​Hello, My Name is Max & I Have Autism by Max Miller, eBook 2014 Edition; with < My Thoughts > by Sara Luker
 
(13% indicates location in the Kindle version of the book, instead of page numbers.)
Excerpts from Forward by Rebecca Miller –
 
13%   Hello.  I’m Max’s mom.  I want to thank you for purchasing his book and sharing it with others.  My twelve-year-old son Max came up with the idea of sharing his story in order to help other kids who are on the autism spectrum.
 
This book is the result of an art show that Max put together.  His drawings and essays were displayed, primarily to educate people on how different his experience is compared to kids who are “neurotypical.”  His art show was very well-received and he wanted to take his message to a larger audience.  The result is this book.
 
< My Thoughts >     “The result is this book.”
 
When you purchase your copy of Max’s book, you will be delighted to read all the words beyond my excerpts and to see his wonderful drawings.  Max’s mom also has more to say at the end of their book.  Enjoy!
 
End of excerpts from Forward by Rebecca Miller –
===============
 
Excerpts from Max’s book – With < My Thoughts, by Sara Luker >
 
38%   Max is a high-functioning autistic and was non-verbal until the age of six.  He has been subject of segregation and prejudice since he was quite young.  Max was denied educational and social opportunities due to his diagnosis. 
 
After several rejections, we finally found an autism program.  The interventions worked.  Max is now in a regular classroom with his peers but still feels separate.  He is aware of his autism but considers it a label versus a definition.
 
< My Thoughts >  “…label versus a definition.”
 
Intervention works and inclusion works, but often a high-functioning child still feels ‘separate.’
 
39%   His art reflects his view of his identity.  He is able to be his own person and defy his labeling.  He is not just an autistic.  He is an 11 year old boy, a blend of his entire family and his life experiences.
 
Max said, “I am not autism.  I am ME.”
 
End of excerpts from forward by Rebecca Miller. 
 
( Max writes…)
 
42%   There is a theory that my autism was caused by my getting these shots.  That’s not true.  God made me autistic.  The shots didn’t make me autistic.
 
44%   God sat there and asked the angels who should have autism and they chose me.  The angels said I should have autism so I can make a difference in this world.
 
I am doing this through my drawing and writing.  I want to explain how autistic kids might feel in ordinary situations.
 
You can’t see in my head.  I’m lucky because I can talk but the words get stuck.  Drawing helps me get the words out.
 
< My Thoughts >       “the words get stuck”
 
When Max says the words get stuck… takes me back to what a neurologist first told us about Sonny.  “It’s difficult to know just how much he really understands or is capable of learning.  So, your job is finding a way to get as much information “in” and as much information “out” as you can,” she suggested. 
 
Aside from the fact that Sonny is non-verbal, and we were told he would never learn anything, this seemed like a daunting task.  Although the part of his brain dealing with language has never developed, he has communicated with primitive ‘signing’, by dragging us to what he wants, and by using his eyes to stare at objects he wants, or to indicate directions he wants us to go in. Over the years, we have found that he is capable of learning and functioning to a higher level than anyone would have first guessed.
 
45%   I want to be a voice for every single child who has autism and who cannot speak.  The kids who can’t speak are just like me.  We are not like everyone else.
 
We can’t see other people’s feelings or do well in school or pay attention.  Just because we can’t be like everyone else doesn’t mean we don’t matter.  We do matter.
 
All we need is a little compassion.

​101 Tips for the Parents of Boys with Autism (2015) Edition & 1,001 Tips for the Parents of Autistic Boys (2010) Edition by Ken Siri; an Extended Review with < My Thoughts > by Sara Luker
​
(5% indicates location in the Kindle version of the book, instead of page numbers... /101& /1,001 indicates which one of the books the quote is from.)

Excerpts from these two books by author Ken Siri...

5%/1,001         It’s not your fault your child has autism…it never was…and it never will be.
 
4%/1,001         Do not allow yourself to journey down the road marked CURE.  Instead, travel down the road toward RECOVERY.”
 
