HAPPY MOTHER’S DAY!!! (for Autism Fathers, too!), with < My Thoughts  > by Sara Luker
 
You may never get the expected ‘hugs’ or ‘love’ words, but you know they are there even if your child cannot emotionally express them.
 
Here are just some ‘Mom & Dad excerpts’ from my ‘Extended Book Reviews’; with < My Thoughts  > by Sara Luker which can be found on my website MENU. Go to www.sarasautismsite.com.
 
From – Knowing Autism by Lorca Damon, eBook 2012; with < My Thoughts > by Sara Luker.
 
Because those with autism seldom ‘store’ experiences, they never seem to fully understand that we mean when we say…“no, not right now, maybe later when mom isn’t so busy”…or, “soon as your dad gets home.”
 
From – Making Peace with Autism by Susan Senator, eBook 2006; with < My Thoughts > by Sara Luker
 
I talked and read to the baby in utero. I read all kinds of mother-to-be books. We were so well prepared that we didn’t think anything could go wrong. This illusion was deepened by our comfortable backgrounds and the fact that we lived in a society that promoted the idea of family life as a Hallmark card.  
 
Making Peace with Autism is the story of a family – a husband, wife and three sons – and our struggle to incorporate out oldest son’s autism into our lives. With this book I hope to convey that despite the tremendous challenges that autism brings, you can find happiness as a family – even if you don’t find a miracle cure. Here’s how we’ve done it.
 
Susan Senator is also the author of –The Autism Mom’s Survival Guide (for Dad’s, too!): Creating a Balanced and Happy Life While Raising a Child with Autism by Susan Senator, eBook 2011; with < My Thoughts > by Sara Luker
 
The sun will come up tomorrow and we will still have autism within our family. I can choose how I live it. We do not have to trade ourselves for our children, or our happiness for our children’s happiness. Even something as confounding and difficult as autism in the family is not the end of a happy life. Once we understand that, we will get there and it will all be OK.

One day you will feel that something inside you has shifted, lightened. When you look at your child, you no longer see a mass of problems, a broken thing to be fixed; you see you kid, just your kid. One day you will know that it’s just your life, warts, autism, and all. And you can’t wait to start living it to its fullest. Once you know this…you have just won the game.
 
From – Building in Circles: The Best of Autism Mom by Elizabeth W. Barnes, eBook 2014; with < My Thoughts > by Sara Luker
 
My name is Elizabeth and I am an Autism Mom. Our son, who we call the Navigator, is nine and was diagnosed on the Autism Spectrum at the age of seven. Before his diagnosis, I had heard of Autism – non-verbal children who don’t like to be touched, who rocked, and who ritually lined things up.
 
There is no one thing or even series of things that work all the time, or are even discernible as a pattern. There is a need for constant analysis and creativity, which is exhausting and sometimes seemingly fruitless. Because there is no cookie-cutter approach, I developed a website and blog in case our experiences could help others.
 
That website is Autism Mom and it includes blog articles, resources, tools and strategies. My hope is to offer other parents and loved ones of children with Autism valuable lessons learned and creative resources which they can use and tailor for themselves.
 
From – Twirling Naked in the Streets and No One Noticed; Growing Up with Autism by Jeannie Davide-Rivera, eBooks 2013; with < My Thoughts > by Sara Luker
 
Some of my earliest memories were of my imaginary friends, but those friends were “real” people to me, friends who were a part of my very first all-consuming special interest – baseball.
 
By the time I was three years old, I memorized the entire Yankee line-up, including stats. Dad was proud of my fact memorizing capabilities. When my father could not throw the ball back and forth with me in the driveway, my “baseball men” were there to help with my training. I was obsessed with baseball; I was obsessed with my “baseball men.” They were my friends.
 
From –  I Know You’re In There: Winning Our War Against Autism by Marcia Hinds, eBook 2014; with < My Thoughts > by Sara Luker
 
As dads, it was our duty to preserve the family unit. Any threats to the stability of the family must be dealt with. And our autistic sons were a definite threat. But, that didn’t stop me from leaving military school websites on the computer desktop after a bad day with Ryan. Marcia spends hours conversing with other moms via online autism groups, e-mail, and phone. But dad-to-dad, that just had never happened. Men don’t share – food, toys, feelings, NOTHING. But with this dad, I decided I was going to break all the guy rules. 
 
