August 31, 2012
How to Open A Combination Lock/Locker
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| Free image courtesy of FreeDigitalPhotos.net |
It is the beginning of the school year and each new academic year presents new challenges. Opening a combination lock or a locker can be a very challenging experience. To help your son, daughter or student with this task, here are some resources on how to use a combination lock:
• http://www.youtube.com/watch?v=Kmx4WCAj77A
• http://www.ehow.com/how_2052624_work-combination-lock.html
• http://www.ehow.com/how_2150391_open-combination-lock.html
• http://www.wikihow.com/Remember-Your-New-Locker-Combination
• Locker cards - A sheet of printable cards to assist with practice of three steps to open a combination lock/locker.
• Locker narrative - A one page narrative explaining lockers and how they work.
Thank you to Kristi Jordan, Greater Clark County Schools, for providing the locker cards and locker narrative.• http://www.ehow.com/how_2052624_work-combination-lock.html
• http://www.ehow.com/how_2150391_open-combination-lock.html
• http://www.wikihow.com/Remember-Your-New-Locker-Combination
• Locker cards - A sheet of printable cards to assist with practice of three steps to open a combination lock/locker.
• Locker narrative - A one page narrative explaining lockers and how they work.
Source
August 30, 2012
10 Tips on How to Communicate with Autistic People
In response to brydensmommy at myautismteam.com
What follows is an article that I hope helps others understand Autism better.
Guest Post by Steve Summers*
What follows is an article that I hope helps others understand Autism better.
Guest Post by Steve Summers*
1. Please always keep in mind that communication difficulties are common with Autism. We have difficulties in reading social cues and body language. Be patient and understanding.
2. We tend to take things literally and have often trouble reading between the lines. As a result, we may ask a lot of questions to clarify what is meant by something that you say. I have been told that I ask a lot of questions. Don’t be offended by this. It is our way of being sure that we understand what you are telling us. We may repeat back to you in our own words to try and get on the same page as you.
3. If we misunderstand something that you say, please be patient and expand on what you said and explain what you meant. Don’t assume a negative or hostile intent from us if we misunderstand something that you said. Keep in mind that communication can be difficult for us. Things that come naturally to you take extra effort by us.
4. Please don’t get offended by our communication style. We tend to be frank, honest and matter of fact. Some people may interpret this as blunt or rude. We don’t intend to offend you by not sugar coating the things that we say. We don’t intend to be rude. Please don’t get defensive or assume that we are attacking you. Remember that communicating is hard for us. Don’t make negative assumptions. Too often we get corrected or attacked by someone who fails to give us some slack and the benefit of the doubt.
5. Please don’t expect eye contact. We may be able to force eye contact, but it is not comfortable for us. Making eye contact takes a conscious effort. This effort may take away from listening and understanding what you are saying. I tend to look at a person’s mouth more often than their eyes. Other autistic people will rarely look at your face. This is ok.
6. Please keep in mind that we most likely have been rejected, excluded, ridiculed or bullied in the past. If we seem anxious or insecure this may be due to living in a world that misunderstands us and is often hostile to us. We have to work hard to reach out to others. Please work at reaching back to us with understanding and kindness. If we feel that you are ignoring us we will feel bad about that. We may persist in asking for feedback from you. Please be reassuring and clearly express your support for us.
7. Please don’t speak down to us. Treat us as equals. We may sound flat or have an unusual tone to our voice. We may not speak with our voice at all. We may need to type our words. Please be patient with us. It may take us a while to formulate our answers.
8. Please don’t talk too loudly or yell at us. It is very jarring to us. It makes me jump when someone comes up to me and talks too loudly. It is like having someone jump out in the dark yelling “BOO!” at me. It causes an adrenalin dump in my body. I don’t like this.
9. Please do NOT touch us without warning. It will make us jump. We don’t like unexpected touches.
10. Please don’t assume that we lack empathy or emotion. We pick up on negative or judgmental attitudes. We know when people look down on us or are hostile to us. We will shut down if you show us a lack of respect.
Please keep in mind that we are all different. These issues will vary from person to person. The above tips are written from my perspective as an autistic person. This is just a guide. Feel free to ask me any questions so that I may expand and clarify any areas that aren’t clear to you. Thank you for reading this guide. ~ Steve Summers
*Steve Summers
I was diagnosed with Asperger Syndrome (part of the Autism Spectrum) as an adult. I was diagnosed following my 11-year-old son’s diagnosis with Aspergers. I am happy to have my diagnosis. It was like a light being turned on that illuminated my entire life in a new way. Now I understand why I never really ‘fit in.’ It is like having a huge weight lifted off of my shoulders to have my diagnosis.
I don’t feel that people should make divisions between parts of the Autism Spectrum. I am autistic and I want to work to make the world a better, more understanding and accepting place for all autistic people. We need to work together for the benefit of all on the Autism Spectrum.
