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.

​Autism

• A complex disorder traversing a developmental spectrum.
• Life within 2 or more contained mirrored worlds.
• Repeated stereotypical patterns of behavior responses.
• Disorder evolves with unexpected changes in development.
• Sensory environment, tilted at an angle.
• Constantly shifting continuous sequence of fractious events.
• Mysterious mosaics of abilities and behaviors.

Stay SAFE and enjoy your 4th of July INDEPENDENCE DAY!

Just a note of CAUTION on this July 4th Independence Day 2021. Autism Spectrum Disorder (ASD), by its very nature, may have parents striving for their child’s ‘INDEPENDENCE’ while keeping them ‘SAFE’. Keeping all children safe is important. But, keeping children with autism safe becomes even more of a priority because of their social, sensory, communication, and behavioral challenges. Hopefully, this BLOG will start the process of thinking about PERSONAL & HOME & FIREWORKS SAFETY for the whole family.
 
FIREWORKS can brighten celebrations, but can frighten those with Autism Spectrum Disorder (ASD). Noise from fireworks can be startling, triggering a startle response, or even a Post Traumatic Stress Disorder-like (PTSD) response. The unpredictability of the sudden explosion(s) can set off an individual’s ‘arousal’, and/or ‘fight or flight’ response.
 
Brodie (2013) – Laurie said I remember how someone was always on ‘Scott duty’ when the family went out. It usually meant actually holding on to him so he wouldn’t just run off.
 
< My Thoughts >                   “… holding on to him so he wouldn’t just run off.” 
 
Children with autism often feel compelled to flee from their environment. The situation or setting doesn’t seem to matter; they just take off to parts unknown. Any and all of these events may also cause an epileptic seizure event.
 
If your child is known to wander, you may want door alarms to prevent your child from leaving your home without your knowledge. Or, there are several types of child locators available, as another possible option.
 
Naoki Higashida, a 13-year-old-boy with nonverbal autism, through facilitated communication, answered questions concerning his elopement activity.

Question: Why did you wander off?

Answer: My body was lured there by ‘something’ outside. As I was getting farther from home, I didn’t feel any fear or anxiety. I had to keep walking on and on. Turning back was not permitted, because roads never come to an end. Roads speak to us, people with autism, and invite us onward. Until someone brings us back home, we don’t know what we’ve done and then we’re as shocked as anyone.
 
Sparklers burn as hot and as bright as a blowtorch at 2,000 degrees Fahrenheit! Persons with ‘light and sound sensitivities’ may be vulnerable for PTSD-like responses. Those with maladaptive coping strategies and/or reduced help-seeking behaviors may have a unique perception of what is going on within their social sphere.
 
Dr. Todd Favorite (2019), director of the University of Michigan Psychological Clinic suggests that symptoms of PTSD may include:

• Extreme vigilance and arousal
• Nightmares or insomnia
• Negative changes in mood
• Intrusive thoughts of the trauma
• Avoidance or social isolation

 
People with PTSD typically are highly alert to any movement or change that could signal danger.
 
< My Thoughts >                   “…signal danger.”
 
Persons with autism often have ‘sensory issues’. Senses may be distorted or exaggerated to be interpreted as a ‘signal of danger’, especially when it is unexpected or unusual. The smell of smoke and flashes from fireworks could be that kind of trigger, along with the unfamiliar sounds and emotional excitement of the surroundings. Ear plugs, or earphones playing soft music is often suggested. But for our Sonny, that is just added stress. His ‘supersonic hearing’ sense cannot be dissuaded that everything is ‘okay’. We even tried driving to a remote area to view the city’s fireworks display through the car windows, with his favorite music playing. Nope, he began to engage in a long extinguished ‘SIB’ behavior.
​
Sicile-Kira  (2014) thinks that some children with autism participate in self-aggressive behavior (SIBs) because they could be in pain and don’t have any other way of communication this. She also has seen ASD persons self-injuring in the throes of a PTSD flashback. She defines SIBs as hitting, biting, head banging, flicking fingers, or slapping oneself as a possible method of sensory seeking stimulation to relieve anxiety, pain, or frustration.
 