7%/1,001     Autism is a spectrum, and all the children with autism are different.  What works for one child may not work for another.  For this reason, some of these tips may appear to be contradictory. 
 
5%/1,001         Pay attention to any symptoms at any age.  Any loss of any language or social skills at any age.  If you have any inkling that your child’s development is off, it should be handled at the youngest possible age, as we now know that early intervention leads to better outcomes.  Children who are at risk (particularly those children of parents with auto immune conditions or those with siblings on the autism spectrum) should be watched very closely for any of the known symptoms.
 
5%/1,001         If your pediatrician isn’t seeing what you see, don’t wait for him/her to come around.  If your child is under the age of three, contact your state’s early childhood intervention program and ask for an evaluation.   You can also visit a developmental pediatrician or clinical psychologist trained in diagnosing ASD.
 
5%/1,001         Don’t ignore your inner parent voice.  If you think professionals are off-base, don’t dismiss your instinct because you’re “just” a parent, and he/she is a highly esteemed professional.  Get another opinion.
 
4%/1,001         Parents of autistic children need to adopt the mentalities of both a researcher and a warrior.  As both general and soldier in this fight, you must take ownership of all aspects of treatment, education, therapy, and organization as if preparing for battle.
 
4%/1,001         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.
 
< My Thoughts >     “Don’t ignore your inner parent voice.”
 
Don’t ignore your inner parent voice… because you’re “just” a parent, and he/she is a highly esteemed professional. 
 
I can’t stress this enough!  If ‘they’ (the esteemed ‘they’…doctor, teacher, therapist, or other) are telling you everything is fine…hinting that the problem is with you…the overanxious parent…then head for the door.  Or, in another situation…if you’re not happy with what educators are presenting to you as their “must do” solutions, ask for additional verification.  Everyone has their own idea of what comes first – the chicken or the egg.  Yeah!

According to Murray, et al. (2007), “Parents’ viewpoints on what works and does not work when collaborating with professionals in terms of family choices, their suggestions for strategies are notably absent from the literature.” But families need to make choices over the lifespan of their child.
 
Family choice about the ‘pros and cons’ of interventions, service options, or what is really needed, should be shared with the professionals who can help to make any of those decisions.  “Unfortunately, professionals are not often trained to defer their own personal values,” when assisting the family.

All Because of Henry: My Story of Struggle & Triumph with Two Autistic Children & the Dogs that Unlocked Their World by Nuala Gardner eBook 2013 Edition; an Extended Review with < My Thoughts > by Sara Luker

(1% indicates location in the Kindle version of the book, instead of page numbers.)
 
Excerpts from Nuala’s 1st book,  A Friend Like Henry …

1%          We woke up the next morning to two things: the surprise that there was no Dale in the middle of our bed and a lot of noise from him downstairs.
 
“What’s all the commotion?” asked Jamie… “That’s not commotion, its communication.  Listen to all the language he’s using.”
 
Dale was saying, in an uneven, sing-song style, “Henry puppy, Duck, puppy…Give it to Dale.”  All of this was punctuated with shrieks of laughter and little yelps from (his puppy) Henry as the two of them engaged in boisterous play together.

19%    We wanted Dale to learn how to take care of his dog and ensured he was fully involved with all aspects of looking after Henry.  We hoped that in addition to the benefits this would have for Henry, Dale might also learn some things about looking after himself in the process.
 
Dale had never previously shown any desire to wash his hands without prompting and constant supervision.  Now before we would start to feed Henry, we would wash Dale’s hands, and ours, and through time Dale was happy to apply this skill on his own because he was doing something for his dog.

22%    A whole new world opened up as we visited dog shows and went for regular walks with Henry. Dale is now a participant in life, not just an observer.  

End of excerpts from A Friend Like Henry

Note from Nuala Gardner:
November 10, 2014 
Dale is deeply saddened to announce that his beloved dog Henry passed away suddenly on Thursday 23rd October. Henry was only 9 years of age and was in good health so his death has been a great shock to us all. Dale said, “Henry was a very special dog to me. I trained him myself and he got me through many hard times I faced as an adult, I miss him so much.”
=================
Excerpts from All Because of Henry, by Nuala Gardner with < My Thoughts > by Sara Luker –

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 wil be proud of me, as I will always be of him.”

