Showing posts with label autistic. Show all posts
Showing posts with label autistic. Show all posts

Temple Grandin

Monday, June 14, 2010

So, I saw the movie on television about Temple Grandin.  WOW!  My husband was actually the one watching it since I would rather play on the computer than watch tv.  I was shocked that he was viewing something besides wrestling and auto mechanics!
I have been trying to learn more about autism as someone on the outside looking in.  I have to tell you, this movie was awesome.  It really helped me to have more respect for the minds of the autistic.  There are little geniuses hidden in those heads just waiting to be discovered.
Temple truly had a battle ahead of her, but to the shame of the rest of us....she perservered instead of wallowing in her distress.  I don't know that I would have or could have bounced back the way she did and kept my determination.  I envy her that inner strength.
Ok, I know it was a movie and that things aren't really as easy as the movie made them seem.  But the overall impression was that it was all worthwhile, and that Temple was an amazing young lady.  Hats off to all of you who struggle with autism, whether it be because you are educating an autistic child or because you have it yourself.
Thank YOU for being patient with the rest of us.

Free Social Stories For Autistic Children

Friday, June 11, 2010

Free Social Stories For Autistic Children - What Are Social Stories?


By: Autism Advisor


Free Social Stories For Autistic Children

Social stories are one of the techniques the are used in children with Autism. Although such is completed in a structured way for children with Autism it is a technique that has been spent for centuries. Parents own constantly talked and illustrated imminent situations in an endeavor to ease the children's fears. Free Social Stories For Autistic Children


Many times social stories are written with the childs' name as the name of the person in the story. For some children this seems to be an easier way to talk about themselves. It is almost like talking about a child like they are someone else. On some level a child with Autism does seem to understand that the story is about them.


A social story to describe future behavior will help a child with Autism calm their fears as well. More importantly it can help shape their behavior. The story does not have to be long or complex but it does need to show the child what a parent expects to happen and what a parent expects the child to do. Free Social Stories For Autistic Children


Many non-verbal children like to listen to stories. One of the suggestions is to write the story. Try to keep it to one page. Read the story to your child and give a copy to them. It may well surprise a parent that the non-verbal child wants a copy.


Keep in mind that we do not always know how much non-verbal children understand. They may be able to read some or part of the story. The only caution in this process is to be careful with children who eat paper. Free Social Stories For Autistic Children


Social stories can also be used to go over past behavior. The twist with this type of social story is that you can change what your child did in the past in this new story. Of course in this way you can supply information about behavior in a way the child can 'get it'. Don't let your love ones suffer anymore! Lead them out through Free Social Stories For Autistic Children program now!


About the Author


Feeling lost without solutions? Free Social Stories For Autistic Children is a proven Autism Solution for your Child.


Try The Program and change child's life forever!

(ArticlesBase SC #1872492)


Article Source: http://www.articlesbase.com/ - Free Social Stories For Autistic Children - What Are Social Stories?

Free Teleclass For Tackling Toilet Training Your Autistic Child

Friday, June 4, 2010

Free Teleclass Helps Parents of Autistic Children Tackle the Challenges of Toilet Training
Are you thinking of potty training your child? Are your current potty training efforts going down the drain? Stop flushing your time away and get the support you need to tackle toilet training with confidence and success.

Connie Hammer
FOR IMMEDIATE RELEASE

PRLog (Press Release) – Jun 01, 2010 – Parent Coaching for Autism, a subsidiary of The Progressive Parent, LLC, announces an upcoming teleclass, From Bathroom Battles to Bathroom Bliss – Toilet Training Tactics that Work, scheduled for Thursday, June 17 beginning at 8:30pm Eastern. This informative class is designed to assist parents of young children on the autism spectrum develop the mindset and strategies necessary for mastering the important self-care skill of using the toilet independently. Weaning a child from diapers is one of the biggest challenges a parent will undertake and learning to do it with less stress and more confidence enhances the possibility of success.

“Although this teleclass is geared to parents of children with autism, the tactics work for any and all children,” says Connie Hammer, owner of The Progressive Parent, LLC. “This call will provide valuable information and techniques on potty training to help any parent conquer this childhood milestone by learning new ideas, practicing new strategies or tweaking the ones they have already tried.”

Topics addressed in this teleclass will include:
• How to determine readiness in your child
• The importance of establishing a routine
• Communication strategies that break down barriers and more. . .

Parents who want to assess where they are in the potty training process and move on to the next step can register at http://www.parentcoachingforautism.com/bathroom-bliss.

Hammer is the owner of The Progressive Parent, LLC, http://www.theprogressiveparent.com, a parent coaching business founded in 2005. As a parent educator and certified parent coach, Hammer helps parents uncover abilities and change possibilities with her more than twenty years of experience working with families. A licensed social worker, she currently supports parents of young children recently diagnosed with an autism spectrum disorder. For additional information, visit http://www.parentcoachingforautism.com

# # #


The Progressive Parent, LLC offers quality parent coaching services, workshops & tele-seminars to individuals, couples & groups. Parent Coaching for Autism, a subsidiary of The Progressive Parent, supports parents of young children recently diagnosed with an autism spectrum disorder. Membership to the Parent Chat Club and free information are available in the form of an e-course, Parenting Your Autistic Child - 3 Secrets to Thrive, to help parents positively impact their parenting vision, voice and path. In addition to a weekly newsletter, The Spectrum, packed full of strategies and insights to parent with more confidence and ease. For more information, visit www.parentcoachingforautism.com

FOXNews.com - Autistic Boy Accused of Terroristic Threats

Sunday, May 16, 2010


FOXNews.com - Autistic Boy Accused of Terroristic Threats

Posted using ShareThis

Shane Finn, a 14 year old autistic boy, was suspended from school, arrested and charged with a felony. He was charged with with making terrostic threats. Shane Finn functions on a third grade level and has an IQ of 75. He does not understand what he has done wrong, according to his mother, and he has difficulties expressing himself.

As a mom of an autistic boy, I understand the situation. It's my worse nightmare. That my son would be arrested based on actions that have been misinterpreted by others. It happens all the time and needs to be stopped. New legislation needs to be brought about to protect our children.

Our children are different. They think and react differently. This needs to be taken into account for every incident involving an autistic child. In this case, the child should not have been suspended or arrested. Obviously, something is wrong. The parents and school counselor or Psychologist, should have been brought in to talk with the boy and the teacher.