Celebrations, such as barbequing around the backyard swimming pool. Swimming pool and water safety lessons are crucial for children with autism. The attraction to the water and no fear of danger, a symptom of autism, becomes a critical safety issue. If you own a pool, fence it in and make sure your gates are self-closing and latch above your child’s reach. Keep all pool toys and other interesting items out of the pool area when they are not being used. Ask your neighbors with swimming pools to follow these safety tips and make them aware of your child’s potential for wandering. Swimming pool and water safety lessons are crucial for children with autism. Knowing Cardiopulmonary Resuscitation (CPR) is crucial for all family members.
 
Stay SAFE and enjoy your 4th of July INDEPENDENCE DAY!
 
REFERENCES:
 
Brodie, P. (2013). Secondhand Autism; eBook.
 
Favorite, T. (2019). Symptoms of PTSD; Retrieved online from – https://mari.umich.edu/mari-news/psychological-clinic-director-presents-new-research
 
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; Penguin Random House Company; New York, N. Y.

Attention Deficit Hyperactivity Disorder (ADHD)
with < My Thoughts > by Sara Luker  
    
Previously, Attention Deficit Hyperactivity Disorder (ADHD) was sometimes an ‘alternative autism diagnosis’. A person with ADHD may or may not have eventually received an autism diagnosis. But an autism diagnosis doesn’t automatically mean they have ADHD.

HYPER-ACTIVITY (over active sensory response), is defined by an exaggerated or avoidant response to sensory stimuli.

Bogdashina & Casanova (2016) describe HYPER-Activity response as caused by a sensory channel that may stay ’wide open’, resulting in more stimulation than the brain can handle. Continuing to explain that children with HYPER-activity often engage in unwanted behavior. Their response is an acute, heightened, or excessive sensitivity to what is happening in the environment.

Phelan (2015) further explains the circumstances of one’s heightened perception. She says that upon hearing a dog bark, most of us pay attention briefly, and then carry on. But a child heightened perception, having a negative experience with dogs, may respond with a ‘startle’ response or feelings of anxiety until s/he feels they are out of harm’s way. For some with sensory issues, that keen state of alertness will stay with them throughout the day.
 
< My Thoughts >                       “…often engage in unwanted behavior.”
 
Persons with ADHD are always in motion, never paying attention, and typically thought of as a ‘wild child’. But sometimes the body is making that response, not because of HYPER-Activity but HYPO-Activity.
 
HYPO-ACTIVITY (under active sensory response), is considered a lack of or delayed response to sensory input, or even lack of orienting to loud sounds, and slow to react to pain.

Ausderau (2015) believes that HYPO-activity results when the brain is deprived because ‘too little’ stimulation gets in when the ‘channel’ does not open wide enough. The sensory system is under-responsive. Or, the normal processing of smells, sights, sounds, touch, and movement is dulled, under-developed, or processing the stimuli incorrectly.
 
These persons are always on the move, with no safety awareness. They jump off furniture & high places; and they especially love the trampoline. These things make them happy, because when engaging and thinking in movements, it is possible for them to shut out the normal world.
 
Sabatos-DeVito, et al. (2016) explain that hypo-responsive behaviors when particularly associated with autism, have been reported as early as 9-12 months of age. Also, it is pointed out that hypo-responsive children may be less sensitive to novelty, thus taking longer to notice and process something new in the environment.

< My Thoughts >       “…taking longer to notice and process ‘novelty’ in the environment.”
 
As you can see, the hypo-responsive child doesn’t recognize the new ‘novelty’ in their environment. Without being able to gain the child’s interest, the parent, teacher, or clinician will have difficulty finding that ‘teachable moment’ which can bring the child closer to learning. Sonny can become so busy in his own world that he refuses to disengage long enough to see a new toy or puzzle in his room. Then when he finally does respond, which maybe hours later, he will make two or three passes, looking at it out of the corner of his eye as he strolls by.