< My Thoughts > by Sara Luker –
 
Just so you know – Mom & Dad both share 100% of the genetic responsibility for the child. Each person is made of 50% of their mother’s DNA and 50% of their father’s DNA.
 
Find the following books written by Autism DADs in Extended Book Reviews with < My Thoughts > on MENU; sarasautismsite.com ~
 
Autism: Triplet Twist eBook 2013 by James Potvin
 
Autism: Turning On the Light eBook 2013 by Keith Ambersley
 
Secondhand Autism eBook 2013 by Paul Brodie
 
The Horse Boy & the Long Ride Home eBook 2009 by Rupert Isaacson

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The DSM-5 (2013) American Psychiatric Association: Diagnostic & Statistical Manual of Mental Disorders (5th Edition), states the following criteria as, along with other criteria on the checklist, a sign of Autism. Criteria especially deficits in language & back-&-forth conversation; plus, highly restricted, fixed interests and/or focus of abnormal intensity. These symptoms of autism are present in developmental period, but may not manifest until social demands exceed the child’s capacities.
 
Staff Writers (2022) say that children with Autism have persistent difficulties, beginning in the developmental period. Problems with the social use of verbal & nonverbal communication which are not better explained by another reason, such as having Non-Verbal Learning Disability (NVLD). A child with Autism, depending on the Level of Severity, has difficulty with age-appropriate spoken language. While the child with NVLD, has a wide vocabulary & strong language skills.

< My Thoughts >             “‘Level of Severity’…”

Autism Spectrum Disorder, Level 1 – The individual ‘Requires Support’ for daily functions. This is the mildest form of autism.

Autism Spectrum Disorder, Level 2 – The individual ‘Requires Substantial Support’ for daily functions. Due to narrow interests combined with purposeless repetitive behaviors.

Autism Spectrum Disorder, Level 3 – The individual ‘Requires Very Substantial Support’ for daily functions. Like Levels 1 & 2, but to an extreme degree.  Staff writers (2022)

Authors go on to say that another possible comparison is that of ‘visual-spatial’ processing. Both may experience this in ways which make them seem disoriented, clumsy, or focused on one detail, instead of the ‘big picture’.
​
A child with ‘repetitive behavior’ as a possible tool for self-calming can include repeating phrases or pacing back & forth. 

< My Thoughts >             “…‘visual-spatial’ processing & …‘repetitive behavior’…”

‘Visual-spatial’ processing requires organizing visual information into meaningful patterns, plus understanding how these patterns operate/function. Such as the mathematic rules of operation & processing; or, the ability to see the 3-diamensional aspects of objects during observation.

A child with ‘repetitive behavior’ may repeat phrases from TV commercials, their favorite movie characters’ dialog, or something they’ve heard in a song. Our non-verbal son usually responds laughingly to my demands when prefaced by Buzz Lightyear’s phrase – “I have a laser, & I will use it!”

According to the Staff Writers (2022) poor spatial skills, paired with good language skills, are the essential features required in the diagnosis of Non-Verbal Learning Disability (NVLD). But, this is often undiagnosed or misdiagnosed until noticed by teachers when the student is having difficulty with grade-level school performance. Students may then be referred to additional professionals for observation & testing. This would be necessary to determine if the child has Autism or a ​Non-Verbal Learning Disability (NVLD).

REFERENCES:

DSM-5 (2013). American Psychiatric Association: Diagnostic & Statistical Manual of Mental Disorders (5th Edition).

Staff Writers (2022). Retrieved online from – https://www.verywellhealth.com/what-are-the-three-levels-of-autism-260233.

Arrival of Units 1 & 2 - Know Autism - Know Your Child: with < My Thoughts > by Sara Luker on Sale NOW!
APRIL IS AUTISM MONTH DOWNLOAD UNITS 1 & 2 OF MY NEW BOOK $.99 FOR A LIMITED TIME ONLY.​
Link to download page: Know Autism - Know Your Child Unit 1 & Unit 2
(You will be redirected to my PAYHIP.com download page.)

The ABCs of Autism Acceptance by Sparrow Rose Jones (Also known as Max Sparrow), eBook 2016; an Extended Review with < My Thoughts > by Sara Luker

 1%       I am an Autistic adult, so all those messages of despair are about me and people like me. I hear the terrible things that are said about Autism and those of us who are Autistic and I have to wonder if the people saying those things believe we don’t have feelings. Or maybe they think we’re too far gone to ever hear what they’re saying about us. But they are wrong.
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​READ MORE in EXTENDED BOOK REVIEWS on Website.