Two years ago, I was blessed with discovering how to communicate with my son. During the second week of our communicating, he told me he wanted a gun. He was 9 at the time. I asked him why. He said he wanted to kill himself. I was so upset, I just broke down crying.

It took us a week of him asking for a gun to kill himself and me telling him no, before we were able to get to the bottom of it. He didn't want to die. He wanted to go see God and have God make him normal. Then, he wanted to come back to us. I explained that it didn't work that way. That was the end of it. He didn't want a gun or to die anymore.

With an autistic child, linear thinking tends to trip us up. An autistic child can say one thing or draw one thing, and it may have a specific meaning to you. For the autistic child, however, the meaning may be something completely different.

That's why laws need to be in place to protect our children. Behavior plans in school are great, but they don't protect our children from the school calling the police and having our child arrested. My heart goes out to Shane Finn and his family. I cringe to think what kind of affect this is having on him emotionally.

Connect With Other Autism Parents

Thursday, May 13, 2010

Have you been over to the AutismLearningFelt Forum? I've made a couple of changes. I moved the Giveaways Around The Blogosphere into the forum. This is so that I don't have to keep up with the ones that have expired and delete them.

I am trying to pull in new members, and to get the current ones more active. Getting a new forum off the ground takes time, I know. I really want it to be a place where we can discuss anything and everything. Connecting with other parents of autistic children can be a big help. You can discuss things that they understand, because they have been there or are still going through that.

Any autism parent will tell you that, unless the other person is raising an autistic child, they can not truly understand what you are going through. Because of that, advice and support is best when they come from someone in a similar position as you.

If you are in need of support or just feel like chatting, come on over to the forum. I'd love to get to know all of my readers better. Feel free to ask me any questions, too.

A Moms View of Vaccines And Therapies

Thursday, April 22, 2010

As promised, here is my second interview with Carol Greenburg.

1. What's your opinion on the question of vaccines causing autism?
There is no credible scientific evidence to support a vaccine/autism connection. I do not personally believe that vaccines cause autism. That said, if there is any event after which your child shows a fundamental and persistant change in behavior, you job as a parent is to investigate whether there might be a chain of causality. That's just good parenting. So leaving vaccines per se out of the discussion, let's say my kid was talking a mile a minute, and then he ate a pancake and hasn't said a word ever since. It's just common sense for me to want to know whatwas in that pancake, and what was going on in the restaurant, and who cooked it, and who served it. Ultimately, after a reasonable investigation of those surrounding circumstances, I would move on and stop focusing on what may or may not have caused his speech loss and focus on whatever is most likely to help him regain his speech.

2. Do you follow or have you used, any kind of special diets or nutritional supplements?
We know many people who do use special diets and supplements with varying results. That option is not as open to us as it is to some other parents, because Arren has many food aversions and is a hypertaster;so we can't just give him a gummy vitamin or slip a supplement into his juice. Back before he decided he hated orange juice and would only drink apple juice, we were able to buy an orange juice he liked that was supplemented with Omega-3, which some evidence suggests reduces inflammation in the brain. Honestly though, it's hard to tell whether Omega-3 was having a significant effect, because overall, between all of his various therapies, Arren is making steady progress. We're grateful for this, and wish we could trace what therapy is causing what improvement, but I doubt we'll ever know.

3. What kind of therapies or programs have had the most affect on your child?
I feel strongly about doing whatever works and so do his teachers,so we all work together very cooperatively. Arren attends an ABA-based school. ABA scares a lot of autistic adults, because they assume it's dehuminizingly Pavlovian, but it doesn't bother me because when its done properly, it can actually be a very flexible individual approach. Any child, autistic or not, has interests that tend to motivate or demotivate him or her. Autistic children's interests are deeper and more passionate if more unusual. So no matter what you callthe type of therapy, ABA, Floortime, or anything else, if you can capture and hang on to an autistic child's particular interest(s) some quality education will happen. Arren is a jock; he's never met a sporthe doesn't like. Whatever they want to call their method, his teachers have got to keep him moving if they want get and keep his attention.That's counter intuitive to folks who have a rigid idea of thereapy as involving a kid sitting in a cubicle doing discrete trials all day. But my kid is more likely to work on his reading hanging upside down from a rope ladder, so that's what works for him, me, and his teachers.

4. Are there any particular therapy or treatment programs that you strongly oppose trying and why?
I don't think there's any diplomatic way of saying this, or perhaps I just don't feel like trying. Chelation is ineffective, dangerous and oughta be outlawed. In general I'd say the more you subscribe to the disease/cure model the more vulnerable you make yourself to snake-oil salespeople. The less you focus on cures and the more you focus on services to address comorbid conditions, the better off you and yourchild are.

About Carol Greenburg

I am an adult with Asperger's Syndrome, the mother of a seven-year-old severely language-delayed autistic child, and executive director of a consulting company that helps parents of children with disabilities in get services for their kids. As part of a partnership with the Brooklyn Parent Center of BCID, I speak frequently at parent support groups, community-based organizations, and at universities all over Brooklyn. The motto in our home, and office is "Not sick. Not Broken. Just Neurologically Outnumbered. To find out more about me, my family and my work, please visit my company website www.bklynsnc.com, my company's Facebook page at Brooklyn Special Needs Consulting, or follow me on Twitter under the username "Aspieadvocate."

What To Look For When Choosing Supplements

Monday, April 19, 2010



Hmm…


WHAT SHOULD A PARENT LOOK FOR WHEN BUYING SUPPLEMENTS FOR THEIR CHILD?

It’s important to realize taking supplements does not make up for an unhealthy diet. Supplements are an insufficient substitute for nutrients from fresh fruits, vegetables and whole grains, though a general multivitamin and essential fatty acids (EFAs/ Omega 3’s) can be an extraordinary addition to most American diets (children and adults). It’s also important that parents understand what they are buying and why. This is where it’s suggested to speak with a qualified health care practitioner to run appropriate tests when necessary and get the big picture of your child’s health.

Ok, so what to look for:
1. I prefer purchasing supplements from a health food store or direct online, from a reputable company that specializes in Essential Fatty Acids (EFAs) vs. supermarket, discount store. Generally, the folks working in health food stores have a vast array of information about the many different vitamins, minerals, supplements they sell and will share a wealth of information about the quality and purification processes for each brand. When purchasing on line, prices may be a bit less. Don’t be shy about speaking with customer service so they can answer all of your questions about the product.

