Autism Awareness

It’s easy to drill academic information over and over again and “show” that a person is making “progress.” However, if a person can add and even balance a checkbook, but they can’t go shopping, how does this help in real life?

The truth is it’s much harder to teach individuals with autism how to access the community. It’s much harder to help them gain independence and make meaningful connections in society. As of yet there is no textbook that clearly teaches us how to do this.

It can be easy to get caught up in simple tasks and memorization. For example, when teaching an individual how to make their bed, why practice over and over again until they make a perfect hospital style bed? In real life do any of us really do that? Yes these skills are important, but they can’t be our only focus.

Autonomy, access to the community, the ability to follow one’s interests, these are things that enhance the quality of a person’s life. We need to look for ways to encourage these opportunities for people with autism.  Many people on the spectrum are capable of far more than they are allowed to experience.  Let’s help them find ways to make meaningful connections in their communities.  Let’s help them reach their full potential.

 As we work with people who have autism it’s important to treat people on the spectrum as people, not tasks!  They have likes, dislikes, and interests, listen to them and help them to achieve THEIR goals. This becomes very important as people mature and become older.

One autistic man shared at a conference that he asked if he could quit his restaurant job over 10 TIMES! The case worker would not let him quit because she didn’t want to “place” him in another job. How would you feel if that were you?  Finally, the man was allowed to quit when he had a melt down in the restaurant.

So why didn’t this young man hate his job? He was in a kitchen sweating, it was loud and over stimulating. The man hated this job and he was being paid minimum wage. To him it felt like torture. The good news is that eventually with the help of another case worker this man found another job, and is currently employed.

We all have a lot on our plate. No one has enough time to finish everything on their to do list. But as we work with autistic people let’s not lose sight of the big picture, we are here to make the world a better place one person at a time.

In April, AMC Entertainment and the Autism Society launched a program that would change the way autistic children enjoyed themselves at the movies. The Sensory Friendly Films program, which kicked off on April 10, allows for thousands of children with autism to see one of 93 sensory-friendly screenings across the nation in over 45 cities across 30 states.

One of those films, How to Train Your Dragon, explored cinematic magic in an autism-friendly setting. Lights are dimmed but remain on, volume is lowered, and the movie starts without previews. Families with special dietary needs were allowed to bring in special snacks from home and children were allowed to talk, respond, yell, dance, or even walk around the theater throughout the film.

Thankfully, this program that caters to those with developmental disabilities will be held on Saturday mornings once per month in all of the participating theaters and cities. All of the films are newly released and featured either a G or PG rating.

To learn more about the Sensory Friendly Films program, check out this featured article in TIME Magazine or you can visit the official site.

On June 8^th, best friends around the nation will come together to celebrate a very special day: Best Friends Day. Unfortunately, for many autistic children, celebrating this occasion can be challenging. It can be difficult to foster and encourage friendships between autistic and non-autistic children. However, there are some things that you can do to plant the seeds of a beautiful friendship that can last a lifetime. Here are some ways that you can celebrate Best Friends Day with your child by giving him or her a chance at making a friend.

First off, friendship starts when you’re a parent. You are your child’s role model, so to help your child develop the skills needed to form friendships you have to practice them yourself. Talk to your child about his or her interests, listen, share, and play. Acquaint your child with the behaviors found in a healthy friendship.

Next, introduce your child to other children and work with support staff to have your child socialize in a classroom or even in a group of other autistic children. Expose your child to different social atmospheres while being conscious of your child’s sensitivity to certain stimulation. Be patient and be understanding. It takes time.

Finally, talk to other parents and create opportunities for your child to connect. Take fieldtrips with the classroom. Work in the community to develop a playgroup for developmentally challenged children. Work with others to develop a network that your child can tap into to form friendships.

As Summertime approaches, we are often asked, “What are some good travel toys for kids on the autism spectrum?”  So, we at National Autism Resources wanted to share with you a list of our best travel toys for those with autism:

Wikki Stix Activity Set:

Wikki Stixs are bendable, colorful yarn that sticks to a surface with just fingertip pressure.  These provide an interesting tactile experience and also help fine motor skills. Children can make all kinds of art projects with no glue or mess.  Fun Activity Kit includes: 96 Wikki Stix, Wooden shapes, Feathers, Pompoms, 4 blank faces that are great for exploring emotions, 2 greeting cards, Do-Wikki Gam,e Wikkidoodle sheets, a Travel Fun Book and more!  The activity set comes in a convenient carrying case.

