INSTRUCTIONAL PROGRAMS & THERAPIES
 
Deb, et al. (2020) recommend that when examining intervention programs to look for just the right one, that parents look for these program specifics –

• Program’s fidelity to protocols
• Accurate program report of outcomes
• Review of program’s parent education/training for involvement in child’s intervention
• Program’s anticipated effect on child’s targeted ‘core’ symptoms
• Additional effect of program on behavior, sleeping, and eating regimes
• Positive effect of program on parental stress, knowledge, confidence in the program
• Highly experienced & credentialed therapists to assure program’s integrity

Parent training is considered very important to the success of many intervention programs, according to this clinical study. Another reason for finding the ‘right’ one.
 
< My Thoughts >        “…finding the ‘right one’…”
 
The goal is finding the right ‘intervention’, regardless of what it’s called – treatments aka services, aka programs, aka therapies, aka interventions. Again, prioritizing your wants and needs, and your child’s wants and needs are a necessary ‘first’. Try asking for a ‘trial period’.
 
Understand that what you’ll find here are my attempts to ‘open the door’, or, ‘start the conversation’ about how ‘interventions’ may have a more successful outcome if they are mostly ‘compatible’ with both the child’s, and child’s family’s wants and needs.
 
Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.

Some programs/treatments are expensive, so understand your child well enough to know what things may work and what may not. While you are waiting, try to discover who your child is behind the autism. There is danger in believing that ‘one-program-fits-all’ because each child is so different in their abilities and their challenges. Some children’s processing circuits are wired differently. That’s just a reality. That is ‘autism’.

When trying to get to know the child behind the autism, understand that s/he may be showing symptoms of more than one problem, challenge, or disorder. Misdiagnosis can result in your child receiving unnecessary or inappropriate services.
 
Over-diagnosis can also have negative consequences. Some tests provide overlapping information and that’s okay, because clinicians will know how to sort everything out. Guard against becoming convinced that a program is going to ‘fix’ your child’s autism. Know that to some, autism is an ‘unregulated business’

Before looking for a treatment or educational program, prioritize your child’s ‘needs’ and prioritize your ‘wants’.

< My Thoughts >        “…prioritize your child’s ‘needs’ and prioritize your ‘wants’”

Your child’s ‘autism’ symptoms may change, due to interventions, or for unknown reasons; but, your child will still have autism. Just the trajectory may stall or change. This is where your ‘parent’ instincts can prevail.

Decide –

       What are presently the most concerning
       or harmful things going on
       right now in your child’s world?

Becoming convinced, or ‘sold’ on a program isn’t always the answer. Nor is ‘throwing money’ at your child’s autism is a ‘desperate’ move, which may only produce further stress on you, your child, and your family. Also, be sure that you are included in the ‘training’, and that you understand the ‘expected outcome’; plus, expected timeframe to see results… and, any follow-up ‘training’ provided. Handing your child over to a program and expecting to have a ‘different’ child handed back is not going to happen. Trust but verify. 'Developmentally delayed' doesn't mean that your child isn't 'extremely smart' about what s/he needs.
​
Reference:

​Deb, S., Retzer, A., et al. (2020). The Effectiveness of Parent Training for Children with Autism Spectrum Disorder: A Systematic Review & Meta-analysis; BioMedCentral (BMC) Psychiatry, London, UK.

See Unit 7-0, Chapter 2; on MENU: FREE ASD BOOK, Know Autism, Know Your Child, with < My Thoughts > by Sara Luker.

The U.S. national Labor Day holiday brings so many things to mind. For persons with autism, joining the ‘labor force’ can be a struggle because often one’s inabilities become the focus, rather than their wonderful abilities.

An ASD ‘work program’ I’ve recently observed failed miserably, due to the employer and employees seeing only skills that were ‘missing’. Instead of readjusting the job requirements to focus on the person’s successes and abilities, the consensus was that he couldn’t ‘pull his load’. He was too much of a burden on others sharing his shift.

True, ‘transitioning’ and ‘prioritizing’ were difficult for him; but not impossible. What he needed was a daily, hour-by-hour ‘visual schedule’ to follow. Relying on numerous verbal commands each day from various people was too confusing. While the ‘job coach’ explained to him how he successfully met various goals; management focused was on ‘what’ and ‘where’ he failed. Management thought he couldn’t sustain employment. Apparently, there was little room for ‘adaptation’ or ‘compassion’ for him.