2. Fish oil is highly prone to oxidation and must be processed in an oxygen-free environment. Effective distillation process is critical to removing impurities. Companies such as Nordic Naturals (www.nordicnaturals.com), molecularly distills their fish oil, guaranteeing freshness. (And they are great about sending out the research literature and samples too. This is one company that stands behind their high caliber product – I know this first hand, as many of my clients use Nordic Naturals Fish Oil).

3. You want to be sure that the product is “third party tested” to ensure that what the product claims is in the bottle, is actually “in” the bottle (product). Third party testing means that an outside company is testing the product – it is not tested by the manufacturing company.

4. The USP (U.S. Pharmacopeia) is an organization that tests vitamins and supplements to ensure that products: contain what is stated on the label, the supplement doesn't contain harmful contaminants, the supplement will actually break down and release ingredients into the body, and that the manufacturer uses good quality control practices when producing its supplements. Products passing the USP testing will have “USP verified” on the label.

5. Supplements should not contain artificial colors (dyes), flavors, or preservatives.

6. Look for supplements that contain organic ingredients.

7. If possible purchase supplements that do not contain milk or soy additives.

8. Check the expiration date, products become less potent over time.

9. The National Institute of Health Office of Dietary Supplements provides fact sheets on nearly every imaginable herbal dietary supplement.

10. When putting together an individualized vitamin, mineral supplement program, it’s best to consult with a qualified practitioner. Some supplements may need to be discontinued prior to a surgery For example, EFAs are a natural blood thinner and should typically be discontinued prior to surgery. Your MD can advise safe time frames for stopping and restarting supplementation.

The road to recovery for all persons with a diagnosis of autism or any other illness or disorder, will have its share of ups and downs. I have seen children and families make huge strides when incorporating nutrition into their lifestyle. Each child is an individual with unique needs – there is not one diet or supplement that will be right for all. DHA and EPA, the Omega 3’s are vital and essential nutrients for optimal brain function. It’s always best to check with your MD to ensure that other medications will not have a negative effect in combination with supplements.

A healthy brain and neurological system can best support a healthy, happy child!

Wishing all parents the confidence to follow your instinct and the determination to seek out answers. There is much research being conducted on the brain and smart nutrients to support brain growth and development. It is of the utmost importance to know what you are supplementing with and why. If you have any questions, Lauren is happy to support parents’ on their journey and can be reached at: 404.944.9561 or zimetslp@aol.com.


-written by Lauren Zimet
Lauren Zimet, M.S.,CCC/SLP, N.D.T. Certified, has been in the speech language pathology field for 15 years, specializing with medically involved children with oral motor/feeding and communication issues, as well as neurotypical children supporting healthy development and enhancing self esteem. She is the founder of Healthy Foundations, an Atlanta based brain health education and social thinking program geared for infants and children of all abilities. Lauren has been published in a variety of publications: Parenting Magazine, Advance Magazine for Audiologists and Speech Pathologists, and contributed to the LCP Solution by Dr. Jacqueline Stordy and the Late Talker, by Dr. Marilyn Agin. She holds a M.S. in Speech Language Pathology from Nova Southeastern University, FL and a B.S. from the University of Maryland in Communications. Lauren is passionate about promoting brain health awareness for babies, children and adults. Please visit www.earlyinsights.com for more information.

Providing ABA Therapy For Your Child

Wednesday, April 14, 2010

ABA Therapy is one of the most recommended forms of therapy for a child with autism. I interviewed Kelley Prince, Board Certified Behavior Analyst, and asked her several questions about ABA Therapy. Here are the questions and answers:


1. Can you introduce yourself to my readers and explain what ABA therapy is?
My name is Kelley Prince. I am a Board Certified Behavior Analyst and the President of Behavioral Consulting of Tampa Bay, Inc. (http://www.bcotb.com). I graduated from the University of South Florida with a bachelor’s degree in Psychology and a master’s degree in Applied Behavior Analysis. I have been working with children with autism and related disorders for more than 11 years. Currently, I have 2 clinic locations in the Tampa Bay area that provide clinic-based, school-based and home-based behavior intervention programs for children with special needs, or for children who engage in problem behavior.

Applied Behavior Analysis (ABA) is the science of human behavior. It involves applying behavioral principles and techniques to improve socially significant behavior. ABA therapy is two-fold: interventions are used to increase behaviors that are not occurring at an appropriate rate (i.e. the individual has a skill deficit) or interventions are used to decrease behavior that is occurring too frequently (i.e. problem behavior.) ABA therapy is the only therapy with more than 30 years of research and statistics proving it’s effectiveness for children diagnosed on the autism spectrum as well as, as an intervention for a variety of populations and behaviors.

2. What can parents do if ABA therapy is not available where they live?
If ABA therapy is not available to a family in their area, they may contact an out-of-town Board Certified Behavior Analyst (BCBA) who can provide consultation, assessments, and staff training on a limited or perhaps monthly basis. Most families in this situation contact their local university to find students who are interested in receiving ABA training and who are available to work directly with their child under the supervision of a BCBA. The number of students needed depends on the number of therapy hours the child receives each week. Once students are secured, the BCBA comes to the home for 3-4 days and completes an initial assessment of the child, develops program goals and trains the private therapists. The BCBA then provides supervision and consults with the family and therapists on a weekly basis via phone calls, emails, and videos. Face-to-face consultations occur on a limited basis and involve observing the therapists implementing the program goals and instituting changes to the goals based on the child’s performance. Additional staff training may also take place depending on new goals as they are developed.

3. What about the cost of providing ABA therapy for your child?  Do you know of any grants available to parents to help cover the cost?

The overall cost of ABA therapy is dependant on the total number of hours per week the child receives the therapy. The average rate of therapy is between $40.00 and $60.00 an hour, and depending on a child’s individual needs, many are enrolled for 10 to 40 hours of therapy each week. There may also be additional costs for services provided by the therapy supervisor, or BCBA. The child’s initial assessment, the development of a child’s specific program goals as well as the monthly supervision of the therapists may be a separate, initial or on-going charge that can range from $60-$150 an hour depending on the BCBA’s experience level. Always check with the BCBA or clinic to verify any additional expenses and what they entail.

