NEW BLOG
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Holidays, an important time to Know Autism, Know Your Child. Find Free ASD Book on MENU.
 
Enhance with Holiday and/or Child’s favorite graphics –   Guide expectations... use ~

Prancer’s Power Cards
Frosty’s Five Point Scale
Santa’s Social Stories
Vixen’s Visual Schedule

​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 scale 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'

When I am feeling scared or overwhelmed, I should ~

• breathe slowly, or blow bubbles
• do something I like (color or listen to music)
• talk to someone nearby
• take a walk

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.

 
Visual schedules can be accompanied by auditory backup, or even a Smart Phone app. 4 easy ways to guide autistic Holiday behavior. Vixens Visual Schedule. Read more on my site #ASDblog or download MyNewBook Units 1 – 2 https://payhip.com/b/loAmV #Autism #AutismBehavior #AutismVisualSupport #AutismHelp

Sicile-Kira, C. (2010) asks why the holidays are so difficult for families with autism. Often parents in the autism community will joke that we become more religious during the holiday season. We pray that we will have the strength to politely ignore the judgments passed upon us and our ‘misbehaving' children.

< My Thoughts >    “…our ‘misbehaving' children.”
 
Relatives may think that the child is misbehaving, and may try to discipline the child, not realizing that the child really cannot help it. Prepare to support your child and perhaps even find a way to inform relatives and friends about the current status of your child’s autism. Status in the areas of anxiety, communication, meltdowns, social interaction, restricted interests, stimming, and sensory issues.
 
Parents, prepare yourself! Perhaps this should be an ‘autism commandment. Prepare yourself and your child in the areas of needing support for his or her interwoven needs, during the Holiday Season. 
 
For example –

• Anxiety

 
Unclear Expectations: When expectations are not clear, it can create confusion and anxiety. Socialization can be exhausting, leading to stress and anxiety.
 
< My Thoughts >       “ …. can create confusion and anxiety.”
 
If others are anxious, then your child may feel anxious too. Your child may not be sure of what is happening, at any given moment. Interruption of routine may make the traditional expectations of Thanksgiving Day seem confusing and chaotic to him or her.
Providing ‘choices’ can also help to overcome anxiety. Make certain those ‘choices’ are both appropriate and acceptable to you. Create a “busy bag” of items that are highly desired by your child that can keep them occupied. If your child is very picky, remember to bring backup food items with you. This may include his own plate, utensils, and a quiet place to eat.

• Communication problems

 
People with ASD may have difficulty with verbal and nonverbal communication. They may avoid eye contact, social smiling, or unnecessary aspects of conversation. Understanding the way your child is expressing ‘wants’ and ‘needs’ will take patience and understanding on everyone’s part. There may be facial expressions, body language, and non-literal layers of communication that s/he cannot not follow. Introducing and practicing social scripts and/or social stories may help. Especially if your child becomes frustrated, expressing in unwanted behavior, when waiting for something.
 
< My Thoughts >    “…when waiting for something.”
 
Often behavior improves a thousand percent when the child has effective ways of communicating, albeit with visual cue cards, augmented communication devices, signing, or typing on their iPad. Help friends and family get updated about your child’s autism trajectory.
​

• Meltdowns

 
Know that meltdowns are NOT usually a ‘thought-out’ behavior but a likely ‘sensory’ reaction. Often, when a child has a meltdown, s/he does not know what is wrong. This reaction may be ‘sensory’ or being overwhelmed by what is happening; like emotions out of control, or environmental stress which is beyond a child’s control.
 
Cariello, C. (2015) declares that much of her son Jack’s issues, it turns out, are related to sensory integration and his own internal regulation.  …he struggles with regulation, cognitive flexibility, working memory and processing, and auditory and visual complexity.
 
< My Thoughts >      “…his own internal regulation…”
 
This is another Holiday slippery slope with our Sonny. Any kind of ‘changing-up things’ in the blink of an eye could send a child with ‘sensory issues’ spinning out of control. If he finds himself on sensory overload… he goes into his ‘flight or fight’ response. He overrides his medication and starts buzzing like a bee… stinging whatever or whomever crosses his path.
​

• Need for routine

​Reduce social pressure – practice role playing and scripted responses. Have some visuals ready. If your child responds to ‘print’ on posters or in books, you might try creating a Visual Schedule to teach about upcoming events. Visual Schedules which show what needs to be done, in stages, and completion dates. Making them should include your child, which takes patience and creativity. Of course, social stories and verbal prompting or other visual and auditory cueing is usually necessary.
 
 < My Thoughts >                   “…have some visuals ready…”
 
Visuals, like printed schedules with matching graphics, or power cards, and 5-Point charts can support learning and help to teach self-help and social skills to persons with autism. Several things need to be kept in mind though when creating and designing helpful visuals. Those things are that not all people are visual learners. Sometimes the visual schedule can be accompanied by an auditory backup, or use of a Smart Phone App to ensure the outcome you are hoping for.  Another thing is that all visuals should be age appropriate and they should find the person at their level of understanding.
 
All visuals should be age appropriate and they should find the person at their level of understanding. If the person is a very ‘literal’ thinker/learner, which many with ASD are, then you may want to take actual photos to use on their schedule, instead of graphics. Also, they may not be able to ‘generalize’, using one routine in two different places.
 
< My Thoughts >                    “…one routine…”
 
Persons with autism thrive on consistency and ‘routine’. Self-regulation, when learned, can make everyone’s life a little bit easier. Unfortunately, celebrating a Holiday, especially in someone else’s home can become an epic nightmare. When things change, the results of therapeutic strategies fade, and lives are interrupted. And, transferring skills from one setting to a different one may be impossible for the child with autism.
 
Sicile-Kira, C. (2014) says that “Social relationships are important to all people, yet are difficult for many on the autism spectrum to develop naturally.”  “…having social skills, knowing about expected yet often unstated rules of behavior, and social boundaries.” Some of the things she suggests are – Social Skills Training, Social Stories, and that by encouraging play, acting animated, happy; even singing and dancing around your child can be a place to start teaching about being social.
 
Crozier, S. & Tincani, M. (2007) tell us that a ‘social story’ is a short story written for an individual. The story describes a specific activity and the behavior expectations associated with that activity. You can also create a story to introduce ‘special’ events such as holiday gatherings, birthday parties, or other events.
 