Siri & Lyons (2014) believe a HYPO-responsive tactile system (sensory seeking) is generally associated with a low level of arousal. This child may typically appear ‘tuned out’ and therefore also less available to stimuli. In order to raise arousal level, they may gravitate to messy and unfamiliar textures, in an effort to better process things. Or, they can be excessively rough without ill intent. You will find them fidgeting or leaving their seat often, in order to provide alerting input and better body awareness.
 
Hypo-sensitivity, hyper-sensitivity, or ‘mixed’ sensitivity occurs when the brain does not efficiently process information coming from the body or the environment. Children with hypo-sensitivity require increased intensity in taste, texture and/or temperature in order to process sensations. These children tend to prefer crunchy textures, and strong flavors.
 
< My Thoughts >                       “…‘mixed’ sensitivity…”
 
Some research suggests that certain patterns of HYPO & HYPER Activity can co-occur simultaneously, as individuals react to a sudden sensory stimulus from the environment.

Donkers, et al. (2015) talk about ‘mismatched’ reactions to environmental stimulus. They say that when the brain responses to stimuli triggering a memory of something painful, it causes them to react in an unusual way.
 
< My Thoughts >                       “…react in an unusual way.”
 
Our Sonny sometimes expresses sadness when he is in fact very happy. And conversely, may express happiness when he is sad or disappointed. Some children start showing signs of anxiety, when they are really just happy and excited. This may or may not be the result of a ‘mismatched’ reaction, but it is an ‘unusual response’.
 
Neil, et al. (2017) remind us that it is important to choose which behaviors are HYPO and which are HYPER responses, because measuring, diagnosing, and labeling is important to provide funds for various services from providers and insurance companies.

REFERENCES:

​Ausderau, K., Sideris, J., et al. (2014). National Survey of Sensory Features in Children with ASD: Factor Structure of the Sensory Experience Questionnaire; Journal of Autism Developmental Disorders; V44, p915–925.
 
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome; 2nd Edition, eBook.
 
Donkers, F., Schiput, S., et al. (2015). Attenuated Auditory Event-Related Potentials & Associations with Atypical Sensory Response Patterns in Children with Autism; Journal of Autism Developmental Disorders; V45, p506–523.
 
Neil, L., Green, D., et al. (2017). The Psychometric Properties of a New Measure of Sensory Behavior in Autistic Children; Journal of Autism & Developmental Discord; V47:4, p1261-1268.
 
Phelan, S. (2015). Understanding the Subtypes of Sensory Processing Disorder; Retrieved online from –nspt4kids.com › Resources › Occupational Therapy.
 
Sabatos-DeVito, et al. (2016). Eye Tracking Reveals Impaired Attentional Disengagement Associated with Sensory Response Patterns in Children with Autism; Journal of Autism Developmental Disorders; V46, p1319–1333.
 
Siri, K. & Lyons, T. (2014). Cutting-Edge Therapies for Autism; 4th Edition; Skyhorse Publishing, New York, N.Y.

One out of every 88 military children is diagnosed with autism spectrum disorder (ASD). Also known simply as autism – a group of complex brain development disorders characterized by difficulties in social interaction, verbal and nonverbal communication, and repetitive behaviors. The most obvious signs and symptoms of autism typically emerge around age 2 or 3, and, unfortunately, the number of diagnosed autism cases is steadily increasing in the U.S.
 
An Overview of Veteran's Benefits / Special Needs Alliance; Retrieved online from –  https://www.specialneedsalliance.org/the-voice/veterans-benefits//, says...
 
“As our nation commemorates Veterans Day, honoring and remembering those who have served and sacrificed, it is an appropriate time to consider the financial, medical, and other assistance available to veterans, their families and survivors.”
 
You might find this, and similar VA websites helpful to explore. There are VA Aid & Alliance benefits which can provide monies for veterans who need assistance with basic activities of living.
 
A VA pension also benefits dependents and survivors, with like compensation for minor children and adult children who became disabled before age 18 can be eligible for pension benefits. 
​
< My Thoughts >    "...disabled before age 18..."
 Autism is a 'disorder' which classifies as a 'disability' when qualifying for 'benefits' in the insurance world.