In the Tampa Bay area, funding sources such as the ASO Grant are available to offset the costs of ABA therapy. Otherwise, if a family resides in Florida, and the child is in the Medicaid Waiver program, behavioral services are, in fact, covered.

Additionally, the “Window of Opportunity Act” was passed last year by Florida Governor Charlie Crist and requires insurance companies (within the state of Florida) to cover up to $36,000 of ABA therapy for every child who has received a diagnosis on the Autism Spectrum Disorder including ASD, PDD, and Asperger’s. There are limitations and stipulations to this legislation, but it has already helped several families in our area receive ABA therapy, who otherwise may not have been able to afford such treatment, at no out-of-pocket cost to them.
 

4. Is there a cut-off age for ABA therapy?  Is there an age that introducing ABA therapy with an autistic child will not be helpful?

There is not a cut-off age for ABA therapy as it helps individuals of all ages, including older adults. However, for the most effective therapy, early intervention is key. I recommend children in need of ABA therapy begin services before the age of 5 to have the best possible outcome.
 

5. How would a parent go about finding a qualified provider of ABA therapy services?

A parent looking for a qualified provider of ABA therapy services should ask other parents who have children with autism as well as their pediatricians, neurologists or other therapy providers such as speech or occupational therapists. If parents do not have access to other parents or professionals who are familiar with local BCBA’s, their best bet would be to search online using the Behavior Analyst Certification Board Registry at www.bacb.com.

6. Can parents be trained to provide this therapy if there is no one in their area to hire?  If so, what would that involve?

Parents can be trained to provide this therapy and even if the child is presently receiving services, it may be a good idea to help supplement the child’s time at home. However, if a provider is not located within a family’s particular area, the parent should contact a qualified BCBA to discuss home therapy. The BCBA will need to travel to the home to conduct a thorough assessment and analysis of the child, create program goals suited to the child’s needs and then provide the parent training – similar to the process of a BCBA training private therapists. (See response in question 2 above)

Using Service Dogs With Autistic Children

Tuesday, April 13, 2010


I conducted an email interview with Deanna Hall of Wilderwood Service Dogs. I found this interview to be very informative and hope that you do, too. Here are the questions and answers from the interview.


1. What goes into training a service dog to work with an autistic individual?
It generally takes a year to train a service dog. In order to train a dog for a child on the Autism Spectrum, we spend hours reviewing video tape provided by the families, going over medical charts, talking with the child’s therapist and doctors to determine what issues we need the dog to assist with. Some of our children need quiet dogs to help calm them. Some need more energetic dogs to bring them out of their shells. Each dog is trained for the specific needs of each child. No two children on the Autism Spectrum are the same and none of our dogs are trained exactly the same.


2. What are the dogs trained to do for them?
Our dogs interrupt stimming behaviors such as hand flapping. We will teach the dog that every time the child flaps his hands, to nuzzle underneath the child’s hands to redirect the focus from flapping to petting the dog instead. We have had children that have completely eliminated such stimming behaviors as a result of this constant interruption by the dog. We teach our dogs a snuggle command to assist with meltdowns. The dog will literally put his head between the face and shoulder of the child and snuggle in when the child is melting down. This results in an immediate response of the child and they will begin to pet the dog and refocus their attention from the meltdown to the dog. We had one mother write us and tell us her daughter has gone from 20 meltdowns a day to 2 in the last YEAR!!! We have a take-down command that we use that tells the dog to do whatever it takes to get stop that child and protect that child by standing over the child and not letting the child up. This is used in situations where a child may be darting into traffic or running into something dangerous. No matter how hard the child kicks, pulls hair, or attempts to get away, the dog will not let the child up because if he does, the child could be killed. It is a very serious command, but very important for children that are flight risks. For children that wake up and wander the house during the night, we can teach the dog to notify the parents the child is awake and up. If a child is having a meltdown and is laying on the floor and not getting up, we have a “Bring it here” command to tell the dog to bring the child to the parent regardless of what the child is doing, kicking or screaming or whatever…the child comes.



The most fascinating part of what our dogs do for our children doesn’t come from the specific commands we teach them. These families and their children are often seen as “bad parents” or as having children that “need a spanking”. When these children are out in public with their dog, it is now obvious that there is a disability and empathy is extended by those around them. People will now come, lean down and talk face to face with a child that under any other circumstances would have been ignored, at best. Now this child gets the opportunity to learn and practice socialization skills that never would have developed without the introduction of this furry, four-legged friend. This child goes from, oftentimes, being ostracized at school to being the most sought out kid in the school because NOW this child has a dog. We have teachers reporting that the dog has not only benefitted the child, but has strongly impacted the entire classroom. This child who once had no control over anything, including his own body movements, is now deciding who can pet his dog and when. He is now able to command his dog and his dog will sit, lay down, give kisses and many other things from a simple command. This new best friend doesn’t care that his buddy has slurred speech, or can’t talk plainly. He loves his buddy for who he is where he is, unconditionally. How do you measure the impact of what it means to a classroom that a child that could only sit still for 5 minutes, now can sit for hours? How do you measure the impact on a community that now embraces a family rather than shunning them because of their “misbehaving child”? Wilderwood’s slogan is that we are “changing lives one dog at a time”. We aren’t changing one life at a time, we are changing lots of lives, all benefiting from one floppy eared, four-legged, sloppy kisses, friend.

3. How do you match up the right dog with the right individual?
Tiffany Denyer is our founder. She is a trained psychiatric nurse that uses her nursing skills combined with her incredible knowledge of dogs and chooses which dogs go to which family. She has the most uncanny ability to match dogs with the right child! We, as staff, at Wilderwood are always in awe how she makes the perfect match. She knows and understands the needs of the child based on all of her research and background work watching videos, reading over charts and talking with other providers. She knows and understands the ability of the dogs from all of her training and she brings the two together in a way that creates the perfect match for the child and the dog. The dog needs a specific kind of child to work for and the child needs a specific kind of dog and the two become a team.



