#5 "What to do While You Wait, Investigate!" – Know Your Child, with < My Thoughts > by Sara Luker Try New Things (non-invasive)
From GALLERY of BOOKS on Autism; Focused excerpts examples of "What to do While You Wait" concerning – Know Your Child & Prioritize Concerns (stories) about ~
Cognition & Learning, Communication & Social, Temperament & Sensory, Motor Skills & Play equipment, Daily Living Skills & Safety.
Know Autism – Know Your Child: With < My Thoughts > by Sara Luker; 2021
Just so you know what others have faced, and that you are not alone… here are a few focused excerpts from my Extended Book Reviews with < My Thoughts > by Sara Luker.
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 record (using phone app) what you are seeing and how your child is acting throughout the day/night. 'Seeing is believing' for someone new to your child. Prioritize, try new things that are non-invasive and see what works and what doesn't. This will also help you find out what your child responds to. Some learn best by hearing, seeing, or doing.
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. In this 'page' I’ll give you some ideas on where to start to discover who your child is 'behind' the autism.
What to do while you wait ~ Consider how the following excerpts may define #1 Prioritize Concerns for you. How can you become better prepared to approach these topics, and what have you already tackled? What would you like to clarify, or better understand about your world of autism?
***Please ~ READ more in-depth information with Peer-Reviewed Journal articles with References, in Website MENU: MENU #5 Know Your Child; #5A Getting Started, #5B Temperament, #5C Cognitive & Learning, #5D Resources & Insurance, #5E Law & IEPs.
Note: SEE DISCLAIMER BELOW
Here is a ‘peek’ into the website’s Extended Book Reviews. These will lead you to more information about your concerns. READ real stories from real people living in their world of autism. Find LINKs on the MENU listing GALLERY of BOOKS and/or find BOOKs by TITLE.
< My Thoughts > Try New Things (non-invasive)
Sometimes, we can try things with a different twist. When your child is having a difficult time, put on a pair of silly glasses; like the ones left over from New Years Eve. Or, a child’s hat with their favorite character. Just to ‘lighten’ up your possibly intense mood, because at any age a person with autism seems to know when we are struggling with something. This may be perceived as a ‘danger’ to them. Staying flexible, trying a new task at a later time, or when they seem to be more receptive can work wonders. Smiles.
From GALLERY of BOOKS on Autism; Focused excerpts examples of "What to do While You Wait" concerning – Know Your Child & Prioritize Concerns (stories) about ~
Cognition & Learning, Communication & Social, Temperament & Sensory, Motor Skills & Play equipment, Daily Living Skills & Safety.
Know Autism – Know Your Child: With < My Thoughts > by Sara Luker; 2021
Just so you know what others have faced, and that you are not alone… here are a few focused excerpts from my Extended Book Reviews with < My Thoughts > by Sara Luker.
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 record (using phone app) what you are seeing and how your child is acting throughout the day/night. 'Seeing is believing' for someone new to your child. Prioritize, try new things that are non-invasive and see what works and what doesn't. This will also help you find out what your child responds to. Some learn best by hearing, seeing, or doing.
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. In this 'page' I’ll give you some ideas on where to start to discover who your child is 'behind' the autism.
What to do while you wait ~ Consider how the following excerpts may define #1 Prioritize Concerns for you. How can you become better prepared to approach these topics, and what have you already tackled? What would you like to clarify, or better understand about your world of autism?
***Please ~ READ more in-depth information with Peer-Reviewed Journal articles with References, in Website MENU: MENU #5 Know Your Child; #5A Getting Started, #5B Temperament, #5C Cognitive & Learning, #5D Resources & Insurance, #5E Law & IEPs.
Note: SEE DISCLAIMER BELOW
Here is a ‘peek’ into the website’s Extended Book Reviews. These will lead you to more information about your concerns. READ real stories from real people living in their world of autism. Find LINKs on the MENU listing GALLERY of BOOKS and/or find BOOKs by TITLE.
< My Thoughts > Try New Things (non-invasive)
Sometimes, we can try things with a different twist. When your child is having a difficult time, put on a pair of silly glasses; like the ones left over from New Years Eve. Or, a child’s hat with their favorite character. Just to ‘lighten’ up your possibly intense mood, because at any age a person with autism seems to know when we are struggling with something. This may be perceived as a ‘danger’ to them. Staying flexible, trying a new task at a later time, or when they seem to be more receptive can work wonders. Smiles.
Rules (for David) by Cynthia Lord, eBook 2003 Edition;
an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (8% indicates the eReader book location, instead of page reference numbers).
8% I write down all David’s rules, so my ‘someday-he’ll-wake-up-brother’ will know how the world works.
