The Book: Zucker, C. & Donvan, J. (2017). In a Different Key: The Story of Autism; Paperback – January 17, 2017. Movie: In A Different Key. A true story of love, difference, and the fight to belong. Inspired by the Pulitzer Prize Finalist Book. Original Music by Wynton Marsalis. Retrieved online from – https://www.inadifferentkeythemovie.com/

< My Thoughts >          “Movie: In A Different Key…”
 
Here are some of the words which resonated with me, from the stars of this movie –

• “Try different things (careers/college/program) until it’s the right fit.”
• “I was forced to do things which had no meaning to me.”
• “Both sides (with & without autism) need to make adjustments.”
• “Words (both helpful & hurtful) make a difference.”
• “Early ‘inclusion’ can result in lifetime friendships.”
• “We need support, encouragement, & acceptance.”
• “Meeting people & making friendships are awkward.”
• “High-functioning people have struggles. Low-functioning people have strengths.”
• “I want people to see that I’m a good person.”

​
Another book of interest ​–

Book: Blackstock's Collection: The Drawings of an Artistic Savant; Retrieved online from – https://www.amazon.com › Blackstocks-Collections/

Frisch, D. (2024) finds that Seattle artist Gregory Blackstock was born in 1946, a time when the term autism was scarcely known. As was common then, his family physician gave the diagnosis of paranoid schizophrenia and, from the age of 10 to 15, Blackstock was sent far from home to special boarding schools for "troubled" children. After a stint at a local vocational school, he spent most of his life working menial, difficult jobs. He was well into adulthood before it became so clear he exactly fit the profile of an autistic person.

​Reference:
 
Frisch, D. (2024). Gregory Blackstock; Retrieved online from –
https://www.wnewhouseawards.com/gregoryblackstock.html

​Whether it is called Autism Awareness Day, National Autism Week, Global Autism Acceptance, or April Autism Awareness Month, putting the spotlight on Autism is appreciated.
 
Once again, a reminder of my Free ASD Book, along with the Index –  Know Your Child, Know Autism: with < My Thoughts > by Sara Luker
​
< My Thoughts >    Know Your Child, Know Autism: with < My Thoughts > by Sara Luker           
 
How this book came into being. Plan A for this website was to provide parents with a place to search for and share information about autism. As a Special Education educator, all too often, I heard parents say – our Healthcare Provider only offered: “Try to read everything you can about autism.” As my website BLOG viewers grew in number, a college professor suggested that I put together a ‘supplemental text’ for academics learning about autism. A ‘supplemental text’ became Plan B. Plan C (for ‘currently’) is to provide my Free ASD Book, Know Autism, Know Your Child: with < My Thoughts > by Sara Luker; 2024, with a click of the wrist. Along with parents, caregivers, healthcare providers, special education teachers/academics, and healthcare therapists; everyone knows of someone on the autism spectrum. Please, READ & SHARE. Spread the word and shine a light on autism. Thank you.
 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker
 
////

BOOK INDEX: Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
 
​UNIT 1 – How Will I Know It's Autism? 

     UNIT 1 – INTRODUCTION
     UNIT 1 – CHAPTER 1 – Checklists
     UNIT 1 – CHAPTER 2 – Red Flags
     UNIT 1 – CHAPTER 3 – Centers for Disease Control & Prevention (CDC)
          PART 1. Developmental Screening
     UNIT 1 – REFERENCES
     UNIT 1 – APPENDIX A Informal Checklist with < My Thoughts > by Sara Luker  

UNIT 2 – Why Is It Autism?

     UNIT 2 – INTRODUCTION
     UNIT 2 – CHAPTER 1 – Diagnosis & DSM-5 Diagnostic and Statistical Manual of                          Mental Disorders – Fifth Edition; published in 2013 by the American Psychiatric Association (APA)
     UNIT 2 – CHAPTER 2 – Denial & Misdiagnosis
     UNIT 2 – CHAPTER 3 – Doctors & Direction Unit 1 – REFERENCES
     UNIT 2 – REFERENCES
     UNIT 2 – APPENDICES: 
             APPENDIX A Screening Assessments
             APPENDIX B Latest Findings
​             APPENDIX C ​Developmental Screenings
 
UNIT 3 What Is Most Concerning?

     UNIT 3 – INTRODUCTION
     UNIT 3 – CHAPTER 1 – Gross & Fine Motor Skills
          PART 1 – Poor Eating
          PART 2 – Toilet Training
     UNIT 3 – CHAPTER 2  – Speech & Language Communication (Including 'Nonverbal' & assisted/alternative communication)
     UNIT 3 – CHAPTER 3  – Cognition & Temperament/Personality
     UNIT 3 – REFERENCES
     UNIT 3 – APPENDIX A (Toileting)
     UNIT 3C ~ SOCIAL/PERSONAL AWARENESS & DAILY LIVING SKILLS

UNIT 4 – When Is It Sensory?

     UNIT 4 – INTRODUCTION
     UNIT 4 – CHAPTER 1 – Sensory Issues
                    PART 1.
                              a. Sensory Defensiveness
                              b. Sensory Avoidance
      UNIT 4 – CHAPTER 2 – Sensory Categories
          PART 1. HYPO-ACTIVITY
          PART 2. HYPER-ACTIVITY
          PART 3. SIRS (Sensory Interests, Repetitions, & Seeking behaviors)
                    a. Sensory Interests      
                         a. 1.  SIBs Self-Injurious Behaviors.
                    b. Repetitious Behavior
                    c. Seeking Behavior
          PART 4. ENHANCED PERCEPTION
                              APPENDIX –
     UNIT 4 – CHAPTER 3 – Sensory Integration
          PART 1. Sensory System
          PART 2. Sensory Profile
          PART 3. Sensory Diet
                       a. Brushing Techniques
          PART 4. Sensory Room
 
     UNIT 5 –  What to Do While You Wait?

     UNIT 5 – INTRODUCTION     
          UNIT 5 – CHAPTER 1 – Getting to Know Your Child & Yourself  & Your Concerns
          UNIT 5 – CHAPTER 2 – Determining Social & Personal Awareness    
          UNIT 5 – CHAPTER 3 – Working on Daily Living Skills aka Getting Started with Concerns
         UNIT 5 – CHAPTER 4 – Understanding a Child’s Thinking
              PART 1 Learning Strengths
              PART 2 Learning Weaknesses
        UNIT 5 – REFERENCES
        UNIT 5 – APPENDICES – Eight Types of Visual Processing Disorders
 
UNIT 6 – Where to Look for Resources?
     UNIT 6 – CHAPTER 1 – Networking & Support
     UNIT 6 – CHAPTER 1 – INTRODUCTION
     UNIT 6 – CHAPTER 1 – Networking 
                    a. Autism CARES Act of 2019
                    b. Government Websites
                   CHAPTER 1 –  Support
     UNIT 6 – CHAPTER 2 –  Insurance & Intervention                            
     UNIT 6 – CHAPTER 2 – INTRODUCTION
     UNIT 6 – CHAPTER 3 – Laws ~ Federal, State, & Local                                                 
     UNIT 6 CHAPTER 3 – INTRODUCTION
                    a. Individualized Education Plan (IEP)
                    b. Autism Education & Anti-Bullying Policies
     UNIT 6 CHAPTER 4 – Where to Look for Resources?
     UNIT 6 CHAPTER 4 – CHAPTER 4 – FUTURE CHALLENGES                                    
     UNIT 6  CHAPTER 4 – INTRODUCTION
                    a. 40 Something
                    b. Geriatrics (Resources & get on ‘waiting lists’, Finances. Individual’s Insurance, Health Care, Colleges, Adult Day Care, Adult Group Homes, Assisted Living, Nursing Facilities, Hospice/Palliative.) 
      UNIT 6 CHAPTER 4 – REFERENCES
      UNIT 6 CHAPTER 4 – APPENDICES – Nurse Tips for Dealing with Autistic Patients; Guardianship
 
     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 – FDA Food Additive Link
/////

DAY 29

​In closing of April Is Autism Awareness Month, let's take another look at those who have gone before us. PREVIOUS Autism Awareness Month, from www.sarasautismsite.com website ARCHIVES ~ (R-hand side of Lates BLOG Posting, under Author Information.) 

Archives of previous 'April Is Autism Awareness Month'  BLOGs  –  
​4/8/2020, 4/25/2021, 4/10/2022, 4/26/2023

4/8/2021  Luker, S. (2024) Archive Excerpt

Luker, S. (2024). Excerpt from ~ UNIT 6 CH 5 – Where to Look for Resources
CHAPTER 5 – FUTURE CHALLENGES; College, Career, Forty Something, Geriatrics.

COLLEGE

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

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

Carpenter (2015) continues – social difficulties may frustrate college and career ambitions. And, in some regional areas, only the most severely disabled people are eligible for support or assistance, such as Medicaid-funded services.
 
Gardner, N. (2013) marvels, I saw my son emerge from the changing rooms, and my soul swelled. What a handsome grown man he had become! Remembering that lost and lonely child, that child who had spent days rocking in a corner of a room, unable to communicate or relate, I thought, “Wow! Look at my incredible, handsome son now!
 
Heading off to college, Dale needs an awful lot of support and direction. He needs extra time if he’s to achieve his goals.”
 
< My Thoughts >       “Dale needs an awful lot of support and direction.” 
 
Throughout life, those with autism need support to a greater extent than the typical person learning a new task or operation. One suggestion in the literature has been that the designers of supported environments and educational settings find ways to compartmentalize and label tasks or operations, for persons with autism. For instance, incorporate more easily identified blocks time, areas of space, and/or use of specific tools/technology to support the adolescent and/or young adult, or adult with autism meet the challenges of their tasks.

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

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

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

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

 
Wentz, E., Nyden, A., et al. (2012) explored the idea of using technology to help support adolescents and young adults with Attention Deficit Hyperactivity Disorder (ADHD) and autism disorders, in employment and educational settings. The idea was based on the concept that it could be easier to get additional support from a coach in an online ‘Chat Room’ setting; which could be accessed during the day between the hours of 2 – 4pm.
 