One of my favorite stories is about a family that graduated. I met the mom and their service dog at an event and mom had brought the dog so I could see him, but didn’t bring the dog’s buddy. The dog was acting all out of sorts and I was very concerned. I leaned over and asked mom at one point “Does he act like this all the time”, worried that we may have a big problem on our hand if this dog was this out of sorts. She looked at me and said, “you won’t believe this, but this is the ONLY time he acts like this! When he is not with his little girl, he cannot get settled! He will only calm down when we get back home and he is back with his buddy!” That is a great example of the bond created between the dog and his child! These dogs LOVE to be working and they love to be with their child and when they aren’t with them, they are not happy!

Brothers

Friday, April 9, 2010



It was going to be a long afternoon. Sean wanted to play basketball outside which is fine -- the weather, albeit cold, was unusually sunny. He ran to put his high tops on and grab a ball and he headed out to our neighbor’s basketball hoop. The first try, arms between his legs, the old granny-style toss, proved to be unsuccessful, the ball floating through air, touching no net, not even rim or backboard and sailing straight down in front of him. He started muttering. Second attempt was worse. It actually went over the backboard and landed in the neighbor’s June berry bush. His hands began slapping against his legs and his voice got angrier,


“Don’t watch me, Mommy. Go inside!”

“Sean, you are not going to make every basket. You have to be a big boy. No yelling.”

“ No!” he yelled, his voice edged in hysteria, “No! You go inside!”

Sean’s big brother appeared at the door, “Why is he mad?” he asked.

I walked toward him and explained that he was frustrated that he wasn’t making any baskets.

“I’ll help him,” he said and went down to the street. Sean was still angry as his brother tried to steady him, telling him to calm down and aim for the net.

I watched from the porch as each shot missed the intended net and Sean became more out of control.

“That’s enough,” I said walking to Sean and grabbing his arms and shoulders. He twisted and screamed, his body stiff as I tried to carry him into the house.

“It’s okay, Mom,” his brother said. “He’ll be fine when he makes the basket. I know. He does this.”

I dragged Sean into the house, his voice screeching, saying over and over,


“I want a new Mommy!”

All I could think was, “Good luck with that. You're stuck with the one you've got.”


Charlie came back in the house, bent down to Sean and said, “Come on, Sean. You can do this.”

I reminded Sean that he needed to be a big boy and no screaming.


“But I am frustrated,” he said, his face tear stained, even his ears were flushed red.

“I know, Sean, but you need to find a better way to deal with that. Screaming and carrying on like that isn’t going to make it any easier.”

“You stay inside, Mommy. And don‘t watch me.” his voice starting to calm, his order declared.

His brother went out with him and after the third try Sean made it. I watched secretly through the blinds and although my view of the basket was obstructed by the giant red cedar, I could see Sean’s body relax, his fists unfurl and heard no yelling -- every indication that he reached his goal.

The two brothers came back into the house, with the older brother saying,


“Good job, Sean. That was awesome. I can hardly make that shot either.” The last sentence he spoke was untrue -- he could make that shot blindfolded.

Sean was still breathless and anxious. He had built up so much anxiety over making the basket that it took him the rest of the afternoon to calm down and to lose some of his edginess.

By evening he was better, although he was tired and cranky.


“Listen to my music with me, Mommy,” he asked, toothpaste on his chin and his pajamas inside-out. I sat down on his bed while the music floated out of the CD player -- the flute and violin softening the night.

His older brother came in a few minutes later and said, “I will stay with him, Mom.”

“No, that's okay. Thank you, though." I whispered.

Then Sean piped up, “You stay with me, C?”

“Sure, Sean,” He said.

I tucked them in and said good nights and went to my room which is directly across from Sean’s room. I listened to them talk. They do not talk like brothers who are only 19 months apart. Sean talks about things that matter to him and only him,

“Who do you want to be in Monsters vs. Aliens? “

His brother plays along, “Can I be the Missing Link?”

Sean thinks it over and says, “Okay. You are the Missing Link. Is Shrek Pixar or Dreamworks?”


And then, like he always does when he goes through his litany of questions answers his own question, “Dreamworks. Yes, it is. Dreamworks.”

I am about to leave my room when I hear his older brother say kindly,


"You are a really good basketball player, Sean. Maybe someday we can play basketball together. What do you think?”

Sean doesn’t answer. There is just silence for a moment and then Sean says,


“Yellow is my favorite color.”



More silence. “I like blue. Good night, Sean,” his brother says softly.



I really wanted to hear, and for the briefest moment thought I might, Sean answer,


“Yes, I do want to play basketball. That would be fun.”


But my boys don’t have conversations like that. My older child is incredibly patient, but I couldn’t help think that sometimes he must long for the brother who can shoot hoops and talk football and tell jokes with and share stories.

My mother would say, “You never miss what you never had.”


Maybe that’s true. This is the only brother he knows -- a little brother that he has always protected and loved. They are not rivals. They hardly fight. They don’t have a lot in common. But at the end of the day, they are brothers -- and I don’t think either would be the boy he is without the other. They make each other better.


- Written by Katie Donohue Bevins, Tears of a Clown

Suggestions For Brain Training At Home

Thursday, April 1, 2010




To make cognitive gains, a person has to work at a task intensely. This might mean doing a more complex task than usual, or doing a familiar task more quickly. One important key is concerted effort – good old hard work. We find that working on multiple skills in one session (logic/reasoning, processing speed and auditory skills, for example) is more effective than working only one area.
Here are some ideas that could benefit your child:

o Write down a list of tasks your child can do. Alter these tasks to make them slightly more challenging. If your daughter can count to 100 by ones, for example, can she count that high by 2’s and 3’s? Could she count by 2’s and 3’s to 100 even if her starting point is a random number (say, 34 or 58)?

o Is your child able to sustain his performance at a task if he has another task to do at the same time? An example would be coloring while you ask for the answer to a simple math problem. Try combining easy activities to give your child a new challenge.

o Target both visual and auditory attention. To boost auditory attention, listen together for particular sounds or words in stories, CDs, or online recordings. To enhance visual attention, scan for hidden objects in photos or puzzles, look for targeted letters and words in narratives. Another pattern activity is to figure out what is missing in categories where there is a pattern (all red, all things you find under the sea, all letters are capitalized)

o Talk with your child about things that “go together” during your daily routine. For instance, rapidly name the items you will need for the table at dinner time (plates, napkins, forks, knives, spoons, glasses, salt, and pepper). If you are in a carpool line, naming types of transportation or automakers is a quick organizational task. This exercise helps your child see patterns and cluster similar objects.