It is hard to know how this young man felt; or, how anyone could understand the employer’s decision. Unfortunately, that potential employer will never know what they have lost.  They’ve lost the opportunity to have a loyal, happy worker who would show up, eager to please, every day.

See more about ASD employment and careers  in FREE ASD BOOK, Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Menu: UNIT 6 - Older ASD Adult; College and Careers.

Excerpt from FREE ASD BOOK –

Know Autism, Know Your Child with < My Thoughts > by Sara Luker. UNIT 6 CH 5 FUTURE CHALLENGES (OLDER ADULT)

UNIT 6 CH 5 – Where to Look for Resources
CHAPTER 5 – FUTURE CHALLENGES
          COLLEGE
          CAREER
 
Arky (2018) interviewed parents who are confronting new challenges for their kids’ upcoming adulthood. At age 21 or 22, depending on the state, all the educational supports and services they have been receiving, under the federal Individuals with Disabilities Education Act (IDEA), will vanish.
 
This forced transition, called ‘aging out’. ‘Aging out’ of services pushes students with special needs into the woefully lacking system for disabled adults. Other students who are termed ‘high-functioning’, including those who may be dealing with things like ADHD, anxiety and sensory issues, in addition to their social and communication delays, are not going to magically stop needing support after they reach a certain chronological age. Yet, they too will lose services.
 
< My Thoughts >       “…‘Aging out’ of services…
 
Information regarding ‘Aging Out’ of the Social Security Disability System can be found online for citizens of the United States. There are also International Social Security Programs which may be of assistance, for disabled persons globally.
 
Sicile-Kira, C. (2014) says that some people on the ‘more able’ end of the spectrum have found the college or university environment a comfortable place for them to learn and even work. Now there are so many opportunities to get an education by combining ‘brick & mortar’, and an ‘online’ settings, to achieve various degrees.
 
< My Thoughts >       “…college or university environment…”
 
There are states which have colleges with Special Education Departments providing Special Programs and Services, in accordance with the Individuals with Disabilities Education Act (IDEA).

Gardner (2013) marvels,  Dale would have access to the College Supported Learning Department. They agreed to make reasonable adjustments, and to ensure inclusion.
 
< My Thoughts >      “To make reasonable adjustments…”

If there is an indication that a student may have a disability that is impacting on their studies, there may be the requirement to undertake reasonable adjustments. Reasonable adjustments also address employee needs, allowing for the individual’s strengths and abilities; plus providing –
​

• retraining or offering alternative tasks
• longer supported training periods
• more time off for rehabilitation, as needed
• additional breaks, as needed
• changing inaccessible areas, as needed
• relocating work area to address sensory needs

Wentz, et al. (2012) explored the idea of using technology to help support adolescents and young adults with ADHD and autism disorders, in employment and educational settings. The idea was based on the concept that it would 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.

Plus, the frustration parents may face, Burke & Goldman (2015) believe that the process can become quite costly. They offer that in some states, but not all, there are pro-bono attorneys who will assist the families engage in ‘due process’. If they cannot find support or pro-bono services from attorneys who will help them, every state has a Protection and Advocacy (P & A) agency to assist at a reduced cost.

 < My Thoughts >       “…attorneys who will assist the families…”
 
If you feel marginalized or you are not being heard, don’t get comfortable. Trust your parent radar. you have the legal right to can engage advocates, mediators or even legal advisors to guide DUE PROCESS; guaranteed to your child by Individuals with Disabilities Education Act (IDEA).
 
References:
 
Arky, B. (2018). Aging Out: When Kids with Autism Grow Up; Retrieved online from –
https://childmind.org/article/aging-out-when-kids-with-autism-grow-up/

Burke, M., & Goldman, S. (2015). Identifying the Associated Factors of Mediation & Due Process in Families of Students with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V45; 1345-1353.

Gardner, N. (2013). All Because of Henry; eBook Edition.
 
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; Penguin Random House Company; New York, N.Y.
 
Wentz, E., Nyden, A., et al. (2012). Development of an Internet-based Support & Coaching Model for Adolescents & Young Adults with ADHD and ASD; A Pilot Study; Journal of Early Child & Adolescent Psychiatry; V:21, p611-622.

Smart Goals poster from Understood; https://www.understood.org/

GOING TO SCHOOL ~

With school beginning, in some places, here are some ‘special needs’ things to consider.

Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘instruction’, ‘intervention’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’, or ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
 
Shepherd, et al. (2018) share that parents may hesitate because they feel vulnerable and overwhelmed by the challenging selection of interventions to choose from. Selection is often easier if their child has more severe deficits in one of autism’s ‘core’ areas; such as communication, behavior, gastrointestinal, or toileting issues. If that is the case, then the choice is narrowed down to finding the therapists or programs which specialize in those areas.

< My Thoughts >     “…challenging selection of interventions…”
 
Sometimes ‘instructional program’ sessions can be held at school, when trained staff is available. The problem there can be that of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may NOT be dedicated to the specifics of your child’s program alone, and/or may work with your child in a group setting.

Also, when it is the only source of intervention, there could be a lack of important program continuance, due to school holidays and extended breaks. You may find someone to provide services, during this ‘gap’ time. Or, you might wish to take continue program activities yourself.
 
One of the reasons for the popularity of these aforementioned programs may be that they have successfully marketed to insurance companies. So, they can almost always be assured of ‘provider referral’ and ‘program coverage’ approval, by the parent’s insurance.
 
Deb, et al. (2020) recommend that when examining ‘intervention’ programs, look for these specifics –

• Fidelity to program protocols & procedures
• Accurate report of program outcome data
• Parent education/training for involvement in child’s intervention
• Program’s expected effect on child’s targeted ‘core’ symptom cluster
• Additional therapeutic positive/negative effect on behavior, sleeping, and eating regimes
• Positive effect on parental stress, knowledge, & confidence in the program
• Highly experienced & credentialed therapists to assure program integrity

Authors felt that ‘parent training’ was considered very important to the success of intervention programs, according to this clinical study.

< My Thoughts >     “…‘parent training’…”
 
Along with ‘parent training’, these programs should include ‘post-testing’ and frequent ‘follow-up’ checks. Parents need to know when things are no longer working, or more support is needed. Technicians may be ‘experts’ in their field…but, you are an expert in ‘knowing your child’.
 
The United States Department of Education Individuals with Disabilities Education Act (IDEA), is a law ensuring services to children with disabilities. This law includes ‘autism spectrum disorder’ (ASD), in its list of disabilities which benefit from the protection of the IDEA law. However, just having autism may not be enough to qualify for state public school special education services, nor for an Individualized Education Plan (IEP).
 
Reasons and advantages of seeking an IEP for your child.
 
Six principles of and IEP –

1. Free & Appropriate Public Education (FAPE) for each child as ‘disability’ approved.
2. An appropriate evaluation, before determined eligible to receive an Individualized Education Program (IEP).
3. An Individualized Education Program (IEP) is a written statement of a child’s need for disability accommodations and modifications for education.
4. A Least Restrictive Environment (LRE) setting is where this IEP will provide for the child.
5. Parents and students will have appropriate notification, plus the opportunity to provide advice and consent, regarding the child’s IEP.
6. A copy of IEP Procedural Safeguards will be presented and received, yearly to parents and student. 

 
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.
​
Special Education teachers, when writing an IEP are expected to create a legal document which describes how the student performs educationally. Creating a picture of their strengths and deficits. Many create a ‘strengths-based’ IEP. This type of IEP helps students make progress by leveraging what they’re good at. See how your child’s IEP goals can be ‘strengths-based’, too.
 
< My Thoughts >             “…writing an IEP…”

Other important legal parts of an IEP are providing students with ‘testing’, ‘transportation’, and an all important ‘multidisciplinary IEP Team’ approach, during their educational journey.
 
Understood Team (2019) explains that the ‘IEP Team’ is collective group of individuals qualified to interpret data and help to develop your child’s IEP. Members include, but not exclusive to –

• Child’s parent(s)
• Special Education Teacher(s)
• General Education Teacher(s)
• School psychologist
• School Administrator (or representative)

 
If desired –

• Child/student
• School therapist (physical, occupational, speech, etc.)
• Parent/child advocate
• Parent friend/relative
• Language interpreter

 
Each team member may contribute, present, and interpret evaluation data about the child. Compiling this information helps the parent, child, and other team members understand the child’s strengths, as well as their necessary areas of focus. Most areas of focus are those in mathematics, reading, and writing. Depending on the student’s grade level, other areas may be ‘behavior’, and/or assistance, accommodation, and modification for studying, homework, and note taking.
 
< My Thoughts >               “…necessary areas of focus.”
 