Vibration Buddy:

We love vibration buddies, these soft musical buddies play music and vibrate when squeezed.  The soothing vibration is good for calming and soothing kiddos when they get stressed out.  We appreciate that the manufacturers have included volume control.

Squishy Dino Set:

This is one of our most popular toys.  These dinos are rubbery and squishy with little beads inside.  They are wonderful for imaginative play, incredibly sturdy, and provide great sensory input.

Knobby Teether Ball:

This is a teether ball that a child can hold and chew on. Many teachers use these during circle time to help kids sit who also need to chew.   These are nice for airplane and car rides, particularly if your child is prone to chew on things.

Mini Light Spinner:

It’s easy to keep track of the mini light spinner because it has a break away necklace.  Visually mesmerizing a child can  wear it and watch the lights spin and flicker.

Mini Dozer:

This small, inexpensive item is not meant to be durable.  However, depending on the child, it can keep them occupied for awhile.

Tangle Jr:

Tangles are great for keeping hands busy on trips in the car, on a plane or anytime. The Tangle Jr. has  18 interconnected pieces that a child can quietly twist keeping their fingers quietly moving. Tangles are a great manipulative toy that stimulates the brain as it helps increase finger dexterity.

Let’s Make Faces Book:

This spiral bound book is designed to be drawn in.  Kids can draw in faces, wipe them clean, and then draw them again! A wonderful tool for exploring emotions and easy to travel with.

For many parents, April is a time of hope. Since the 1970’s, the Autism Society has been celebrating the month of April as National Autism Awareness month, a time for educating the public about autism and issues within the autism community.

As the parent, friend, or family member of someone with autism, there are many things you can do throughout the month of April to support the cause and to raise awareness of this disorder. Show your support for someone you love in the autistic community by:

Supporting Legislation

The Keeping All Students Safe Act, Autism Treatment Acceleration Act, Achieving a Better Life Experience Act, and the Toxic Substances Control Act Reform can greatly change the way our nation supports autism. For more information about this legislation and to take action to support it, visit www.vote4autism.org.

Texting

To donate $10 to the Autism Society, simply text “AUTISM” to 50555 and 100% of your donations will be used to improve the lives of those affected by autism.

Reaching Out

Take time this month to reach out to other parents, especially those with newly diagnosed children. Help them by sharing information, experiences, and support.

Showing Gratitude

Your child’s support staff, teacher, speech therapist, and doctor have no doubt given you so much help throughout this journey. Show your support and thanks for all that they do by doing something nice for these special people. Let them know that they’re making a difference.

Finding a Mentor

Local college students and community agencies are always looking to mentor children with special needs. Connect your child with a helper or an aide so that both your child and his or her mentor can learn from each other.

Spreading the Word

Raise awareness of autism in your community by participating in or hosting events, fundraisers, school programs, and community outreach programs. Also, spread the word by wearing the ribbon, displaying your support of autism awareness on your car, or even by writing about it on the web. Your voice will be heard.

As new visitors of Corrie’s blog, Pickle Talks, we sure can’t wait to visit again!  Throughout various doctors’ appointments and connecting with other medial professionals, Corrie’s son Jonathan was diagnosed with Asperger’s Syndrome when he was three and a half years old.  You may be wondering, as we were too, where the name of Corrie’s blog, Just Because My Pickle Talks Doesn’t Make Me An Idiot, came from.  Once her son, Jonathan, speech was developing, she found him repeatedly saying, “Just because my pickle talks doesn’t make me an idiot”, Corrie and her husband, Scott, spent hours trying to decipher what this phrase meant.  Scott concluded it would be the name of the book Corrie would be writing about raising Jonathan, but since Corrie wasn’t too sure about working on a publication, so she took this phrase and created a blog with this title.  Throughout the blog, Corrie talks about the life struggles and what role Asperger’s Syndrome plays with Jonathan’s life and the rest of her family.  Corrie and Scott also have two other wonderful children, Josh and Faith, and you can also follow their adventures too throughout the blog.  The families behind Pickle Talks are always looking for new friends to stop on by, so feel free to stop by for a visit!