I wrote this list due to continuing difficulties that I have had with the give and take of communicating with others. Many people seem too easily offended because they fail to understand these things about me. We all need understanding and acceptance.
Source: Click here
Teaching students who are low-functioning: who are they and what should we teach?
Dr. Cathy Pratt & Rozella Stewart
During recent years, interest in individuals with autism who are high- functioning has grown as increasing numbers of students who fit that description have been identified. During the same period, those who advocate on behalf of students with severe cognitive disabilities have continued their search for information on teaching, working, and living with individuals perceived as belonging to this more challenging group. Before discussing programming issues, it seems important to first attempt to clarify who these individuals are who are referred to as low-functioning.
The most common tool for identifying this population of students are standardized test scores. It is commonly believed that 70% of students with autism also have cognitive disabilities. However, we need to be careful when using formal instruments to determine levels of cognitive functioning. During the past several years, professionals and family members have become keenly aware that traditional methods for measuring true intelligence, such as standardized tests, are often flawed in ways that can reap highly unreliable results. Although information gained through the process of testing can provide us with valuable information about how a person learns and about areas of difficulty, standardized tests are virtually never a true predictor of future success. Many adults who were considered severely disabled as students, are now able to secure jobs, live in a variety of home environments, and are able to become members of their community when appropriate supports are in place and when taught necessary skills. Labeling a person as low functioning may in effect serve to limit the person's potential by limiting our vision for that person.
Clearly, students with autism who have severe cognitive limitations can be challenging to educators. However, as professionals and family members review the literature on autism, beware of the dichotomy between low- and high- functioning. These two groups often are referred to as if they are two discrete and separate categories of individuals. Realize that there are individuals with autism who may be gifted in certain areas but who are extremely challenged in others. Conversely, students with the label of severe disabilities can possess exceptional talents. In other words, students labeled as high-functioning may be severely disabled by their autism. And those who are labeled as low- functioning may be less affected by the characteristics associated with autism.
Generally, those who are labeled as having a severe cognitive impairment are individuals who have greater difficulty with social skills, and academic performance. They often have few readily recognized and/or socially appropriate means for communicating with others. It should not be surprising then, that these individuals may more readily exhibit challenging behaviors, such as self-injury and aggression. This may be because they simply have not learned a better way to act or to cope with the demands of daily stressors, or may have no better means for communicating with others. These individuals may also engage in more sensory-related activities such as hand flapping, spinning, or rocking.
When designing educational programs for students with autism labeled as severely disabled, professionals and family members are cautioned to remember that programs for specific students are to be individually determined through the individualized education program (IEP) process. There is no IEP for people who are low-functioning versus people who are high-functioning. There are only IEPs for each student. Individualized programs must describe strategies for providing the student with acceptable and understandable ways of communication, teaching situation-appropriate social behaviors, and providing experiences that satisfy sensory needs by promoting desensitization or reducing sensory overload in specific settings and situations.
During recent years, interest in individuals with autism who are high- functioning has grown as increasing numbers of students who fit that description have been identified. During the same period, those who advocate on behalf of students with severe cognitive disabilities have continued their search for information on teaching, working, and living with individuals perceived as belonging to this more challenging group. Before discussing programming issues, it seems important to first attempt to clarify who these individuals are who are referred to as low-functioning.
The most common tool for identifying this population of students are standardized test scores. It is commonly believed that 70% of students with autism also have cognitive disabilities. However, we need to be careful when using formal instruments to determine levels of cognitive functioning. During the past several years, professionals and family members have become keenly aware that traditional methods for measuring true intelligence, such as standardized tests, are often flawed in ways that can reap highly unreliable results. Although information gained through the process of testing can provide us with valuable information about how a person learns and about areas of difficulty, standardized tests are virtually never a true predictor of future success. Many adults who were considered severely disabled as students, are now able to secure jobs, live in a variety of home environments, and are able to become members of their community when appropriate supports are in place and when taught necessary skills. Labeling a person as low functioning may in effect serve to limit the person's potential by limiting our vision for that person.
 |
| Free image courtesy of FreeDigitalPhotos.net |
Generally, those who are labeled as having a severe cognitive impairment are individuals who have greater difficulty with social skills, and academic performance. They often have few readily recognized and/or socially appropriate means for communicating with others. It should not be surprising then, that these individuals may more readily exhibit challenging behaviors, such as self-injury and aggression. This may be because they simply have not learned a better way to act or to cope with the demands of daily stressors, or may have no better means for communicating with others. These individuals may also engage in more sensory-related activities such as hand flapping, spinning, or rocking.
When designing educational programs for students with autism labeled as severely disabled, professionals and family members are cautioned to remember that programs for specific students are to be individually determined through the individualized education program (IEP) process. There is no IEP for people who are low-functioning versus people who are high-functioning. There are only IEPs for each student. Individualized programs must describe strategies for providing the student with acceptable and understandable ways of communication, teaching situation-appropriate social behaviors, and providing experiences that satisfy sensory needs by promoting desensitization or reducing sensory overload in specific settings and situations.