• Sensory Issues

 
Sensory issues are heightened reactions which cause states of discomfort or distress. A child with autism may easily become overwhelmed by too much stimulation from his or her environment. They may be super sensitive to certain sounds, smells, lights, or textures.

Image by cupofjo.com

Dear Readers,

Parents often must wait days, weeks, and even months for assessments or doctor appointments. During this stressful time, it's good to feel that you are actively helping your child. This can become an important time of clarifying what bothers you the most about your child's behavior, development, or other concerns. Video what you are seeing and how your child acts throughout the day/night. 'Seeing is believing' for someone new to your child.
​
Prioritize your child's 'needs' and your 'wants'. Try new things... like teaching your child age appropriate 'developmental skills' that are non-invasive. See what works and what doesn't. Eventually, you will have to choose from available programs, therapies, and services that will be offered. Some are quite expensive, so understand your child well enough to figure out what will probably work and what absolutely won't. You can only know this by trying some things on your own.

Information about #INTERVENTIONS, #THERAPIES, #PROGRAMS, and/or #TREATMENTS is presented without intent or suggestion of status or effectiveness; or even with the title of an autism ‘intervention’. Most places in the literature and even in some laws, the word ‘intervention’ is used interchangeably with ‘instructional/educational program’, ‘therapy’, and ‘treatment’. The very word ‘INTERVENTION’ when used in the same sentence with ‘autism’ may imply ‘cure’ or ‘long-term’ effect. That is NOT the intention here.
​
Note: Read more about INTERVENTIONS, THERAPIES, PROGRAMS, and/or TREATMENTS in my Free ASD Book – Know Autism, Know Your Child with < My Thoughts >; UNIT 7CAMS.

Autism ‘intervention’ as with the phrase, “Early Detection / Early Intervention” may simply mean an ‘action’, or an attempt to ‘change a course’ or trajectory of autism. Also, the expectation for success is that all ‘interventions/therapies/programs will have the cooperation of the participant, the parent, and/or the assigned therapist.

There are many different types of treatment programs, interventions, and services being tried by parents and schools. Also, your child’s challenges may require having several non-competing therapies at once. Therefore, carefully consider the cost and time involved for your child and your family. Be very careful to fully understand your obligations. To some, AUTISM is a business. So, remember that gym/spa membership you paid for every month for three years, even though you only went there a few times? You could find yourself in the same type of situation here.

Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before us. Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.

​Regards,
Sara Luker

Photo of boy at desk by flickr.com

How to provide positive support for the child with autism –
 
Bloom, L. P. (2020) said that this ‘small-scale study, conducted in Stockholm, Sweden, concluded that preschool professionals needed to provide sufficient skills for children to adjust and adapt in a learning environment.
 
A model based on the understanding that each child is different. With different strengths and limitations. This ‘difference’ requires support that is varied, unique, and flexible to the child’s needs and accomplishments. Also required is an implementation of tools which are effective, simple, and useful to the child’s ‘identifiable’ requirements.
 
< My Thoughts >        “…each child is different.”
 
Each child’s differences are often difficult to discern. Teachers may decide on one model of support, which has possibly worked for a child with ‘like’ strengths and/or limitations. But the chances that this child will also respond positively, is never guaranteed. So many things can vary or be unique to this particular child, thus changing the course of intervention or instruction.
 
Bloom, L. P. (2020) believes that this study shows preschool professionals needed to provide more inclusion, professional education, and more understanding of the autistic child’s needs. That they needed a model which was focused on how professionals should make changes in their current practice.
 
McConkey (2023) makes it known that the review article’s authors describe the following as influencing factors to the choice and success of the autistic child’s support –

• cultural norms of typical and atypical behaviors
• culture-specific approaches to parenting
• mental health literacy
• cultural beliefs, attitudes, and stigma to disability

​These influencing factors, as well as the need to reflect on the affordability, availability, accessibility, and acceptability of services in low- and middle-income countries (LMICs) in particular.

In sum, children and adults with autism are at a greater risk of experiencing mental health problems. The problems cited here were –

•       Attention-deficit hyperactivity disorder
•       Anxiety disorders
•      Disruptive, impulse-control & conduct disorders
•      Depressive disorders
•      Obsessive-compulsive & related disorders

 
The other less-frequently occurring conditions were bi-polar and related disorders, schizophrenia spectrum and psychotic disorders and sleep–wake disorders. Service models depended on cultural circumstances. Overall, they said that the objective should be to promote positive mental health.
 
Interventions and service support models took various forms –
​

• home-based guidance from a therapist
• peer-mentoring from other parents
• family-centered activities
• group training workshops
• support groups

Their autism required these intervention services to be flexible in adjusting to their communication and style of interaction, but they claim that this did not happen.
 
< My Thoughts >        “…they claim that this did not happen.”
 
Achieving a good support model does require those providing services to be flexible. Hopefully, families will have opportunities to develop services which meet the requirements of all parties.
 
Positive psychology advocates a different approach: one that builds on the strengths and talents of the person. One which creates a sense of wellbeing based on a sense of belonging, which is a they claimed is the key element to a desirable quality of life.
 
Readers, 

​Thank you so much for all the 'shares' & 'mentions'. My goal is to reach as many people in the autism community as possible. To reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism. Kindly share my website, globally.

Regards,

Sara Luker
 
References:

Bloom, L. P. (2020). Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals. Journal of Autism & Developmental Disorders; V51, pgs. 950-960.

McConkey, R. (2023). Nurturing the Positive Mental Health of Autistic Children, Adolescents & Adults, Alongside That of Their Family Care-Givers: A Review of Reviews. Brain Science; Nov 27;13 (12):1645.

​
BLOG – Food Additives
 
After eating, does your child’s behavior change from being calm and satisfied, to becoming a hungrier, angrier, and/or even a wilder than usual child? Maybe that food/drink has been introducing unwanted ‘food ingredients’ into your child’s system, thus changing their behavior.
 
Note: OVERVIEW OF FOOD ADDITIVES, FDA (Online LINK) – Overview of Food Ingredients, Additives & Colors (fda.gov).
 
De Oliveria, B. (2024) defines a ‘food additive’, in its broadest sense, as any substance added to food. Legally, the term refers to “any substance which results, — or may reasonably be expected to result — directly or indirectly — to affect the characteristics of any food.”
 