Learning means exposure to new things. That exposure results in new synapses, greater retention of brain cells, additional neuronal networks and greater brain density. We obtain the most synapses when we work on a novel task at a challenging level, but below the level of frustration.

The new pathways will bring greater ability to demonstrate new skills. Experiment and see what your child can learn.

- written by Dr. Vicki Parker
Dr. Vicki Parker is a speech-language pathologist with a background in neuroscience. She is the owner of Learning Rx, a brain training facility in Charlotte, N.C. Parker is the author of Problem Solving, Planning and Organizational Tasks: Strategies for Retraining.

The Best Activities for Children with Autism

Tuesday, March 30, 2010

In the spirit of Autism Awareness month, this is the opportunity to find out more about this condition and meet the needs of your autistic child. Autism affects almost one in six children in the United States, and it can be easily coped with through specific activities that are best suited for the autistic child.
Here are the top choices:
1. Songs: Songs and poetry are the perfect choice for autistic children, who may like the sound of a repetitive song. Rhyming will keep the attention of your autistic child, especially with the use of interactive songs that require skipping or clapping. This is the chance to reach your autistic child creatively and even have him or her makeup songs of their own.
2. Baking: Autistic children are stimulated by their senses, so it is a wonderful idea to have your child help you with a simple baking activity, where they can gently mix cookie dough, play with flour, or add chocolate chips to a recipe. On top of that, they get to enjoy a delicious treat that they have helped to make themselves!
3. Board Games: Simple board games for children help an autistic child learn to count and take turns. This will also help with social interaction and learning, with the use of a game like Scrabble or Clue.
4. Sports: Many autistic children can enjoy playing sports with other children, though it is best to choose a sport that requires less equipment. Simpler sports are the opportunity for your autistic child to become active, though full contact and interactive sports like tackle football may not be the best option.
5. I Spy: This is the occasion to take your child out into the world to learn more about his or her surroundings. You can start out with hikes or nature walks that will become interesting with the use of the game I Spy. This can help your autistic child to start to identify birds, leaves, flowers, and other staples of the great outdoors.
With these top activities, you have the opportunity to play with your child as they learn and grow in autism. Many of these activities can help with social skills, sensory stimulation, and comfortability in a learning environment!

- Written by Bethany North, The Coffe Bump
For a great selection of Bunn coffee makers, check out Chuggin McCoffee's website, The Coffee Bump.

Taking Your Autistic Child to the Hospital

Thursday, February 11, 2010

My son had his biopsy done on Tuesday. I had my husband take him, because I don’t like us both being out of town when she is in school. At least, that’s the reason I give my husband. We both know that the real reason is that I can’t stand to watch our son being poked and prodded.

The biopsy would have been done in the doctor’s office, if my son would have allowed them to use needles on him. Of course, there is no way that was going to happen. He had to go under anesthesia and have a surgeon biopsy the skin abnormalities on his legs. Everything went well. My husband even asked them to cut his nails while he was out of it. They did.

I know, in a couple of weeks, his nails will be back to needing grooming. At least, for a short time, they look good. My son will not let me near him with nail clippers. I used to cut his nails when he was asleep, but now I can’t. He will wake up the instant I touch his hand.

Did I mention that Tuesday was my birthday? When they got home, my husband honked the horn and I gathered my things to go out to the car. In the car, I was watching my son while my husband filled me in on what happened at the hospital.

My poor boy was so groggy. He could barely hold up his head. When we got out of the car in the parking lot of the restaurant, things started to get really funny. My little boy could barely walk. I had to put my arms around him to keep him from falling. It was like he was a little, drunk boy. He did get better. After a little bit to ear and drink, he started waking up. By the time we got home, he was almost back to his normal self.

I am still waiting for a call from the doctor about my biopsy results. I am also still waiting for them to call me about the date for my surgery. I’ll keep you posted.

Roller Skating Fun and Being Normal

Monday, February 8, 2010

Yesterday, I had the pleasure of taking my kids to a birthday party at the roller skate rink. It was great. My husband and I took turns with the kids. Neither one of them knows how to skate. I would walk beside one and my husband would walk beside the other.

My daughter picked up fast on what to do. It’s been a year since she was last on skates, but she is young and learns fast. My son hasn’t been on skates for over a year, too. He had forgotten what he had learned. I had to teach him what to do, again.

It was interesting to watch my husband and son together. My husband let our son clutch onto his arm and be pulled by him. My husband took our son out on the floor first, and I took our daughter. I told him that he was doing it wrong. I told him that he needed to let our son move his legs. This led to us switching kids.

It didn’t take long before I another parent told me that I could have them tighten the wheels on his skates. Normally, they wouldn’t do this, but she said that they made an exception for her son (who is also autistic). I took my son off the floor and went and asked for the wheels on his skates to be tighten.

After that, things got a lot easier and fun. My son was able to control his legs and feet better. I was able to get him to skate with only a little assistance from me. Most of all, I was able to be with my son and enjoy him having fun.

During my turn with my son on the skate floor, I noticed something that was amazing. The mothers and grandmothers that were on the sideline would encourage my son and say how great he was doing. No one looked at my son like he was different. No questioned me about him. These were complete strangers and they looked at me and my son like we were a normal mom and dad.

They didn’t know that my son was autistic. They didn’t know that teaching him how to skate was extremely difficult. All they saw was a mom teaching her child how to skate for the first time. Of course, it wasn’t our first time, but I didn’t volunteer that information. I took the praise and smiled. I continued to go around the floor with my son. No one thought my son was rude because he didn’t answer back. I’m sure they probably figured he was too busy concentrating on not falling. I knew it was because he is nonverbal. To everyone else, except those there for the party, he was normal.

I have to say, though, that the best part of the day was watching my son sit down for the cake and hotdog. He was so happy. The smile on his face was wonderful. I know that the best part of the day for him was each time dad and mom would pull him on the floor. Yes, I did treat my son for his hard work by periodically pulling him across the floor. Every time I looked at my son and husband on the floor, hubby dearest was pulling our son. We all had fun and I am so happy that I have this memory.

A Mom's Lesson Learned Raising an Autistic Child

Thursday, February 4, 2010

My Lesson

By Meredith Myers

It was 6:09 pm on a chilly November evening when the most beautiful thing that I had ever seen came into this world, struggling with all her might to join our close knit family. My little beautiful angel girl had a rough day ahead on oxygen and then a few more under the UV lights to rid her of the jaundice that had set in. She could not breastfeed, something she just couldn’t get a hold of, but none of that mattered, all I wanted was to bring her home.