For my middle school students, there was an additional IEP provision allowing them access to the Resource Room, at any time; before/after school, and any ‘time of need’, during the school day. This allowed them to acquire test-taking assistance. Often, they also needed the ‘accommodation’ to dictate or type out answers to ‘Essay Answer’ questions.
 
A students’ IEP’s can specify that the Resource Room (‘teacher of record’) advocate for them, during the school year. Thus, the 'special education' team becoming a conduit between a ‘general education’ teacher and the ‘special education’ student having problems with ‘communicating’ needs, and ‘understanding assignments’. Or, students otherwise needing a more immediate ‘modification’ and/or ‘accommodation’ for an immediate activity or assignment..
 
Note: Nastiti & Azizah (2018) state, current ‘special needs’ students in the United State of America, United Kingdom, Australia, Hongkong, New Zealand, Thailand, Saudi Arabia, and Indonesia legally have public and private school IEP’s readily available to them. The authors also mention that other countries are currently working towards developing such programs.
 
References:
 
Deb, S., Retzer, A., et al. (2020). The Effectiveness of Parent Training for Children with Autism Spectrum Disorder: A Systematic Review & Meta-analysis; BioMedCentral (BMC) Psychiatry, London, UK.

Nastiti, A., & Azizah, N., (2018). A Review on Individualized Educational Program in Some Countries; Retrieved online from – Conference: Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018).

Shepherd, D., Csako, R., et al. (2018). Documenting & Understanding Parent’s Intervention Choices for Their Child with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48; p988-1001.
 
Staff Writer (2018). Developing Your Child’s IEP; Retrieved online from – https://www.parentcenterhub.org/pa12
 
Understood Team (2019). Who Is on the IEP Team?; Retrieved online from – https://www.understood.org/.../whos-on-the-iep-team/

< My Thoughts >

Loving your children... keeping them safe...
& finding out how they learn is what parenting is all about!

Each child learns differently & each parent 'parents' differently.

This website hopefully becomes a continuing source of information for you. 

When a child has difficulty learning about themselves & their world...
or, developing slowly it isn't always AUTISM. 

And, if it is AUTISM... know that it's NO ONE'S fault.
The exact cause of AUTISM is yet unknown.

What is known is that it is a NEUROLOGICAL difference in the child's brain.

This difference is possibly caused by an interaction of genes & environment.

The child 's development pattern begins to look different from other children their same age.

This difference can be from mild to severe. From the passive 'quiet' child to the 'wild' child.

Getting to know your child & getting help is the key. Knowledge can be power!

Updating FREE ASD BOOK - UNIT #7 Who May Help? Updating is always a ‘process’. During the month of August, my focus will be on UNIT #7. Please know that I appreciate and read all of your COMMENTS. Thank you for sharing my postings on Twitter & Facebook.

< My Thoughts >       “…getting help…”

As the world is gathering more evidence, concerned parents and clinicians can begin to ‘know autism & know their child.’ Only then, can the goals of treatments/therapies, and other interventions/instructional programs begin to be determined. Keep in mind, too, that too often current research contains ‘old theories’ presented as someone’s ‘new theory’

Book Index –  Know Autism, Know Your Child, with < My Thoughts > by Sara Luker

UNIT 7 – 0   Who May Help?
     CHAPTER 1 – INSTRUCTIONAL PROGRAMS & TREATMENTS
        INTRODUCTION
        APPENDIX
     CHAPTER 2 – THERAPIES  
         INTRODUCTION
         APPENDIX
     CHAPTER 3 – OTHER THERAPIES  
         INTRODUCTION
         APPENDIX
Unit 7 – 1  OTHER THERAPIES
          Section 1: ABA, CBT, DIR, OT, PECS
Unit 7 – 2  OTHER THERAPIES
          Section 2: RDI, SPD, ST, TEAACH
Unit 7 – 3  OTHER THERAPIES
           Section 3: Introduction, Medication & Dietary Approaches
Unit 7 – 4  Complementary & Alternative Medicine (CAMs)  
          Section 4: CAMs
             PART 1 –
        1.  acupuncture
        2.  animal assisted therapy
              a. Dog Assisted Therapy
                     b. Dolphin Assisted Therapy
                     c. Horse Assisted Therapy
Unit 7– 5  CAMs  
          Section 5: CAMs Complementary & Alternative Medicine
             PART 2 –
                3. anti-inflammatory therapy
                4. auditory integration therapy
Unit 7– 6  CAMs  
          Section 6: CAMs Complementary & Alternative Medicine
             PART 3 –
                5. chelation therapy
                6. chiropractic
Unit 7– 7  CAMs  
          Section 7: CAMs Complementary & Alternative Medicine
             PART 4 –
                7.  creative therapy
                     a. introduction
                     b. art
                     c. music
                     d. dance, theatre
                     e. adventure therapy
               8.  facilitated communication
Unit 7– 8  CAMs  
          Section 8: CAMs Complementary & Alternative Medicine
              PART 5 –
                 9.  hyperbaric oxygen therapy
               10.  immunoglobulin infusions
Unit 7– 9  CAMs
          Section 9: CAMs Complementary & Alternative Medicine
               PART 6 –
                 11. massage therapy
                12. mindfulness & meditation
Unit 7– 10  CAMs  
          Section 10: CAMs Complementary & Alternative Medicine
               PART 7 –
                13. neuro-therapy
                14.  physical activity program
Unit 7– 11  CAMs
          Section 11: CAMs Complementary & Alternative Medicine
               PART 8 –
                 15.  stem cell therapy
                16.  vitamin/supplements
 