Hearing Scary News

​The excitement of New Year’s, the stress of making ‘resolutions’, and the pressure of carrying on family ‘traditions’, during this time of uncertainty can take its toll on everyone. Often times, the fun and excitement are mixed in with ‘scary’ news about the world’s uncertainties. How can you tread carefully into the New Year?

​Marcy (2018) advises that when scary events occur, parents often wonder how to help their family understand the graphic images and emotional content they may see. First, turn off the TV and be mindful of what adults discuss that may be overheard and misunderstood.
< My Thoughts >       “Helping children handle scary news…”
 
Things to do instead with your family –

• Take nature walks
• Have a sunrise breakfast, outside
• Have a sunset supper, outside
• Make a special movie night
• Have a familiar family fun event
• Put on a play or talent show
• Plan a future vacation, or reminisce about a past one
• Build a Rube Goldberg Creation

If children become aware that something 'bad' has happened, Marcy suggests that families can reassure them of their safety. Answer their questions, leaving time for them to process what they are hearing.

< My Thoughts >       “…reassure them…”
 
Remind the family ‘how to’ problem solve about previous situations that they have been successful with in the past. Let them know that you are always available to answer questions. If their anxiety becomes more serious, seek professional help.
 
Marcy believes that helping to inspire others by reaching out to them helps both ways. Figure out how the family can help others.
 
Reference:
 
Marcy, S. (2018). Helping Children Handle Scary News; Retrieved online from –
https://www.chla.org/blog/physicians-and-clinicians/helping-children-handle-scary-news

4 easy ways to guide autistic Holiday behavior ~

• Frostys 5 point scale
• Prancers power cards
• Santas Social Stories
• Vixens Visual Schedule.

Read more on my site or download my book Units 1 – 2 https://payhip.com/b/loAmV #Autism #AutismBehavior #AutismVisualSupport #AutismHelp

Yau (2012) advises us that our child is likely to be much more of a visual thinker than we are. Spoken words are transitory – they are gone as soon as they are verbalized.  But visual tools are concrete, whether it be a real object, a photo, a symbol or a written word. Visuals can be returned to over and over again, helping your child understand, and sometimes to accept, the information.          
 
< My Thoughts >       “Visuals can be returned to over and over again…”
 
Types of VISUALS are – Visual Schedules, 5 point scales, Power Cards, Social Stories, & Comic Strips or Storyboards.

Frosty's Five Point Scale ~

Use appropriate Frosty face instead of emoji.

The emoji #4 lets you know your child is feeling upset. Or, s/he can indicate the color 'orange'. Use the FROSTY emoji's if that would work. There is even an idea for expressing that the child is headed for a 'meltdown'.

The Five Point sce ale should be age appropriate. Use Steps from 1 - 5 that your child will understand. Be creative and let them help make the scale.

Prancer's Power Cards ~

When I feel 'anxious', I should ~

• count to 10
• close my eyes & breathe
• ask for a 'break'

Santa's Social Stories ~
You want the story to be brief, but maintain the child's attention. Again, let the child help you create this Visual story.

Vixen's Visual Schedule ~
Before changing a behavior or routine, know the child's basic understanding. A 'baseline' for learning a new skill must be established. Start where they 'are', instead of repeating what they've already learned. Visual schedules can be accompanied by auditory backup, or even a Smart Phone app.

References:

Yau, A. (2012). Autism – A Practical Guide for Parents; eBooks Edition

 House Rules by Jodi Picoult with < My Thoughts > by Sara Luker an Extended Book Review

This is a fictional story about a young man with Asperger’s, on the Autism Spectrum; from different perspectives –

Emma (Jacob’s Mother)

I follow my adolescent son Jacob into the kitchen and watched him back down into a corner. “What we’ve got here”, he mutters in a sudden southern drawl, “Is a failure to communicate.” He slouches to the floor hugging his knees.

When he cannot find the words for how he feels, he borrows someone else’s. This scene comes from the movie, “Cool Hand Luke.”

Somewhere around 2 years old, I started to think, “Where have you gone?” as I watch him lying on the floor spinning the wheels on his toy truck; staring with his face only inches away.

I didn’t notice at first when friends ‘forgot’ to tell me when the next neighborhood playdate was. Or, that every minute of my life was occupied by Jacob.