< My Thoughts > “…so my someday-he’ll-wake-up-a-regular-brother…”
Some say that persons with autism are “the new normal” because many have normal intelligence, but lack the necessary social and emotional knowledge. They are finding their place in society, especially in the world of technology. Because in the world of technology, you make your own rules.
an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (8% indicates the eReader book location, instead of page reference numbers).
8% I write down all David’s rules, so my ‘someday-he’ll-wake-up-brother’ will know how the world works.
< My Thoughts > “…so my someday-he’ll-wake-up-a-regular-brother…”
Some say that persons with autism are “the new normal” because many have normal intelligence, but lack the necessary social and emotional knowledge. They are finding their place in society, especially in the world of technology. Because in the world of technology, you make your own rules.
Autism by Hand by Lorca Damon, eBook 2011 Edition; an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (4% indicates the eReader book location, instead of page reference numbers).
4% Toolbox. Here are the things that I kept on hand for working with Carrie. Some of these might be godsends for you, some of them might be the stupidest thing you’ll ever try. Nothing here costs more than $20 so try it if you think your child will respond.
Mirrored wrap-around sunglasses, the bigger and the cheaper the better. You might want to get a few pairs of these glasses because some of them are bound to get broken in all the play. The point of the glasses is actually very simple. When you put them on they look kind of weird, which attracts you child’s attention, but when he looks at your glasses he will see himself, which is kind of intriguing. More importantly, the glasses are blocking out a large portion of the overwhelming information that is provided by the human face.
When my glasses were not handy, I have even just planted myself in front of my daughter and talked to her with my eyes closed, just so she wouldn’t be so overpowered by the intensity that is the human eye.
Several pairs of white gloves (winter kind, hardware store kind, jazz hands kind, doesn’t matter, so long as they’re white so you can write on them and light-weight enough that you won’t feel stupid wearing them everywhere you go for the rest of your life. I’m kidding. No, I’m not.) the title of the book came from the use of my hand as a visual teaching aid to my daughter.
< My Thoughts > “… talk to the hand…”
When Sonny was younger, he would hold his hand up in front of his face and babble away at it. So, talking to the gloved hand would be perfect for him. Smiles.
Note: (4% indicates the eReader book location, instead of page reference numbers).
4% Toolbox. Here are the things that I kept on hand for working with Carrie. Some of these might be godsends for you, some of them might be the stupidest thing you’ll ever try. Nothing here costs more than $20 so try it if you think your child will respond.
Mirrored wrap-around sunglasses, the bigger and the cheaper the better. You might want to get a few pairs of these glasses because some of them are bound to get broken in all the play. The point of the glasses is actually very simple. When you put them on they look kind of weird, which attracts you child’s attention, but when he looks at your glasses he will see himself, which is kind of intriguing. More importantly, the glasses are blocking out a large portion of the overwhelming information that is provided by the human face.
When my glasses were not handy, I have even just planted myself in front of my daughter and talked to her with my eyes closed, just so she wouldn’t be so overpowered by the intensity that is the human eye.
Several pairs of white gloves (winter kind, hardware store kind, jazz hands kind, doesn’t matter, so long as they’re white so you can write on them and light-weight enough that you won’t feel stupid wearing them everywhere you go for the rest of your life. I’m kidding. No, I’m not.) the title of the book came from the use of my hand as a visual teaching aid to my daughter.
< My Thoughts > “… talk to the hand…”
When Sonny was younger, he would hold his hand up in front of his face and babble away at it. So, talking to the gloved hand would be perfect for him. Smiles.
Autism Triple Twist: Survival Stories of Parents, Triplets and Autism, by James E. Potvin; eBook 2013 Edition; an Excerpt from Extended Review, with < My Thoughts > by Sara Luker
Note: (28% indicates the eReader book location, instead of page reference numbers).
28% She loved routines and became upset if the anticipated routine was altered. Andrea was autistic; she was just at a different spot of the autism spectrum than Sarah.
Rachael, the middle triplet was still normal. At this point, we realized that having one child with autism was expensive. Having two children with autism requires serious financial planning.
Autism insurance was not available to us until the girls were 14. Here is a link to see if your state has autism health insurance available: http://www.ncsl.ort/issues-research/health/autism-and-insurance-coverage-state-laws.aspx.
There are numerous state programs designed to help families with autism. Look for autism centers or programs with local colleges and universities. Private organizations may also have programs available.
< My Thoughts > “Autism insurance and private organizations with programs available to help families with autism.”
In the current political climate just trying to have insurance coverage for the massive amount of testing, evaluation, diagnosis, medication, therapies, and intervention programs is daunting for the parents. Sonny’s medications alone cost thousands of dollars, monthly. Without them he has increased seizure activity and a very limited lifestyle. Without the help of insurance, financially we would not be able to provide for his needs.