< My Thoughts >      “…using technology to help support…”
 
Here is a LINK to what appears to be a very recent collection of technology support tools used to train or retrain persons with disabilities, including autism – “New resources & hidden gems from the NationAl Rehabilitation Information Center (NARIC) Collection. A Quick Look at the Research, a ‘Spotlight’ collection –
https://naricspotlight.wordpress.com/2021/04/07/autism-and-technology-for-independence-a-quick-look-at-the-research/

Disclaimer: Please note that I, Sara Luker do NOT have any connection with, nor am I a representative of the National Rehabilitation Information Center (NARIC). This LINK is offered only as an opportunity to begin to seek information of interest, regarding the use of technology for support to persons with disabilities.
 
Continuing, Wentz (2012) believes that because the traditional ‘face-to-face’ communication is difficult for most individuals with autism, a computer-mediated communication from one’s residence was thought to be an easier facilitation of support. The coaches available during this time period included clinical psychologists or educational therapists with the common denominator of having vast experience with this Autism Spectrum Disorder (ASD) population.
 
Jones, S. R. (2016) insists that it’s clearly time to admit that some Autistics – even some highly educated Autistics – are NOT going to be able to work. We need more legitimate work-at-home opportunities, more support and assistance at finding and keeping online employment. And, a lot of help in getting disability benefits for those who aren’t able to work full-time or at all.
​
Staff Writer (2018) states that so much is riding on the future, so that an autistic adult can live independently. That the time is now for gathering information, discussing possibilities, and to start working towards milestones for independence.

REFERENCES:
 
Bowler, D. Galgg, S., et al. (2015). Brief Report: The Role of Task Support in the Spatial and Temporal Source Memory of Adults with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V45, p.2613 - 2317.
 
Carpenter, S. (2015). Learning Through Seeing & Doing; Science News, p18-20.
 
Gardner, N. (2013). All Because of Henry; eBook Edition.
 
Jones, S.R. (2016). The ABCs of Autism Acceptance; eBook 2016 Edition.

Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Staff writer (2018). Are There Ways An Autistic Adult Can Live Independently?; Retrieved online from – https://ecarevault.com/2018/01/autistic-adults-can-live-independently/
 
Wentz, E., Nyden, A., et al. (2012). Development of an Internet-based Support and Coaching Model for Adolescents and Young Adults with ADHD and ASD; A Pilot Study; Journal of Early Child & Adolescent Psychiatry; V:21, p611-622.

​

Take me out to the ‘alternative’ ballgame – Taylor Duncan (2019) organized Alternative Baseball.

4/25/2021  Luker, S. (2024) Archive Excerpt
 
Commissioner of Alternative Baseball diagnosed with autism at the age of 4, Taylor Duncan (2019) loved baseball. But, it seems that the game didn’t love him; at least NOT traditional, organized baseball. Due to his autism, coaches were afraid he would be hurt. He turned to a local church league that played ‘slowpitch’ softball. Taylor wanted to be the best he could be, but even with all the practicing of mechanics and skills, most times he was sidetracked to the bench. Deciding to turn his disappointments into a dream of being on a baseball team, he established his own team. 

Yahr (2021) tells us to ‘bring your glove and get on the field’. She writes that players can be of any or no experience to participate in Alternative Baseball. There are opportunities for boys and girls, teens and adults (ages 15+) to play traditional baseball, judgment free.
 
< My Thoughts >   “…‘bring your glove and get on the field’…”
 
Our Sonny enjoyed a brief season ‘playing’ Challenger Little League, as a youth. The team had community sponsors who provided equipment, uniforms, and made baseball cards for the each team. Taylor Duncan’s Alternative Baseball seems like the next step. Look for a team near you. Or, start your own!
 
REFERENCES:
 
Duncan, T. (2019).  Commissioner – Alternative Baseball; Retrieved online from –  https://www.alternativebaseball.org/
 
Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Yahr, N. (2021). Bring Your Glove & Get on the Field: A baseball league for people with autism & disabilities is on deck for Madison; Retrieved online from –  https://madison.com/ct/news/local/neighborhoods/

​4/10/2022  Luker, S. (2024) Archive Excerpt

Jones, S. R. (2016)  1%  I am an Autistic adult, so all those messages of despair are about me and people like me. I hear the terrible things that are said about Autism and those of us who are Autistic and I have to wonder if the people saying those things believe we don’t have feelings. Or maybe they think we’re too far gone to ever hear what they’re saying about us. But they are wrong.
 
3%       Often, I hear people rejecting the notion of Autism acceptance because they are mistaken about what it actually is. They think it means giving up and doing nothing to make a person’s life better. They think of it as sinking beneath the waves and drowning.
 
Autism acceptance is seeing us as whole, complete human beings worthy of respect. Autism acceptance is recognizing that we are different and helping us learn to work within our individual patterns of strengths and weaknesses to become the best people we can be, not trying to transform us into someone we are not.
 
38%     K is for Kids (But Probably Not the Ones You Expected) –
 
Autistic parents have a hard time finding each other. They have a hard time finding information about their own situation. Lots of Autistic parents are keeping a low profile if they are able to pass as non-autistic folks. There is a realistic fear of having one’s kids taken away by society. Lots of people are very interested to hear about parenting Autistic children… until they realize that the information is coming from an Autistic adult.
 
It is time to move past awareness and accept the Autistic parents among us, offering encouragement and support. And listening to them. After all… who can you turn to for the truly insider view of raising Autistic children? These are the experts who understand and can explain how to nurture the autistic neurology – they literally know it inside and out.
 
“Acceptance and understanding were common themes when autistic mothers talked about their parenting strengths. ‘It has been a huge benefit to have a shared neurology with my son,’ says one mother. She says that ‘he finds great comfort in the fact that I can understand his need for the routines and stimming that others see as odd.’
 
REFERENCES
 
Jones, S. R. (2016). The ABCs of Autism Acceptance; eBook Edition.

​Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com

​4/26/2023 Luker, S. (2024) Archive Excerpt

​Luker, S. (2024) UNIT 2 – Why Is It Autism?

Consistently, parents were asked, “Who was the first person to mention the possibility of your young child having ASD?” Response was – “the first person was a parent, or other family member, and/or pediatrician.” As compared to children who were later diagnosed at 3-5 years, generally by the child’s pediatrician or classroom teacher.

Concerns with the timing of the diagnosis may determine a choice of starting with a ‘short-term’ intervention, as well as deciding what the family should do to support the child while they waited.

< My Thoughts >          “…while they waited…”

The impact of the symptoms on the child and the family may also be a deciding factor, as to the timing and the nature of the interventions considered; as well as the actions taken while they waited. A ‘short-term’ intervention may be needed immediately, especially if the child is at risk for hurting self, or others.
​
Farmer, J. & Reupert, A. (2013) quote a parent as saying, “I feel as if I now understand what it’s like in my son’s world. I now know what Autism is.” When parents have an explanation of their child’s behavior and possible thinking, they are better able to accept that picture of their child. It’s very important for parents to accept the possibilities and expectations for their children, because treatment and intervention depends greatly on parent reports and observation.
 
< My Thoughts >             “…that picture of their child.”
 
Parents may become convinced that special treatments and/or interventions will ‘cure’ the autism. But, to date there are NO cures, and there are NO specific ‘autism’ blood tests. Real 'data' may be found from assessments, much of which relies on ‘parent reporting’ information on questionnaires; parent responses which are open to interpretation by a technician.
 
To complicate things, the child’s developmental trajectory may take a zig-zagging course over time. Severe symptoms may even seem to abate or disappear periodically. This becomes especially difficult in separating these changes from the results of any therapies the child is engaged in. Sometimes therapy results overlap. And, sometimes it seems as if the ‘picture’ is just never really clear or complete. But, getting an accurate diagnosis is the critical first step towards finding your child’s future independence and wellbeing.
 
References:
 
Farmer, J. & Reupert, A. (2013). Understanding Autism & Understanding My Child with Autism; Australian Journal of Rural Health. Retrieved online from: https://doi.org/10.1111/ajr.12004

​Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com

​4/26/2023  Luker, S. (2024) Archive Excerpt

Excerpt from ~ UNIT 6 CH 5 – Where to Look for Resources; CHAPTER 5 – FUTURE CHALLENGES; College, Career, Forty Something, Geriatrics.

CAREER
 
Many parents of children with autism hope that they will one day become a somewhat ‘normal’ adults with autism.
 
Rudy, L. J. (2018) – What do you mean by normal? A fast-shrinking number of ‘everyday’ people actually have a full-time job with a pension, heterosexual marriage, 2.5 kids, and a mortgaged house in the suburbs.
 
Young adults are moving in with their parents. Older adults are moving in with their children. Homosexual marriage is now the law of the land. Many couples live together without marriage. Jobs are not guaranteed, and pensions are nearly extinct. Virtual jobs, temporary jobs, contracting jobs, and commission jobs are more and more common. So, which form of ‘normal’ might be right for your autistic child?
 
< My Thoughts >              “…which form of ‘normal’…”
 
Today’s ‘new normal’ can be most anything which allows a modicum of happiness and independence. Parents live with their children or other family. Adult children live with their parents after circumstance’s change. Jobs and education both can be ‘brick & mortar’ and/or ‘virtual, in many or most areas in the world. In some cases for an adult in the autistic world this generalization makes it easier, for some more difficult.

Rudy, L. J. (2023) reports that “Parents who have an autistic child commonly wonder if they can lead a "normal" life. If that means being independent and otherwise living like neurotypical people, there is no simple answer. Some have traits of mild autism while others face more challenges and have higher support needs.”

It's helpful to learn about the support programs and available resources in your community. This can include low-cost transportation, meal services, and volunteers willing to help with inclusion in arts programs, sports, or other activities.
 
On the federal level, the agencies providing support include:

• Administration on Intellectual and Developmental Disabilities (AIDD), which focuses on residential support, transportation, transition planning, employment, and respite care
• Division of Vocational Rehabilitation (DVR), a state-administered program that focuses on job counseling, preparation, and training
• Supplemental Security Income (SSI), which may provide financial assistance and Medicaid health coverage to those who qualify

 
Many families also turn to their local religious communities for emotional and spiritual support. Encouraging your child to volunteer in the community or to stay socially connected to other autistic people can also help set the foundation for independent living.”
 
< My Thoughts >              "Adult children..."
     
With today’s diverse workforce and work locations, may more ‘able’ autistic adults find satisfying and fulfilling careers. According to Forbes Magazine (2022) only 32% (usually with Asperger's) are successful. Much depends on another spectrum of factors. Psych Central considers social interactions, sensory processing issues, and learning styles to be among the most important.