Unit 7 – REFERENCES
Unit 7 – APPENDICES
​

FREE ASD BOOK ~ Know Autism, Know Your Child, with < My Thoughts > by Sara Luker. See MENU for UNIT 7 Who May Help?
 
Programs should improve the quality of life. Some things to consider when seeking an intervention and/or instructional program for your child.
 
Will our child use the new skills outside the specific program setting? This requires ‘generalization’. ‘Generalization’, in psychology, is the tendency to respond in the same way to different but similar stimuli. For example, spontaneously 'greeting' someone, in a new and different setting than when originally learning the skill of 'greeting' someone.
 
Will the program you select ‘chart gains’ and provide ‘follow-up’ steps for skill maintenance?
 
Will the program meet our child’s, and our family’s needs?
 
Will the program’s routine be ‘age appropriate’ for our child?
 
Will the program be flexible and/or aligned with our child’s –

• Symptom constellation
• Symptom severity
• Developmental age

And/or will the program be modified to fit cultural, religious, or other family concerns? Will the program improve and/or increase family interaction?
 
Does the family understand that the longer the child has engaged in unwanted purposeless behavior and/or inappropriate behavior, the longer an intervention will take intervention to become successful?
 
Note: Another reason for ‘early intervention’, is that delay may increase chronic anxiety, resulting in ‘low motivation’ for learning daily living skills. Also, keep copies of all assessments, to prevent further new charges, and to help track a child’s developmental trajectory.

HAPPY FATHER’S DAY 2023!!! From sarasautismsite.com
 
Fathers of children with Autism may find that their current parenting skills are not as successful with their autistic child, as they had hoped. But, many fathers who have gone before you are there to help and support you.
 
You will find my Extended Book Reviews with < My Thoughts >  of the following books written by Autism DADs in my on MENU; sarasautismsite.com ~
 
A Real Boy: How Autism Shattered Our Lives and Made a Family from the Pieces (2011), by Christopher Stevens & Nicola Stevens
 
Autism: Triplet Twist (2013), by James Potvin
 
Autism: Turning On the Light (2013), by Keith Ambersley
 
Secondhand Autism (2013), by Paul Brodie
 
The Horse Boy (2009) & The Long Ride Home (2015); by Rupert Isaacson
 
Also, please find my FREE ASD BOOK on the website MENU. It is important for fathers to have the support of others who understand a ‘son’ or ‘daughter’ with autism. Check online for Father’s Groups in your area.
 
HAPPY FATHER’S DAY 2023!!!
​

​From FREE ASD BOOK ~ Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023. Please find on MENU www.sarasautismsite.com
 
UNIT 1 – How Will I Know (it’s autism)?
 
In 2023, the CDC reported that approximately 1 in 36 children in the U.S. is diagnosed with an autism spectrum disorder (ASD). According to 2020 data, boys are four times more likely to be diagnosed with autism than girls. Most children were still being diagnosed after age 4, though autism can be reliably diagnosed as early as age 2.
 
< My Thoughts >             “ASD prevalence was higher among boys than girls…”
 
Any data is only as good as the population from which it is collected. Many ‘at-risk’ children in ‘marginal’ populations may not be identified as being ‘ASD’ until they reach school age; when the social and cognitive demands exceed their current abilities. Also, parents may hardly notice troubling deficits in social reciprocity; nor do they always recognize ‘sensory stress’ behaviors in their children. They just notice that ‘something’ seems to be wrong. Parents may believe that it’s their parenting, before they consider that their child is struggling with a disorder.
 