In my mind, Asperger’s is a label to describe, not the traits Jacob ‘has’, but the one’s he ‘has lost’.

Isolation, and a fixation on one particular subject. An inability to connect socially. When he was diagnosed, I was already pregnant with his brother Theo. Jacob wasn’t the only one diagnosed, I might as well have Asperger’s, too.

Now, at 18 years old, Jacob looks like a normal young man. He’s clearly intelligent, but having his day disrupted fills him with fear. It makes him feel like I would if I suddenly had to bungee jump off the Sears Tower. He starts screaming, one keening note that has become the soundtrack of my life. To calm him, I press my lips close to his ear, “I shot the sheriff,” I sing, “but I did not shoot the deputy.”

< My Thoughts >     “I shot the sheriff…”
 
Our Sonny loves certain phrases from “Toy Story”. Here are some of them –
 
“Come on sheriff there’s a kid in that house who needs us!” (We are trying to get him out of the house.)
 
“I have a laser and I will use it!” (He is not responding to us.)
 
“To infinity and beyond!” (He’s complying. He just loves this phrase.)
 
“There seems to be no signs of intelligent life anywhere!”
(When we can’t find him. Or, he is not interested in a task.)
 
Mr. Potato Head – “My ear! Has anyone seen my ear?”
(When we can’t find something he is looking for.)
 
“This is next month’s garage sale fodder, for sure!”
(When he won’t pick up his toys.)
 
Emma (Jacob’s Mother) continues – He eats by color. I don’t remember how it started, but now it’s a routine –
         
          Monday’s food is green
          Tuesday’s food is red
          Wednesday’s food is yellow
          Thursday’s food is brown
          Friday’s food is blue
 
On the weekend, it is a ‘color free-for-all’ meal.
 
But, never anything ‘orange’. Jacob can’t tolerate anything ‘orange’. Even when we drive by something ‘orange’, I can feel him drawing in his breath and holding it until we pass.
 
In case you’ve been confronted with the evidence that you’ve failed as a mother. In case you have been caught between what you ‘want’ to do and what you ‘should’ do. You are not alone.
 
Asperger’s is not a ‘disability’, it’s a ‘different’ ability. As a cry escapes her lips, Emma exclaims, “Jacob is not my cross to bear, he is my son!
 
Every day, it breaks my heart to give him his pills. They cost thousands of dollars each month. They are covered by medical insurance and help him cope.
 
School provides a ‘sensory break’ when he becomes overwhelmed. But what happens when he is out in public and needs to get away from all the confusion, so he can calm himself down?
 
Would I rather have a son who didn’t struggle so hard? Or, who could make his way in the world without resistance? No, because that child would not be Jacob. He would not be the boy I love so fiercely. The son who watches the Casablanca video with me and can recite all of Bogey’s dialogue.
 
Jacob’s father is a towhead, with hair the color of corn silk. Or, at least he was when he walked out on us 15 years ago.
Is Jacob violent towards others? “No”, Emma answers, “but he will fight back when perceiving to be provoked. He doesn’t communicate well and his thoughts are frequently ‘jumbled’. He talks in a monotone and doesn’t show a lot of emotion.  Often, what he says is ‘shocking’.”
 
< My Thoughts >   “…violent towards others…”
 
Jacob’s Asperger’s allows him no ‘empathy’ for the victim of a crime. He is not empathetic when viewing the crime scene in his favorite Crime Busters TV series; nor, when seeing one on live TV news. He is unable to discern between a ‘real’ and a ‘fake’ crime scenes.
 
Also, in Jacob’s mind, the legal system doesn’t find you ‘innocent’; just either ‘guilty’, or ‘not guilty’. Jacob’s character in the book clearly shows how Asperger’s impairs his ability to understand the consequences following the ‘commission of a crime.
 
Rich (Jacob’s law enforcement friend)

Jacob is the kind of kid who is obsessed with crime scenes and their analyses. Who hangs out at crime scenes, but won’t look you in the eye. When confronted, his eyes are shinning and his mouth is bent into a crooked smile. This is ‘typical’ behavior of someone who is acting guilty, and it’s confusing to others who don’t see his ‘disability’.

The Americans with Disability Act prohibits discrimination by states or local governments, including the court system. A person with disabilities is defined as a person with physical or mental impairments that substantially limit one or more life activities; like communication, or is perceived by others as having a physical or mental impairments ‘disability’. Law and the precedence regarding crime and ‘disability’ vary from state to state.
 