As a parent you have expectations or shall I say dreams of what is to come for your child. All of the milestones to make, the potty training, ABC’s and the like, but you’re never prepared when you find out your sweet little one may have a “problem”. At first knowledge that our child had autism we were of course, like many other parents, unsure of what to do. There was so much starting at the time on treatments, traditional and unconventional, where do we begin? The one thing that we did know for sure is that she was going to receive the most love that any baby ever has.

There were many rough days ahead, hard times trying to understand her cries, challenges with her digestion and other health problems, and most of all her inability to speak. But through it all, God has given us the compassion to help make strides with her that we never thought were possible. The patience to try and try again, the strength to keep giving her hugs and kisses even when she would push us away. The diligence to try everything that may help and read everything we can get our hands on. She has made astronomical leaps forward in every way possible thanks to that love that is deep inside us all. She has taught us so much, so many lessons of understanding that we would have never learned otherwise and we are eternally grateful to her for coming into our lives. Sarah has been a blessing that we could have never expected and what an amazing person she is! The important lesson here is to not forget to take that deep breath every now and then, love these babies and all their beauty with all you’ve got, throw out your old expectations and when life’s speed bumps come your way, dig in deep and hit them head on because what’s on the other side is amazing.

Surf Camps for Autistic Children

Tuesday, January 19, 2010



There are several surf camps for autistic children that your child can participate in. A few are Surfing Angels, Surfers Healing and iMatter Surf Camp. Attending a surf camp gives an autistic child the opportunity to participate in an activity that improves their self esteem and allows them to have fun. I had the opportunity to do an email interview with Jessica Guberman, Ph.D with Community Options Enterprises. They are the organizers of iMatter Surf Camp. Here are the questions and answers:




1. Can you explain to my readers what iMatter Surf Camp is?

The iMatter Surf Camp for Children with Autism is a one day surf camp
where children get to surf tandem, one on one, with a local surfer to
experience to develop not only a love of the water but of surfing. The
camp takes place every year in Westhampton, NY. The camp is made possibly
by Community Options, Inc. which is a national nonprofit organization that
has been developing homes and employment supports for people with
disabilities for over twenty years. The camp started in 2007 and has
generated hundreds of participants, volunteers and families.

>2. Who can attend and where can they find out how to sign up their child?

Anyone is eligible to attend and more information about registration can
be found on our Facebook page.


Registration opens the first week in February and families fill out an
application and waiver and submit that back to me so I can process the
information.

>3. What are some of the benefits for an autistic child to attend a
>surfing camp?

The iMatter Surf Camp is a completely inclusive event and it allows
children with autism to surf with their non-disabled peers, the camp
teaches children how to surf, the camp allows children to feel a stress
free environment where they can feel free to be themselves and have an
awesome time. When people ask me about the camp, the only way I can
describe it is magical. It is always the best day of my entire year.

>4. What kind of training and experience do the volunteers at this camp
>have?

The volunteers that work with the children are all local surfers from Long
Island. They have had years of experience surfing on the beaches of Long
Island and thoroughly enjoy working with the children. Land volunteers
have all different types of experiences, volunteers can help me
registration, preparation of food (we serve a free nut free lunch) clean
up, mingling with families, photographers, etc.


Our organization website is www.comop.org.


Jessica Guberman, Ph.D.

Hello Kitty Party Nintendo DS Game Review

Monday, January 18, 2010


I was sent the Hello Kitty Party Nintendo DS game to review and keep. I let my daughter play it for a couple of weeks, before I checked it out. She enjoyed it. The game is rated E for everyone. This is a great game for ages 5 - 7.

Game Description (from the Majesco Entertainment website)

More than 25 different easy-to-pick-up-and-play mini-games starring Hello Kitty and her Sanrio friends: Keroppi, Badtz-Maru, My Melody and more
Have a Party - Send out personalized invitations to any of Hello Kitty's friends.
Dress Making - Sew, iron, cut patterns, and play the button, maze or material hoopla games!
Go to the Shop - Pick items from your list and shop for your party.
Cooking - Satisfy your culinary appetite by cooking, slicing, frying, washing and even cleaning up, because every good party leaves a mess!
Party Time - Party down by dancing and playing spot the difference, the slide puzzle or the memory game.
Dress Up - Dress up Hello Kitty in a variety of outfits and accessories (including jewelry, hats and handbags) and then take photos that can be saved to your album.


I sat down and started to play this game with my daughter seated next to me, watching. Do you know the KISS policy? Keep It Simple Stupid. Well, I had a reminder of this while playing Hello Kitty. I would start playing an activity in the game and be stumped. The sewing activity, for example, I had no idea what I was supposed to do. My problem, I quickly found out, was that I was trying to make it complicated. My daughter took the game from me and showed me what I was supposed to do. “See, Mommy? This is how you do it. It’s easy.”

Yes, I was schooled by my daughter, and she was loving every minute of it. We sat together, playing the game. It was fun and entertaining for us both. This game teaches shape recognition, memorization, problem solving, and following directions. I recommend it as a fun activity and a learning tool for young children.

Nintendo DS Game Review for Shorts

Monday, January 11, 2010




I was sent the Nintendo DS game Shorts to review and keep. This game is based on the movie, Shorts and I have to admit that I have not seen the movie. This is a good thing, though. The last time I bought a game that was based on a movie, I was disappointed. It was the Wii game for Iron Man and it did not live up to the movie. I had an expectation of what I thought the game should be about, and it wasn’t.

Shorts is a delightful game that the whole family can take turns playing. The graphics are child friendly, which is a plus in my book. As an added benefit, since I didn’t see the movie, the enemy creatures in each level were a surprise. There are the boogers in level one, gators and snakes in level two, and each level after that has different creatures. The game is about navigating through a big building, defeating the creatures in each level and finding objects you need to move forward in the game.

I have not finished the game. As you go up a level, the difficulty increases. I have also noticed that there is a reason that you see more kids playing the Nintendo DS than adults. It’s because the buttons you push on the Nintendo DS are small and easier for kids to use. My adult fingers keep hitting on two keys at the same time. This can really mess up your progress in the game.