2%       This would not be Henry’s final gift to my son, nor indeed to me and my daughter, Amy.

Amy was my millennium miracle baby, who had been diagnosed with moderate autism when she was only two years old. Thanks to Henry, both my children were reaching out to consider exciting futures. This is a story of our journey together into those futures.

However, to begin this new journey, as a family we had to get through the hardest day of all… the first day without Sir Henry. Six months before Henry’s passing, Dale had the foresight to acquire a puppy, and insisted on calling him… Henry!

​A Spot on the Wall by Martha Squaresky, eBook 2014 Edition; an Extended Review with < My Thoughts > by Sara Luker

Excerpts from the book – (8% indicates location in the Kindle version of the book, instead of page numbers).

Excerpts from Martha's book –
 
8%   It remained for us to explore the system and find appropriate ways to help Greg. I now had to count on others.
 
< My Thoughts >       “It remained for us to explore the system…”
 
Even today, parents are left to learn about the 'system' of dealing with autism on their own.
 
8%     Jay and I strolled out of the Regal Cinema… We waited on the carpet in the long corridor for our friends… Jay turned, glanced to his left and saw Greg. Our son.
 
Jay said “Martha. Look!  There’s Greg.” Jay tugged on my sleeve.
 
I heard him, turned to look at my son and said, “Greg!  Hi, Greg! Are you going to the movies? We saw a movie with Charlene and David.”
 
A bit confused to see Jay and me at the theater, he peered into my eyes, and then looked away as if mentally processing our presence in his life…
 
Evidently his private world no longer included us. He moved forward, ignoring me.
 
< My Thoughts >       “…his private world no longer included us.”  
 
Krauss, et al. (2005) tell us that, “… the perceived impacts … of co-residence vs. out-of-family living,” are often unknown or unreported.  But, what is known is that “these residential decisions are consequential for all members of the family – including the son or daughter”…with autism.
 
“Decision-making about where a child with an Intellectual Disability, such as those with autism, will live as an adult is perhaps one of the most difficult issues families confront.”  “…U.S. mandated school services end at age 22, under the Individuals with Disabilities Education Act (IDEA). According to reports from social services, this is a particularly difficult period for families…”
 
Krauss lists six major concerns for parents of adult-children with ASD living at home.  
They are –

• Behavioral concerns (obsessions, aggression, tantrums engaged in by an adult-child)
• Social & communicative concerns (inappropriate or inadequate social skills, where isolation becomes a risk)
• Family related concerns (continued restriction of family life, need for person’s constant supervision)
• Education & related services (finding programs to further educate them, similar to those previously provided by the school system)
• Relationships with professionals (finding & funding similar private programs, similar to those previously provided by the school system)
• Independence (concerns about finding vocational training & placement, plus leisure time services, similar to those previously provided by the school system)

Aspects of non-family residence –

• Family benefits from a visitation plan (calmer life for parents & siblings)
• Adult-child benefits from learning new skills, becoming more independent.
• Family benefits from having less fatigue, for more free time, able to resume careers.
• Adult-child may have safety, grooming, & concerns & feel less connection with family.
• Parent may experience worry, guilt, loss of control & contact with adult-child, may miss caregiving.

The authors admit that unfortunately, only through ‘living the experience’ can one know how everyone will adjust and how they will discover who will benefit and who will not.
 
4%   “Go away. This is my life now,” I’m sure he would have said had he been able to communicate his thoughts.
 
I convinced Jay they would call if there was a problem.

​Autism Goes to School by Dr. Sharon Mitchell, eBook 2017 Edition; an Extended Review with < My Thoughts > by Sara Luker

(8% indicates location in the Kindle version of the book, instead of page numbers.)