My take is that many are ‘underemployed’, but if the person feels important and productive, then that may be okay. Some problems for many may be lack of ‘flexibility’ when it comes to work schedule (time) changes, work increase/decrease, and/or having the support needed when troubles arise. The message here too, is that your ‘child’ with autism will one day become your ‘adult’ with autism; or, as we call Sonny, our ‘adult-child’.

REFERENCE: 

​Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Rudy, L. Jo (2018). Will your autistic child grow up to lead a normal life?; Updated (2023) in Can Autistic People Live a "Normal" Life?; Retrieved online from: https://www.verywellhealth.com/autistic-child-normal-life-260435
 
End of DAY TWENTY-NINE. 
 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker

DAY TWENTY-EIGHT
 
What is the most concerning or destructive thing that is going on right now in your child’s world?
 
Luker, S. (2024) Who May Help?
UNIT 7– 10  CAMs  
          Section 10: CAMs Complementary & Alternative Medicine
               PART 7 –
                13. neuro-therapy
                14.  physical activity program

​NOTE: PROCEED WITH CAUTION. Many Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s primary physician first.

13. neuro-therapy
 
Sicile-Kira, C. (2014) says that due to the nature of Autism, it is difficult to ascertain the cognitive level of people on the spectrum. Some or all of their senses are a100 times more sensitive than others and therefore they process the environment differently. More and more it is understood that there is a challenge with ‘output’. That is, they are NOT able to respond verbally to what they are thinking, or what they hear and understand.

​She goes on to say that the field of neuroscience has grown tremendously in the last decade, giving us a greater understanding of the brain, the spinal cord, and networks of sensory nerve cells which are involved. We are learning how neurons, throughout the body relate to behaviors, reason, and emotions – all important to the understanding of autism. We recognize that the first step in gaining and knowing autism is to gather knowledge.
 
Louise, L. (2011) feels that feedback itself is built into our very reality. Things like temperature, digestive comfort, and fabric texture are all forms of feedback. My son Dar was a smelly, scary mess of a man. That is, until neurofeedback. After that, we could actually watch him learn to calm himself and communicate. The whole thing was happily surprising. Why had I been able to teach some of my children to perceivably change but not all? And, what made neurofeedback strong enough to help even an adult? Why was it not limited to the under five-year-old child?
 
Louise, L. continues, saying that she credits neurofeedback with doing amazing things – for my family and for everyone I work with. It is not as if you need a neurofeedback system to give feedback to your children’s brains. You give them feedback every time you express praise or disappointment. 
 
If you feel more regulated, more balanced, more comfortable in your body, then it’s easier to learn. Changes in your brain lead to changes in how you experience your body, your ability to attend, and your desire to become ‘more’ than what you already are. 
 
< My Thoughts >  “…more comfortable in your body…”
 
Changes in your brain lead to the positive and negative ways the body interprets what it receives from the brain, which in turn determines the body’s responses.

14.  physical activity program
 
Zhao, M. & Chen, S. (2018) found that physical activity plays a vital role in influencing people’s life from many aspects. And, that this is especially important for children with autism because physical activity improves their self-esteem, social skills, and behavior. It gives people positive lifestyle benefits for their future wellbeing and self-determination. They go on to say that there are two main kinds of therapy programs; land-based and aquatic-based aerobics. During these programs, when used as an intervention, the inappropriate behavior of participants was analyzed and targeted. The program was especially designed for improvement in social and communication functions. as well as sensory and feeling behaviors. The ‘natural environment’ of the program setting was also structured to help with enhancing interpersonal relationships and increasing the frequency of social interaction.
 
Parents felt that the 12-week physical activity program was found to be effective at improving social interaction and communication. And according to follow-up feedback from parents and teachers, the children were much more social and communicative. They were using greetings and interacting with peers more in everyday situations. Authors say it was also noted that non-verbal and even verbal children with autism didn’t know how to ask for exercise or physical activity. So, it’s up to parents and teachers to build it into their daily routine, as appropriate. 
 
Bogdashina, O., & Casanova, M.  (2016) believes that autistic individuals do not respond in the way we expect them to because they have different systems of perception and communication; senses, abilities and thinking systems. She says that sensory perceptual differences impact not only cognition, but acquisition of social and communication skill development, as well as physical activity. And, for the same reasons, sensory deprivation can lead to autistic-like-behaviors. Also, that a sensory memory, good and bad, can be created.
 
< My Thoughts >         “…autistic-like-behaviors.”
 
Much of the current literature reflects the premise that children and adults with autism do NOT want to be isolated and anti-social. They seem to resort to those behaviors when overwhelmed and feeling trapped in their sensory-defense mode. Also, on the topic of ‘sensory memory’ being created, if it’s an unpleasant memory, then this may be the basis for a Post Traumatic Stress flashback moment.
 
Barger, B., et al. (2014) did a study in which they continued their predecessors’ investigation of the influence of personality or temperament on how children with autism express a response to their environment. “The Five Factor Model” they chose to use examines the following Natural Personality Model –
​
1.    Extraversion (sociability) – positive emotions, amount of physical energy/activity, considerateness and thoughtfulness to others. A naturally outgoing child.
2.    Agreeableness (social warmth) – compliance to directions from others, or stubbornness, antagonistic attitudes towards others. A naturally decisive child.
3.    Conscientiousness (impulse control and planning) – organized and careful, achievement oriented, or attention deficit. A naturally impulsive or ‘planful’ child.
4.    Neuroticism (negative emotions) – includes shyness, frequent displays of anger, negative emotions such as fear. A child stuck in the ‘terrible twos’.
5.    Openness (interest in new things) – intellect and interest in learning, sense of imagination and curiosity. A naturally inspired child.
 
Within this model, researchers Barger, B., et al. wanted to discover how temperament reflects the way the child behaves. For instance, yet another layer of response can be reflected in terms of their latency, vigor, regularity, and intensity. They measured this by looking at the child’s activity level, bio-rhythms, reactions to novelty, adjustment to change, emotional reactions, moods, distractibility, attention span, and their ability to screen external stimuli.
 
< My Thoughts >       “…child’s activity level, bio-rhythms…”
 
By mentioning a study of the Natural Personality Model, it brings into focus how complex introducing and deciding the effectiveness of a new skill or activity, such as a ‘physical activity program’, can be. Even if a person with autism is hyperactive, focusing his or her energy and activity to a particular skill may be challenging.
 
Luker, S. (2024) Who May Help?
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 – FDA Food Additive Link

​15. Stem Cell Therapy
 
The Alternative and Complementary Treatments (CAMs), not sufficiently supported by medical literature, include stem cell therapy. Siniscalco, D., Sapone, A., et al. (2012) say that available treatments can be found based on the theory that stem cell transplantation could offer a unique tool to provide better resolution for autism. Stem cell therapy is said to have the potential for improving the effects of ASD, because Mesenchymal Stem Cells (MSC) have the ability to migrate to sites of injury and participate in the repair process. But these strategies are limited, partially because the exact causes of autism are unknown.

Aigner,S., Heckel, T., et al. (2014) contribute that autism is a ‘neurodevelopmental’ disorder with symptoms to include intellectual disability, seizures, anxiety, aggression, and sleep disorders. Current treatments are focusing on educational and behavioral interventions aimed at improving maladaptive behaviors and promoting social interactions. Because autism is possibly heritable, landmark studies are including the use of stem cells; both embryonic and patient-derived. It is proposed that these advances offer and opportunity to advance or at least help to understand the ASD pathology.
 
Mazonson, P., Kane, M., et al. (2017) measured conditions under which umbilical cord blood (UCB) might be stored for future use. They continue to say that millions of units of UCB are stored in private cord blood banks. Now the medical community is gathering data which could impact this need for stem cell storage. For example, the donor or the donor’s family may use UCB to treat conditions they may face in the years ahead; conditions such as Autism Spectrum Disorder.

16. Vitamin/supplements
 
Siri, K. (2015) says children with autism as a group have notoriously poor nutrition coupled with vitamin and mineral deficiencies. This may be due, in part to extreme eating habits, because they are notoriously picky eaters. Deficiencies are also likely due to a tendency towards malabsorption of nutrients.
 
U.S. Food (2010) found that ‘added’ food ingredients have been used for many years to preserve, flavor, blend, thicken and color foods, and have played an important role in reducing serious nutritional deficiencies among consumers. These ingredients also help ensure the availability of flavorful, nutritious, safe, convenient, colorful and affordable foods that help to meet consumer expectations year-round.
 
Adding vitamin supplement nutrients to a cereal employs a variety of techniques in the food fortification process. In general, those nutrients that are heat stable; such as vitamins A and E and various minerals. These are incorporated into the cereal itself; they're baked in. Nutrients that are not stable to heat, such as B-vitamins, are applied directly to the cereal after all heating steps are completed. Each cereal is unique. Some can handle more nutrients than others can. This is one reason why fortification levels are different across all cereals.
 
Food manufacturers are required to list all ingredients in the food on the label. On a product label, the ingredients are listed in order of predominance, with the ingredients used in the greatest amount first; followed in descending order by those in smaller amounts.
 
Note: Luker, S. (2024); UNIT 7 – APPENDICES – FDA Food Additive Link. U.S. Food & Drug Administration (FDA) (2010). Overview of Food Ingredients, Additives & Colors; Retrieved online from – https://www.fda.gov/food/food-ingredients-packaging/overview-food-ingredients-additives-colors/
 
Cannell, J. (2010) claims that concentrates of Vitamin D deficiencies during early childhood, and/or during the gestational period; especially in early pregnancy may play a part in autism. Also, that low levels of Vitamin D may come from lack of adequate sunshine. Either way, the author suggests that Vitamin D supplements could be given year-round if needed, because they are available and inexpensive and may affect autism symptoms.”
 
< My Thoughts >     “…lack of adequate sunshine.”
 
Children and adults with autism may resist going outside. Our Sonny, who always seems to query… “What’s in it for me?” doesn’t mind going outside to get in the car. But, ‘going outside’ has to have a purpose, in his mind. For instance, going to the neighborhood park holds no interest for him. He doesn’t want to socialize, swing on the swings, nor get on any of the play equipment. So, going to the park to absorb the sunshine’s Vitamin D, must include either his videos, or food.
 