1.) Children with autism can learn better when you use visuals to support the things you are saying. If at all possible incorporate pictures, charts, or other visual aids into your instruction.  This will help all students (not just the one with autism) to concentrate and keep them from withdrawing from the lesson.  Visual aids can also give structure to a classroom. Pictures and words should be used all around the classroom to help identify areas such as where lunches are stored, pencils are sharpened, and even where the restrooms are. Give an autistic child the opportunity to communicate by using these visual aids as cues.

2.) If teaching in a regular education classroom, you may need to make changes so that an autistic student can learn effectively.  Pay attention to where your autistic student is sitting, and try to make it an area with few distractions.  If possible use room dividers or the placement of furniture to keep things structured and to keep certain areas free of distractions. Separate areas for independent work, group work, play and other activities can give the autistic student visual cues about what is expected of them.  They can also make the autistic child feel safe by using structure and routine.

3.) Use visual cues and routine to help the student focus on instruction. It may be helpful to do your classroom instruction in front of a plain white board with out any background distractions.  Reward and praise actual accomplishment and staying on task. Having trouble keeping focus? Try using other sounds than the child’s name repeated to regain attention, like clearing your throat.  If he is in a situation where he gets too excited, take the child to a quiet place where he can calm down and recompose. While it is important to accommodate the child with autism, do not make it obvious that the child has special needs. Children with autism should feel like they are a part of the class.

4.) Challenges will happen when you’re working with an autistic child, but preparedness will always make things easier. Know that you may encounter frustration and confusion caused by sensory overload or the inability to communicate effectively. Stressful, loud, overly stimulating, or unstructured situations may cause panic and tantrums in an autistic student. Work with the parents, student, and administrators to have a plan in place to help the student work through frustration or difficult experiences. Keep a close relationship with any support staff that can help you positively respond to an autistic child.

5.) Finally, be patient. Students with autism are faced with a variety of communication, social, and sensory challenges. Take the time to educate yourself on the nature of autism as you work to better the life of an autistic child in your classroom.

More resources and tools for setting up a classroom for an autistic child can be found here on our website, along with other visual support tools.

Raising a child with autism takes a community.  Families, educators, and community support systems are all keys to an autistic child’s success.  One way that educators can effectively support an autistic child is to develop a good Individualized Education Plan (IEP). An IEP is a federally mandated education plan created specifically for every child that has a disability.  In developing an IEP, educators work with administrators and parents to determine the best course of action (in the form of goals) for helping a student learn, grow, and develop with autism.

So how can an educator help develop a good IEP for an autistic child? They key is to create good IEP goals.  A helpful system for creating goals is the SMART process.

SMART IEP goals are:

• Specific
• Measurable
• Achievable
• Relevant
• Time Limited

SMART goals will give structure to the IEP plan.  A SMART IEP goal will state when each goal should happen, the context for the goal, and what determines the success of the goal. SMART IEP goals are specific about behavior, speech, educational, or social skills.  They define any modifications to the curriculum or environment that need to take place to achieve the goal.  With SMART goals you will better define what the child will do, when and how he’ll do it, and what the time frame will be for achieving each goal.

Avoid using broad, sweeping generalizations in the IEP development process. Remember, an IEP is meant to be unique to each and every student. It is essential to have an accurate understanding of the student’s position on the autism spectrum and what things he needs to work on.  Take some time to review the educational history of the autistic student.  Look at early intervention techniques, behavior modifications, or any modifications that either worked well, or did not work with the child.

Along with SMART goals, be sure to include any curricular modifications or accommodations, any support staff that are needed to support the IEP goals, special materials or resources needed, and which goals should be given priority for the welfare of the autistic student.

Find more on SMART goals here on our site!

We want to share with you another great blog we stumbled across, called Same Child, Different Day.  We found them not too long ago while on our search for other blogs that cover the experiences behind raising and caring for an autistic child. Aside from sharing personal stories and experiences from Jon, who is behind the blog and is raising an autistic child, he also covers topics from changes to developmental services system across states, to pushing for autism reforms in the state of Vermont.  Jon has even managed to write a book, which has the same name as the blog, titled, Same Child, Different Day.  His goal is to shed some light into expectations and experiences following the first year of a diagnosis.  We want to lend our support to Jon and the rest of his family throughout the days to come and want to wish him best on his publication!  Make sure to stop by Same Child, Different Day and consider picking up a copy of his book!