Sensory experiences project: survey of children's sensory experiences
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| Free image courtesy of FreeDigitalPhotos.net |
This research survey/study is being undertaken by the University of North Carolina at Chapel Hill, School of Medicine
You may qualify for the online survey research study about your child’s sensory experiences and the impact of these sensory experiences on your child and family. We are particularly interested in how sensory experiences change over time, thus, you will be asked to complete the comprehensive survey (about 60 minutes) as part of the first phase of the research study and a shortened version (about 40 minutes) of the survey one year from now as part of the second phase of the research study.
As a token of appreciation, you will receive a $5 gift card for completing the survey as part of the research study at each time point. If you are interested in joining or contact the research team at University of North Carolina at autism@unc.edu.
Eligibility Criteria:
• Inclusion criteria: Parents of children, ages 2-12 years, with a current Autism Spectrum Disorder (ASD) diagnosis
• Exclusion criteria: Families with children with specific associated conditions (e.g., tuberous sclerosis, neurofibromatisis, fragile X syndrome, Rett syndrome; blindness; deafness, cerebral palsy) are not eligible.
Source: Autism Support Network | Image: FreeDigitalPhotos.net
August 29, 2012
Our Journey with Easton
Our sweet son, Easton, was diagnosed with Autism Spectrum Disorder just after the age 2. He is funny, loving, affectionate and smart. He deserves love, compassion and acceptance like all children do!
Published on Aug 7, 2012 by Ailish Irwin
THANK YOU to Ailish Irwin for sharing her story. Amazing. Inspiring. And so filled with love.
Social Thinking and Applied Behavior Analysis - “black and white”
Michelle Garcia Winner and Chris Abildgaard
There is a tendency when exploring treatment options to build walls and think in the black and white. As we have moved from developing treatment with people with classical autism to exploring and developing treatments for the entire autism spectrum and related disabilities, we have to shift from thinking there is one way to treat by embracing a range of approaches to better meet the range of challenges our students and adults experience across the “spectrum.”
One’s language and cognitive abilities matter greatly when exploring methods of intervention or “treatment”. The huge shift in discussing treatment for those with “Autism” to those on the “Autism Spectrum” is really about understanding how to design programs for students with different abilities in language, cognition, sensory and perspective taking abilities.
As we now have caseloads filled with ASD students with reasonable to advanced verbal intelligence scores and spontaneous expressive and receptive language abilities we have had to move into a more sophisticated treatment approach. The treatments chosen are not only rooted in language based explanations (e.g. Social Stories®) but also need to teach more nuance and sophistication as this new generation of those we now call high functioning “ASD” are expected to merge and adapt into the neurotypical world of functioning in adulthood. Furthermore, our teaching methods need to also address a multitude of issues ranging from sensory needs to compelling mental health issues that coexist and impact the majority of our “brighter” students.
As we strive, collectively, to develop models of intervention that serve our diverse population of folks with ASD, I hope we are slowly taking down the walls and arguments about whether to use Applied Behavior Analysis (ABA), Social Thinking, Floortime®, SCERTS®, mental health supports, etc.. and instead take the best all of these programs have to offer to decide which to use and how to use them together to form a meaningful “intervention plan” that is individualized to the needs of each of our students/clients.
The SCERTS® model is a holistic treatment program that considers all aspects of the child and how best to serve the child given many different factors. As its name suggests, it explores treatment for social communication and emotional regulation by providing transactional supports. In keeping an eye on all factors that impact a student, methods of intervention and teaching approaches need to be multifaceted. Social Thinking, sensory integration, relationship development, structured teaching, use of some principals of ABA, etc to better help support and teach a student can all be considered for an individual within the bandwidth of this SCERTS model.
As we use those visible and invisible “transactional supports” within one’s environment we can explore how our programs overlap as most of the strong treatment programs now being developed for our brighter and language rich students share common tentacles. Let’s take, for example, ABA and Social Thinking. While philosophically these treatments have different core tenants upon which these treatment models differ, the actual application of these teachings for this higher functioning group are blending.
What is the first thing that comes to mind when thinking ABA? Lovaas, tokens, discrete trials? Well, you would be right…but there is more. Applied Behavioral Analysis (ABA) is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree. Through systems of reinforcement, punishment and contingencies, a target behavior can be shaped, strengthened or decreased to improve one’s level of functioning. As one’s behavioral goal is met it is hoped that the external means of producing the behavior can be faded out.
A core tenant of Social Thinking is learning to acquire a new social behavior is part of a larger process. The process begins with recognizing what people think and feel about each other in different situations, and then determining the expected desired behaviors to keep others around you accepting you in their presence. The motivation for this learning comes from the desire to be socially validated (socially included) by others.
Treatments of ABA and Social Thinking Merge
As the treatment for students with social learning challenges broadened from those with classical autism to those with more nuanced social learning challenges, so have our treatment approaches.