The VA also has a program called CHAMPVA, which shares the cost of health care services and supplies with eligible beneficiaries. Spouses and minor children, and in some cases disabled adult children, are eligible for this benefit. Just so you know.

Thank you for your service, to all Veterans and their families.

Greta Thunberg - ASD 'Superpower', with < My Thoughts > by Sara Luker

Greta Thunberg’s “A Year to Change the World” on PBS through BBC was worth watching, according to Brinlee (2021). Greta believes it is her moral duty as a human being to do everything she can to help the world understand about the urgency of climate change.
​
Years earlier from her home in Sweden, Thunberg had no idea, when she began skipping school to strike for climate change awareness, that she would spark a huge global climate change movement.

Now, the 21-year-old states that, "There are people everywhere, screaming in protest. It’s quite exhausting, especially when you have Asperger’s.” Greta, the youthful face of global climate change, shared that she was diagnosed with autism, as an adolescent.

Because of her autism, Fletcher (2021) states that Thunberg found regular school ‘overstimulating’ so she switched to a special school with a 5-student classroom. Then after her school strikes became so successful, she took a year off to begin a more extensive climate change campaign. But, her international travel would be cut short with the rise of the COVID-19 pandemic.

While hoping to inspire people everywhere, DeSantis (2019) says that Greta found that many people were still listening to her words of determination. In spite of, or perhaps because of her Asperger’s, the passion and unending focus on her mission grew. She felt that it was to her advantage having the ability to ‘think outside the box’. And while viewing the world in ‘stark terms’, to be swept away by focusing on a global pattern was to her benefit.

Acknowledging that Greta Thunberg considers her Asperger’s may make her look at things differently, but it’s okay, because she considers that her ‘superpower’.

< My Thoughts >          “…considers that her ‘superpower’.”
​
Wielding her ‘superpower’, Greta has been known to ask “Where are the adults?” I’m not certain what she means by that, but as adults go about their daily lives, it seems that they might want to consider their children and the future global world they will inherit.

REFERENCES –

Brinlee, M. (2021). Greta Thunberg On Attending Protests with Asperger’s: “It’s Quite Exhausting”; Retrieved online from – https://www.romper.com/entertainment/exclusive-greta-thunberg-pbs-series-aspergers-syndrome/

DeSantis, R. (2019). Now the Youngest ‘TIME’ Person of the Year: Destroys Asperger’s Stigma; Retrieved online from – https://people.com/human -interest/how- greta-thunberg-destroys-aspergers-stigma/

Fletcher, H. (2019). Climate Change Marches are Hard with Asperger’s Syndrome; Retrieved online from – https://metro.co.uk/2021/04/06greta-thunberg-climate-change-marches-are-very-hard-with-aspergers/

#BLOG #MentalHealthMonth (May 2021) www.sarasautismsite.com
#School may be suddenly starting for some. #Students on the #autism spectrum may be resistant to this #change and #parents may feel #challenged. Keeping a #positive outlook is important for both students and parents.

​Shochet, et al. (2016) say that there is limited research on effective preventative approaches for adolescents with autism and mental health problems. But two interrelated deficits which seemed to have emerged and proved to be important were a lack of an individual’s – ‘connectedness’ and ‘resilience’. These ‘protective factors’, when missing, increase an individual’s weaknesses, and/or a negative outlook.

1. ‘Connectedness’, namely a sense of belonging, especially in school.
2. ‘Resilience’, the capacity of coping and self-regulation in the face of stress.

‘Connectedness’ is achieved when one feels a sense of ‘belonging’ to a desirable social group.

This becomes especially important during the transition from elementary to secondary school; and from secondary school into adulthood. When a person perceives that their peers are less excepting, or that they are prevented from having an opportunity to learn in an ‘inclusion’ (general education) classroom; those with autism are more likely to become distressed, or even depressed. Depression, in turn may keep them from pursuing higher schooling, or from beginning a successful career path. This study found that evidence-based ‘group therapy’ treatment programs were helpful to build one’s ‘connectedness’ to society.
​
< My Thoughts >   “…‘protective factors’…”

Five ‘protective factors’ which work to strengthen ‘positive’ perception, thus diminishing negative thoughts or perception of events, are –

1. Parental resilience (Parents who encourage their child to persevere towards the ‘positive’, instead of perseverating on the ‘negative’.)
2. Social connections (Participate in social group activities, which can include siblings.)