Note: (28% indicates the eReader book location, instead of page reference numbers).
28% She loved routines and became upset if the anticipated routine was altered. Andrea was autistic; she was just at a different spot of the autism spectrum than Sarah.
Rachael, the middle triplet was still normal. At this point, we realized that having one child with autism was expensive. Having two children with autism requires serious financial planning.
Autism insurance was not available to us until the girls were 14. Here is a link to see if your state has autism health insurance available: http://www.ncsl.ort/issues-research/health/autism-and-insurance-coverage-state-laws.aspx.
There are numerous state programs designed to help families with autism. Look for autism centers or programs with local colleges and universities. Private organizations may also have programs available.
< My Thoughts > “Autism insurance and private organizations with programs available to help families with autism.”
In the current political climate just trying to have insurance coverage for the massive amount of testing, evaluation, diagnosis, medication, therapies, and intervention programs is daunting for the parents. Sonny’s medications alone cost thousands of dollars, monthly. Without them he has increased seizure activity and a very limited lifestyle. Without the help of insurance, financially we would not be able to provide for his needs.
Hello, My Name is Max and I Have Autism by Max Miller, eBook 2014 Edition; an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (48% indicates the eReader book location, instead of page reference numbers).
48% When I learned about how I have autism, I cried while I was in the shower. I wished the autism would die.
49% My mom heard me and she handed me the art set that my Uncle Dean gave me for my birthday. She told me to draw about what it is like to have autism. The drawing helped me feel better.
< My Thoughts > “The drawing helped me feel better.”
Constantly looking for opportunities for children to express themselves in ways that society can embrace is a goal of many parents and teachers. Drawing filled a need for Max, for some it’s music or having a pet.
Note: (48% indicates the eReader book location, instead of page reference numbers).
48% When I learned about how I have autism, I cried while I was in the shower. I wished the autism would die.
49% My mom heard me and she handed me the art set that my Uncle Dean gave me for my birthday. She told me to draw about what it is like to have autism. The drawing helped me feel better.
< My Thoughts > “The drawing helped me feel better.”
Constantly looking for opportunities for children to express themselves in ways that society can embrace is a goal of many parents and teachers. Drawing filled a need for Max, for some it’s music or having a pet.
Someone I’m With Has Autism, by Carrie Cariello & Jordan Capell, eBook 2015 Edition; an Excerpt from Extended Review, with < My Thoughts > by Sara Luker
Note: (9% indicates the eReader book location, instead of page reference numbers).
9% For no reason at all I felt a lump in my throat. I didn’t know why. Kids the world over present their parents with homemade gifts – ornaments and candle holders and picture frames – sometimes for birthdays or holidays, and sometimes just because.
The following afternoon he flew off the bus with a package wrapped in tissue paper.
11% And then excitement, anticipation, glee – my normally transparent son had kept a secret and surprised his father with a handmade gift.
< My Thoughts > “…handmade gift wrapped in tissue paper.”
Something you might try with your child is to let them experience gift buying, wrapping, and giving.
From: http://www.snagglebox.com/article/autism-holidays-gifts
Gift giving can cause stress with children and adults with autism, putting them on overload.
Why it can be hard. First there’s the sensory overload. Sensations of rustling and tearing wrapping paper can be really unpleasant or super exciting.
Frustration – wrapping and unwrapping requires a lot of fine motor skills and coordination that they may not have. Then there’s the ‘not yet assembled’ or ‘too complex’ gifts. There’s the struggling with waiting and overriding impulse control.
Tension and uncertainty – there’s the tension and confusion of everything going on at once. Not sure of what is happening causes great anxiety.
Social pressure – all the social rules to navigate when the spotlight is on you. Saying please and thank you in the right way to the right person.
No interest in the gift – when those with autism have a strong preference for their favorite things they don’t accept ‘new’ stuff. Sometimes the wrapping paper or the box is more exciting and more appreciated than the gift itself.
Ways you can help:
Take your time – spread the gift giving (or buying) out over a day or two. Take a break in between to play with beloved favorites. (Not giving up one for the other.)
Reduce frustration – Wrap with clear wrapping paper so they can see what’s inside. And, preassemble toys… complete with batteries. Have them go in other room to open the gift away from the other presents.
Add structure and predictability – visual chart, social story, or set a time limit to the activity.
Reduce social pressure – practice role playing and script responses for opening and for giving gifts.
Be flexible – it doesn’t matter if the kid likes the box more than the toy inside. The goal is to celebrate, share and enjoy.
Note: (9% indicates the eReader book location, instead of page reference numbers).
9% For no reason at all I felt a lump in my throat. I didn’t know why. Kids the world over present their parents with homemade gifts – ornaments and candle holders and picture frames – sometimes for birthdays or holidays, and sometimes just because.