< My Thoughts >       “…affect the characteristics of any food.”

Shopping in stores, as most of us do, instead of harvesting food from the land, we are subjected to consuming food and drink which takes time to reach us. To preserve staples from farm to table, keeping them fresh and colorful, often requires food additives. There are other reasons for additives, as shown below.
 
Recently, a popular cereal from a trusted food manufacturer was revealed as using ‘food additives’, instead of using natural ingredients to preserve color and flavor.

In our rush to get things done, it is hard to take the extra time needed to read labels. Then when the reading is difficult, and the ingredients are something we have never heard, we just grab and go. So, how do we prioritize what is important and worth the time to investigate? Perhaps the information in this BLOG will begin to give you a start to gathering that decision making information.

De Oliveria, B. (2024) answers the question – What Is a Color Additive? A color additive is any dye, pigment, or substance which is added or applied to a food, drug or cosmetic. The Food & Drug Administration (FDA) is responsible for regulating all color additives to ensure that foods containing color additives are safe to eat, contain only approved ingredients, and are accurately labeled.

Color additives are used in foods for many reasons:
 
1) to offset color loss due to storage conditions
2) to correct natural variations in color
3) to enhance colors that occur naturally
4) to provide color to colorless and “fun” foods
 
Without color additives, colas would not be brown, substitute butter spreads would not be yellow, and mint ice cream would not be green. Color additives are now recognized as an important part of practically all processed foods we eat.
 
< My Thoughts >          “FDA is responsible…”
 
The ‘catch’ is that the FDA depends on the food manufacturer to report the kinds of ‘additives’ in each food they send to market. Also, it seems that the FDA does not require reporting the ‘amount’ of the additive in their product. Another disclosure loophole manufacturers have is that the FDA expects them to be responsible to report how that additive is being metabolized by the human body.  Which in reality may still be under study.

Manufacturers can state that, the 'product' is generally considered to be safe for human consumption. In other words, no consumer has yet complained, or brought forth a lawsuit against the manufacturer.

Lopez, T. (2023) learned that there are four "toxic food ingredients" that can actually make us hungrier –
 
1.    MSG          MSG antagonizes the pancreas into pouring out more insulin and doctors call it a "hormonal cascade that makes you feel hungrier". 
2.    Refined flour      Refined flour causes your blood sugar levels to rise quickly, spiking your insulin before you crash. 
3.    High fructose corn syrup   High fructose corn syrup slows down the release of leptin, also known as the "I'm full" hormone. 
4.    Gluten       Gluten, also called a gut-irritant, does not make your gut feel full.  
​
Note: More about gluten-free, casein-free diets in my website’s Free ASD Book; UNIT 7-0 WHO MAY HELP? CHAPTER 3 – OTHER THERAPIES  
 
< My Thoughts >     “…actually make us hungrier.”

About ‘food additives’, i.e. added ‘food ingredients’, here are some possibilities occurring when your child eats a favorite food. Their behavior may change, unfavorably. Because when your child eats food or drink with both ‘high fructose corn syrup’, plus something with a ‘color additive’, they are getting a ‘double whammy’ of possible behavioral triggers.

Parents most often worry that their child is not getting the nutritional benefits of a variety of foods. Picky eaters go through unexplained phases of eating only ‘green’ food; only drinking brown liquids or anything hidden under cheese. Sonny takes meds, three times daily. Those meds need to be taken with food. We sometimes become desperate and let that ‘support’ food be graham crackers, washed down with cola. And, sometimes it results in him racing around the house, until he winds down from the ‘food additive’ rush.

Note: Read more about ‘picky’ eaters in my website’s FREE ASD Book; UNIT3, Chapter 1, Part 1 – Poor Eating.

Note: EWG stands for Environmental Working Group (ewg.org). FDA stands for (U.S.) Food & Drug Administration (fda.gov).

Medintz, S. (2024) makes it clear which dangerous ingredients may be in foods. He denotes the following offenders –

• Brominated vegetable oil is used in sports drinks and sodas as an emulsifier—a substance that helps blend liquids that do not otherwise blend easily, such as oil and water. According to a database hosted by the EWG, it is used in about 70 sodas and beverages, most of them vibrantly colored and citrus-flavored. 

< My Thoughts >     “…beverages, most of them vibrantly colored and citrus-flavored.”

Read the labels on bottled fruit juices, imitation ‘milk’ products (including chocolate milk), sodas, and other popular drinks. Also, for years consumers have had concerns about milk from cows that have been fed hormones to improve milk production. Just one more thing to consider.

• Potassium bromate is a flour “improver,” added to strengthen dough, make baked goods rise higher in the oven, and enhance their texture. The EWG counts some 190 products containing potassium bromate, including many packaged breads, dumplings, and frozen foods. Potassium bromate has been linked to cancer. 

< My Thoughts >       “…linked to cancer.”

It is unclear how much of this flour “improver” would have to be consumed to cause this link. A concern for parents of picky eaters is that they do not get enough ‘variety’ of healthy foods.

• Propylparaben is used as a preservative, extending the shelf life of packaged foods by preventing growth of mold and bacteria. It can be found in more than 50 products in U.S. grocery stores, including many packaged corn tortillas, baked desserts, and cake icing, according to the EWG. Propylparaben has been shown to cause endocrine disruption and reproductive issues in lab animal testing. 

< My Thoughts >        “…in more than 50 products…”

Checking labels can be exhausting and overwhelming. Especially when one favorite product may contain several of these ‘suspect’ additives.

• Red Dye No. 3, also known as FD&C Red No. 3, red dye 3, and erythrosine, is a food coloring used to give a bright, cherry-red color to thousands of food products now on shelves, including candies, baked goods, snacks, cereals, and sodas. Red Dye No. 3 has been found to cause cancer and thyroid tumors in lab animals and has been linked to hyperactivity and other neurobehavioral effects in children. Health effects like these led the FDA to ban its use in cosmetics more than 30 years ago. 

< My Thoughts >     “…linked to hyperactivity and other neurobehavioral effects in children.”

We have heard about red dye 3, for years. The consumer may believe that it is not longer a problem, but it may still be lurking on the food shelves.