Whiffen (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.
What can you do while you are waiting for the world of doctor’s appointments, consultations, complicated referral systems, and intervention program possibilities to open up to you?
It may be time to reiterate that ‘taking early action’ does not necessarily mean jumping into a program or therapy for your child. There are many reasons why this could be unwise, not only for your child, but for your family. Parents should always take time to think things through.

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

MEMORIAL DAY 2023
Thoughts today for all of the 'Fallen Heros' and their families.

Memorial Day, which is celebrated in the United States on the last Monday in May,
honors service members who have died in military service to their nation.
 
While Memorial Day honors the fallen, many military still serving have family members with Autism. Unfortunately, the number of diagnosed autism cases is steadily increasing in the U.S.
 
< My Thoughts >    "...military still serving have family members..."
 
There are VA Aid & Alliance benefits which can provide monies for veterans
and veteran’s families which need assistance with basic activities of living.
You might find VA websites helpful to explore.
 
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.

Mandu Usoro (2021), Autism Advocate, suggests teaching children how to fly the national flag of the United States of America, on Memorial Day.

"The American flag is an important symbol of our country, and children will take part in the significance and tradition of raising the stars and stripes."

"This is a great activity for children to participate in,
especially if they have sensory preferences. They can touch and feel the flag
​and will enjoy folding it at the end of the day."

"You can explain to your children that you’ll fly the flag at half-mast until noon,
since the holiday is about honoring fallen service members. At noon, you can return outside to raise the flag to full mast, where it should remain until the end of the day."

"Take time to practice the Pledge of Allegiance with your children
and to salute the flag during the National Moment of Remembrance
at 3 p.m. local time."

"...come up with ideas for how you and your children can
honor service members going forward, not just on Memorial Day."

< My Thoughts >    "ideas for how you and your children can
honor service members..."

Research the members of your family who have served their country in the Military.
Find pictures, tell stories, and take a flag to their gravesite.

Vrabel (2023) “Can you join the military if you are on the Autism Spectrum? If you were diagnosed with autism during your childhood, your condition might be a red flag for military disqualification. The good news is that you may still join, but you have to pass through a number of significant hurdles before you can make it into the military.”
 
< My Thoughts >         “…join the military…”
 
In recent years, it seems that some branches of the military have relaxed their enlistment requirements. But, if you have been diagnosed with Autism and do not disclose it, you could face federal charges. Most military doctors are not prepared to ‘diagnose’ autism.
 
When recruitment goals are high, military branches may appreciate the autistic applicant’s ability to focus on tasks, ahere to routines, follow orders without question, and always feel dedicated. The autistic applicant may also be considered if s/he has previous training from public school; such as Junior Reserve Officers Training Corps (JROTC), and/or private military school training.

References: 

Usoro, Mandu (2021). HomeSchool Special Needs Tidbits; Retrieved online from:
https://www.time4learning.com/homeschooling/special-needs/? She can also be reached at her Twitter address: @HSSNTidBits
 
Vrabel, Rob (2023). Can you join the military with Autism?; Retrieved online from:
https://www.operationmilitarykids.org/can-you-join-the-military-with-autism/

HAPPY MOTHER’S DAY!!!, with < My Thoughts  > by Sara Luker
 
You may never get the expected ‘hugs’ or ‘love’ words, but you know they are there even if your child cannot emotionally express them.
 
Here are just some ‘Mom excerpts’ from my ‘Extended Book Reviews’; with < My Thoughts  > by Sara Luker which can be found on my website MENU. Also, find similar quotes from 'those who have gone before us' in my FREE ASD BOOK, Know Autism, Know Your Child. Go to www.sarasautismsite.com.
 
From – Making Peace with Autism by Susan Senator, eBook 2006; Extended Book Review, with
< My Thoughts > by Sara Luker
 
I talked and read to the baby in utero. I read all kinds of mother-to-be books. We were so well prepared that we didn’t think anything could go wrong. This illusion was deepened by our comfortable backgrounds and the fact that we lived in a society that promoted the idea of family life as a Hallmark card.  
 