After spending time playing this game, I now understand better the attraction these games have for children. If you pick out the right games for your child to play, they can be educational and therapeutic. Playing the game Shorts can help improve eye-hand coordination, memorization, and problem solving.

Each level requires you to make jumps that have to be timed just right. You also have to remember where you have been and how to get back there. There are some doors that you need to have a key to get into. You go to one area to get the key, and then you have to back track to get to the door. If you go in the wrong direction, you may find yourself in the wrong place. There are also switches you have to activate to open up sliding doors that are blocking your way. This game is rated E (for everyone), ages 10 and up and can be purchased on Amazon for $19.99.

What Happens When Autistic Children Become Adults

Tuesday, December 29, 2009


I conducted an email interview with Dan E. Burns, Ph.D., author of Saving Ben about the new autism rates. His son is currently 22 and is dealing with issues now that will only get worse when the rising number of children now being diagnosed with autism become adults. After you read this, I urge you to leave a comment about your concerns. We need to make our voices heard.

You can also join me, Stacie with Super Mommy to the Rescue and Jon Gilbert with Same Child, Different Day in our email campaign to the government. You can read more about our efforts here, Government Officials Need to Respond to Rising Autism Rates. A copy of the email we are using can be found on my post, Reaching Out to the Government to Help Our Children.

Here are the questions and answers for my interview with Dan E. Burns is author of Saving Ben:

Question: What was your reaction to the new CDC autism rates?

Answer: I was surprised that the CDC rate 1 in 110 was not higher. The commonly quoted prevalence rate from October 2009 issue of Pediatrics was 1 in 91, and anecdotal evidence suggests that both rates understate the problem. Dallas Independent School District (DISD) had three or four autism classrooms fifteen years ago, when Ben entered the system. DISD is planning to open ten new special education classrooms this year, mainly to serve ASD students. Big picture, we are looking at a 10-fold increase in ASD students in the last decade. Clearly, there is a growing wave of ASD students rolling toward graduation.

Question: These rates are based on children diagnosed with autism. How do you see this affecting children when they are adults?

Answer: When Ben was diagnosed, his pediatric neurologist said, "Save your money for his institutionalization when he turns 21." Ben is 22 and has aged out of the school system and related support services. He is at the lip of a tsunami of aged-out students who are about to hit the impact zone and will need jobs, homes, and supportive communities.

Question: Do you think the government will be prepared to assist such an increase in autistic adults in the future?

Answer: Governments are unprepared for the impact. As an example, last October, Ben interviewed with the Texas Department of Assistive and Rehabilitative Services in search of a job. He was informed by letter that "It has been determined that an employment outcome cannot be achieved because of the severity of your disability. Therefore, you are not eligible for vocational rehabilitative services." Without a job, Ben's opportunities to live in a group home are severely limited. And the supportive community that surrounded him at school has simply disappeared. Ben is left in the shore dump.

Question: 3. Do you think that the government is currently meeting the needs of autistic adults? If not, what will this mean for the rising number of autistic children when they are adults?

Answer: No, government is not currently meeting the needs of autistic adults. According to a CARD in Florida, "The Current State of Services for Adults with Autism," 74% of autistic adults want to work, but only 19% are currently working.

As usual, policies pressure for a solution must come through parents. Advancing Futures of Adults with Autism (AFAA) is holding national town hall meetings and is preparing a national agenda for presentation to Congress and President Obama. Meanwhile, there are some things that parents can do for children who have not yet aged out. Here are five things I wish I'd done before Ben graduated:

Institute a rigorous program of household chores and savings.

Consider a summer job instead of summer school.

Participate in weekend work retreats with your ASD child.

Work with the school system to create internships in sheltered workshops.

Resist school system dependency. Teach your child to advocate for himself.

Whether our children are school age or adults, we are in this together.

Dan E. Burns is author of Saving Ben: A Father's Story of Autism. See a 2-minute video review of the book, HERE.

Reaching Out to the Government to Help Our Children

Wednesday, December 23, 2009

I do a lot of writing about what the government isn't doing to help our children. Now that the CDC has officially recognized autism as a major health concern, 1 in 110 children are diagnosed with autism, I thought it was time to reach out to our government and ask them directly for help.

I have sent out my first round of emails to different government officials. Each one said the same thing and asked the same questions. Because it is so close to Christmas, I don't expect a response from anyone immediately. Hopefully, after the holidays, someone will reply. I will continue sending out my emails each day until I have contacted everyone in a position to help.



Here is a copy of the email I sent and the list of who I have sent it out to today:


Thank you for taking time to read my email request for information. I am the owner and administrator of AutismLearningFelt, and online publication for parents raising a child with autism. My readers and I would like to know what you are doing to help us.

I have a few questions that I would like to ask you and hope you will respond. Your answers will be published on my website within a day or two of your response. Thank you again for your time.

1. When the CDC announced the new autism rates, 1 in 110 children are diagnosed with autism, what were your first thoughts?

2. Services for children with autism are limited and difficult to receive. Most are limited to speech, occupational and speech therapy, yet hardly ever enough of these services to make a big impact for our children. Services like ABA and Floortime therapy are usually not available for our children unless we, the parents, pay for them ourselves. Children that receive at least 20 to 25 hours a week of specialized therapy make more progress than those that do not. What do you intend to do to make government paid specialized therapy services available for our children?

3. Early Intervention is extremely important. Do you have any plans for improving the identification and diagnosis of autism and an earlier age?

4. Autism families need a voice within the government. There are several great organizations that lobby and advocate for us, but we need government officials to take up our cause. Do you have any plans to stand up as a voice for the autism community and bring about more government involvement in addressing the concerns of families raising a child with autism and bringing about practical help for us?

5. Finally, have you considered the time when our children are adults and will require even more help? As parents, we like to think that we will always be here for our children. As our children get older, we realize that soon they will be adults and may become dependent on the government for their care. Do you have any plans to address this issue?

Governor Bob Riley, Alabama
Governor Charlie Crist, FL
Gov. Bev Perdue, NC
Gov. David A. Patterson, NY
Gov. Chris Gregoire, WA
Gov. Martin O’Malley

Alexander, Lamar - (R - TN)
Barrasso, John - (R - WY)
Hagan, Kay R. - (D - NC)
Burr, Richard - (R - NC)
Boxer, Barbara - (D - CA)
 
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