• Titanium dioxide is also used as a food coloring, in this case to make coffee creamers, baking decorations, and sauces appear whiter or more vivid than they otherwise would. Banned in most European countries, titanium dioxide has been linked to digestive tract problems, and the ability of the substance to damage genetic information in the body’s cells.

 
< My Thoughts >     “Banned in most European countries…”
 
The U. S. ‘nutrition watchdogs’ may be more subject to approval pressure from food producers than their European and Canadian counterparts. Also, deceptive marketing, packaging, and advertising may play a part in consumer purchasing.
 
Added to all of the above, De Oliveria, B. (2024) warns that while foods may have received FDA approval at the point of manufacture, packaging and environmental storage and delivery conditions, may also alter the nutritional value of the foods we are serving.
 
My hope is that this and all of these BLOGs will give you a beginning to gathering important decision making information. Thanks for all the ‘sharings’. Again, comments welcomed, and kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism looking for supplemental information.

Regards,

Sara Luker
 
 
References:
 
De Oliveria, B. (2024). Synthetic Colors in Food: A Warning for Children’s Health. International Journal Environmental Research & Public Health; May 27:21(6). Retrieved online from – https://www.mdpi.com/journal/ijerph
 
Lopez, T. (2023). Toxic food ingredients that can make you hungrier. Retrieved online from – cbsnews.com/sacramento.
​
Medintz, S. (2024). 5 Dangerous Ingredients That Are in Our Food but Shouldn't Be. Retrieved online from – https://www.consumerreports.org/health/food-additives/dangerous-ingredients-that-are-in-our-food-but-shouldnt-be-a4054710317/

IMAGE from parentmap.com

Artificial intelligence (AI) Overview of Autistic-like traits (ALTs) in girls can include: 
​

• Social communication: Difficulty making and keeping friends, and differences in social 

         communication that increase with age 

• Sensory sensitivity: Unusual sensitivity to sensory challenges 
• Stress management: Using control as a stress management technique 
• Interests: Passionate but limited interests, and conversations limited to their own topics of

         interest 

• Behavior: Choosing behaviors that seem to be shy, quiet, unusually passive, quirky, or peculiar.
• Routines: Strict routines and repeated actions, and difficulty adapting to a change in routine 
• Movement: Movement issues, including impairments in balance or fine and gross motor skills 
• Hyper-focus: Being hyper-focused on a specific topic and not participating in school to their potential 
• Eccentric personality: Having an eccentric personality, which may be reflected in appearance (such as, quirky, or peculiar)
• Androgynous traits: Having androgynous traits, or identifying as non-binary, not exclusively as male or female; both or, somewhere in between.

ALTs are part of a broader autism spectrum disorder (ASD) phenotype and lie on a continuum below the clinical threshold. They are common in the general population and are moderately to highly heritable. 

Keeping your child's doctor aware of development and changes in your child is an excellent way to identify when there are autism-like symptoms, but it is not autism. Some ALT behaviors are –
​
1.    Poor eye contact and impaired social interaction:ADHD children have difficulty sustaining social interactions, because they are distractable. But they are not autistic as they will start and sustain social interactions and can have back-and-forth (reciprocal) interactions. While reciprocity is missing with autism.

2.    Social withdrawal and isolation: A child with social anxiety disorder can interact normally, even if they feel comfortable and will show social reciprocity, but a child with ASD is unable to. Selective mutism as well can be mistaken for autism as a teacher may erroneously think the child is autistic. Also, typically developing children can certainly have anxiety at times. Look for a family history of anxiety.
​
3.    Repetitive behaviors, lining up toys or walking on toes:Children with Obsessive Compulsive Disorder (OCD) may line up toys and not be on the Autism Spectrum. Toe walking that can become a habit is commonly outgrown and does not mean automatically that the child is on the Autism Spectrum.
 
< My Thoughts >           “…reciprocity is missing with autism.”
 
Reciprocity is sometimes missing in subtle ways with autism. While Dad and I are looking at the fruit displayed at the ‘Farmer’s Market’, Sonny is studying the wooden display box instead. He is not sharing our interest in picking out and buying bananas, which he dearly loves. But he is absorbed by the grains of wood in the display box. He sometimes even seems upset because we cannot take the box, instead of the bananas.

Note: Learn more in my Free ASD Book, Know Autism – Know Your Child: With < My Thoughts > by Sara Luker; 2024; UNIT 2 – Why Is It Autism? CHAPTER 2 – Denial & Misdiagnosis.
 
References:

Drake Institute Staff Writer (2022). Autism Misdiagnosis: Is it really autism? Or is it something else? Retrieved online from –  https://www.drakeinstitute.com › autism-misdiagnosis
 
Comments welcomed, and kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism looking for supplemental information.

Regards,

Sara Luker

 ​
World Mental Health Day 2024
 
Autism Symptom Disorder (ASD) is defined in the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM-5). The DSM-5, published in 2013 by the American Psychiatric Association (APA) is the principal authority used in the United States to specify the classification and classification codes of mental disorders.
 
In the worlds of autism and pediatric mental health, there are a number of scenarios that involve assessments and evaluations. From the initial autism diagnosis to therapeutic cases, these terms refer to the collecting of information in areas that affect the child, such as psychological, behavioral, social, language and more. Plus, chronic mental health illnesses such as bipolar disorder, Obsessive Compulsive Disorders (OCD), anxiety, and depression. Assessments focus on the individual’s needs, which then influence next steps and recommended services / interventions.
 
Excerpt from "Reconnecting with Nature," by Dr. Michael J. Cohen:
 
Guy Murchie spoke with Dr. Michael Cohen about the scientific methodology and research of the natural human senses. Here are his three reasons to seek Mental Health intervention –
 
Mental Senses

• Pain, external and internal.
• Mental or spiritual distress.
• Sense of fear, dread of injury, death, or attack.

 
< My Thoughts >        “…Mental Health intervention.”

• ‘Pain’ might be perceived pain. Not visible, nor ‘real’ to anyone else, but ‘real’ to the person with autism. Sensory pain may be an example.
• ‘Distress’ could be ‘situational’, as in a person’s surroundings and/or environment.
• ‘Fear’ can arise from something that happened before; causing Post Traumatic Stress Disorder (PTSD).

 
Cleveland Clinic Staff Writer (2022) tells us that learning disorders, such as ‘dyscalculia’ may become mental health issues. Saying that dyscalculia, much like dyslexia, disrupt areas of the brain, thus causing emotional symptoms.
 