References:
 
Aigner, S., Heckel, T., et al. (2014). Human pluripotent stem cell models of autism spectrum disorder: emerging frontiers, opportunities, and challenges towards neuronal networks in a dish; Psychopharmacology; V231, p1089-1104.
 
Barger, B., Campbell, J., Simmons, C. (2014). Measuring Five Factor Personality Traits in Autism During Early Childhood; Journal of Physical Disabilities; Vol 26:6 p775-792.
 
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome; eBook, 2nd Edition.
 
Cannell, J. (2010). On the Aetiology of Autism; Acta Paediatrica; V99:8, p1128-1130.
 
Louise, L. (2011). Miracles Are Made: A Real-life Guide to Autism; eBook Edition.
 
Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Mazonson, P., Kane, M., et al.( (2017). Prevalence of Medical Conditions Potentially Amenable to Cellular Therapy among Families Privately Storing Umbilical Cord Blood; Maternal Child Health Journal; V21; p208-214.
 
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
 
Siniscalco, D., Sapone, A., et al. (2012). Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy for the Future?; Journal of Biomedicine & Biotechnology; V2012.
 
Siri, K. (2015). 1,001 Tips for the Parents of Autistic Boys; eBook Edition.
 
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism; BioMed Research International; V11, p13.
 
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, ‘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.
 
End of DAY TWENTY-EIGHT.
 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker

​DAY TWENTY-SEVEN
 
What is the most concerning or destructive thing that is going on right now in your child’s world?
 
Luker, S. (2024) Who May Help?
          UNIT 7– 7  CAMs   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
 
NOTE: PROCEED WITH CAUTION. Many Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s primary physician first.
 
UNIT 7– 7  CAMs   UNIT 7– 8  CAMs  
          Section 8: CAMs Complementary & Alternative Medicine
              PART 5 –

Hyperbaric chamber photo
 
​9. Hyperbaric Oxygen Therapy
 
Hyperbaric Oxygen Therapy (HBOT) is the term for providing oxygen to a patient at concentrations greater than ambient air (21% oxygen under increased pressure). According to the authors Bent, S., Bertoglio, K., et al. (2012) HBOT increases the oxygen content of plasma and body tissues. The clinical study that they considered in the study, was looking for a significant Improvement over a 20-week period, for 16 children with ASD, receiving this treatment. They videotaped the children in play sessions before, during, and after 80 HBOT sessions. Although there were some improvements in blood plasma levels, they “found no improvements in a large number of core autism behaviors.”
 
Despite the claims that HBOT can cure a number of disorders from diabetes to autism, the U. S. Food & Drug Administration (FDA) has NOT cleared or approved it. What it has been approved for are some cases of decompression sickness suffered by divers; often known as ‘the bends’. In fact, according to the FDA website (www.fda.gov/), they have received 27 HBOT complaints about fraudulent health claims, over the past three years.
 
< My Thoughts >   “…core autism behaviors.”
 
‘Core autism behaviors’ are universally considered to be problems with social/communication interaction; restricted/repetitive behavior/interests; which impact learning. These ‘behaviors’ vary in their symptoms and severity; thus, appearing as a ‘spectrum’ of behaviors.
 
As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It is up to you to find out if they do.
​

​
​10. Immunoglobulin Infusion Therapy
 
Website https://www.usa.gov/federal-agencies/food-and-drug-administration provides a full manufacture list, with brand information and indicators for which conditions Immunoglobulin Infusion Therapy is used. The condition of Autism Spectrum Disorder (ASD) did NOT appear on the list.
 
According to DelGiudice-Asch, , G., Suimon, L., et al. et al. (1999) ‘immunoglobulin’ is the part of your blood’s plasma which has antibodies to fight germs or disease. It has been used to treat multiple sclerosis and recurrent epilepsy. Because the ASD disorder shares features of autoimmune disease, it has been hypothesized that it could work for Autism.
 
Hinds (2014) asks – How harmful would it be to make an appointment to see someone known in ‘autism’ circles as miracle worker? That call to Dr. Goldberg’s office changed Ryan’s life forever. Also, luck and timing were very much a part of our son’s recovery.
 
Doctor Goldberg told us on that first visit what I already knew to be true. Ryan didn’t really have autism, even though it sure looked like it. I didn’t understand what Neuro-Immune Dysfunction Syndrome (NIDS) meant back then. I didn’t care. I had HOPE! My kid was sick and there was hope that he could get better. Finally, I found someone who not only wanted to help Ryan, but also had a way to do it. And he didn’t think I was crazy – at least not yet.
 
It was the NIDS approach combined with intensive rehabilitation that helped my son recover from autism. Recovery began by rebuilding his immune system. But just doing the NIDS protocol without any intensive rehabilitation wouldn’t have been enough. Years of behavioral and educational interventions were also necessary to correct Ryan’s deficits in speech and social skills.
 
NIDS Staff Writer (2019) NIDS Staff Writer (2019) tells us that The Goldberg Approach is treating both the ‘disease’ and ‘dysregulation’ behind the autism. Saying that the safest and best way to fix the ‘dysregulation’ is to have the body correct the imbalance within its own complex mechanisms.
 
Website https://www.usa.gov/federal-agencies/food-and-drug-administration provides a full manufacture list, with brand information and indicators for which conditions Immunoglobulin Infusion Therapy is used. The condition of Autism Spectrum Disorder (ASD) did NOT appear on the list.
 
According to DelGiudice-Asch, , G., Suimon, L., et al. et al. (1999) ‘immunoglobulin’ is the part of your blood’s plasma which has antibodies to fight germs or disease. It has been used to treat multiple sclerosis and recurrent epilepsy. Because the ASD disorder shares features of autoimmune disease, it has been hypothesized that it could work for Autism.
 
Hinds (2014) asks – How harmful would it be to make an appointment to see someone known in ‘autism’ circles as miracle worker? That call to Dr. Goldberg’s office changed Ryan’s life forever. Also, luck and timing were very much a part of our son’s recovery.
 
Doctor Goldberg told us on that first visit what I already knew to be true. Ryan didn’t really have autism, even though it sure looked like it. I didn’t understand what Neuro-Immune Dysfunction Syndrome (NIDS) meant back then. I didn’t care. I had HOPE! My kid was sick and there was hope that he could get better. Finally, I found someone who not only wanted to help Ryan, but also had a way to do it. And he didn’t think I was crazy – at least not yet.
 
It was the NIDS approach combined with intensive rehabilitation that helped my son recover from autism. Recovery began by rebuilding his immune system. But just doing the NIDS protocol without any intensive rehabilitation wouldn’t have been enough. Years of behavioral and educational interventions were also necessary to correct Ryan’s deficits in speech and social skills.
 
NIDS Staff Writer (2019) NIDS Staff Writer (2019) tells us that The Goldberg Approach is treating both the ‘disease’ and ‘dysregulation’ behind the autism. Saying that the safest and best way to fix the ‘dysregulation’ is to have the body correct the imbalance within its own complex mechanisms.
 
Unit 7– 9  CAMs  Section 9. PART 6 – 11.  massage therapy 12. mindfulness & meditation

​11.  massage therapy
 
Escalona, et al. (2001) maintains that the children after being in the ‘massage therapy' group studied had less touch-aversion and were becoming more attentive at school; with an increase in ‘on-task’ behavior in the classroom and playground. More frequent massages by a parent or a familiar person, also improved sleep-behaviors, as was reflected in their ‘sleep’ diaries. Parents shared that they expressed ‘really liking’ the before bedtime massage routine as much as their child.
 
Bestbier, L. & Williams, T. (2017) believe that deep pressure appears to be of immediate benefit to the population with autism and severe intellectual difficulties. Deep pressure has been defined as the ‘sensation produced when an individual is hugged, squeezed, stroked, or held. Sometimes a combination of Deep Touch Pressure (DTP) therapy methods will be successful.
 
< My Thoughts >     “…a combination of Deep Touch Pressure (DTP) therapy methods…”
 
Many Occupational Therapists use a combination of DPT therapy methods, depending upon the individuals needs. Occupational Therapist’s may often include deep-pressure and/or brushing therapy treatments within sensory-integration treatments.
 
As well, trained special education classroom teachers will offer a weighted vest or a ‘Wilbarger’ brushing to calm a student who is becoming anxious. All such actions should be approved of as part of the student’s Individualized Educational/ ‘Behavior Intervention Plan’ (BIP).

12. mindfulness & meditation      
 
Mindfulness
 
Hofer, et al. (2019) have studied a questionnaire created to gather data about the use of Complementary & Alternative Medicine (CAM) by patients in Germany with autism. The specific CAMs the in-study’s data collection, were ‘mind-body’ interventions such as, yoga, music therapy.
 
< My Thoughts >             “…‘mind-body’ interventions.”
 
While the authors seem to consider yoga, music therapy, first; a newer extension of the mind-body interventions could be ‘mindfulness’ and ‘meditation’.
 
This questionnaire was used by patients with autism, from a clinic in Germany, in the treatment of somatic and psychiatric disorders, including autism. They found that typically, along with using traditional medicine, parents had chosen to incorporate CAM therapy for treatment of their child’s core autism symptoms.
 
Also, the study revealed that one of the reasons parents leaned towards CAMs, was due to the seemingly ‘incurable’ nature of autism. Also, they feared that they faced a lack of ‘causal’ treatment options.
 
< My Thoughts >             “…lack of ‘causal’ treatment options.”
 
By saying parents feared a lack of ‘causal’ treatment options, possibly makes reference to the fact that ‘autism’ is not a ‘disease’, but a ‘neurodevelopmental disorder’. Therefore, one cannot look for a ‘causal treatment’ or, ‘cure’, or a preventative ‘solution’ as one would a ‘disease’.
 
They also found that the reason parents don’t disclose the use of CAMs to their clinicians, may be due to a fear that they will be ‘judged’, and/or asked to discontinue what could be considered a ‘conflicting’ or ‘risky’ therapy.
 
After the use of CAMs, patients have reported some satisfaction with symptom improvement, according to outpatient participants recruited for this study. Also, the questionnaire showed evidence that parents seldom disclosed the use of CAMs to their child’s physician.
 
Hwang, et al. (2015) have investigated recent ‘mindfulness’ intervention studies which successfully addressed problem behaviors, in children with Autism Spectrum Disorder. Along with a pattern of complex impairments such as, heightened anxiety, unwanted stress, and clinically significant problem behaviors which had caused parenting challenges.
 