1. Concrete support (Constant ‘’interest’ which can easily be seen, heard, and felt.)
2. New knowledge & understanding (Providing new ‘positive’ skills, thoughts, and learning from those who truly understand.)
3. Achieving social/emotional competence (Having opportunities to take positive risks and enjoy positive outcomes.)

​When the above factors are available, they work together to help an individual with autism ‘protect’ and promote their ‘positive’ view of their world. A healthy perception can become everything.

Important to achieving ‘resilience’ is the ability to focus on one’s strengths instead of deficits. ‘Resilience’ requires ‘theory of mind (ToM). The authors state that the ability to freely seeing another’s perspective and/or point of view is critical to becoming resilient. ‘Resilience’ is inhibited by one’s failure to understand perspective, and also by never overcoming negative risk factors. Anxiety prevention programs, as well as understanding ‘healthy risk taking’, promoted by ‘positive protective factors’ and ‘decreasing negative risks’, are all vital to strong wellbeing and mental health.

Shochet says his study found that individuals with autism varied greatly in terms of ‘symptom expression’ and ‘levels of functioning’ throughout their lifespan. But, that they will find a ‘positive’ mental health trajectory by identifying how well they feel ‘connected’ and/or ‘resilient’ to life’s often constant changes and challenges.

Hoch & Youssef (2019) have revealed that children with ASD may be under-identified for ‘trauma’ exposure and under-served for ‘treatments’ to address trauma and other mental health diagnoses. While the most commonly discussed issue is Post Traumatic Stress Disorder (PTSD), such as depression and anxiety, sensitivity to non-threatening noises and other stressors can lead to ‘response stressors’ which may also act to disrupt daily rhythms.

Parents are also susceptible to unwanted stress, especially when raising several children; and specifically, when one of the children has ASD. Parent’ perceptions of their own abilities are influenced by their own individual ‘coping styles’ and an underlying ‘belief systems’.

Ang & Loh (2019) found that Moms are more likely than fathers to blame themselves for their child’s problems. Despite the challenges of raising a child with autism, parents found that they can also experience benefits. Fathers stated that they enjoyed being increasingly more involved in the daily care of their child; some shifting from breadwinner to a more co-parenting role.

Understanding what a child with autism ‘wants’ can be difficult depending on the severity of the child’s autism, it may be even be nearly impossible. Both parents are often more susceptible to the community being critical to the child’s public behavior.

They found that parents with more support from the family and the community had less depression, anger, and anxiety. Their ‘coping style’ also had an impact on their mental health. Here are some of the successful ‘coping styles’ mentioned –

• Active-avoidance coping (actively attempting to avoid stressors)
• Problem-focused coping (anticipating, planning for, & managing the problem ahead of time)
• Positive coping (using humor & reframing the issue)

The study showed that constantly knowing and using their ‘coping style’ seemed to help parents, avoid situational stress and mental health issues for the child and for themselves.

REFERENCES:

Ang, K. & Loh, P. (2019). Mental Health & Coping in Parents of Children with Autism Spectrum Disorder (ASD) in Singapore: An Examination of Gender Role in Caring; Journal of Autism & Developmental Disorders; V49, p2129-2145.

Hoch, J., & Youssef, A. (2019). Predictors of Trauma Exposure & Trauma Diagnoses for Children with Autism &Developmental Disorders Served in a Community Mental Health Clinic; Journal of Autism & Developmental Disorders; V50, p634-649.

Shochet, I., Saggers, B., et al. (2016). The Cooperative Research Centre for Living with Autism (Autism CRC) Conceptual Model to Promote Mental Health for Adolescents with ASD; Clinical Child & Family Psychology Review; V19, p94-116.