Dyscalculia is a learning disorder which affects a person’s ability to do math. While dyslexia is a learning disorder which affects a person’s ability to read. The emotional symptoms directly related to these disorders can be anxiety, panic disorder, agitation, anger, aggression, fear, phobias; even nausea, vomiting, sweating, and gastrointestinal distress.
 
Note: See my website MENU under Free ASD Book: Know Autism, Know Your Child with < My Thoughts > by Sara Luker. More about ‘Learning Disorders’; UNIT 5, Ch. 4.
 
Ambersley, K. (2013) knows time is of the essence, and there is never enough of it, especially in the early years of autism diagnosis.
 
Sometimes, I get to the point where I have to convince myself that it’s OK to be frustrated; then I can get over the frustration and move forward. It’s really important to take some time out with each other as parents, to recharge and energize.
 
My recommendation for parents and caregivers would be to find an organization which provides ‘respite care’. Searching on the internet under ‘respite care’ will direct you to some good resources in your local and surrounding communities. Going out for a quiet dinner or a long drive prevents us from getting sucked into the daily grind; helps us to change focus, and celebrate togetherness. When searching for networking and support, using technology to the fullest can help. Exhaust all ‘free’ and available sources first.” 
 
< My Thoughts >        “Exhaust all ‘free’ and available sources first.”  
 
Mental health is necessary for the parents and caregivers of persons with autism. You cannot take care of someone else, unless you take care of yourself first. Look into ‘respite’ care. See what may be possibly be free from your city, state, county, military, and government services. Also, consider looking at other members of your immediate and extended family to see what monies are out there. Thus, bringing more funds into the household. For example, a military spouse can be paid to care for, manage medications, and take their loved one to therapies and medical appointments.
 
Note: See my website MENU under Free ASD Book: Know Autism, Know Your Child with < My Thoughts > by Sara Luker.
         UNIT 6 – Where to Look for Resources
       CHAPTER 5 – FUTURE CHALLENGES
         APPENDIX A –  Respite Resources
         APPENDIX D –  Finding Respite Providers
 
Every day should be Mental Health Day!
Regards,
​Sara Luker
 
Reference:
 
Ambersley, K. (2013). Autism: Turning on the Light: A Father Shares His Son’s Inspirational Life’s Journey through Autism; eBook Edition.
 
Cleveland Clinic Staff Writer (2022). Dyscalculia: What It Is, Causes, Symptoms & Treatment; Retrieved online from –
https://my.clevelandclinic.org › 23949-dyscalculia
 
Murchie, G. (1999). Natural Senses; Retrieved online from - https://www.greensong.info › natural-senses

BLOG ~ CHECK! CHECK! CHECK!

Excerpt from Free ASD Book – Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; UNIT 1, Chapter 1.
 
Whiffen, L. (2009) shares concerns about her son – Finally home, I hurry to my computer. I place my fingers on the keyboard and type ‘AUTISM’. My pinky finger hangs over the Enter key, frozen. My fear has definition. I am afraid of what I might find. 
 
That evening, I go to bed unable to sleep, I go back downstairs. I press the Enter key, I force myself to look at the “Autism Signs & Symptoms” checklist –

• Inappropriate laughing and giggling.   CHECK!
• No real fear of danger.   CHECK!
• Apparent insensitivity to pain.   CHECK!
• May NOT want cuddling or act cuddly.   CHECK!
• Little or no eye contact.   CHECK!
• Difficulty expressing needs.   CHECK!
• NOT responsive to verbal cues.   CHECK!
• Sustains odd play.   CHECK!  CHECK!  CHECK!
• Inappropriate attachment to objects.   CHECK!
• Insistence on sameness; resists change in routine.   CHECK!

 
My eyes filled with tears as I looked at this description of my son on the computer.
 
I also find an online Time magazine article, “The Secrets of Autism” (2002) by Madeleine Nash. At the end of the article it says, “Paradoxically, the very thing that is so terrible about autistic disorders is that they affect the very young. But they suggest a reason for hope, since the neural connections of a child’s brain are established through experience, well-targeted mental exercises have the potential to make a difference.” What catches my attention is Nash says an ‘early diagnosis’ has become increasingly important. I discover that I don’t even ‘have’ months. Sifting through the masses of research could take years.
 
< My Thoughts >            “…could take years…” 
 
My thoughts, exactly. Sifting through the masses of autism research could take years. Thus, the critical need to share my researching, brought about my Website and Blog on www.sarasautismsite.com, and eventually this material.      
 
Hearing the words “this child has autism,” parents, are often ‘stunned’. Then, in the face of so many more questions racing through their minds, the doctor says, “Just go on the autism websites and read everything you can about autism.” Yes, disturbingly this kind of professional advice is still given to too many of our families.
     
Next, my task became finding and reading as many current books, and peer-referenced journal articles and reviews on autism as I could. I wanted to get more answers for myself, for my son, and for others. Soon, my purpose became to reach out for those who find themselves desperately searching for answers about autism.
 
As an educator, and parent of an adult-child with autism, my hope became to provide other parents, family members, caregivers, teachers, clinicians, and academics with the information needed to understand what it means to know a child on the autism spectrum. And, sometimes its years before people discover that they too are on the spectrum.

Know Autism – Know Your Child: with < My Thoughts > by Sara Luker is written as a multidisciplinary approach to providing information about Autism Spectrum Disorder, and what it means to be ‘on the spectrum’. This anthology of current and past findings, as well as guided inquiries. These are often written in ‘prose’, giving readers the opportunity to begin their own autism researching challenge.
 
Originally, the focus of my information gathering was to assist the growing number of parents who have recently experienced the shock and disbelief of learning their child has ‘autism’. Then, their healthcare provider may advise them that there isn’t an ‘autism-specific’ healthcare plan available for them. And, that there are no actual set life expectations trajectories to follow.
 
Understanding their sense of frustration, it was important for me to include a special anthology of personal stories; where the ‘voices of experiences’ could be heard. As a parent of an adult child with autism, as an educator, and a ‘forever student’, < My Thoughts > are offered throughout this collection of autism sources.
 
In addition to the voices of those who have gone before us, there are < My Thoughts >, and prose. There are ‘referenced’ excerpts from peer-reviewed material with source references, images, appendices, and more ‘true-life’ stories.
 
