GFCF Cooking Together: Learning Can be Fun!

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

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

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--

A FATHER'S MOMENT

 

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.

Copyright © 2011 Autism Asperger’s Digest. All Rights Reserved.

HAVING FAITH IN THE MIDST OF A NIGHTMARE

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*

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!

 

 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:

1. 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.
2. 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
3. Accreditation. Is the camp accredited by the American Camp Association? This is a good indicator of overall quality.
4. References. Will they put you in touch with another parent whose spectrum child has attended the camp?
5. 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.
6. 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.
7. 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.
8. 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.
9. Medical personnel. Who oversees medication management? Do they have a nurse available 24/7? What are their procedures in case of an emergency?
10. 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.
11. 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?
12. 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.
13. 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?
14. 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?
15. 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?
16. 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:

1. 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!
2. 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).
3. Words of Wisdom: From Parents and a Sibling About the Camp Experience

 

Copyright © Autism Asperger’s Digest. 2011. All Rights Reserved.

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