For those who are higher functioning the everyday aspects associated with the hidden curriculum, social language peers use and most recently with the advent of various social networking sites, social roadblocks appear out of no where. With the intention of helping our students to recognize when those roadblocks are coming and how to navigate in day to day interactions without apparent road blocks, we continue to develop and implement ideas to help those who appear more neurotypical to blend into society. To do this, our guys/gals have to utilize their social thinking skills to uncover the “what, how and why” of the social behaviors that exist in certain situations. Understandably then, our treatments have had to shift to focus on more subtle and sophisticated lessons. Most notably, our treatments need to teach a process through which we engage in social decision making to choose our social behaviors; thereby teaching the students how to use various tools across their day.
August 28, 2012
8 TIPS To Improving Behaviors in Children with ASD
By Laurie Stephens, Ph.D.
Children with Autism Spectrum Disorders (ASD) experience the world in a very different way than other children. For these children, behaviors considered to be inappropriate, such as outbursts, tantrums or "meltdowns" may be their only way to communicate their needs, wants and frustrations. Sadly, many parents and family members often do not understand why a child is misbehaving and their actions may make a behavior worse. In addition to causing family problems at home, these behaviors may also result in children with ASD doing poorly in school and at community events, and lead to a difficulty maintaining friendships.
Understanding potential causes of behavioral difficulties for children with ASD and developing tools and techniques to improve your child's behaviors can lead to a happier and more fulfilling life for the whole family.
Leading Causes of Inappropriate Behaviors
Communication delays: Children with ASD may not always understand what is being said to them or asked of them, due to their communication delays. They also may lack the language to adequately express their wants and needs. Acting out, or throwing a tantrum, is a good way to get attention and often is the only way the children can express themselves.
Sensory dysfunctions: Sensory dysfunctions can also be a primary cause of behavioral issues. A common feature of ASD is oversensitivity to sounds, texture, smell and lights. For a child with ASD, it can be as bad as experiencing his or her environment as a jarring alarm going off constantly, a strobe light flashing, a putrid smell everywhere, a feeling of clothing being overly tight and itchy, being asked questions in a foreign language and getting in trouble when the answer is wrong. Very few people would be able to keep their behavior in check under such circumstances, but this is often an everyday reality for children with ASD.
Need for routine: A core feature of ASD is the need for sameness or routine. When children impose a high level of rigidity and structure on their environment, they are setting up unrealistic expectations. When these expectations are not met, it leads to an increase in anxiety and frustration, which, in turn, leads to an increase in behavioral problems.
Tips to Avoid Behavioral Difficulties in Children with ASD
1. Focus on the positive: The best way to eliminate negative behaviors is to reinforce the positive behaviors children engage in throughout the day. This will increase the likelihood they will repeat those behaviors. For example, praising children for homework they've already completed is more effective than yelling at them to finish it. Use motivating statements like, "Wow, I see you've been working hard on your homework. I'll bet you'll be finished in no time at all." When children with ASD finish a task, it is important to give some kind of reinforcement, such as a treat, a token or praise.
2. Tell the child what to do instead of what not to do: In general, it is more effective to give children direct commands. This is particularly true for children with ASD as they often take language literally. When we tell kids what not to do, we assume they will know what the appropriate alternative behavior is. For instance, if you tell a child with ASD "do not jump in the puddle," he may not understand that means "go around" the puddle; instead, he may think it is ok to splash in the puddle, walk through the puddle, etc. Saying, "Walk around the puddle" makes expectations clear and reduces behavioral outbursts or unexplained reactions to what they perceive to be correct.
3. Avoid using too much language: Children with ASD often have communication deficits. When frustrated or anxious, they may be even less able to understand spoken language than usual. Rather than trying to reason with a child in the middle of a tantrum, try to use few words and concrete language. Statements such as, "It is time to get in the car" are more easily understood and followed than if you explain why the child needs to get in the car, how you are going to be late and what will happen if he or she doesn't get in the car.
4. Warn your child of upcoming changes or transitions: While it may not always be possible, it is best to tell a child with ASD about any change that may be occurring and give them plenty of time to adjust. If you are buying new furniture, share pictures or bring your child to the showroom to see and touch it. Ask for help to decide where to place the furniture. This prepares the child for change and reduces anxiety.
5. Use visual schedules or reminders: Structure and consistency are two keys to improving behaviors. A fun way to do this is to develop simple visual reminders or schedules. This can be as simple as putting a picture of your child's teacher on the calendar for every day that he or she needs to go to school, or as complex as having a full schedule written out for every step for getting ready to go to school, along with the expected times of completion.
6. Teach calming techniques: Often, we tell a child to "calm down" when they are feeling anxious or upset. The problem is that we only use the word "calm" when a child is upset. It is important to identify for children what it means to be relaxed or "calm" so that they know the feeling we want them to experience. Try different relaxation techniques - counting to 10, taking deep breaths, yoga, music - to see which ones works best for your child. What calms any child may be highly individualized.