Time is of the essence, yet it takes time to ‘know your child and to know autism. My intent is to provide a source, where all those wishing to understand more about the mysteries of autism spectrum disorder, may come to learn, refresh, and renew. A comprehensive view of autism is available to all parents, healthcare professionals, therapists, social workers, caregivers, and academic scholars. A free supplemental text for all people worldwide who are interested in autism.

References:

Whiffen, L. (2009). A Child’s Journey Out of Autism: One Family’s Story of Living in Hope and Finding a Cure; eBook Edition.

Readers, 

​Thank you so much for all the 'shares' & 'mentions'. My goal is to reach as many people in the autism community as possible. Kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism.

Regards,

Sara Luker

Adobe Image by Lori Werhane
 
Thank you so much for all the 'shares' & 'mentions'. My goal is to reach as many people in the autism community as possible. Regards, Sara Luker

BLOG ~ Section 504 Plan
 
When you know something is wrong. When your child is struggling in school, but an Individualized Education Program (IEP) is not the right ‘fit’, consider requesting a Section 504 Plan. In some cases, a student may have both. Generally, the Section 504 Plan is sought for the insecure, or marginalized learner who needs a ‘least restrictive environment’ classroom setting where they have more equal learning opportunities for. For example, the student may have special technology with which to take notes, and/or receive / assignments; or, take quizzes / tests. A student with autism may be successful in some general education classes with only the addition of accommodations stated in a Section 504 Plan.
 
Yen, J., & Mao, A. (2011) say that the Individuals with Disabilities Education Act (IDEA) is the primary law that is invoked when parents are trying to access services of their qualified family members from age 3 to age 21, for educational needs. It includes Family Educational Rights & Privacy Act (FERPA) and Least Restrictive Environment (LRE). There are procedural safeguards in place; but, families of children and adults with autism may need legal help to navigate the system when attempting to gain access to these and other necessary programs.
 
< My Thoughts >                 “…procedural safeguards…”
 
All U. S. schools receiving Federal funds have preprinted Procedural Safeguards Booklets available, for the asking. Understand that a does not provide extra services, nor does it change the school curriculum. Only an Individualized Education Program (IEP) provides accommodations, plus specialized curriculum, instruction, and services. This is effective when the student requires accommodations in a ‘least restrictive environment’, and/or a ‘less restrictive alternative’.
 
Sometimes, the Special Education Department handles the Section 504 Plan. But, if the parents do not want the student somehow ‘identified’ as having Special Education services, then the school Principal, or designee, can be appointed to develop the Section 504 Plan, and necessary follow-up. Parents should always request a special meeting, if they feel that their child is not receiving the attention s/he needs to succeed in the educational setting.
 
Note: More about all ‘disability’ laws regarding disability services and public education on local, state, and government websites. See MENU for Free ASD Book: UNIT 6 Where to Look for Resources? CHAPTER 3 – LAW FEDERAL & STATE & LOCAL
 
The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services.
 
Waterstone, M. (2014) advises us that the purposes of provisions in the Americans with Disabilities Act (ADA) law are to ensure that each person with a disability has every opportunity to become a full member of society.
 
Briefly, for children with disabilities, an Individualized Education Program (IEP) provides specialized instruction and accommodations. The Section 504 Plan provides accommodations, but not specialized instruction. The Individualized Health Care Plan (IHCP) would provide the student with access to the nurse’s office for medication, or other health care services.
 
< My Thoughts >        “…Section 504 Plan provides accommodations, but not specialized instruction.”
 
Parents and teachers often weigh the pros and cons of requesting Section 504 Plan help for students, at all levels in the educational system. This requires a thoughtful process of determining – first, qualification / identification of needs of the child; and second, the options / accommodations available to him/her.
 
Staff Writer (2018) states that – your child needs a well written plan to be developed within the first weeks of school. For your part – provide all the data you have regarding your child. It would help to have a cover letter to request a meeting so that you can better understand how your child will be received.
 
From the U. S. Department of Education website, here are some of the ‘Frequently Asked Questions About Section 504 and the Education of Children with Disabilities’. An important responsibility of the Office for Civil Rights (OCR) is to eliminate discrimination based on disability, against students with disabilities. OCR receives numerous complaints and inquiries in elementary and secondary education involving Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. § 794 (Section 504). Most of these concerns are with the identification of students who are protected by Section 504 and the means to obtain an appropriate education for such students.

< My Thoughts >        “…identification of students…”

Parents often have questions about whether the Section 504 Plan will be enough to protect their child in a general education classroom setting. Identification of a Section 504 Plan ‘disability’ is necessary, so the student has the appropriate learning support. Ideally, parents and teachers will recognize and identify student needs, before the school year progresses too far. But, better late than never for the student.

​Recently, parents have been known to seek a 504 for their child who is having ‘gender identity’ issues, or undergoing transition and/or therapy. Also, U. S. students receiving Supplemental Security Income (SSI), may also qualify for a 504. Also, if the student requires medication, during the school day, an Individualized Health Care Plan (IHCP) would provide the student with access to the nurse’s office for medication, or other health care services.

STUDENTS PROTECTED UNDER SECTION 504

Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to:

(1) have a physical or mental impairment that substantially limits one or more major life activities.
(2) have a record of such an impairment.
(3) be regarded as having such an impairment.

Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

Here are some asked & answered questions from the U. S. Department of Education (2023) website, which may help you –

Note:  The numbers below are as stated on the website, and do not reflect anything other than that.

​22. Are there any impairments which automatically mean that a student has a disability under Section 504? 
No. An impairment in and of itself is not a disability. The impairment must substantially limit one or more major life activities in order to be considered a disability under Section 504.
24. Does a medical diagnosis of an illness automatically mean a student can receive services under Section 504?
No. A medical diagnosis of an illness does not automatically mean a student can receive services under Section 504. The illness must cause a substantial limitation on the student's ability to learn or another major life activity. 
26. What should a recipient school district do if a parent refuses to consent to an initial evaluation under the Individuals with Disabilities Education Act (IDEA), but demands a Section 504 plan for a student without further evaluation?
A school district must evaluate a student prior to providing services under Section 504. Section 504 requires informed parental permission for initial evaluations. If a parent refuses consent for an initial evaluation and a recipient school district suspects a student has a disability, the IDEA and Section 504 provide that school districts may use due process hearing procedures to seek to override the parents' denial of consent.
27. Who in the evaluation process makes the ultimate decision regarding a student's eligibility for services under Section 504?
The Section 504 regulatory provision at 34 C.F.R.104.35 (c) (3) requires that school districts ensure that the determination that a student is eligible for special education and/or related aids and services be made by a group of persons, including persons knowledgeable about the meaning of the evaluation data and knowledgeable about the placement options. If a parent disagrees with the determination, he or she may request a due process hearing.