Susan Senator is also the author of –The Autism Mom’s Survival Guide (for Dad’s, too!): Creating a Balanced and Happy Life While Raising a Child with Autism by Susan Senator, eBook 2011; Extended Book Review, with < My Thoughts > by Sara Luker
 
The sun will come up tomorrow and we will still have autism within our family. I can choose how I live it. We do not have to trade ourselves for our children, or our happiness for our children’s happiness. Even something as confounding and difficult as autism in the family is not the end of a happy life. Once we understand that, we will get there and it will all be OK.

One day you will feel that something inside you has shifted, lightened. When you look at your child, you no longer see a mass of problems, a broken thing to be fixed; you see you kid, just your kid. One day you will know that it’s just your life, warts, autism, and all. And you can’t wait to start living it to its fullest. Once you know this…you have just won the game.
 
From – Building in Circles: The Best of Autism Mom by Elizabeth W. Barnes, eBook 2014; Extended Book Review, with < My Thoughts > by Sara Luker
 
My name is Elizabeth and I am an Autism Mom. Our son, who we call the Navigator, is nine and was diagnosed on the Autism Spectrum at the age of seven. Before his diagnosis, I had heard of Autism – non-verbal children who don’t like to be touched, who rocked, and who ritually lined things up.
 
There is no one thing or even series of things that work all the time, or are even discernible as a pattern. There is a need for constant analysis and creativity, which is exhausting and sometimes seemingly fruitless. There is no cookie-cutter approach.
 
From – Twirling Naked in the Streets and No One Noticed; Growing Up with Autism by Jeannie Davide-Rivera, eBooks 2013; Extended Book Review, with < My Thoughts > by Sara Luker
 
To my mother, I was just being difficult; I wanted to do things my own way. I had a mind of my own and no one was going to change it – ever.

< My Thoughts >        “I was just being difficult…”

So often at home and at school, the child feels ‘marginalized’ and ‘isolated’ from the group and their peers.  When parents and/or teachers see a child as ‘just being difficult’ it does great harm to that child’s well-being and sense of self.  And while they may not be able to ‘read’ people’s feelings and emotions, somehow they know how people view them. 

After a long humiliating day of school, I had nothing left – no brain power or discipline. There was no way in the world homework was getting done. I suspect that many autistic children have this difficulty. By the time they arrive home, school has sucked all the life out of them.

< My Thoughts >  “…school has sucked all the life out of them.”

Often, they have no way to tell us that “After a long humiliating day of school, I had nothing left – no brain power or discipline…”

Hedges, et al. (2014) put things into perspective for both teachers and parents. Their study found that educators felt that parents did not have realistic expectations for their children with ASD.  And, parents felt that many educators, special education teachers included, often did not really know enough about ASD to be able to support students effectively.

For example, the viewpoint of the school personnel was that they would see the student as more capable than he or she actually was. Or, they would see them as lazy or uncooperative, even stubborn.  They also felt that the child was probably being ‘coddled’ at home, this contributing to the problem.

< My Thoughts >             “…coddled’ at home,…”

Define – ‘coddled’ at home! Children with autism are not giving you a bad time… they are having a bad time.

Reference:
Hedges, S., Kirby, A., Sreckovic, M., Hume, K., Pace, S. (2014); Falling through the Cracks: Challenges for High School Students with Autism Spectrum Disorder; High School Journal, Vol.98 Issue 1, p64-82.
 
From – Twirling Naked in the Streets and No One Noticed; Growing Up with Autism by Jeannie Davide-Rivera, eBooks 2013; Extended Book Review, with < My Thoughts > by Sara Luker
My boys now know I’m an Aspie, and to my 2 year-old I’m still just Mama. To my 8 year-old Aspie son, I’m still just mom. To my 13 year-old Aspie son, I am part mom, part superhero (according to him, my super-senses are super powers). 

I rejoice in my Aspie-ness, and if you are on the spectrum, or someone you love is, you should too.
It took 38 years for me to be diagnosed with Asperger’s Syndrome (AS), as a form of high functioning autism – 38 years of confusing experiences.

< My Thoughts >         “…38 years of confusing experiences.”

The rest of her life is so worth reading about.  Her Aspie-ness shines as she rewards us with an understanding of why they say “autism spectrum.”
​
From – Knowing Autism by Lorca Damon, eBook 2012; Extended Book Review, with < My Thoughts > by Sara Luker.
 
Because those with autism seldom ‘store’ experiences, they never seem to fully understand that we mean when we say…“no, not right now, maybe later when mom isn’t so busy!”

Happy Mother’s Day!