:00 SLP
6:00-6:30 DT Maegan

Thu 12/ 9/2010

3:45-4:00 Rachel, Pharmacological mgmt
4:00-5:00 Jamie, Individual Therapy
5:00-6:00 OT
6:00-8:00 DT Kelsey

Fri 12/10/2010

1:30-7:30 DT Kelsey

Sat 12/11/2010

10:00-4:45 DT Kelsey

Stephanie

Tue 12/ 7/2010

9:00-11:00 Dr. Gibson, Individual Therapy

THE ART OF USING A FORK

2010-11-24T14:59:00.000-07:00

Ryder has really been working hard at learning how to eat independently using utensils. Above is a clip of his triumphant stabbing of a helpless mandarin orange. He loves to pose for cameras too!

Thanksgiving Jokes

2010-11-20T19:09:00.000-07:00

What did the mother turkey say to her disobedient children?

If your father could see you now, he'd turn over in his gravy!!

ALL I CAN HANDLE: I'M NO MOTHER TERESA by Kim Stagliano

2010-11-03T11:07:00.000-06:00

I just love this girl. Let me introduce to you, Kim Stagliano, mother of three beautiful daughters, who are on the Autism Spectrum. I met Kim years ago when I was in my research mode online--trying to find answers to my questions concerning our boys--who are also on the Autism Spectrum. I quickly found that Kim had a great sense of humor and she totally "got" it. She understood what we Autism moms go through every day. I love reading her advice, her views, and I know I will enjoy reading her just released book, All I Can Handle. I'm so excited for it to come! It can be purchased here.

In her own words--"You won't need a Prozac to read it!"
Here is a link to an excerpt from the book.

LITTLE BOY LOST: SCARY

2010-10-27T09:35:00.000-06:00

Last week, dear hubby and I attended Pocatello's Haunted History Tour. We also attended last year and learned some things that made an experience that happened to us make complete sense. And without further ado, I will tell you our "ghost" story that we shared with Southeastern Idaho's Paranormal Organization (SEIPO), in which they shared with the community during this year's Haunted History Tour. My name was not mentioned during the tour, but for you lucky readers, it is from yours truly.

Seven years ago, Mason was almost four years old. As a family we went to Ross Park in Pocatello, Idaho to a cousin's birthday party. All of the cousins were playing around in the lava rocks. Soon it was time for cake and ice cream. We called the kids, but could not find Mason. We searched, hollered, called, yelled, screamed, and looked high and low for him. All of us split up. No answer.

45 minutes had passed and I was in a panic. I felt like we had done everything we could. I started thinking the worst and decided it was time to call the police. But before I did, as a family, we offered a prayer and asked the Lord to help us find Mason.

Immediately after closing the prayer, someone turned around and spotted Mason sitting on a large rock only 20-30 feet away from us.

Our prayer was answered. I was so very grateful.

I was emotionally exhausted and decided to leave early. I gathered all four little kids into the car. (Our youngest was not quite one yet, and was not diagnosed with Autism yet; but we knew he had it). On the way home, I released some frustration toward Mason and blurted out lots of questions. "Where were you?" "Why didn't you come when we called?" "What happened?"

Mason, at the time, struggled with his speech. He only knew 3-4 word sentences and those were garbled words. He took Speech Therapy twice a week. This was before we knew he also had Autism.

Mason responded to my insistent questions in a quiet voice and used a word I had never heard him utter before. He said, "Indian helped".

I thought that was strange, so I tried to prompt him to tell me more, but of course, he didn't.

Later that evening I wrote about it in my journal.

Fast forward seven years and I learned that Ross Park was a semi-permanent camp for Native Americans a long time ago. There are even petroglyphs still in existence there today.

I thought about the story and the history of the place and about Mason and how I didn't even know he knew what an "Indian" was. Everything fell into place. Why not? I thought. Why wouldn't the Lord send a spirit who may already be around in the area to help a lost Autistic boy?

And that is our story. SEIPO interviewed me and it was a lot of fun especially around this time of year.

Stay tuned...I have another story about the local cemetery. :) I haven't been back since.

GRANDMA'S SECRET RECIPE

2010-10-20T17:05:00.000-06:00

We just got over a five day hospital stay for our 3rd kid who has severe encopresis. It took FIVE whole days to clean that guy out! He broke the record. Finally, the dr ordered a milk & molasses enema which did the trick in a matter of seconds. Who knew that in the end we would turn to our father's of old. :) Or grandma's of old, if you will.