7. Beware of sensory overload: It is always important to look at the environment that your child is in, and determine if it is over-stimulating. A child may throw a tantrum in the grocery store because it is too bright or the "beep beep" of the price scanners is bothersome. The tantrum may be the only way the child knows to quickly get parents out of the store. If you think your child has sensory issues, develop coping strategies, such as letting him or her wear sunglasses in the shop, or listen to music to drown out upsetting sounds.
8. Use "time-out" effectively: The use of techniques, such as "time-out," - a common punishment that removes a child from an enjoyable activity -- needs to be used with careful consideration in a child with ASD. Time-out may not be effective because what other children consider an enjoyable activity may not be fun for your child with ASD. For example, a child may be held back from recess because she hasn't finished her work. However, if the child finds recess too loud, too unstructured and too crowded, she will actually prefer staying in over going to recess, and may even stop doing school work in an effort to avoid recess. The teacher in this case has mistakenly reinforced the negative behavior by assuming that the child wanted to go to recess. At home a child may be sent to his room after having a temper tantrum during the family dinner. The child may have thrown the tantrum because there was too much language being used at the table, or he did not like the smell of the food. Therefore, sending him away from the table and allowing him to be alone in his room may actually be what he prefers.
These simple strategies are applicable in any environment and can be used by parents and family members as well as health care professionals and educators. Consistent and regular use of these tips can prevent or reduce inappropriate behaviors. It's important to always keep in mind that children with ASD are not necessarily being manipulative or stubborn when they are having behavioral difficulties. They may not have any other way to express what they are experiencing. If we learn to listen to behaviors, we'll be able help them handle them in a more effective and productive manner.
Laurie Stephens, Ph.D., is the Director of Autism Spectrum Disorders Programs, The Help Group, www.thehelpgroup.org
The information presented on this site is intended solely as a general educational aid, and is neither medical nor healthcare advice for any individual problem, nor a substitute for medical or other professional advice and services from a qualified healthcare provider familiar with your unique circumstances. Always seek the advice of your physician or other qualified healthcare professional regarding any medical condition and before starting any new treatment.
Image: FreeDigitalPhotos.net
Children with Autism Spectrum Disorders (ASD) experience the world in a very different way than other children. For these children, behaviors considered to be inappropriate, such as outbursts, tantrums or "meltdowns" may be their only way to communicate their needs, wants and frustrations. Sadly, many parents and family members often do not understand why a child is misbehaving and their actions may make a behavior worse. In addition to causing family problems at home, these behaviors may also result in children with ASD doing poorly in school and at community events, and lead to a difficulty maintaining friendships.
Understanding potential causes of behavioral difficulties for children with ASD and developing tools and techniques to improve your child's behaviors can lead to a happier and more fulfilling life for the whole family.
Leading Causes of Inappropriate Behaviors
 |
| Free image courtesy of FreeDigitalPhotos.net |
Communication delays: Children with ASD may not always understand what is being said to them or asked of them, due to their communication delays. They also may lack the language to adequately express their wants and needs. Acting out, or throwing a tantrum, is a good way to get attention and often is the only way the children can express themselves.
Sensory dysfunctions: Sensory dysfunctions can also be a primary cause of behavioral issues. A common feature of ASD is oversensitivity to sounds, texture, smell and lights. For a child with ASD, it can be as bad as experiencing his or her environment as a jarring alarm going off constantly, a strobe light flashing, a putrid smell everywhere, a feeling of clothing being overly tight and itchy, being asked questions in a foreign language and getting in trouble when the answer is wrong. Very few people would be able to keep their behavior in check under such circumstances, but this is often an everyday reality for children with ASD.
Need for routine: A core feature of ASD is the need for sameness or routine. When children impose a high level of rigidity and structure on their environment, they are setting up unrealistic expectations. When these expectations are not met, it leads to an increase in anxiety and frustration, which, in turn, leads to an increase in behavioral problems.
Tips to Avoid Behavioral Difficulties in Children with ASD
1. Focus on the positive: The best way to eliminate negative behaviors is to reinforce the positive behaviors children engage in throughout the day. This will increase the likelihood they will repeat those behaviors. For example, praising children for homework they've already completed is more effective than yelling at them to finish it. Use motivating statements like, "Wow, I see you've been working hard on your homework. I'll bet you'll be finished in no time at all." When children with ASD finish a task, it is important to give some kind of reinforcement, such as a treat, a token or praise.
2. Tell the child what to do instead of what not to do: In general, it is more effective to give children direct commands. This is particularly true for children with ASD as they often take language literally. When we tell kids what not to do, we assume they will know what the appropriate alternative behavior is. For instance, if you tell a child with ASD "do not jump in the puddle," he may not understand that means "go around" the puddle; instead, he may think it is ok to splash in the puddle, walk through the puddle, etc. Saying, "Walk around the puddle" makes expectations clear and reduces behavioral outbursts or unexplained reactions to what they perceive to be correct.