‘Mindfulness’ intervention addresses both parents’ issues, as well as that of their child’s. ‘Mindfulness’ is defined as the awareness that emerges through attention to purpose; to being present in the moment, and to experiencing things in moment-by-moment engagement. The ‘mindfulness’ exercised in this article included relaxing, meditating on elements, focusing on breathing, exploring moving, watching and feeling.
 
< My Thoughts>               “…moment by moment engagement…”
 
Staying in the moment is necessary to becoming engaged enough to learn new things, or even to perform previously learned skills. What is engaging one time, may not be engaging the next time. Changing-up the task to ‘focusing’ on your setting, in a ‘mindful’ way, may be helpful.
 
Some ‘mindfulness’ suggestions for the family might be to practice ‘waking up with a purpose’, such as to watching the morning’s sunrise. ‘Mindful eating’ by focusing on every morsel or mouthful. Or, by labeling feelings and emotions when taking a nature walk and experiencing the surroundings outdoors. Perhaps naming and comparing the trees, flowers, and birds that you encounter while walking.
 
Meditation 
 
Siri, K. (2010)  9%/1,001 (Ken Siri recommends trying meditation) …just three months of meditation can create more gray matter in areas of the brain, impacting self-awareness and compassion.

Meditation can quiet your overactive thinking, which can fill your mind with worries and distractions.  Meditation helps prevent your mind from wandering so you can stay focused on the task at hand.  Meditation also blocks stress and protects your brain from stress-related damage to attention and memory. 
 
Sequeira & Ahmed (2012), in their section about ‘Meditation’, say that along with meditation to treat some symptoms of autism,  “Several approaches have been suggested such as acupuncture, message, auditory integration training, detoxification, and neurofeedback.” They caution, “however the studies available so far are insufficient to support or oppose their validity
 
References:
 
Bent, S., Bertoglio, K., et al. 2012). Brief Report: Hyperbaric Oxygen Therapy (HBOT) in Children with Autism Spectrum Disorder: A Clinical Trial; Journal of Autism & Developmental Disorders; V42, p1127-1132.
 
Bestbier, L. & Williams, T. (2017). The Immediate Effects of Deep Pressure on Young People with Autism and Severe Intellectual Difficulties Demonstrating Individual Differences; Occupational Therapy International; V2017, p1-7.
 
DelGiudice-Asch, G., Suimon, L., et al. (1999). Brief Report: A Pilot Open Clinical Trial of Intravenous Immunoglobulin in Childhood Autism; Journal of Autism & Developmental Disorders; V29:2. 
 
Escalona , A., Field, T., et al. (2001). Brief Report: Improvements in the Behavior of Children with Autism Following Massage Therapy; Journal of Autism Developmental Disorders; V31, p513–517.
 
Hinds, M. (2014). I Know You’re In There: Winning Our War Against Autism; eBook Edition.
 
Hwang, Y., Kearney, P., et al. (2015). Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviors, & Their Mothers; Journal of Child and Family Studies; V24, p3093-3106.
 
Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
NIDS Staff Writer (2019). NIDS Protocol: The Goldberg Approach; Retrieved online from – www.nids.net/
 
Sequeira, S., Ahmed, M. (2012).  Meditation as a Potential Therapy for Autism; Autism Research & Treatment; 2012, p1-11.
 
Siri, K. (2010). 1,001 Tips for the Parents of Autistic Boys; Skyhorse Publishing, N.Y., N.Y.
 
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, ‘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.
 
End of DAY TWENTY- SEVEN.
 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker

DAY TWENTY-SIX is DAY TWENTY-FIVE, Continued.
 
Luker, S. (2024) UNIT 7– 7  CAMs  
          Section 7: CAMs Complementary & Alternative Medicine
      PART 4 –  7.  creative therapy (Continued from DAY 25)
                             7. e. adventure therapy
                       8.  facilitated communication

7e. Adventure Therapy
​
Note: Because it has some similarities to Theatre Therapy, I would like to add Adventure Therapy.
 
e. Adventure Therapy 
 
Isaacson, R. (2009). 4%  Our assumption that Rowan would share a life of adventure with us was firmly dashed. Instead, life had suddenly become a mechanical drudgery of driving from one therapy and assessment appointment to another and dealing with reluctant insurance companies, therapists, and Rowan’s every mounting, inexplicable tantrums.
 
13%   What if Rowan’s autism, instead of shutting down our lives, could be a gateway to the greatest adventure of all? What if that were possible? 
 
What if we were to take Rowan there (Mongolia)? Get on horseback and ride across that vast, primordial Mongolian grassland from shaman to shaman (to seek healing)?

29%     The light rain began to intensify once more...  “The gods are happy” Tulga was translating…  “The rain shows that the Lords of the Mountains have accepted for Rowan to be healed.  It is a very good sign.” “More shamans!” Rowan shouted, as I took him in my arms and put him in the van. “More shamans!”
 
< My Thoughts >    “…gateway to the greatest adventure…”

How many of us have the courage or the wherewithal to take our child to Mongolia to be healed by shamans. But of course, an outdoor adventure may be just the ‘therapy’ to change our child’s life.
 
Karoff, M., Tucker, A., et al. (2017) collected data on an Adventure Therapy camp from both children with ASD and the Student Anchors (trained teen mentors) placed throughout the sessions. The conception of this program came about because these professionals felt that school systems tried to integrate ASD youth into mainstream classrooms without the social-interaction experience.
 
They understood that there weren’t any interventions in place to keep ASD youth from struggling socially and feeling excluded from social networks. Thus, they wanted to give them an experience to help them adjust. These investigators wanted to address the general communication distress which the complexity of the social landscape seemed to create. And they wanted to deal with the ASD student’s possible increased awareness or concern over their social competence, when facing peers.
 
< My Thoughts >    “…social competence, when facing peers.”
 
The ‘creative arts’ seem to be an opportunity for possibly ‘socially’ deficient children to express themselves creatively. Then, to share that creativity with family and peers who may become potential friends.
 
Duan-Young, D. (2014)  4% I understand children are so much more than the labels we put in front of them. I understand that children who are diagnosed with autism are far more than just “kids with autism.” They’re artists, athletes, and dancers. They’re friends. They’re multi-faceted just like the rest of us. I truly understand.

8. Facilitated Communication

Facilitated communication is a technique by which a trained professional, the ‘facilitator’ supports the hand, arm or shoulder of the individual who has communication impairments. This method helps the individual to point to or press the keys of a communication device to spell out words.
 
Cardinal, D., & Falvey, M. (2014) explain that Facilitated Communication (FC) is a process to initially encourage communication in the form of prompts, supports, or stabilizing of the hand or arm. This would then, after becoming successful, be faded to the child making the choice independently. Fading support also minimizes the influence that the facilitator has on the writer/speaker.
 
The communication partner provides support in a variety of ways, perhaps emotional support to encourage communication, or help to focus on the keyboard, or desired words. Despite the challenges to the method, many find that with refining their techniques, individuals are able to ensure authenticity of authorship of the typed message. Allowing persons to write their own stories, and for them the controversy of what they know has ended.
 
Kedar, I. (2012) tells us that as her son Ido got older and he still couldn’t speak, or communicate non-verbally, follow instructions, or control his behavior. But we plowed on.
 
But, as an adult, Ido is able to write long essays. He writes of an enlightening experience that took place when he was about four, and I remember it well. My son and I sat on the sofa reading The Jungle Book. This was about his favorite Disney movie. He had seen it dozens of times. 
 
I asked him to touch pictures in the book, my hand lightly supporting under his arm near the elbow. “Where’s Mowgli?” “Touch Ballou.” And so on. Ido correctly answered each question.
 
< My Thoughts >         “…my hand lightly supporting…”
 
Often times, children need their arm/hand supported, in order to separate tasks in their mind. This doesn’t mean that the person providing the support is influencing the child’s picture choices, or direction. That person’s support is just keeping the individual from dividing their focus, while engaging in a difficult task.
 
Mukhopadhyay, T.  (2011) Tito marvels – I could write on my own, and Mother would not need to be my scribe anymore. Writing became a natural discipline in my life. Slowly I got used to writing down the letters from memory instead of copying them letter by letter. I was no longer a slave to the letterboard.
 
< My Thoughts >           “…the letterboard.”
 
Soma Mukhopadhyay (2013) devised a letterboard which changed not just Tito’s life but the lives of many non-verbal children and adults with autism, throughout the world. Her guide for effective language is called the Rapid Prompting Method. See ‘References’ below.
 
Bonker, E. & Breen, V. (2011) believe Elizabeth appears to be locked in her own silent world. She writes that she is ‘in agony’ because of her inability to speak. Often the only way she can cope is by hitting her head repeatedly with her hand, in frustration. I thank God that she has found a voice through her poems.

References:
 
Bonker, E. & Breen, V.  (2013). Am In Here: The Journey of a Child with Autism Who Cannot Speak but Finds Her Voice; eBook Edition.
 
Cardinal, D., & Falvey, M. (2014). The Maturing of Facilitated Communication: A Means Toward Independent Communication; Research & Practice for Persons with Severe Disabilities; V39:3; p189-194.
 
Duan-Young, D. (2014). Autism: Why I Love Kids with Autism; eBook Edition.
 
Isaacson, R. (2009). The Horse Boy: A Father’s Quest to Heal His Son; eBook Edition.
 
Karoff, M., Tucker, A., et al. (2017). Infusing a Peer-to-Peer Support Program with Adventure Therapy for Adolescent Students with Autism Spectrum Disorder; Journal of Experiential Education; V40:4, p394-408.
 
Kedar, I. (2012). Ido in Autismland: Climbing Out of Autism; eBook Edition.
 
Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Mukhopadhyay, T. (2011). How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind; eBook Edition.
 
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, ‘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.
 
End of DAY TWENTY-SIX.
 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker

​DAY TWENTY-FIVE
 
What is the most concerning or destructive thing that is going on right now in your child’s world?
 
Next we look at –
 
Luker, S. (2024) 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– 7  CAMs  
          Section 7: CAMs Complementary & Alternative Medicine
             PART 4 –
7.  creative therapy
 
Creative therapy here covers a. Art therapy, b. Dance therapy, c. Music therapy, d. Theatre therapy, e. Adventure therapy.
 
Tubbs (2007) talks about parents, who’ve seen moments of awareness in their children which have surprised and delighted them. When all three are synchronized, the spiritual, the body and mind we have an integrated human being, even with autism.
 