The following afternoon he flew off the bus with a package wrapped in tissue paper.
11% And then excitement, anticipation, glee – my normally transparent son had kept a secret and surprised his father with a handmade gift.
< My Thoughts > “…handmade gift wrapped in tissue paper.”
Something you might try with your child is to let them experience gift buying, wrapping, and giving.
From: http://www.snagglebox.com/article/autism-holidays-gifts
Gift giving can cause stress with children and adults with autism, putting them on overload.
Why it can be hard. First there’s the sensory overload. Sensations of rustling and tearing wrapping paper can be really unpleasant or super exciting.
Frustration – wrapping and unwrapping requires a lot of fine motor skills and coordination that they may not have. Then there’s the ‘not yet assembled’ or ‘too complex’ gifts. There’s the struggling with waiting and overriding impulse control.
Tension and uncertainty – there’s the tension and confusion of everything going on at once. Not sure of what is happening causes great anxiety.
Social pressure – all the social rules to navigate when the spotlight is on you. Saying please and thank you in the right way to the right person.
No interest in the gift – when those with autism have a strong preference for their favorite things they don’t accept ‘new’ stuff. Sometimes the wrapping paper or the box is more exciting and more appreciated than the gift itself.
Ways you can help:
Take your time – spread the gift giving (or buying) out over a day or two. Take a break in between to play with beloved favorites. (Not giving up one for the other.)
Reduce frustration – Wrap with clear wrapping paper so they can see what’s inside. And, preassemble toys… complete with batteries. Have them go in other room to open the gift away from the other presents.
Add structure and predictability – visual chart, social story, or set a time limit to the activity.
Reduce social pressure – practice role playing and script responses for opening and for giving gifts.
Be flexible – it doesn’t matter if the kid likes the box more than the toy inside. The goal is to celebrate, share and enjoy.
Autism: Why I Love Kids with Autism by Doris Duan-Young, eBook 2014 Edition; an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (9% indicates the eReader book location, instead of page reference numbers).
9% If parents aren’t aware of the core values that will give them the best success with their child, any tactics and strategies they try probably won’t be effective long-term, if at all. And if they aren’t even aware of basic strategies and tactics, they will wind up frustrated, overwhelmed, exhausted and often angry.
Angry at their child, the world, society, God, and most of all, themselves.
That’s why when I help parents of children with autism. I always begin with shaping their values. Why? Because values are the foundation from which to build long-term, lasting results.
The best way I found to share these concepts is through stories.
< My Thoughts > " I always begin with shaping their values.”
“Shaping behavior’ is a technique that came from behaviorism, a field of psychology established by B.F. Skinner based on the relationship of behaviors and their reinforcement of preferred items such as food or praise.” Retrieved from www.thoughtco.com/shaping-a-teaching-technique.
Bodfish (2004) tells us that there is ‘empirical’ support for interventions which include three pivotal parts – (1)teaching & reinforcing alternative behaviors (2) environmental arrangement or structuring (3) shaping or graded change.
‘Shaping behavior’ is different than managing ‘misbehavior’. Instead, ‘shaping behavior’ is structuring activities to reflect a desired outcome. Some use ‘social stories’ or ‘video modeling’. (www.DorisDuanYoung.com/AutismApps ).
“Social stories are simple stories (a created one-page, age-appropriate-reading-level story with pictures), that helps students learn about appropriate social behavior.” You may write your own stories or find them ready-made online. Retrieved from: http://www.teachhub.com/social-stories-autistic-students.
“Video modeling is a visual teaching method that occurs by watching a video of someone modeling a targeted behavior or skill and then imitating the behavior/skill watched.” Retrieved online from - http://www.watchmelearn.com/video-modeling/what-is-video-modeling
Note: (9% indicates the eReader book location, instead of page reference numbers).
9% If parents aren’t aware of the core values that will give them the best success with their child, any tactics and strategies they try probably won’t be effective long-term, if at all. And if they aren’t even aware of basic strategies and tactics, they will wind up frustrated, overwhelmed, exhausted and often angry.
Angry at their child, the world, society, God, and most of all, themselves.
That’s why when I help parents of children with autism. I always begin with shaping their values. Why? Because values are the foundation from which to build long-term, lasting results.
The best way I found to share these concepts is through stories.
< My Thoughts > " I always begin with shaping their values.”
“Shaping behavior’ is a technique that came from behaviorism, a field of psychology established by B.F. Skinner based on the relationship of behaviors and their reinforcement of preferred items such as food or praise.” Retrieved from www.thoughtco.com/shaping-a-teaching-technique.
Bodfish (2004) tells us that there is ‘empirical’ support for interventions which include three pivotal parts – (1)teaching & reinforcing alternative behaviors (2) environmental arrangement or structuring (3) shaping or graded change.