Theo (Jacob’s brother) –

​I’m no saint. I’m supposed to make exceptions for Jacob. It’s one of the unwritten ‘House Rules’. There are times when I do things to drive Jacob crazy, but then I wind up feeling bad for my mom. I hear her crying when she thinks we are asleep. That’s when I realize that she didn’t sign up for this kind of life, either.
 
Me, I think of my father as the sperm donor who checks in once a month. He has never been to one of my birthday parties; unless you count when I was born.

So, I act like the big brother. I run interference. I’m the one who physically drags him away from conversations when he’s starting to freak people out by being too intense. I’m the one who tells him when he’s flapping. I go to class to tell his teachers that he’s had a rough morning because we ran out of his soy milk.
 
< My Thoughts >   “…he’s flapping …we ran out of his soy milk.”
 
Ritualistic behaviors, such as ‘flapping’ are somewhat comforting, giving a person with autism a feeling of being in control. That person may continue trying to calm themselves long after the disturbing stimuli has ceased. And, they may be unable to bring themselves out of prolonged stimming, even though the behavior isn’t calming them.
 
Our Sonny also has a daily ritual of checking the degree of ‘fullness’ of containers, both in the fridge and in the cupboards. Even if it isn’t something he likes to eat. My guess is that he figures that dad may start some uncontrollable stimming if the cereal box comes up empty, in the morning.
 
Theo thought that last year, when he started high school, he could start life over. The kids there knew nothing about Jacob. “I hung out with the cool guys. Then one day, Jacob found me in the cafeteria with my friends. I introduced him, and that was a huge mistake.”
 
Jacob (Fictional main character with Asperger’s).
 
My brother Theo puts up with a lot, I suppose. He’s there for me when I get really upset. Like if plans don’t work out, or if I can’t control what is happening. I will go all ‘Hulk’ – screaming, swearing, hitting (although I have never hit Theo). I just go in his room and mess up his stuff.
 
Here are things I can’t stand –
          1. The sound of paper being crumpled
          2. Flickering lights
          3. Having plans change
          4. Missing Crime Busters” at 4:35 pm every afternoon on TV. 
          5. When mom doesn’t put my clothes away in rainbow order (ROYGBIV); and without touching
 
I like wearing headphones, except it makes me look like an Air Traffic Controller. I like weighted blankets and Bob Marley songs. And, I follow our House Rules. I like Crime Scene Investigations (CSI) Series I have seen. I like to watch crime investigators and creating ‘crime scenes’, using corn syrup and red food dye. I take Crime Scene notes, and keep them in notebooks.
 
There’s a lot about my father that reminds me of ‘me’. I have a list of questions for him, if I ever get a chance to ask him.

1. If it hadn’t been for me would you have stayed?
2. Were you ever sorry you left?
3. Do you think one day we could be friends?
4. If I try harder, would you come back?

< My Thoughts >   “…reminds me of ‘me’.”

When Jacob’s father does come back to visit the family, it seems that he too sees some spectrum similarities.

Sorry... working on a LINK to find the book, House Rules by Jodi Picoult, on Amazon.com. This story is a look into one of the ways that someone can experience being on the autism spectrum.

See my website's Paid Link Disclosure

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This image was drawn by J.R. Taylor, and was conceived by Meskee Yatsayte. The two feathers symbolize her two children with autism spectrum disorder; puzzle pieces reflect the complexity of the autism spectrum.
 
Native American Heritage (Autism) Awareness Month
with < My Thoughts > by Sara Luker
 
Hilleary (2020) – “She didn’t walk until she was 18 months old,” said Native American Korryl High Bear. “Then as she started getting older, she didn’t talk. She was so sensitive to sounds and emotions.” High Bear turned to the Cheyenne River Sioux Tribe Birth to Five Program, in Eagle Butte. “They gave my daughter therapy three times a week. After a year, they sent us to the University of South Dakota, about 6 hours away, for a two-day appointment. The program paid for mileage and lodging.”
 
Shoemaker, the program director, explained that the Bureau of Indian Education is an ‘arm’ of the Interior Department’s Bureau of Indian Affairs, which provides the program funds. Cautioning that the tribal leaders have discretion on how those funds are used. Continuing that the reservation is big and there are lots of kids with autism that they don’t know about.
 