Caveat: This “fictional” story, which is outstanding on its own, has been modified somewhat for teaching/learning purposes. Please find the Home Page link to purchase this book and the rest of the books in – School Daze Series (a boxed set), by Dr. Sharon Mitchell. Thank you, Sara Luker
 
Autism Goes To School, by Dr. Sharon Mitchell (A fictional account…)
 
< My Thoughts >       This is a fictional account of how one family finds an equitable solution to marriage, divorce, remarriage and loving a boy with autism. I believe it is a story that rings true and indeed, needs to be told. A story told by Ben, who is meeting his 5 year old autistic son Kyle for the very first time. A story of discovering what it means to be a single parent, and a parent of a child who sees the world in a different way. Through the eyes of Ben, we get a glimpse of both the challenges and joys of parenting this child. Smiles.  
Excerpts from Dr. Mitchell’s book…
 
8%       Autism is not a dirty word. It’s a different way of viewing the world. There are challenges involved in autism, for sure. But, there are also strengths.
 
10%     Kyle’s kindergarten teacher was teaching him how to play chess. Is this really what five year olds did these days? Shouldn’t the teacher have her students kicking a ball or playing in a sand box rather than teaching them chess?
 
11%     Ben knew that a kid needed to eat on time and good food, not just any old thing he could rummage from the fridge.
 
Although Kyle seemed self-sufficient and self-absorbed, he still needed attention and watching.
 
Small children slept a lot, didn’t they? If Kyle was in bed early, that would leave hours each night for Ben to get caught up on his work. But putting Kyle to bed and getting Kyle to sleep were two different things. Last night’s bath was an example. Because Ben preferred showers, he told Kyle to get in the shower. Hadn’t he told him to take his clothes off first? Doubtful. Ben sighed. Only then did he remember that people with autism tended to take things literally.
           
“Kyle, quit it. Can’t you see the mess you’re making? Look at the floor.” Kyle continued as if Ben wasn’t even there. He hauled his son out of the shower, but at least Kyle didn’t scream at his touch this time. He stripped the sodden clothes off, no easy task as each garment clung to his little body. Kyle stood still, not helping but not resisting either. Ben debated skipping the whole business of a bath…
 
12%     Kyle was at school. Four little words. That sounded so simple but hell, it was not. Getting one small boy up, ready and to school took more organization skills than Ben certainly possessed. He ran a business with ten employees, handled million dollar accounts, but could not manage one small boy.
           
13%     “Routine is so important to kids like Kyle. Look. When you have autism, the world can be a scary place. It can seem that things come at you from all sides. You’re contending with the sensory issues when every touch, every sound, every light can feel like just too much,” Kyle’s teacher admonished Ben.
 
She continued, “Remember that teacher in the old Charlie Brown movies? The one who went, ‘Wa, wa wa wa wa’ and we had no idea what was said? That’s how it often is for kids with autism. They not only have trouble understanding us… but they have trouble letting us know their wants and needs.”
 
“And, there’s more. Most of us automatically see patterns and connections in the world and our daily lives. Not so with many kids with autism. They have to be directly taught that there are patterns and consistencies and you can predict what is going to happen. When you can do that, the world is not quite as scary a place.”

​Building in Circles: The Best of Autism Mom by Elizabeth W. Barnes, eBook 2014 Edition; an Extended Review with < My Thoughts > by Sara Luker

Excerpts from the book – (4% indicates location in the Kindle version of the book, instead of page numbers).

Excerpts from Elizabeth's book –
​
4%       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.
 
5%       My son had none of these characteristics, so when he started having difficulties in pre-school interacting with other children, transitioning from one play area to the next, following instructions from teachers and staff, I didn’t initially think “neurological disorder.”
 
Then came a call from his first grade teacher: “I am not a doctor or psychologist, but I spent 15 years in Special Education, and I think your son may have Asperger’s.” As the American Psychiatric Association describes it, his “symptoms [were] not fully recognized until social demands exceed[ed] [his] capacity.”
 
6%       After testing by both the school and privately, he was diagnosed to be high-functioning on the Autism spectrum. He receives special education services through the school.
 