‘Shaping behavior’ is different than managing ‘misbehavior’. Instead, ‘shaping behavior’ is structuring activities to reflect a desired outcome. Some use ‘social stories’ or ‘video modeling’. (www.DorisDuanYoung.com/AutismApps ).
“Social stories are simple stories (a created one-page, age-appropriate-reading-level story with pictures), that helps students learn about appropriate social behavior.” You may write your own stories or find them ready-made online. Retrieved from: http://www.teachhub.com/social-stories-autistic-students.
“Video modeling is a visual teaching method that occurs by watching a video of someone modeling a targeted behavior or skill and then imitating the behavior/skill watched.” Retrieved online from - http://www.watchmelearn.com/video-modeling/what-is-video-modeling
The Aspie Parent, the First Two Years A Collection of Posts from the Aspie Parent Blog
by Liz Cademy, eBook Edition 2013 Edition; an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (64% indicates the eReader book location, instead of page reference numbers).
64% < From Liz’s blog > Here’s a question Cathy asked: “I’m curious about RTM (Remember the Milk), as my 10th grader really struggles with organization and remembering to turn in his work.
65% He currently uses Google Calendar RTM. The RTM webpage says RTM works with Google Calendar. Can you explain the Benefits of using RTM…
I’ll try to explain this quickly. If you look at the things you need to do, you can divide them into tasks and events.
Events are linked to a specific time/date, such as Math Class or Daniel’s Party. Tasks may have deadlines, but you can do them at any time before (maybe after) the deadline, such as Chapter 8 History Homework, due Friday.
Google Calendar is great for events, Remember the Milk (RTM) is designed for tasks. I like keeping the two separate, so I use both programs.
< My Thoughts > “I use both programs.”
RTM is a visual part of the calendar seen as a sidebar portion on the screen. Liz’s book gives names or books to read on how to use both.
by Liz Cademy, eBook Edition 2013 Edition; an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (64% indicates the eReader book location, instead of page reference numbers).
64% < From Liz’s blog > Here’s a question Cathy asked: “I’m curious about RTM (Remember the Milk), as my 10th grader really struggles with organization and remembering to turn in his work.
65% He currently uses Google Calendar RTM. The RTM webpage says RTM works with Google Calendar. Can you explain the Benefits of using RTM…
I’ll try to explain this quickly. If you look at the things you need to do, you can divide them into tasks and events.
Events are linked to a specific time/date, such as Math Class or Daniel’s Party. Tasks may have deadlines, but you can do them at any time before (maybe after) the deadline, such as Chapter 8 History Homework, due Friday.
Google Calendar is great for events, Remember the Milk (RTM) is designed for tasks. I like keeping the two separate, so I use both programs.
< My Thoughts > “I use both programs.”
RTM is a visual part of the calendar seen as a sidebar portion on the screen. Liz’s book gives names or books to read on how to use both.
Curious Incident of the Dog in the Night-time, by Mark Haddon; eBook 2003 Edition. An Excerpt from Extended Book Review, with < My Thoughts > by Sara Luker
Note: (4% indicates the eReader book location, instead of page reference numbers).
4% The police arrived. I like the police. They have uniforms and numbers and you know what they are meant to be doing. There was a policewoman and a policeman.
The police woman put her arms round Mrs. Shears and led her back toward the house. I lifted my head off the grass.
< My Thoughts > “I like the police, they have uniforms and numbers.”
Persons with autism may be predisposed to seemingly criminal behaviors. Thus, children with tactile, fight or flight, PTSD, or other sensory issues can react quickly and/or defensively when touched or when someone comes within close proximity. Without adequate police training, anyone with this ‘invisible disability’ may find themselves in a dangerous situation.
Wright (2019) says many people with autism can drive. But when pulled over in traffic, they may be slow to answer, agitated, unsteady on their feet, or slurring their words, not looking you in the eye. Officers learn that if they don’t smell alcohol, it’s okay to ask directly, “Do you have autism? It can save a lot of misunderstanding.”
Police today are being trained to look for signs of Autism. Also, they check for bracelets or tags which may give necessary information about the person’s serious medical condition. Many children with autism also have epilepsy and sensory issues. Heat, sound and bright lights can trigger seizures, Post Traumatic Stress Disorder, and panic attacks.
Also, persons with Autism may exhibit unusual behaviors and often try to run, may spin, rock, run around and may seem to be in pain. Some laugh, hum, sing, remove clothing, or refuse to be touched. Often times, both children and adults with autism do not comprehend pain or danger. Speaking to them in clear one or two word, easy to process commands may work best in this situation. Make certain to pass any information on to those who may be transporting the person to another place.
Note: (4% indicates the eReader book location, instead of page reference numbers).