Scott (2020) says, “In Navajo, there’s no word for ‘autism’ or ‘disability’. A lot of the elders didn’t understand what we were talking about. They didn’t necessarily see the signs of autism as something to be concerned about. Much of this is due to a lack of awareness,” said this Western Washington University autism expert. For several years, he worked with the University of New Mexico’s Center for Development and Disability, evaluating children on several Native reservations.
 
IHS Staff Writer (2020) shares that parents and teachers may confuse autism with other conditions; or, chalk up behaviors to disobedience. And, even when Indian children are finally diagnosed with autism, they don’t always get the help they are entitled to receive.
 
< My Thoughts >   “…chalk up behaviors to disobedience.”
 
Outsiders only see a ‘bad kid’ or ‘bad parenting’, or both. But in the case of a child with autism, the behavior is not him/her giving you a bad time; they are having a bad time.
 
Just so you know, help is available to Native Americans through the mission of the Indian Health Service (IHS) TeleBehavioral Health Center of Excellence (TBHCE) Indian Children’s Program is to equip healthcare providers working in the Indian Health Service (IHS), Tribal, and Urban Indian Health System with the training and education needed to provide excellent care for American Indian/Alaska Native youth.  

It utilizes tele-education, otherwise known as distance learning, to deliver training, education, and virtual consultation services to IHS, Tribal, and Urban Indian Health system (I/T/U) healthcare providers. Providing the following training, education, and consultation on the following topics related to American Indian/Alaska Native youth –

• Autism Spectrum Disorder (ASD)
• Fetal Alcohol Spectrum Disorder (FASD)
• Attention Deficit/Hyperactivity Disorder (ADHD)
• Communication Disorders
• Intellectual Disabilities
• Learning Disorders
• Motor Disorders
• Traumatic Brain Injury (TBI)

The TBHCE Indian Children's Program provides –

• Training: Allows I/T/U providers to access upcoming webinars, past webinars, and on-demand trainings related to ICP topics.
• Provider Consultation Clinic: Allows I/T/U providers to seek expert assistance and clinical guidance from healthcare professionals who specialize in ASD, FASD, and Neurodevelopmental Disorders.

 
They invite you to feel free to visit the TBHCE website to see the current training opportunities: https://www.ihs.gov/teleeducation/. Studies show that the sooner a child with autism gets services, the greater the chance for learning.
 
References:
 
Hilleary, C. (2020). Helping Native American Children with Autism Poses Challenges for Schools; Retrieved online from –  https://www.ihs.gov/icp/
 
IHS Staff Writer (2020). Autism & the Indian Health Service; Retrieved online from – https://www.ihs.gov/icp/
 
Scott, F. (2020). Helping Native American Children with Autism; Retrieved online from –https://www.voanews.com/a/usa_helping-native-american-children-autism-poses-challenges-schools/6184254.html

BLOG Day of the Girl 2021 with < My Thoughts > by Sara Luker
 
Autism, already a mysterious disorder, is even more puzzling when it comes to girls. Nordahl (2020) stated that studies suggest girls can be more severally affected than boys. Also, studies do not have an equal number of girls as boys. Therefore, boys are four times more likely than girls to receive a diagnosis.
 
Gupta (2020) gives us an additional perspective, that boys have a tendency to ‘externalize’ autism symptoms. With an accompanying misdiagnosis of intellectual ability, subtle language and social manifestations, autistic girls seem to have the ability to ‘appear normal’.

Even once they are ‘labeled’, teachers may misunderstand or even question their diagnosis. This greater capacity to compensate for their difficulties, often leads to misdiagnosis and missed interventions. For example, girls don’t receive services but are instead treated for moodiness,  anxiety, depression, and/or personality disorder.
 
< My Thoughts >   “…teachers may misunderstand…”
 
When teaching Special Education in middle school, a ‘very put together’ young girl was transferred to our school from another district. Her Individualized Education Program (IEP) paperwork was delayed.

Hmmm, where do I start with her? I wondered if there was some mistake. No, the office said, she belongs with you. She had so many ways to convince the world that she was ‘neurotypical’, that it was truly amazing.
 
Mandy (2013) states that he is hopeful, however, that the DSM-V will now provide a new and improved picture of ‘females’, especially those with Asperger's, previously missed by professionals. That meeting this new diagnosis criteria will result in reducing the ‘gender-based inequities’ the DSM-IV couldn’t.
 