Take me out to the ‘alternative’ ballgame –
Commissioner of #Alternative #Baseball (2019) diagnosed with #autism at the age of 4, Taylor Duncan loved baseball. But, it seems that the game didn’t love him; at least NOT traditional, organized baseball. Due to his autism, coaches were afraid he would be hurt. He turned to a local church league that played ‘slowpitch’ softball. Taylor wanted to be the best he could be, but even with all the practicing of mechanics and skills, most times he was sidetracked to the bench. Deciding to turn his disappointments into a dream of being on a baseball team, he established his own team. 

Yahr (2021) tells us to ‘bring your glove and get on the field’. She writes that players can be of any or no experience to participate in Alternative Baseball. There are opportunities for boys and girls, teens and adults (ages 15+) to play traditional baseball, judgement free.
 
< My Thoughts >   “…‘bring your glove and get on the field’…”
 
Our Sonny enjoyed a brief season ‘playing’ Challenger Little League, as a youth. The team had community sponsors who provided equipment, uniforms, and made baseball cards for the each team. Taylor Duncan’s Alternative Baseball seems like the next step. Look for a team near you. Or, start your own!
 
REFERENCES:
 
Duncan, T. (2019).  Commissioner – Alternative Baseball; Retrieved online from –  https://www.alternativebaseball.org/
 
Yahr, N. (2021). Bring Your Glove & Get on the Field: A baseball league for people with autism & disabilities is on deck for Madison; Retrieved online from –  https://madison.com/ct/news/local/neighborhoods/
​

The #Autism core cognitive, social and sensory difficulties from childhood won’t disappear when adulthood arrives. Often acting childishly will also remain. Looking like a ‘child’ is the only thing that disappears with age.
 
Carpenter (2015) tells us that more than half of young adults with autism are disengaged from both #employment and #education, two years after leaving high school. He believes it is because of the following major remaining challenges of autism, into adulthood –
 

• Remembering & following instructions
• Adapting to changes & generalizing
• Planning & organizing
• Interpreting body language & facial expressions
• Making small talk & socializing
• Following unspoken social rules & expectations

 
Carpenter continues – social difficulties may frustrate college and career ambitions. And, in some regional areas, only the most severely disabled people are eligible for support or assistance, such as Medicaid-funded services.
 
Gardner (2013) marvels, I saw my son emerge from the changing rooms, and my soul swelled. What a handsome grown man he had become! Remembering that lost and lonely child, that child who had spent days rocking in a corner of a room, unable to communicate or relate, I thought, “Wow! Look at my incredible, handsome son now!
 
Heading off to college, Dale needs an awful lot of support and direction. He needs extra time if he’s to achieve his goals.”
 
< My Thoughts >       “Dale needs an awful lot of support and direction.” 
 
Throughout life, those with autism need support to a greater extent than the typical person learning a new task or operation. One suggestion in the literature has been that the designers of supported environments and educational settings find ways to compartmentalize and label tasks or operations, for persons with autism. For instance, incorporate more easily identified blocks time, areas of space, and/or use of specific tools/technology to support the adolescent and/or young adult, or adult with autism meet the challenges of their tasks.

Bowler, et al. (2015) tell us that the difference between ‘supported’ and ‘unsupported’ tasks was revealed in their study. Participants with autism found that having the ‘support’ of seeing things in a specific order, as with an organizational chart or by being given auditory cues, helped them become more effective. Having that type of support improved recognition as to the order of events or sequence.

They went on to say that those with autism have different degrees of difficulties with memory and may need to be cued to recall or recognize steps in a task or function. In the ‘discussion’ of the results, it was suggested that future support of persons with autism should be a result of spending time understanding and unpacking and clarifying the complexity of the task. These are reasonable adjustments required by most students and/or employees with autism, in order to become successful.
​
< My Thoughts >      “To make reasonable adjustments…”

When a student has a disability, which impacts upon learning college curriculum or when learning a new job, then there may be a requirement to undertake reasonable adjustments. These reasonable adjustments would help student performance, or addresses employee needs, allowing for the individual’s strengths and abilities of the persons with autism to surface.
 