4% The police arrived. I like the police. They have uniforms and numbers and you know what they are meant to be doing. There was a policewoman and a policeman.
The police woman put her arms round Mrs. Shears and led her back toward the house. I lifted my head off the grass.
< My Thoughts > “I like the police, they have uniforms and numbers.”
Persons with autism may be predisposed to seemingly criminal behaviors. Thus, children with tactile, fight or flight, PTSD, or other sensory issues can react quickly and/or defensively when touched or when someone comes within close proximity. Without adequate police training, anyone with this ‘invisible disability’ may find themselves in a dangerous situation.
Wright (2019) says many people with autism can drive. But when pulled over in traffic, they may be slow to answer, agitated, unsteady on their feet, or slurring their words, not looking you in the eye. Officers learn that if they don’t smell alcohol, it’s okay to ask directly, “Do you have autism? It can save a lot of misunderstanding.”
Police today are being trained to look for signs of Autism. Also, they check for bracelets or tags which may give necessary information about the person’s serious medical condition. Many children with autism also have epilepsy and sensory issues. Heat, sound and bright lights can trigger seizures, Post Traumatic Stress Disorder, and panic attacks.
Also, persons with Autism may exhibit unusual behaviors and often try to run, may spin, rock, run around and may seem to be in pain. Some laugh, hum, sing, remove clothing, or refuse to be touched. Often times, both children and adults with autism do not comprehend pain or danger. Speaking to them in clear one or two word, easy to process commands may work best in this situation. Make certain to pass any information on to those who may be transporting the person to another place.
All Because of Henry: My Story of Struggle & Triumph with Two Autistic Children by Nuala Gardner, eBook 2013 Edition; an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (1% indicates the eReader book location, instead of page reference numbers).
1% Henry – all four legs and tail – our beautiful, noble golden retriever. Everyone who knew him agreed. He was to become Dale’s first real friend and he was the perfect gentleman.
As you have read in my first book – A Friend Like Henry, this was no ordinary dog. He did the extraordinary; he gave me hope when I had none. It was Henry who freed my tormented son and it was Henry who would throw us both the lifeline we needed.
Dale’s autism was so severe that family life was extremely difficult. We simply didn’t know what to do. How to get through to our son and give him the help he so badly needed.
Then came Henry. I was able to see Dale’s future. It would be confident, fully productive, a professional member of society. Would that it were to be so simple.
“Mum, due to Henry I am not scared any more of being an adult. I have decided that for the rest of my life I am never going to let my amazing dog down, so that he will be proud of me, as I will always be of him.”
Note: (1% indicates the eReader book location, instead of page reference numbers).
1% Henry – all four legs and tail – our beautiful, noble golden retriever. Everyone who knew him agreed. He was to become Dale’s first real friend and he was the perfect gentleman.
As you have read in my first book – A Friend Like Henry, this was no ordinary dog. He did the extraordinary; he gave me hope when I had none. It was Henry who freed my tormented son and it was Henry who would throw us both the lifeline we needed.
Dale’s autism was so severe that family life was extremely difficult. We simply didn’t know what to do. How to get through to our son and give him the help he so badly needed.
Then came Henry. I was able to see Dale’s future. It would be confident, fully productive, a professional member of society. Would that it were to be so simple.
“Mum, due to Henry I am not scared any more of being an adult. I have decided that for the rest of my life I am never going to let my amazing dog down, so that he will be proud of me, as I will always be of him.”
Building in Circles: The Best of Autism Mom by Elizabeth W. Barnes, eBook 2014 Edition; an Excerpt from Extended Review with < My Thoughts > by Sara Luker
Note: (10% indicates the eReader book location, instead of page reference numbers).
10% Change in the Weather: Is a storm coming?
12% There may be patterns to the storms, yet weather is inherently unpredictable, and guessing how a storm will play out in our valley is kind of the same process as guessing how my son will manage transitions.
Any transition, be it from play to getting ready for bed, or travel 500 miles to visit relatives, can go smoothly or can be incredibly difficult. We can guess, based on past experience, and plan for contingencies. Like planning for a storm…
13% There are basic steps we take:
1. We tell him or remind him of an impending transition.
2. We get him to imagine the transition several steps out, to help his brain “shift gears.”
3. We give him choices related to the transition…
4. We attempt to generate buy-in for the transition, by reminding him or getting him to recognize the positives that come from the transition (Ex. Going swimming in parents pool).
< My Thoughts > “…transition…”
Transitions are very tricky for many children, but more so for children with autism. Knowing how the child learns can help with developing an understanding of how transitions work. Visual supports in the form of posters, phone apps, and/or timers can help. It’s easier to start with little transitions, then working up to larger ones. Being consistent, patient, and flexible is a way to start.
Note: (10% indicates the eReader book location, instead of page reference numbers).