References:

Gupta, A. (2020). Researchers Find Sex Differences in Autism: Retrieved online from – https://news.yale.edu/2021/04/16/yale-researchers-find-clues-sex-differences-autism
 
Mandy, W. (2013). Senior Lecturer, University College London. DSM-5 may better serve girls with autism; SPECTRUM: OPINION / VIEWPOINT; May (2013) Issue.

Nordahl, C., (2020). Girls with Autism; Retrieved online from – girls w/autism https://www.universityofcalifornia.edu/news/gender-differences-autistic-brain

Youth4Climate Summit 2021

By Greta Thunberg’s side at the Italian hosted Youth4Climate Summit 2021, was Vanessa Nakate from Uganda. Other friends and youth climate protesters from ‘almost 100 countries’ took to the streets in support of her words to drown out undelivered pledges of ‘big-polluting’ countries. Words such as ~ ‘science doesn’t lie’ and ‘a lack of action is a betrayal towards present and future generations’.

< My Thoughts > are that Greta Thunberg is an ‘Asperger’s advocate inspired and driven about climate change. ‘Climate change’ which is occurring and ‘Climate change’ causes, which need to be corrected. Greta’s ability to focus, find and engage friends to help her shine a light on the environment remains amazing.

As an ‘Aspie’, Greta seems to show distinctive strengths in having remarkable focus and persistence to show attention to detail, and an aptitude for recognizing patterns. In this case, she is devoted to new ways to ‘create climate change’. While friendship struggles are part of being an Aspie, Greta gains friends, wherever she goes.

REFERENCE:

Carrington, D. (2021). “Blah, Blah, Blah”: Greta Thunberg Lambasts Leaders over Climate Crisis; retrieved online from – https://www.theguardian.com/environment/2021/sep/28/blah-greta-thunberg-leaders-climate-crisis-co2-emissions/

Go outdoors and explore! 

Rudy (2010) gives us a plan, “Get out, explore the community & have fun!” She tells us that individuals and families with autism are often too busy with therapies and doctors to think about physical fitness. Also, that Adaptive Physical Education programs at school start to fade away as students become teens and young adults. 

< My Thoughts >                   “Get out, explore, have fun…”
 
Families are sometimes too focused on what it will be like when/after the ‘therapy’ is successful. Goals and priorities are necessary, but try to have ‘happy’ moments each and every day. Our Sonny likes to walk outdoors on a little pathway that we have created in our yard. He finds the interesting things which we have along the way. Things that we see we name, and stop to chat about.

There are flowers to smell, plants to touch, birdhouses with occupants to watch. And of course, we just enjoy feeling the wind and seeing it blowing the colored ribbons and wind chimes which we have tied in the trees. These things can be labeled for those with higher learning abilities. Always, observe all necessary health and safety precautions when exploring the outdoors.

Menear, et al. (2006) tell us that their informal observations have shown that many students with autism who have low motor skills and few fitness abilities will initially have difficulty traversing typical school or park playground equipment without assistance. Poor eye-hand coordination, trouble combining multiple motor skills into one task, and any structured balance related physical activities, as well as participating in group activities can be difficult.
 
< My Thoughts >             “…trouble combining multiple motor skills into one task.”
 
Such as, combining walking with stopping to look at interesting shapes, or listening to new sounds. Try taking along colored glasses, a magnifying glass, music, favorite toys and/or books. Take time to stop to explore and investigate, and don’t forget to bring music, snacks and drinks. Have frequent breaks, with opportunities for clarification and allowing choices. Have fun and take time to smell the roses.  

A study done by Ghaziuddin & Butler (1998) included 8 subtests for different parts of the anatomy. They were gross motor tests for running speed and agility, balance, bilateral coordination, upper-limb coordination, and strength. There were tests for fine motor skills, for response speed, visual-motor control, and upper-limb speed and dexterity. So, this doesn’t exactly answer the question of why clumsiness is often observed in persons with autism, but it does give one an idea of the many variables involved.
 
< My Thoughts >              “…an idea of the many variables involved.”
 
Accomplishing ‘motor-mind’ activities is extremely complex and complicated. Even the simplest of activities involve both ‘fine’ and ‘gross’ motor skills, a sophisticated ‘sensory system’; plus, both external and internal bodily communication, to say the least.
 
According to Zhao & Chen (2018) providing children with ASD the opportunity to participate in physical activities improves their physical condition, their self-esteem, social skills, and their behavior. Often the child does not know how to interact with others in order to have that physical activity experience, but can be taught. And eventually children will exercise ‘spontaneously’, recognizing the need for that activity. Participants in the study had also shown improvement in parent/child interaction; plus, the child’s interest in ‘otherworldly’ activities.
 