Your child’s spiritual nature may flash through in times of joy or interest. Children with autism can be moved by classical music or beautiful colors and encouraged to paint wonderful pictures.
 
Rudy, L.J. (2020) reasons that if your child might be interested in music, visual arts, acting or dancing then s/he may respond well to art therapies. These are out-of-pocket programs which may build skills and expand boundaries, but may be costly.

a. Art therapy 
​
Scope, A., & Uttley, L., et al. (2017) reported that art therapy is considered to be an acceptable treatment for the majority of respondents. Saying that art therapy can involve using painting, clay work, and other creative visual art-making art forms; including creative digital media. There is no definitive criterion for those routinely referred for this therapy, according to these authors. The populations considered here were non-psychotic respondents with anxiety, depression and stress management issues; plus, art therapy is suggested to reduce the person’s isolation, due to autism.
 
Squaresky, M. (2014) states – four-year-old Greg sat next to me at the kitchen table. I took out a marker and tried to draw Cookie Monster. Unable to communicate with my son verbally, I decided to try to connect with him through art. Greg showed that he was able to learn, but his learning was mainly visual.
 
I drew Cookie Monster for a month or so, and being unable to draw anything more complex, I didn’t try other characters. Greg watched me, saying, “Go Dabba”, and “more.” Speech appeared only in bits. After producing each new sketch with his scented markers, Greg smelled the Cookie Monsters. 
 
< My Thoughts >      “…I decided to try to connect with him through art.” 
 
When our non-verbal Sonny was a 9-year-old, he was moved to a new school classroom. As you entered his new room, there was a bulletin board by the door. From the very first day, Sonny always stopped to gleefully greet the Sesame Street characters posted there. Much as one would genuflect when entering a church. The teacher remarked to me that Sonny didn’t seem to acknowledge her or the classroom aide, but always stopped to excitedly coo and pat the Sesame Street gang on the wall, his welcoming friends.
 
At first, we couldn’t figure it out, and then we realized that he had interactive board books at home filled with those characters – Elmo, Cookie Monster, and Big Bird. Now we had a new way to connect with him. And, we were able to get that much closer to understanding how he connected to the world around him. Much like Greg, these were his ‘best friends forever’ (BFFs), at home and at school.

​
b. Dance therapy
 
​Dance/Movement Therapy – Hildebrandt, M. & Koch, S., et al. (2016) looked at a randomized controlled study of 78 participants, between the ages of 14 and 65 years; reflecting the broad autism spectrum. They did screen and omit those with more severe symptoms and those who could not speak. The program was led by two female dance therapists providing ten weekly sessions and a 6-month follow-up.
​
​Du, L. & Greer, R. (2014) tell us that imitation is regarded as a critical learning milestone in child development. The ‘mirror’ has long been considered an indispensable tool to direct imitation in dance training. Studies of brain imaging shows that learning face-to-face, or ‘mirror’ image, requires a higher order of responding/thinking. So, when a child reverses motor imitation by completing a motion which is the opposite of their perspective that is regarded as a milestone of cognitive development. For this reason, Du & Greer question whether children with developmental delays can learn to imitate from ‘mirror response’ training, and/or face-to-face training (such as they would in a Dance Program).
 
Colson, E., & Colson, C. (2010) recalled, Garry and I would dance with Max as we listened to pop rock and country western music. We loved to hold Max, look at him, drink him in like a sweet elixir. 
 
Max was always looking up, drawn to the skylights in our home. As we danced, his eyes would widen as the lacey blue of his irises would overtake his pupils. “Skylight,” we would whisper.

​c. Music therapy
 
​Menear, K., Smith, S., et al. (2006) muse that many persons with autism avoid anything associated with exercise, gym, music or dance. Their informal observations have shown that many students with autism who have low motor skills and fitness abilities have initial difficulty traversing typical school or park playground equipment without assistance. They have poor eye-hand coordination, trouble combining multiple motor skills into one task, and any structured balance related physical activities or group activities can be difficult. But it can help if they can exercise to music.
 
< My Thoughts >         “…exercise to music…”

The CDC advises you to give your child the opportunity to learn and sing songs from memory and exercise to music.
 
Landau, E. (2013) looks into brain regions involved in movement, attention, planning and memory scans consistently showed activation when participants listened to music, these are structures that don't have to do with auditory processing itself. This means that when we experience music, a lot of other things are going on beyond merely processing sound.
 
​< My Thoughts >   “…processing sound. experiencing music…”
 
Music is amazing! We use a different part of the brain to understand and enjoy music. In our travel bag, we carry a small cassette player which plays classical music for Sonny when he is in stress mode, or after having a seizure. As a teacher, I have had students with autism react favorably to hearing music while they are learning a task. Shopping in stores is so much easier with Sonny if he can hear piped-in music being played.
 
In our classroom, there was a great student aide, but with the annoying daily habit of listening to her MP3 player through earbuds. When her student started screaming in protest about continuing to work on the puzzle in front of him, I motioned for her to put one of her earbuds in his ear. Truly, it was like flipping a switch. He calmed down and became compliant and cooperative. Often, discoveries like this don’t last; but, this one did. At first, the parents couldn’t believe how music changed him. But soon, they provided him with his own player and the Mariachi tunes he heard at home. Truly, music can be amazing!
 
Staff Writer (2015) – ‘Music’ is processed on the right side of the brain, whereas ‘speech’ is processed on the left side of the brain. Our brains process music in the same area where memories are created and stored.” When our brain attaches a positive feeling or a positive memory related to a song, the body produces ‘feel good’ hormones like ‘dopamine’ while listening to that song.
 
Stevens, C. & Stevens, N. (2011) shares, 31% At the end of the first term, I was driving David home from Music Space school when the nursery-rhyme tape ended. Before I could flick it over, a clear, high voice sang, “In the bad, bad lands of Australia!’
 
I called Nicky at the office.  I just heard our son’s first words. Some little boys say Dada’ … David had launched into a music-hall number about a faulty boomerang.
 
< My Thoughts >    “I just heard our son’s first words.”
 
Music is amazing. Imagine hearing your child’s first words in ‘song’. We apparently use a different part of the brain to understand and enjoy music. As a parent, we carry a toy cassette player which plays classical music for our Sonny when he is in stress mode, or coming out of a seizure.
  
Lai, G., Pantazatos, S., et al. (2012 ) believe that, “Despite language disabilities in autism, music abilities are frequently                                                                                                     preserved.  Paradoxically, brain regions associated with these functions typically overlap…”  making it possible for learning musical pieces.  Especially songs.

​d. Theatre therapy
 
Corbett, B., Gunther, J., et al. (2011) and her colleagues evaluated a theatrical intervention program called SENCE (Social-Emotional Neuroscience & Endocrinology) Theatre. This Theatre Therapy was designed to improve socio-emotional functioning and reduce stress in children with autism. In this study, eight children with ASD were paired with typically developing peers that served as expert models.
 
Baiguerra, T. (2018) believes that moving to London from Australia to train with a theatre company there in physical theater as a performer and folk musician fulfilled her career and life choices. Before an Asperger’s diagnosis, she says that she wasn’t always able to make sense of things that everyone else found straightforward. That her powerful journey also included feeling of fear, loneliness and shame, which is projected onto many people with a neurodiversity and/or radically different disabilities.
 
A Theatre Therapy program specialist is – the person or persons leading the program. They should be Registered Drama Therapists, whose training prepares them to help participants tell their stories, express their feelings, solve problems, set goals, explore interpersonal relationship skills and strengthen their own life roles.
 
A Registered Drama Therapist (RDT) has completed master’s level coursework in psychology and drama therapy. Also, he or she would have experience in theatre and have had a supervised internship and work experience in the field. RDTs are board certified by the North American Drama Therapy Association. As well as creating a drama therapy practice, one must meet all professional standards, certification, and licensing.
 
< My Thoughts >    “…meet all professional standards…”

Remember, as well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It is up to you to find out if they do.

​References:
 
Baiguerra, T. (2018). My Brain Isn’t Broken; Retrieved online from – TED Talks London.
 
Colson, E., & Colson, C. (2010). Dancing With Max: A Mother and Son Who Broke Free; eBook Edition.
 
Corbett, B., Gunther, J., et al. (2011). Theatre as Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V41, p505-511.
 
Du, L. & Greer, R.  (2014). Validation of Adult Generalized Imitation (GI) & the Emergence of GI in Young Children with Autism as a Function of Mirror Training; Psychological Record; V64, p161-177.
 
Lai, G., Pantazatos, S., et al. (2012 ).  Neural Systems for Speech & Song in Autism.  Journal of Neurology; Vol. 135:3, p. 961-975.
 
Landau, E. (2013). This Is Your Brain on Music; CNN, Retrieved online from – www.cnn.com/2013/04/15/health/brain-music-research/

Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com

Menear, K., Smith, S., et al. (2006). A Multipurpose Fitness Playground for Individuals with Autism; Journal of Physical Education, Recreation & Dance.
 
Rudy, L. (2020). What is the Best Treatment for Autism?; Very Well Health Online, Retrieved online from – https://www.verywellhealth.com/the-best-treatment-for-autism-4585131/
 
Scope, A., & Uttley, L., et al. (2017). A qualitative review of service user & service provider perspectives on the acceptability, relative benefits, & potential harms of art therapy for people with non- psychotic mental health disorders; Psychology & Psychotherapy: Theory, Research & Practice; V90, p25-43.
 
Squaresky, M. (2014). A Spot on the Wall; eBook Edition.
 
Staff Writer (2015). Fun Facts about Music & Your Brain; Retrieved online from –keychangesmusictherapy.com/2015/09/fun-facts-about-music-and-your-brain/
 
Stevens, C. & Stevens, N. (2011). A Real Boy: How Autism Shattered our Lives & Made a Family from the Pieces; eBook Edition
 
Tubbs, J. (2007). Creative Therapy for Children with Autism, ADD, & Asperger’s: Using Artistic Creativity to Reach, Teach, & Touch Our Children; Square One Publishers, Garden City Park, N.Y.; Foreword.
 
End of DAY TWENTY-FIVE.  To be continued in DAY TWENTY-SIX.
 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker

DAY TWENTY-FOUR
 
What is the most concerning or destructive thing that is going on right now in your child’s world?
 