10% Change in the Weather: Is a storm coming?
12% There may be patterns to the storms, yet weather is inherently unpredictable, and guessing how a storm will play out in our valley is kind of the same process as guessing how my son will manage transitions.
Any transition, be it from play to getting ready for bed, or travel 500 miles to visit relatives, can go smoothly or can be incredibly difficult. We can guess, based on past experience, and plan for contingencies. Like planning for a storm…
13% There are basic steps we take:
1. We tell him or remind him of an impending transition.
2. We get him to imagine the transition several steps out, to help his brain “shift gears.”
3. We give him choices related to the transition…
4. We attempt to generate buy-in for the transition, by reminding him or getting him to recognize the positives that come from the transition (Ex. Going swimming in parents pool).
< My Thoughts > “…transition…”
Transitions are very tricky for many children, but more so for children with autism. Knowing how the child learns can help with developing an understanding of how transitions work. Visual supports in the form of posters, phone apps, and/or timers can help. It’s easier to start with little transitions, then working up to larger ones. Being consistent, patient, and flexible is a way to start.
How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind
by Tito Rajarshi Mukhopadhyay, eBook 2011 Edition; an Excerpt from Extended Review, with < My Thoughts > by Sara Luker
Note: (6% indicates the eReader book location, instead of page reference numbers).
6% There are times in everyone’s life when there is a need to tell a story. It can be any story.
7% I grew my stories from this and that, now and then, here or there, to compose this book.
Right now, I am thinking about a mirror. It was a mirror in one of the rooms upstairs, in the house where I spend my second and third years of life. The mirror in front of a window, and it reflected the rocks of those sunbaked hills outside the window.
< My Thoughts > “Right now, I am thinking about a mirror.”
Sonny spends a lot of time with mirrors and glass reflections. He coos to them and seems to look beyond his own reflection. Sometimes I think he is looking at the reflection of the ceiling fans. We put a full-length mirror on his closet door and a small framed mirror sitting on the floor where he can move it around if he wants to.
by Tito Rajarshi Mukhopadhyay, eBook 2011 Edition; an Excerpt from Extended Review, with < My Thoughts > by Sara Luker
Note: (6% indicates the eReader book location, instead of page reference numbers).
6% There are times in everyone’s life when there is a need to tell a story. It can be any story.
7% I grew my stories from this and that, now and then, here or there, to compose this book.
Right now, I am thinking about a mirror. It was a mirror in one of the rooms upstairs, in the house where I spend my second and third years of life. The mirror in front of a window, and it reflected the rocks of those sunbaked hills outside the window.
< My Thoughts > “Right now, I am thinking about a mirror.”
Sonny spends a lot of time with mirrors and glass reflections. He coos to them and seems to look beyond his own reflection. Sometimes I think he is looking at the reflection of the ceiling fans. We put a full-length mirror on his closet door and a small framed mirror sitting on the floor where he can move it around if he wants to.
I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism
by Jeni Decker. eBook 2011 Edition; an Excerpt from Extended Review, with < My Thoughts > by Sara Luker
Note: (6% indicates the eReader book location, instead of page reference numbers).
6% At last, I was finally able to sit in the rocking chair with Jaxson and make nice. Usually, when he realized he isn’t going to get his way, there is a hurricane of dysfunctional behavior followed by a self-imposed time out, then him hugging me and crying, eventually leading to, “Better, Ruby?” “Yes Max, all better,”
He calls me Ruby and I call him Max, something that started when I began mimicking the voice of the cartoon character on Max and Ruby, one of his favorite shows.
“Good job, Ruby.” Jaxson smiled and used his little fingers to push the downturned corners of my mouth up into a smile.
Autistic people often have a problem matching a facial expression with a corresponding emotion. Jake regularly had to consult the Chart of Expressions on his special needs classroom wall in order to know what someone he was talking to might be feeling inside.
< My Thoughts > "...corresponding emotion."
Sometimes just using phrases from a favorite DVD scene can work. When Sonny, a Toy Story fan, ignores my direction… I may try repeating the direction, then say – “I have a laser, and I will use it!” This brings about a snort of laughter, but he usually complies. Smiles.
Grossman & Tager-Flusberg (2012), tell us that there is some correlation between the “degree of social impairment, and the ability to determine what dynamic facial expressions mean.” Their pilot study showed that participants found it most difficult to differentiate between “the properties of surprise and those of a happy expression.” Participants learned that teen with their mouths in an open position were in a state of high intensity of anger, sadness, and surprise. While teens with closed mouths were experiencing an emotion of lesser intensity.
REFERENCES from other sources –
Bodfish, J. (2004). Treating the Core Features of Autism: Are We There Yet?; Mental Retardation & Developmental Disabilities Research Reviews; Chapel Hill, NC V10:318-326.