Within a year after the diagnosis, I quit my full-time job to stay home and provide him structure and support. It was a relief to no longer feel like his behavioral issues were the result of bad parenting or something we were doing wrong.
 
Now when he melts down or perseverates I can (most of the time) calmly help him through it and not cry afterwards (most of the time).
 
< My Thoughts >     “ he melts down or perseverated…”
 
Meltdowns for children with autism are different than the meltdown of a nuclear reactor, but not much. The child begins to rumble or mumble… “want to go” or “go now.” Next the child may start pulling away or begin excessive stimming; then they begin what seems to be a ‘fight or flight’ situation. What follows may be running and screaming, hitting, self-abuse, or any other show of being terrified and in crisis. A very noisy event, although some say they have little or no recall of the event and may even be upset when they find out how aggressive they have been.
 
What perseverating may look like would be for the child to continue to have an adverse reaction to a noise, an action, or some undesirable stimuli… long after that stimuli has ceased. They may be unable to bring themselves out of prolonged stimming, even though the stimming isn’t calming them.
 
7%       There is no one thing or even series of things that work all the time, or are even discernible as a pattern. There is a need for constant analysis and creativity, which is exhausting and sometimes seemingly fruitless.
 
Because there is no cookie-cutter approach, I developed a website and blog in case our experiences could help others.

Hello, My Name is Max and I Have Autism by Max Miller, eBook 2014 Edition; an Extended Review with < My Thoughts > by Sara Luker

Note: Each chapter of Max’s book begins with his original artwork which sets the stage for the words which he expresses there. Thank you Max for adding your thoughtful paintings; you can see all of them in the book and also on www.westword.com/arts/max-miller. Smiles.
(13% indicates location in the Kindle version of the book, instead of page numbers.)
 
Excerpts from book Forward by Rebecca Miller – 
 
13%   Hello.  I’m Max’s mom.  I want to thank you for purchasing his book and sharing it with others.  My twelve-year-old son Max came up with the idea of sharing his story in order to help other kids who are on the autism spectrum.
 
This book is the result of an art show that Max put together.  His drawings and essays were displayed, primarily to educate people on how different his experience is compared to kids who are “neurotypical.”  His art show was very well-received and he wanted to take his message to a larger audience.  The result is this book.
 
< My Thoughts >      “The result is this book.”
 
When you purchase your copy of Max’s book, you will be delighted to read all the words beyond my excerpts and to see his wonderful drawings.  Max’s mom also has more to say at the end of their book.  Enjoy!
 
End of excerpts from Forward by Rebecca Miller – 
===============
Excerpts from Max’s book – With < My Thoughts, by Sara Luker >
 
38%   Max is a high-functioning autistic and was non-verbal until the age of six.  He has been subject of segregation and prejudice since he was quite young.  Max was denied educational and social opportunities due to his diagnosis. 
 
After several rejections, we finally found an autism program.  The interventions worked.  Max is now in a regular classroom with his peers but still feels separate.  He is aware of his autism but considers it a label versus a definition.
 
< My Thoughts >       “…label versus a definition.”
 
Intervention works and inclusion works, but often a high-functioning child still feels ‘separate.’
 
39%   His art reflects his view of his identity.  He is able to be his own person and defy his labeling.  He is not just an autistic.  He is an 11 year old boy, a blend of his entire family and his life experiences.
 
Max said, “I am not autism.  I am ME.”
 
End of excerpts from forward by Rebecca Miller. 
 
( Max writes…)
 
42%   There is a theory that my autism was caused by my getting these shots.  That’s not true.  God made me autistic.  The shots didn’t make me autistic.
 
44%   God sat there and asked the angels who should have autism and they chose me.  The angels said I should have autism so I can make a difference in this world.
 
I am doing this through my drawing and writing.  I want to explain how autistic kids might feel in ordinary situations.
 
You can’t see in my head.  I’m lucky because I can talk but the words get stuck.  Drawing helps me get the words out.​