Next we look at –
 
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– 5  CAMs  Section 5: CAMs Complementary & Alternative Medicine
            
PART 2 –

3. anti-inflammatory therapy
​
Siri, K. (2010) believes that in most cases, it took your child years to develop the GI condition; you need to get him regular for months to shrink the colon back to size. If your child has frequent nighttime awakenings and/or other wetting, they should have a full GI workup; nighttime awakenings can mean reflux, and wettings can mean allergies. The presence of chronic (long-standing) GI symptoms demands medical evaluation. 
 
Many autistic children have evidence of abnormal intestinal permeability, or what we call ‘leaky gut’. We continually find inflammatory bowel disease that is different from Crohn’s disease and ulcerative colitis. Undiagnosed abdominal issues are the cause of many of the behavior symptoms of autism. If you imagine yourself as a nonverbal or poorly communicative individual who has chronic or intermittent abdominal pain, a lot of those behaviors are going to look pretty autistic.
 
There’s a great body of evidence in the literature documenting immune dysregulation in autistic children leaving them prone to infection, chronic inflammation, and autoimmune reactions; it can affect any organ system, but the brain and the GI tract seem to be the worst hit. Treatments for GI issues have significantly benefited Alex and though still non-verbal, his behaviors, control and vocalizations have improved over the last two years of treatment for those GI issues.
 
< My Thoughts >         “…GI issues…”              
 
So often, one of the side effects of heavy medication may cause constipation, diarrhea, abdominal discomfort, or other GI issues.

UNIT 7– 5  CAMs  
          Section 5: CAMs Complementary & Alternative Medicine
             PART 2 –
 
4. auditory integration therapy
 
The most recognized auditory integration therapy seems to be the Berard Method of Auditory Integration Therapy (AIT). According to their website, Berard AIT is to be differentiated from any other sound-based programs. They say that the key program elements require that each practitioner follow the Berard AIT protocol. The key points of this protocol include – 10 days of listening sessions, directly through the Berard AIT designed headphones.
 
Sokhadzel, E., Casanova, M., et al. (2016) tell us that an auditory integration therapy (AIT) was developed by Dr. Guy Berard to improve sound integration in children with autism.
Parental questionnaires clearly demonstrated behavioral and psycho-physiological changes in impairments in behavioral symptoms such as irritability, hyperactivity, repetitive behaviors.
 
< My Thoughts >           “Parental questionnaires…”
 
One of the first concerns for parents, and also for classroom teachers, can be discerning the quality of the child’s hearing. When children don’t respond to their name, maybe they are having trouble hearing.
 
That is rarely the case, but audiology tests are often required to rule out hearing problems. This is when another condition may come to light. Possibly, the child is hearing words, but not able to ‘process’ what is being said. Then, there is a chance the child does not have ‘receptive’ language. Or, has ‘receptive’ language, but for some reason cannot respond with ‘expressive language.
 
Note: Learn more about ‘receptive/expressive’ language in UNIT3 What Is Most Concerning; Chapter 2 – Speech & Language Communication 
 
Thompson, B. & Andrews, S. (2000) tell us that the originating theories behind the Tomatis Method of audio training was the connection between the brain and the nervous system. He believed that sound stimulation can provide a valuable remediation and developmental training tool.
 
Decker, J. (2012) divulged that in elementary school, the counselors tried to solve her son Jake’s sensory overload by giving him a huge set of noise-reducing headphones. Yeah, that was nice. Now he not only didn’t fit in, but he had a monstrous set of yellow earphones to even further separate him from his peers. He looked like a big, sweaty bumblebee. Eventually they were replaced with orange ear plugs that he now wears in the gym, in the noisy hallways, and often in the classroom. Add a mini bottle of antibacterial gel to his arsenal of protection, and all he needs is a pocket protector and a lisp and he’s right out of central casting for Nerds III. “I am the Walrus, goo- goo g’joob.” 
 
< My Thoughts >          “…monstrous yellow earphones...”
 
While the study states that headphones playing music may not work for all those trying to cope with sensory processing issues, it seems to work for many. As a parent and educator, I am continually aware of filtering interventions through the process of what is ‘age appropriate’. And, I know that getting someone to accept an ‘earbud’ placed in their ear would require a careful learning-acceptance process, over time. But everywhere you look today, you will see students and adults with that white cord dangling from their ear as they listen to their tunes. So, it becomes ‘age-appropriate’.
 
References:
 
Decker, J. (2011). I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism; eBooks 2011 Edition.
 
Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Siri, K. (2010).  Siri, K. (2010). 1,001 Tips for the Parents of Autistic Boys; Skyhorse Publishing, N.Y., N.Y.
Siri, K. (2015). 101 Tips for the Parents of Boys with Autism & 1,001 Tips for the Parents of Autistic Boys; eBook Edition. 
 
Sokhadze, E., Casanova, M., et al. (2016). Electroysiological & Behavioral Outcomes of Berard Auditory Integration Training (AIT) in Children with ASD; Applied Psychophysiology & Biofeedback Journal; V41: p405-420.
 
Thompson, B. & Andrews, S. (2000). An Historical Commentary on the Physiological Effects of Music: Tomatis, Mozart & Neuropsychology; Integrative Physiological & Behavioral Science; V35:3, p 174-188.
 
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, ‘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.
 
End of DAY TWENTY-FOUR.
 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker

DAY TWENTY-THREE
 
What is the most concerning or destructive thing that is going on right now in your child’s world? Where to look for HELP?
 
UNDER... “Who May Help?" You want to understand about CAMs.

< My Thoughts >    “…understand about CAMs.”
 
Approach all of these Complementary & Alternative Medicine treatments with CAUTION. None have been approved for use for children and/or adults with Autism Spectrum Disorder and could be life threatening. I offer this only as an attempt to give you some information as to what you may hear or see when investigating Programs, Therapies & Interventions. A tip of the iceberg, so to speak. Now it’s up to you to investigate them thoroughly, before you move forward with a plan.
 
Protect your child and your wallet. And remember… that as well as creating a Therapy Program, the principal of the program has created a business which is bound by city, county, state, and/or federal business restrictions. This means that they must meet all professional standards, certification, and licensing requirements. It’s up to you to find out if they do. And… you are bound by any contractual agreements that you sign.
 
Note: Luker, S. (2024). Read more about CAMs in 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
    PART 1 –
        1.  acupuncture

1.  Acupuncture

Autism Treatment through Traditional Chinese Medicine
 
The acupuncturist must meet national and state standards through examination and certification process; according to the National Certification Commission for Acupuncture & Oriental Medicine (NCCAOM).
 
‘Tongue’ diagnosis is a central piece of the Chinese medical diagnostic system, because the tongue is the only organ that can be seen externally.
 
Ming, X., Chen, X., et al. (2012) say – Some studies used acupuncture and behavioral therapy simultaneously within the same subjects. One study used massage at acupoints without actual needling. Another study used both acupuncture and acupoints massage. In conclusion, all the clinical trials reported superior effects of acupuncture over comparison treatment. All reported high tolerability to acupuncture, including severely autistic children with behavioral symptoms. However, the studies reviewed have inherent weaknesses that made it difficult to interpret efficacy and safety. 
 
< My Thoughts >    “…made it difficult to interpret efficacy and safety.”
​
There have been more recent studies about autism and acupuncture, globally and in other countries. If you are considering this method, my hope is that you will do your research; qualify and verify all information, as well as always consulting your child’s healthcare provider

2. Animal Assisted Therapy

     a. Dog Assisted Therapy 
     b. Dolphin Assisted Therapy
     c. Horse Assisted Therapy
 
Wijker, C., & Leontjevas, R. (2019) want you to know that of the 27 participants and therapists evaluating the animal-assistance program, most saw it as satisfying, feasible, and relevant for adults with ASD. Some reported decreases in self-reported stress, and those with agoraphobia felt positive effects of having animal assistance. While these statements are positive, it is suggested that health professionals and researchers also need information which shows, both internal and external validity of the program. They should provide a sample of the quality, fidelity, and professional health care providers evaluation, of each particular program. And, it was noted that animal-assistance program interventions for autism, have not been regulated worldwide.
 
< My Thoughts >             “…evaluation, of each particular program.”
 
As a parent, considering any program for your child, please perform due-diligence, when choosing that program.
 
Rudy, L. J. (2020) advises Animal-Assisted Therapy, such as therapeutic horseback riding or service dogs, has been found to have a significant positive impact on children with autism. Some fees are even paid for by insurance companies, but many expenses may be considered out-of-pocket.

a. Dog Assisted Therapy
 
Butterly, et al. (2013) interviewed “five providers who prepared dogs to work with a wide range of conditions and behaviors, mainly Asperger’s syndrome, autism, and communication disorders. The majority felt that after placement of the service dog, the recipient had improved attention span, communication skills, and increased familial cohesion.”
 
Gardner, N. (2008) guarantees that Henry 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. “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.”
 
Gardner, N. (2013) tells us that puppy in training Thomas, a younger version of beloved Henry, would curl up to sleep, wedged under the computer desk, warming his master’s feet. He claimed two-thirds of the bed, sprawled out, snoring drunkenly; tail thudding as he dreamed. However long Dale worked on his assignments, neither dog moved an inch until Dale had finished. Their deep restful breathing had a calming influence which helped him work longer.
 
I became aware of a real need for some kind of dog-autism program in our area. 

​
​b. Dolphin Assisted Therapy 
 
About Dolphin Assisted Therapy, Rollins, J. (2010) reveals that according to legends from around the world, the fascination and enchantment with dolphins goes back to time immemorial. Part of this euphoric and joyful experience could be based on the dolphins’ gentle behavior toward humans, she says.
 
She continues that although some research is available, most claims of the ‘healing power’ of dolphins are anecdotal. However, the immersion in water and the buoyant forces of flotation, are known to have a way in releasing certain brain chemicals. And, that the environment in which these interactions take place, may also hold a key to the impact of finding freedom from gravity for humans as well as dolphins.
 