I am going to mix my own potion and deliver it via the Anal Canal if needs be next time--to fore go the next hospital stay. :)

******************************************************************
Bill and I were asked to be on a panel entitled, "Living and Learning with Autism" at Idaho State University last night. It was an educational experience and kind of fun, if I am to be honest. There were over 95 people there including those from the satellite feeds. I was nervous, but it helps to be partially covered by a table. :) I had my answers all ready and typed and the image of the audience in their underwear really helped relieve my anxiety.

I am excited because Dr Temple Grandin will be speaking at ISU March 9th 2011. And it costs NOTHING. Mark your calendars now!
Wish I had pics to post, but nothing for now.

SUPPORT AUTISTIC ARTISTS

2010-10-14T12:43:00.000-06:00

Looking for cute notecards for Christmas or any occasion? Well look no further.
Check out Hunter's art here. He receives 50% of the proceeds and you are supporting
other autistic artists as well.

POOP MAGNET

2010-10-07T12:30:00.001-06:00

Everyday turns up another poop story.

We're getting good at cleaning up bathtub poop. There is a small window of time where we can leave Ryder in the bathtub to play before he decides to drop friends off in the pool. No more than 10 minutes, I'd say.

It gets harder when you have to give your ten year old an enema without gloves. I couldn't find any gloves yesterday. The last I remembered, he had a cute bum. Of course that was nine years ago.

He may have to be cleaned out up at the hospital again. We are trying to avoid that though. He was x-rayed yesterday and his gut is full of poop. He has a rock hard mass about the size of a softball blocking everything from coming out. Then the liquid stuff seeps around the hard mass, causing stooling accidents, unbenownst to the sufferer. The colon is so stretched that the nerve endings cannot "tell" when it is time to go. This is called Encopresis and is common among kids on the spectrum.

This guy is very self conscious and this is a great embarrassment to him. The eleven year old too, but his tactics are different. Eleven year old doesn't mind sitting in it all day at school because he's too embarrassed to tell the teacher.

Consider yourselves lucky if you escaped the poop years unscathed. We're still going through it. I wonder if it will ever end. No pun intended.

The Spectrum Spectacle

THE PEN THIEF

Teaching Contextual Sensitivity to Children on the Autism Spectrum

Nov/Dec 2011 Autism Asperger’s Digest www.autismdigest.com

Note: You can get a 15% discount on a subscription to the AADigest when you use this discount code: spectrumspectacle.

Apps,, Ipads, Special Needs, and more

Happy Mouths, Happy Meals

Homework: Teaching Organizational Skills to Individuals with ASD

FORM LETTER FOR TEACHERS

GFCF Cooking Together: Learning Can be Fun!

OPPOSITE BROTHERS w/ PDD-NOS

THE ENDOSCOPY RESULTS

Two videos for your viewing pleasure--

A FATHER'S MOMENT

HAVING FAITH IN THE MIDST OF A NIGHTMARE

*The Differences Are Obvious*

Summer Camp & Spectrum Kids: Let’s Create Fun!

I meant to get this out sooner, but times are busy...(thanks Marla for your patience!)

Compliments of Autism Asperger’s Digest March/April 2011 issue

Summer Camp & Spectrum Kids: Let’s Create Fun!

Payback Time

Water Safety and Autism Spectrum Disorders

Water Safety: The Ultimate Life Skill

Sensory Issues

Teach Swimming

Teach Water Safety

THE WAY I SEE IT, our experience with Temple Grandin

Autism Asperger's Digest: A great deal!

This is My Autism, by Jess (Diary of a Mom)

HOW CAN YOU TELL IF HE'S HAVING A SEIZURE?

MY FRIEND WITH AUTISM -written by Beverly Bishop

THE SIMPLE JOYS

Tips and Ideas for Our Children with Autism

Octopals

EZSox

Create Your Own Monster Puppet Package

My Montage 1/7/11 at OneTrueMedia.com

THE TEA SET

No Room at the Inn

SPEND A WEEK IN OUR LIVES

THE ART OF USING A FORK

Thanksgiving Jokes

ALL I CAN HANDLE: I'M NO MOTHER TERESA by Kim Stagliano

LITTLE BOY LOST: SCARY

GRANDMA'S SECRET RECIPE

SUPPORT AUTISTIC ARTISTS

POOP MAGNET

The Differences Are Obvious