Note: Read more about an IEP, and Due Process in my Free ASD Book, Know Autism, Know Your Child; UNIT 6 – CHAPTER 3 – Laws ~ Federal, State, & Local             

29. Is a Section 504 re-evaluation similar to an IDEA re-evaluation? How often should it be done?
Yes. Section 504 specifies that re-evaluations in accordance with the IDEA is one means of compliance with Section 504. The Section 504 regulations require that re-evaluations be conducted periodically. Section 504 also requires a school district to conduct a re-evaluation prior to a significant change of placement.
30. What is reasonable justification for referring a student for evaluation for services under Section 504?
School districts may always use regular education intervention strategies to assist students with difficulties in school. Section 504 requires recipient school districts to refer a student for an evaluation for possible special education or related aids and services or modification to regular education if the student, because of disability, needs or is believed to need such services.
32. A student has a disability referenced in the IDEA, but does not require special education services. Is such a student eligible for services under Section 504? 
The student may be eligible for services under Section 504. The school district must determine whether the student has an impairment which substantially limits his or her ability to learn or another major life activity and, if so, make an individualized determination of the child's educational needs for regular or special education or related aids or services. For example, such a student may receive adjustments in the regular classroom.
33. How should a recipient school district view a temporary impairment? 
A temporary impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities for an extended period of time. 
36. Must a school district develop a Section 504 plan for a student who either "has a record of disability" or is "regarded as disabled"?
No. In public elementary and secondary schools, unless a student actually has an impairment that substantially limits a major life activity, the mere fact that a student has a "record of" or is "regarded as" disabled is insufficient, in itself, to trigger those Section 504 protections that require the provision of a free appropriate public education (FAPE). 
41. What is the difference between a regular education intervention plan and a Section 504 plan?
A regular education intervention plan is appropriate for a student who does not have a disability or is not suspected of having a disability but may be facing challenges in school. School districts vary in how they address performance problems of regular education students. 
End of excerpt from the U. S. Department of Education website

Note: You may find an online Section 504 Plan list of ‘disorder / disability accommodations’ for the state in which you live.

​References:
 
Staff Writer (2018). Developing Your Child’s IEP; Retrieved online from – https://www.parentcenterhub.org/pa12

U.S. Department of Education (.gov) (2023). Frequently Asked Questions About Section 504 & the education of Children with Disabilities. Retrieved online from – https://www2.ed.gov › about › offices › list › ocr › 504faq/
 
Waterstone, M. (2014). Disability Constitutional Law; Emory Law Journal; V63:3, p527-580.
 
Yen, J., & Mao, A. (2011). Laws that Affect Parents Raising a Child with Autism; Brown University Child & Adolescent Behavior Letter; V27:1, p1-6. 

Thinking outside-the-box graphic from Dr. Steven Wright

BLOG ~ When 'isolation' is a good thing....

Some people say that ‘isolation’ is not always a bad thing!
 
When Isolation is a good thing.

• When I’m able to focus on task, work assignments.
• When ‘overthinking’ leads me into unexplored areas.
• When I can work or think, uninterrupted by co-workers, and their noise around me.
• When my critical thinking skills are mine alone.
• When I don’t start by comparing other’s ways of thinking to produce new thoughts.
• When I solve old problems, new ways.
• When I alone, in my reverie, see patterns others cannot see.

 
Wheeler, M. (2020) wants us to know that, some common strengths for people on the autism spectrum are –

• Memory skills: facts and detail; although sometimes remember selectively.
• Persistence to pursue information and activities of interest.
• Out-of-the-box/independent thinkers.
• Good critical thinkers.
• Multi-dimensional brain/thinkers.
• Creativity.
• May see something others do not see.
• May see patterns very clearly.
• May be good at creating systems.
• May be good at mechanical tasks.
• May be good at computer programming.
• Genuine and honest character.

 
People on the autism spectrum have strengths and limitations. Identifying ourselves as autistic and neuro-divergent means we believe both our strengths and limitations are part of who we are. 
                   
< My Thoughts >           “Out-of-the-box…”
 
Many people find that being on the autism spectrum helps them to have creative and unusual ways of perceiving and interpreting things. Like, having ideas which are not controlled by the traditional perceptions, or ways of thinking. Thinking-outside-the-box, an idiomatic expression often used to describe how people work in unusual ways to solve complex world problems; or to see obscure patterns.
 
Petersen, K. (2020) proposes what it is like for him, a 9-year-old with autism, to ‘think out of the box’.
 
Kai:    “Mom, you know I always think out of the box, but sometimes it’s good and sometimes it’s bad.”

Mom:     “Kai, it’s never bad to think outside the box.”

Kai:   “…sometimes I think so far outside the box, that it’s like being on right on the edge, and you hold on and hold on until someone pulls you back up. So, I’m not saying you must not think out of the box. You must, except you mustn’t think about whatever you’re thinking about outside the box too much because then you can fall off the cliff and nobody is there to help you. Unless of course you have wings.”

Mom:           “So how often do you think outside the box?”

Kai:             “Twice a day at least!”
 
< My Thoughts >           “…Twice a day at least!”
 
By the time persons with autism reach adulthood and are employable, they probably, as literal thinker Kai has, had many days of ‘out-of-the-box’ thinking. Here too, it is said that this kind of thinking can lead to perfectionism, or perseveration. But that, like ‘isolation’, and ‘out-of-the-box’ thinking isn’t always bad.
 
Laushman, P. (2024) discusses perfectionism and perseveration –

• Diligence and perseverance: People with autism are often very diligent and persistent in their work. This can be a valuable asset in achieving long-term goals, and these people often make very loyal long-term employees who won’t quit when the going gets tough.
• Increased focus and attention to detail: People with autism are often very detail-oriented, and this can be a valuable asset in many situations. For example, people with autism may be well-suited for jobs that require accuracy and precision. They may even outperform their neurotypical peers in these situations.
• High standards of work: People with autism often set high standards for themselves and their work. This can lead to high-quality work that meets or exceeds expectations.