3. Avoid using too much language: Children with ASD often have communication deficits. When frustrated or anxious, they may be even less able to understand spoken language than usual. Rather than trying to reason with a child in the middle of a tantrum, try to use few words and concrete language. Statements such as, "It is time to get in the car" are more easily understood and followed than if you explain why the child needs to get in the car, how you are going to be late and what will happen if he or she doesn't get in the car.
4. Warn your child of upcoming changes or transitions: While it may not always be possible, it is best to tell a child with ASD about any change that may be occurring and give them plenty of time to adjust. If you are buying new furniture, share pictures or bring your child to the showroom to see and touch it. Ask for help to decide where to place the furniture. This prepares the child for change and reduces anxiety.
5. Use visual schedules or reminders: Structure and consistency are two keys to improving behaviors. A fun way to do this is to develop simple visual reminders or schedules. This can be as simple as putting a picture of your child's teacher on the calendar for every day that he or she needs to go to school, or as complex as having a full schedule written out for every step for getting ready to go to school, along with the expected times of completion.
6. Teach calming techniques: Often, we tell a child to "calm down" when they are feeling anxious or upset. The problem is that we only use the word "calm" when a child is upset. It is important to identify for children what it means to be relaxed or "calm" so that they know the feeling we want them to experience. Try different relaxation techniques - counting to 10, taking deep breaths, yoga, music - to see which ones works best for your child. What calms any child may be highly individualized.
7. Beware of sensory overload: It is always important to look at the environment that your child is in, and determine if it is over-stimulating. A child may throw a tantrum in the grocery store because it is too bright or the "beep beep" of the price scanners is bothersome. The tantrum may be the only way the child knows to quickly get parents out of the store. If you think your child has sensory issues, develop coping strategies, such as letting him or her wear sunglasses in the shop, or listen to music to drown out upsetting sounds.
8. Use "time-out" effectively: The use of techniques, such as "time-out," - a common punishment that removes a child from an enjoyable activity -- needs to be used with careful consideration in a child with ASD. Time-out may not be effective because what other children consider an enjoyable activity may not be fun for your child with ASD. For example, a child may be held back from recess because she hasn't finished her work. However, if the child finds recess too loud, too unstructured and too crowded, she will actually prefer staying in over going to recess, and may even stop doing school work in an effort to avoid recess. The teacher in this case has mistakenly reinforced the negative behavior by assuming that the child wanted to go to recess. At home a child may be sent to his room after having a temper tantrum during the family dinner. The child may have thrown the tantrum because there was too much language being used at the table, or he did not like the smell of the food. Therefore, sending him away from the table and allowing him to be alone in his room may actually be what he prefers.
These simple strategies are applicable in any environment and can be used by parents and family members as well as health care professionals and educators. Consistent and regular use of these tips can prevent or reduce inappropriate behaviors. It's important to always keep in mind that children with ASD are not necessarily being manipulative or stubborn when they are having behavioral difficulties. They may not have any other way to express what they are experiencing. If we learn to listen to behaviors, we'll be able help them handle them in a more effective and productive manner.
Laurie Stephens, Ph.D., is the Director of Autism Spectrum Disorders Programs, The Help Group, www.thehelpgroup.org
The information presented on this site is intended solely as a general educational aid, and is neither medical nor healthcare advice for any individual problem, nor a substitute for medical or other professional advice and services from a qualified healthcare provider familiar with your unique circumstances. Always seek the advice of your physician or other qualified healthcare professional regarding any medical condition and before starting any new treatment.
Image: FreeDigitalPhotos.net
Video: Autism, Diet and Nutrition
Julie Matthews
Autism Diet & Nutrition specialist, Julie Matthews, speaks about her award-winning book, Nourishing Hope for Autism: Nutrition Intervention for Healing Our Children
- the 2009 "Most Progressive Health Book" (Independent Publisher Books Awards - IPPYs).
Autism Diet & Nutrition specialist, Julie Matthews, speaks about her award-winning book, Nourishing Hope for Autism: Nutrition Intervention for Healing Our Children
- the 2009 "Most Progressive Health Book" (Independent Publisher Books Awards - IPPYs).
Related item:
What are Social Thinking Challenges?
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| Free image courtesy of FreeDigitalPhotos.net |
A classic example of a person with a social thinking challenge is that of my friend Ian who is entering into 4th grade. He has excellent language skills and has amazing abilities to learn information about topics of his interest, such as American History. He enjoys learning topics that are factual in nature and in fact excels in these academic tasks. Regardless of his strong academic abilities in most areas of math and language he struggles considerably focusing his attention in his mainstream classroom, participating as part of a group, explaining his ideas to others in writing and making friends during recess and lunch.