< My Thoughts >               “…recognizing the need…”
 
Figuring out what your child can or cannot do physically, shouldn’t be a stressful activity but one of enjoyment. And, if at first you don’t succeed, try, try again. Unless the activity is just too difficult or stressful, the child should begin to show interest.
 
Sonny often uses his peripheral vision to check out what we are doing. If we start bouncing a ball in the living room, he’ll stroll by several times, acting uninterested, but taking a peek. Then, he goes in his room for a while, listening to the sound of the bouncing ball. Soon, he comes out and wants to hold the ball. That could be ‘it’ for the day, but we leave the ball out where he can access it.
 
The next day, he may go over, pick up the ball, and bring it to me. He much prefers to have us do the activity while he watches, easily laughing when you miss the bounce, making the ball roll across the room. When that happens, we invite him to sit on the floor near us, rolling the ball back and forth between us. He begins participating in the ball rolling activity without realizing it. When he catches on to our plan, he gives us a ‘look’, gets up and goes back to his room. And so, it goes.
 
Jean (2006) Figuring out the appropriate, safe and comfortable exercise for your child is important for lifelong fitness. The right exercise can also improve brain function, coordination and even memory. ‘Cross-center-line’ training means you’re using both sides of the brain. ‘Cross-lateral’ movements are those in which arms and legs cross over from one side of the body to the other. An example would be to bend over at waist and tap right hand to left foot. Stand back up and then bend and tap left hand to right foot. This ‘unsticks’ the brain and energizes learning.
 
< My Thoughts >              “…energizes learning.”
 
Look for different ways to ‘energize learning’. Sonny enjoys attending an outdoor aquatic program, sponsored by the City Parks & Recreation. He has ‘somewhat’ participated in a “T” ball group that we found at a nearby park. Both programs allow us to participate with him, so it goes surprisingly well. We even ‘practice’ ‘T’ ball at home in the backyard, a ‘natural setting’ for him where he feels most comfortable. Look for 'Challenger' or 'Adaptive' programs near you. This is a great way to involve siblings, too.
 
Hall (2011) had to worry about going to 9th grade at Windward. But first, I had to worry about going to a new summer camp; Gold Arrow Camp. It was disheartening to plummet into yet another unfamiliar situation where I had no friends or comfort and consequently felt alone and out-of-place. I guess I still came across as ‘different’, even with all the progress I had made.
 
That hike was one of the most beautiful experiences of my life. I had never seen natural running water before or the open-air splendor of the mountains. Along with members of the group, I carried a seventy-pound backpack for five days, a major accomplishment for me.
 
But, when we got back from that hike, I wanted to crawl under a rock by myself whenever somebody tried to talk to me. I stayed in the cabin a little longer. When I did go out, I chose solitary activities – sailing, horseback riding, bike riding – and I avoided the group activities as much as I could.
 
< My Thoughts >              “…crawl under a rock…”
 
Zero interest in group or ‘new’ activities for many children and young adults may be due to ‘anxiety’ about new things, and/or fear of failure. Perhaps carrying a backpack, or wearing a weighted vest could help with anxiety. Learn about your child, know him/her; know their autism, while you explore the outdoors, and their abilities.

REFERENCES:

Ghaziuddin, M. & Butler, E. (1998). Clumsiness in Autism & Asperger Syndrome: A Further Report; Journal of Intellectual Disability Research; V42:1, p43-48.
 
Hall, J. (2011). Am I Still Autistic: How a Low-Functioning, Slightly Retarded Toddler Became the CEO of a Multi-Million Dollar Corporation; eBook Edition.  
 
Jean, D. (2006). Brain Exercises; Retrieved online from –http://drjean.org/html/monthly_act/act_2006/03_Mar/pg04.html/

Menear, K., Smith, S., et al. (2006). A Multipurpose Fitness Playground for Individuals with Autism; Journal of Physical Education, Recreation & Dance; V77:9, p20-25.

Rudy, L. (2010). Get Out, Explore & Have Fun: How Families of Children with Autism or Asperger Syndrome Can Get the Most Out of Community Activities; eBook Edition.
 
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction & Communication for Children with Autism; BioMed Research International, V2018, Art.ID 1825046.