Help from academia and from employers for persons with autism could come by –

• providing necessary tutoring, technology, reframing, or retraining 
• offering alternative tasks or assignments
• insuring longer supported training or length of assignment periods
• allowing more time off for rehabilitation, as needed
• permitting additional breaks, as needed
• changing inaccessible areas, or redesigning an area, as needed
• relocating work/study areas to address sensory, or other needs

Wentz, et al. (2012) explored the idea of using technology to help support adolescents and young adults with Attention Deficit Hyperactivity Disorder (ADHD) and autism disorders, in employment and educational settings. The idea was based on the concept that it could be easier to get additional support from a coach in an online ‘Chat Room’ setting; which could be accessed during the day between the hours of 2 – 4pm.
 
< My Thoughts >      “…using technology to help support…”
 
Here is a LINK to what appears to be a very recent collection of technology support tools used to train or retrain persons with disabilities, including autism – “New resources & hidden gems from the NationAl Rehabilitation Information Center (NARIC) Collection. A Quick Look at the Research, a ‘Spotlight’ collection –
https://naricspotlight.wordpress.com/2021/04/07/autism-and-technology-for-independence-a-quick-look-at-the-research/
Disclaimer: Please note that I, Sara Luker do NOT have any connection with, nor am I a representative of the National Rehabilitation Information Center (NARIC). This LINK is offered only as an opportunity to begin to seek information of interest, regarding the use of technology for support to persons with disabilities.
 
Wentz believes that because the traditional ‘face-to-face’ communication is difficult for most individuals with autism, a computer-mediated communication from one’s residence was thought to be an easier facilitation of support. The coaches available during this time period included clinical psychologists or educational therapists with the common denominator of having vast experience with this Autism Spectrum Disorder (ASD) population.
 
Jones (2016) insists that it’s clearly time to admit that some Autistics – even some highly educated Autistics – are NOT going to be able to work. We need more legitimate work-at-home opportunities, more support and assistance at finding and keeping online employment. And, a lot of help in getting disability benefits for those who aren’t able to work full-time or at all.
 
Staff Writer (2018) states that so much is riding on the future, so that an autistic adult can live independently. That the time is now for gathering information, discussing possibilities, and to start working towards milestones for independence.
 
REFERENCES
 
Bowler, D. Galgg, S., et al. (2015). Brief Report: The Role of Task Support in the Spatial and Temporal Source Memory of Adults with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V45, p.2613 - 2317.
 
Carpenter, S. (2015). Learning Through Seeing & Doing; Science News, p18-20.
 
Gardner, N. (2013). All Because of Henry; eBook Edition.
 
Jones, S.R. (2016). The ABCs of Autism Acceptance; eBook 2016 Edition.

Staff writer (2018). Are There Ways An Autistic Adult Can Live Independently?; Retrieved online from – https://ecarevault.com/2018/01/autistic-adults-can-live-independently/
 
Wentz, E., Nyden, A., et al. (2012). Development of an Internet-based Support and Coaching Model for Adolescents and Young Adults with ADHD and ASD; A Pilot Study; Journal of Early Child & Adolescent Psychiatry; V:21, p611-622.

A social story about going back to school –

1. I will be going to school after being gone for a while. This will be a change for everyone.
2. Instead of going to school online I will be learning in the classroom again.
3. Some days, I may be doing both; going to school & learning online at home.
4. This will be different, because I’ve been going to school at home.
5. Even though it is different, I’m positive it will be okay.
6. I will have classwork to do, a routine to follow.
7. I’ve missed my teacher & friends, but I knew I’d see them again
8. I will listen, follow the rules, I’ll be a helper.
9. I will still be wearing a mask, social distancing, washing my hands, & having fun with it.
10. I will have lots to tell my family about going back to school.

The main objective for any intervention strategy should be to help the child with autism cope and better understand behaviors, skills and communications; a Social Story makes it easier. Try making it in a 'comic strip' format. This WILL enable them to better cope with their environment, encounters and situations. This CAN HELP reduce their stress, confusion or anxiety.