He prefers talking to adults, rather than his peers, since adults will discuss with him his areas of interest. When adults are not available to talk to, he goes to the library to read a book. While his teacher enjoys his knowledge, she is mystified by his difficulties at school given that he scores in the fine to superior on academic testing. It is difficult for his teacher to understand that he does not have a behavior problem; instead he has social thinking challenges, which makes it difficult for him to deal with all aspects of the expectations across his school and home day. His mother describes him as “bright but clueless”
Simply put, social thinking is our innate ability to think through and apply information to succeed in situations that require social knowledge. Social thinking is a form of intelligence that is key to learning concepts and integrating information across a variety of settings; academic, social, home and community. Limited abilities for learning and/or applying socially relevant information can be considered a social thinking learning disability.
August 27, 2012
Video: How to prevent tantrums
Barbara R. Lester, LCSWLicensed clinical social worker Barbara Lester in this video describes how to prevent tantrums by teaching children on the autism spectrum to learn skills to express their feelings.
Lester is a licensed clinical social worker who specializes in treating families affected by autism spectrum disorders (ASDs). This video provides therapy ideas that families can use at home and school for their ASD children and adolescents.
Source: Autism Support Network
Seven unexpected ways to increase your child's learning
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When most people hear words such as “learning,” “smart,” or “memory,” they automatically think of the brain. In school we teach “to the head” only, asking students to sit in chairs for long periods of time, listening and looking almost exclusively at abstract symbols, even when they are very young.
Very few people think the rest of the body has anything to do with academic success. But surprising results from brain research indicate that learning cannot occur without cooperation between the body and the brain.
Emotions and Stress
Because of the way the brain is wired, emotional states run our lives. Every activity in which your child engages is infused with his emotions. Emotions are constantly changing, and are easily influenced.
Emotions such as joy encourage brain cell development by releasing chemicals such as dopamine. When children are happy and calm, they learn and remember more than when they are anxious, tense or irritated. Your child’s brain releases dopamine in response to pleasurable circumstances such chocolate ice cream. But even more importantly, the brain releases dopamine in response to security, recognition, and success.
Dopamine travels to the front of the brain where it influences skills essential for learning. The frontal lobes of your child’s brain are largely in charge of critical skills such as paying attention, recognizing and discriminating critical features, decision making and judgment, all essential for intelligent behavior and school success.
Unfortunately, fear and threat greatly inhibit intelligent behavior. Circumstances that your child finds unpleasant and out of his control produce a stress state in the body. Chronic stress reactions release chemicals that reduce blood flow to the brain, cause atrophy of nerve cells, and impair memory.
Help your child succeed academically by encouraging him to focus on his strengths, stay positive about his ability to learn, and “dream big” about the future! And most importantly, develop and maintain a strongly supportive relationship between you and your child.
Motivation and Inspiration
Learners respond to challenging tasks, not to tasks that are too hard or too easy. If the work your child brings home is not “challenging,” you must work with her teacher to adjust the difficulty level of the work. This is a key to helping your child discover that she is a strong learner who can succeed in academics.
Learners with special needs have experienced much more failure and disappointment than other learners. They often suffer from learned helplessness—a disempowering belief that they are “stupid” and “can’t learn.” When your child repeatedly views her behavior as flawed, her future success is stifled.
August 24, 2012
The 10 Most Inspiring Education Quotes of All Time
Words of wisdom from some of the
world's greatest minds.
August 23, 2012
Developing long-term relationships between school and parents
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Melissa Dubie
The process involved in establishing a student’s individualized education program (IEP) can nurture a climate of trust if certain steps are followed. Ideally, the annual case conference is a systematic process that ultimately leads to effective programming for students on the autism spectrum. In order for the case conference to run smoothly, certain preliminary steps should be taken that involves setting up the meeting, gaining input from all involved, and creating meeting cultures that promote collaboration.
Let’s start by setting up the annual case conference meeting. The annual case conference must be set up at a “mutually agreed upon time.” This means the school can suggest times. However, parents have the right to say when they can attend if the stated time does not work for them. Each party needs to be reasonable about their request. Attempt to meet during lunch hour, before school, or after school. Give sufficient notice for parents to make arrangements with their employers to get off of work. If a parent does not respond, it is essential to keep trying to meet with them for the conference. Offer to provide transportation to and from school for the parent. If there are extreme health or other circumstances, school staff may need to consider meeting parents at their home. If these attempts don’t work, then conduct the meeting over the phone. School districts must make three attempts to contact parents for a case conference meeting. Be sure these attempts are sensitive and responsive to events surrounding the family member’s life. Parents are an essential member of their son or daughter’s educational team. Also, be sure to let the parent know they can bring a friend, an advocate, or anyone else they feel comfortable with. Being outnumbered by the numerous professionals that typically attend these meetings can be overwhelming to some parents.
Prior to the case conference meeting, provide parents with relevant reports and gather their input concerning their child’s instructional program. Being blindsided with reports and goals during a meeting is not the best way in which to establish the ground work for an ongoing working relationship. Providing family members with information ahead of time can create a climate of trust and collaboration. It can also assist families with being able to more effectively participate in the process.