 
The caveat about any type of perfectionism, Laushman declares, is to focus on enjoying the process of doing the research and solving the problem.
 
< My Thoughts >           “…enjoying the process of doing…”
 
Perhaps instead, ‘enjoying the process of doing’ it is more about peacefully working uninterrupted on a task, until arriving at an insightful solution.
 
Pittaway, M. (2022) pleads that autistic people like to work. They have skills like high levels of concentration and attention to detail. Autistic employees often demonstrate having a strong work ethic; especially if they truly love their jobs. They can even lose track of time when they are doing tasks. This improves performance and enables them to go into greater depth in a particular task.
 
Kennedy, M. (2023) acknowledges that, “Perseverance is the screwdriver in your toolkit, capable of prying open possibilities when you're stuck, tightening your resolve when things get tough.”
 
References:
 
Kennedy, M. (2023). The Fine Line Between Perfectionism & Perseverance; Chattanooga Times Free Press. Retrieved online from – https://www.timesfreepress.com › news › sep › fine-line/
 
Laushman, P. (2024). Autism & Perfectionism: Learning to Embrace Imperfection; Retrieved online from – www. thriveautismcoaching.com/
 
Pittaway, M. (2022) . 7 Strengths Autistic People Bring To the Workplace; Retrieved online from – https://www.linkedin.com/pulse/7-strengths-autistic-people-bring-workplace-mollie-pittaway#/
 
Wheeler, M. (2020). What those not on the autism spectrum should know. Retrieved online from –
 https://www.iidc.indiana.edu/irca/articles/what-those-not-on-the-autism-spectrum-should-know.html.
 
< My Thoughts >      “…separating the child from the autism.”
 
Parents have cautioned me, “We don’t want to separate our child from the autism.” “Autism is a part of our child.” “We love our child, autism and all.” Of course, you love your child ‘autism and all!’ We love Sonny autism and all, but we have to know whether he’s banging his head because of a headache, because of a sensory issue, or because he is having a seizure. Is he pressing his face against the door jamb because he needs to feel some pain? Or, is he having pain from a toothache or a sore in his mouth? That’s the difference, that’s the ‘separation’ to be determined. That is 'knowing your child'.
Note: Read more about behavior in my Free ASD Book – Know Autism, Know Your Child, under UNIT 3 What Is Most Concerning?; Chapter 3 – Cognition, Theory of Mind, & Temperament/Personality

​Comments welcomed, and kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism looking for supplemental information.

Regards,

Sara Luker

BLOG – Fighting the ‘Isolation’ Enemy 2024
 
Fight the ‘isolation’ enemy by seeking support. Support can come from reaching out to other families with or without autism in their life. As your child goes out into the 'big world'... make certain that s/he feels loved and supported; not isolated and alone.

Siri (2010) Parents of autistic children need to adopt the mentalities of both a researcher and a warrior. As a warrior, you will experience the stress that accompanies battle. Battling autism can leave one feeling devastated and alone. You will need help and support along the way.
 
Sicile-Kira, C. (2014) says that the stages of grief are used to describe what people go through when somebody close to them dies. Many authors refer to Elisabeth Kubler-Ross’ “5-stages of grief” – denial & isolation, anger, depression, bargaining, and finally acceptance.
​
She explains that “Whether a young child who seems normal and later ‘slips’ away into autism. Or, the infant not meeting developmental milestones, the emotions that a parent goes through are ‘like’ these. But nobody died. Those children and families are still there, needing help. They didn’t disappear off the face of the earth.
 
< My Thoughts >      “…nobody died…”
 
“They didn’t disappear off the face of the earth.” But perhaps the families do. Families often find so many reasons to isolate. Survival may mean to keep your child, your family, and yourself safe from community exposure. My own experience with a disabled child goes far beyond staying home because of a bad hair day. Even my naturally ‘social self’, as a mom, a wife, a teacher, and a community member, can feel the raw exposure in taking my son from the safety of our home. Of course, eventually necessity forces us to step out that front door. 

​Sicile-Kira C. (2014) suggests that “Parents never completely graduate out of these stages of grief; just learn to spend more time in the ‘acceptance’ phase. Parents are experiencing the loss of their fantasy child, the one they had hoped and dreamed about.” “Parents can use the stages of grief to energize themselves to fight for the child’s right to a bright future.”
 
Community isolation is often heightened by the unpredictable behavior of the child with autism. Parents also miss opportunities to follow career paths, because of the demands they are feeling to provide established insurance for medical care, as well as the ability to have family leave, and care for neurotypical siblings.
 
CDC Staff Writer (2020) for the Centers for Disease Control & Prevention (CDC) describes autism as a developmental disorder, which can cause significant social, behavioral, and communication challenges –

• Disrupting successful learning within school settings
• Preventing an ability to live independently
• Creating an inability to be successfully employed
• Causing social isolation or rejection
• Producing stress within families
• Allowing for victimization & bullying

Severe causes of ‘isolation’ are –

1.    First priority: Temper tantrums & life-threatening behavior such as hitting, throwing objects, jumping from high places, running into the street, or refusing to eat.
2.    Second priority: Learning 'sitting' skills. Without this skill the child cannot sit to eat or to learn.
3.    Third priority: Dealing with unusual or bizarre habits which may result in social isolation. Such as – Pervasive repetition of activities, self-stimulatory behavior, production of unusual sounds, and/or severely restricted interests.
 
A person with autism’s optimistic future outcome and adequate functioning calls for ‘early intervention’; in the areas of behavior, language, communication, and/or sensory domains. A variety of treatment options are necessary, so that they may be able to function adequately. Treatment is important because the CDC states that there is NO current ‘cure’ for autism. 
 
References:
 
CDC (Centers for Disease Control & Prevention) Staff Writer (2020). Autism A Developmental Disability; Retrieved online from – https://www.cdc.gov/ 

Sicile-Kira, C. (2014). Autism Spectrum Disorder (Revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.
 
Siri, K. (2010). 101 Tips for Parents of Boys with Autism: The Most Crucial Things You Need to Know; eBook Edition.