Grossman, R., Tager-Flusberg, H. (2012). “Who Said That?” Matching of Low & High Intensity Emotional Prosody to Facial Expressions by Adolescents with ASD; Journal of Autism Developmental Disorders; 42:2546-2557.
Wright, D. (2019). First responders learn how to recognize Autism Spectrum Disorder; Retrieved online from – https://www.wtrf.com/news/local-news/first-responders-learn-how-to-recognize-autism-spectrum-disorder/
DISCLAIMER
The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of this material indicates your acceptance of this disclaimer.
As an autism mom, as an educator with a current State Teaching License (ending 2023), and a 2011 Master’s Degree in Special Education, this author shares her personal study, opinions, and experiences of over 30 years concerning Autism Spectrum Disorder (ASD), and related topics. The author’s mention of products, services, treatments, and interventions are not to be considered an endorsement, thereof. Nor does the author represent that any described products, services, treatments, and/or interventions expect to ‘cure’, or have any ‘long-term’ positive effect on a disorder or disease.
Furthermore, understand and agree that this material is not intended as a substitute for consultations with licensed healthcare professionals. Nothing in this material is expected to diagnose, treat, imply cure, or prevent any condition, disorder, or disease. Any errors or omissions in the available subject matter, Units, Chapters, References, Charts, Tables, Appendices, LINKS, and/or other downloadable or non-downloadable materials are unintentional. Revisions in the material may be subject to change without notice.
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by Jeni Decker. eBook 2011 Edition; an Excerpt from Extended Review, with < My Thoughts > by Sara Luker
Note: (6% indicates the eReader book location, instead of page reference numbers).
6% At last, I was finally able to sit in the rocking chair with Jaxson and make nice. Usually, when he realized he isn’t going to get his way, there is a hurricane of dysfunctional behavior followed by a self-imposed time out, then him hugging me and crying, eventually leading to, “Better, Ruby?” “Yes Max, all better,”
He calls me Ruby and I call him Max, something that started when I began mimicking the voice of the cartoon character on Max and Ruby, one of his favorite shows.
“Good job, Ruby.” Jaxson smiled and used his little fingers to push the downturned corners of my mouth up into a smile.
Autistic people often have a problem matching a facial expression with a corresponding emotion. Jake regularly had to consult the Chart of Expressions on his special needs classroom wall in order to know what someone he was talking to might be feeling inside.
< My Thoughts > "...corresponding emotion."
Sometimes just using phrases from a favorite DVD scene can work. When Sonny, a Toy Story fan, ignores my direction… I may try repeating the direction, then say – “I have a laser, and I will use it!” This brings about a snort of laughter, but he usually complies. Smiles.
Grossman & Tager-Flusberg (2012), tell us that there is some correlation between the “degree of social impairment, and the ability to determine what dynamic facial expressions mean.” Their pilot study showed that participants found it most difficult to differentiate between “the properties of surprise and those of a happy expression.” Participants learned that teen with their mouths in an open position were in a state of high intensity of anger, sadness, and surprise. While teens with closed mouths were experiencing an emotion of lesser intensity.
REFERENCES from other sources –
Bodfish, J. (2004). Treating the Core Features of Autism: Are We There Yet?; Mental Retardation & Developmental Disabilities Research Reviews; Chapel Hill, NC V10:318-326.
Grossman, R., Tager-Flusberg, H. (2012). “Who Said That?” Matching of Low & High Intensity Emotional Prosody to Facial Expressions by Adolescents with ASD; Journal of Autism Developmental Disorders; 42:2546-2557.
Wright, D. (2019). First responders learn how to recognize Autism Spectrum Disorder; Retrieved online from – https://www.wtrf.com/news/local-news/first-responders-learn-how-to-recognize-autism-spectrum-disorder/
DISCLAIMER
The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of this material indicates your acceptance of this disclaimer.
As an autism mom, as an educator with a current State Teaching License (ending 2023), and a 2011 Master’s Degree in Special Education, this author shares her personal study, opinions, and experiences of over 30 years concerning Autism Spectrum Disorder (ASD), and related topics. The author’s mention of products, services, treatments, and interventions are not to be considered an endorsement, thereof. Nor does the author represent that any described products, services, treatments, and/or interventions expect to ‘cure’, or have any ‘long-term’ positive effect on a disorder or disease.
Furthermore, understand and agree that this material is not intended as a substitute for consultations with licensed healthcare professionals. Nothing in this material is expected to diagnose, treat, imply cure, or prevent any condition, disorder, or disease. Any errors or omissions in the available subject matter, Units, Chapters, References, Charts, Tables, Appendices, LINKS, and/or other downloadable or non-downloadable materials are unintentional. Revisions in the material may be subject to change without notice.
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