As a case conference coordinator, it is imperative to consider where to sit during the meeting. Perhaps the optimal location is at the foot of the table to be able to see everyone’s body language, facial expressions, and how all members are responding. Another spot to strategically sit would be in the middle of the table to show support for both family members and school staff. Think about this decision and arrive to the meeting early to set up.
During the meeting, everyone should be expected and encouraged to share information. After all, each person took time out of their busy life to attend this conference. No one person should monopolize the discussion. Important decisions are being made that will impact a child’s programming for the year, and create expectations for all involved. If anyone disagrees with the decisions being made, their voice needs to be heard during the meeting. Once a meeting is over, it is the responsibility of all involved to respect any of the team decisions. Sabotaging an established program because of personal belief systems is simply unacceptable and can unravel a student’s program.
Before the parent is expected to sign the IEP, the case conference coordinator needs to be sure the parent/legal guardian is comfortable with everything that was discussed at the conference. Remember the parent/legal guardian has the right to take paperwork home to view, discuss with a friend, or simply think about. Do not pressure parents to sign paperwork associated with an IEP. It is more important to build a trusting relationship with the parent than to worry about getting the program in place immediately. If the parent/legal guardian needs additional time after the meeting to talk about everything that was discussed, make time for this to occur. Some case conference coordinators allow for an hour after a meeting to explain any points the parents are unclear about.
Think of the annual case conference meeting as an important process in establishing a long term relationship. If a student is placed into special education services at the age of three, school staff and parents will be working together for the next 19 years. Let’s both try our best to give a good faith effort in this partnership.
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Dubie, M. (2007). Developing long term relationships between school and parents. The Reporter, 12(2), 12-13
Courtesy of IIDC
Source: Autism Support Network
Image: FreeDigitalPhotos.net
August 22, 2012
How to be sensory smart in sending your child back to school - Meet author Lindsey Biel
AutismHangout
Sensory Processing Issues are present in 80% of children with autism. Diets, noises, smells, clothing material and lighting are only a few of the experiences that can cause issues. But many other children without autism can also be challenged by life's daily exposures.
In this interview, author Lindsey Biel ("Raising a Sensory Smart Child" - Penguin Books) returns to discuss new learnings about Sensory Processing Disorder. And she presents a helpful, sensory-smart plan to prepare your child for a low-stress return to school. Thanks, Lindsey!
More information at: www.sensorysmarts.com
Courtesy of Autism Hangout
Read more: http://www.autismsupportnetwork.com/news/how-be-sensory-smart-sending-your-child-back-school-autism-meet-author-lindsey-biel-22827322#ixzz22z9oPgqy
What do I need to know about a student with autism?
Autism is a nonprogressive neurologically based developmental disorder that typically appears before the age of 3. There are five disorders under the umbrella of Pervasive Developmental Disorders (PDD) also known as the autism spectrum: Autistic Disorder, Asperger Syndrome, Childhood Disintegrative Disorder (CDD), Rett Disorder which affects only females, and PDD-Not Otherwise Specified (PDD-NOS). Autism is the fastest growing developmental disability with an estimated statistic of 1 in 88 people having an ASD according to the new figures released in 2012 from the Center for Disease Control in the USA.
ASD often presents with other conditions such as Attention Deficit Disorder/Attention Hyperactivity Disorder, dysgraphia (difficulty putting thoughts into writing), dyslexia (difficulty decoding single words), nonverbal learning disorder (disorders that don’t affect speech), Tourette Syndrome (characterized by vocal, motor, unusual noises tics or involuntary sayings) and Obsessive Compulsive Disorder (OCD). Although students with an ASD will vary widely in ability and behavior, there are four main points they share: impaired social interaction, communication difficulties, lack of imagination, and sensory issues. So what do these students look like in the classroom?
Socially, you will see these students do not fit in. They don't understand that other people have thoughts, ideas, and ways of thinking that are different from theirs. Interaction with others is often one-sided and inappropriate. The ASD child will often be absorbed in certain subjects and will only want to talk about those subjects. Reciprocal play is absent such as turn taking or adding on ideas to play scenarios. You may see the child engaging in parallel play rather than direct interaction with other children; they don't know how to join in.
These children often lack empathy because they do not interpret the emotions of other accurately. Children with Asperger Syndrome (AS) are known for their honesty and will tell you exactly what they think and can be perceived as rude. They are rule-based and are quick to point out who isn’t following the rules. Breaking the rules can cause them anxiety. These traits make them susceptible to bullying and teasing from other students. The ASD student often doesn’t get the joke or becomes highly anxious when routines are changed. They often prefer to be alone. They do not follow the social customs of society that most of us learn simply through observation. Some great resources to learn more about AS in the classroom are Asperger Syndrome - Practical Strategies for the Classroom: A Teacher's Guide, and Asperger Syndrome - What Teachers Need to Know  . |
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