The programs she talks about involve both dolphins in captivity, and in the wild. Therapy includes interactions at poolside – such as a swim offered as a reward for the completion of a task; or, a dorsal fin ride. More structured interactions are activities, where the participant is made to feel s/he is ‘looking after’ the dolphin, by feeding or grooming it.
​
< My Thoughts >             “…‘looking after’ the dolphin…”
 
Visiting dolphins near you, let alone finding a Dolphin Assisted Therapy near you, could be a challenge! One U.S. program that I found was named for, and continued in the name of, a deceased person. No actual person in the organization had the deceased person’s necessary professional credentials. The principal was there in ‘name’ only. Remember, to search out the most qualified hands, when choosing any program for your child.

c. Horse Assisted Therapy   
 
Isaacson, R. (2009) insists – the first time I took Rowan to the barn to saddle Betsy up, he ran amok; yelling, and screaming, and swinging his Woody and Jessie dolls around and around, in both hands. I kept saddling Betsy, tightening the cinch and grabbing at her lower lip, as I slipped the bit into her mouth.
 
“Do you want to get up on Betsy?” I asked him, not expecting a response.
 
“Up!”
 
It was the first time I’d received a direct answer to a direct question. I bent down, scooped him up, and put him in the saddle. 
 
His grin was so wide it seemed to stretch off the sides of his face, and into the air on either side. 
 
I put my foot in the stirrup, and swung up behind him.
 
“Go!” said Rowan, impatient. “You want Betsy to go?” “Go!” he confirmed. This was amazing.
 
Raj, A. (2012) revels that in some isolated cases, the motion of the animal may help correct rhythm coordination problems. A Colorado study revealed that the cause of autism, could well be ‘rhythmic coordination’ issues; especially because of their need for repetitive behavior, and their difficulty in communicating. The horse plays a role in sensory calming, and may even serve as a substitute motor system.
 
Along with ‘program qualifications’, the Equine Assisted Therapist requires an understanding of both horses and humans. The horse itself, must complete a rigorous training program and be battle-tested.
 
Some of the therapist competency requirements are listed here –

• human psychology/human development
• facilitation skills, with focus on client’s safety
• group dynamics, focused on managing the group, & conflict & safety
• equine psychology, behavior & welfare
• horsemanship skills
• management, technique & application of horse equipment
• supervision, mentoring, and assessment of client

 
< My Thoughts >          “…’program qualifications’…”
 
Remember – As well as creating a practice or program, the program principals must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do, before your place your child in their hands; or, in this case, on their horses.
 
As parents, we can look around us to see what we might be missing. There are groups which do horse therapy, drum therapy, music and dance therapy, swimming with dolphins, and even healing mud baths.  Who knows, there just may be that exotic moment when our child connects with something magical. It may not be a cure-all, or happen repeatedly, but if it happens once isn’t it worth it?
 
We took Sonny to an Indian Pow Wow which was open to the public. People said…”Okay, now that’s one of your crazier ideas!” But you know what? Sonny ate a whole fried taco and danced in a Tribal Circle of Dance with a beautiful Indian Princess.
 
References:
 
Butterly, F., Percy, C., et al. (2013). Brief Report: Do Service Dog Providers Placing Dogs with Children with Developmental Disabilities Use Outcome Measures and, if so, What Are They?; Journal of Autism Developmental Disorders; V43, p 2720-2725.
 
Gardner, N. (2008). A Friend Like Henry; eBook Edition.
 
Gardner, N. (2013). All Because of Henry: My Story of Struggle & Triumph with Two Autistic Children & the Dogs that Unlocked Their World; eBook Edition.
 
Isaacson, R. (2015). The Long Ride Home: The Extraordinary Journey of Healing That Changed a Child’s Life; eBook Edition.
 
Ming, X., Chen, X., et al. (2012). Acupuncture for Treatment of Autism Spectrum Disorders; Retrieved online from –
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3235695/
 
Raj, A. (2012). Horses Soothe Kids with Autism; Scientific American Mind; V23:3, p14.
 
Rollins, J. (2010). Swimming with the Dolphins; Letter to the Editor; Pediatric Nursing; V36:5, p234-234.
 
Rudy, L. J.(2020). What is the Best Treatment for Autism?; Very Well Health Online; Retrieved online from – https://www.verywellhealth.com/the-best-treatment-for-autism/
 
Wijker, C., & Leontjevas, R. (2019). Process Evaluation of Animal-Assisted Therapy: Feasibility & Relevance of a Dog-Assisted Therapy Program in Adults with Autism Spectrum Disorder; Animals Journal MDPI, Netherlands; V9:1103, p1-14.

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, ‘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.
 
End of DAY TWENTY-THREE. 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker

DAY TWENTY-TWO
 
What is the most concerning or destructive thing that is going on right now in your child’s world? Where to look for HELP?
 
Note: Luker, S. (2024). Read more about CAMs in UNIT 7 – 3  OTHER PROGRAMS, THERAPIES, APPROACHES: MEDICATION & DIETARY APPROACH Section 3: CAMs

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.

Prioritize your child’s concerning behavior. Is s/he refusing to eat to the degree that it is becoming life threatening? Is s/he biting you, screaming and kicking in walls? Tantrumming, having meltdowns and causing self-abuse? Is s/he a constant danger to his or herself or others? Is s/he repeatedly doing strange purposeless things? If any of these are true, your child is asking for help the only way that he or she are able to. Learn about the strengths and current limitations of your child.

< My Thoughts >             “…asking for help…”
 
The more desperately your child is asking for help, the more desperate you may become to start a therapy; traditional or non-traditional. Be cautious. Be aware of risky interventions. Some programs seem ‘traditional’, while they really are NOT. A few have gained the ‘traditional’ status, but really are NOT. Just because an insurance company agrees to pay for ‘it’, doesn’t make it ‘evidence-based’, ‘gold-standard’, or ‘traditional’. Refer to government websites and do your research and verify through reliable sources.

​The following programs, therapies & approaches are described without intent or suggestion of status or effectiveness –

MEDICATION –
 
Mitchell, S. (2015) 51%  Mel continued. “It’s tough for kids who are nonverbal. They can’t tell us what they want or need, so we have to become keen detectives, watching their behavior and using trial and error.
 
60%     “There is no pill that will make the autism all go away. Sometimes some kids are helped by some meds that allow the child to pay attention better or remain calmer so that they are better able to learn, but it is definitely not automatic that if a child has autism, he will take medication.”
 
< My Thoughts >       “There is no pill…”
 
Behavioral interventions have been proven effective and usually approved by most insurance, including Medicaid, medications for autism is another story; especially for older children.
 
Williamson, E. & Martin, A. (2012) designate three main clusters of conditions which have widely prescribed medications: irritability; (ADHD) Attention Deficit Hyperactivity Disorder-like symptoms, and repetitive behaviors. A cautionary tale, these medications have not been studied for the treatment of autism. They do not treat the underlying disorder of autism, and do have prominent negative, as well as positive side effects. Also important would be that parents see to regular monitoring of vital signs and laboratory tests, appropriate attention to diet and lifestyle changes. They add the comment that while two decades ago, autism was considered to be a result of dysfunctional parenting, now autism is treated as a neurodevelopmental disorder.

< My Thoughts > … What you may find under MEDICATION is that there are no specific medications for ASD, only medications to treat related symptoms such as energy levels, inability to focus, depression, and/or seizures. Most often these are costly ‘substance controlled’ drugs which need extremely careful monitoring for dosage and side effects.
 
Colson, E. & Colson, C. (2010) can tell you that drugs were not without a price. One night, desperate for sleep, I took refuge on the couch downstairs. I awoke to find that it was unusually quiet upstairs. I found Max under his comforter, balled up and shaking, staring up at me wild-eyed. I called the doctor and he immediately took Max off the new medication.
 
< My Thoughts >                       “…unusually quiet upstairs…”
 
Keeping a vigilant eye on Sonny was so necessary, during introduction of new meds. Or, when titrating meds to a therapeutic dosage; or withdrawing meds which were not working; watchfulness was so necessary. We even took shifts staying near him.
 
Bodfish, J. (2004) bids parents to look to successful interventions for overt behavioral symptoms. Stereotypes such as hand flapping, body rocking, object spinning, obsessing on restricted interests, and poor response to novel or new interests.
 
Finally, he cautions that interventions cannot be successful when operating in a vacuum. And, that parents shouldn’t be led into the false dichotomy of ‘pills’ without ’skills’, never one without the other.
 
< My Thoughts >               “…false dichotomy…”       
 
Parents shouldn’t be led into the false dichotomy of ‘pills’ without ’skills’, never one without the other. They may be suggesting here, that medicating the child with autism, could help initially to prevent dangerous behavior.
 
But eventually, the expectation would be that the medication should be used as a ‘support’ to ease the child into learning a ‘coping’ or therapy skill. That the daily medication treatment plan will be adjusted, as the coping skills improved, through therapy. Or, allow a medication to be given intermittently, for flare-ups, or short-term events; or, as suggested by the prescribing physician. Know also that seeing ‘normal’ behavior may be rare. 

​DIETARY APPROACH
 
Marshall, J., Ware, R., et al. (2014) remind us that feeding and eating difficulties can lead to dangerous weight loss, malnutrition, iron deficiencies, anemia, gastrointestinal issues, and failure to thrive. The current literature suggests that successful interventions for children with ASD and feeding difficulties is limited. One reason seems to be the ‘mismatch’ between the intent of the intervention and the actual outcome. In other words, the conclusions are unclear. As a result of the intervention, has the mealtime behavior changed? Or has there been a decrease in the child’s food selectivity? Or has the child’s food intake volume increased? These questions were left unanswered.

< My Thoughts >             “…conclusions are unclear.”
 
Because of the above confusing conclusions, my intent is to tackle both feeding/eating behaviors, food selectivity concerns, and problems with dangerously fluctuating food intake volume. Be aware also, that doctors often find inserting a ‘feeding tube’ to be the quickest way to solve this ‘refusal to eat’ problem; while others see it as a last resort. You may want to seek a second opinion, if you are unclear about your options.
 
Mari-Bauset, S., Zazpe, I., et al. (2014) tell us straight away that – Few studies can be regarded as providing sound scientific evidence about dietary changes and autism. They recommend that a child’s diet should only be changed after the diagnosis of a food intolerance; or, an allergy to foods containing the allergens excluded in gluten-free, casein-free diets.
 
The Food & Drug Administration (FDA) and the International Food Information Council (IFIC) warn that along with medication ‘side effects’, there can be foods that your child loves, which also may be harmful. Thus, due to food ingredients, additives, and/or coloring. Most producers of food and consumers today, rely on additives to provide a variety of useful functions. Because we don’t grow our own food locally, additives keep the food sent from’ far away places’, edible weeks later.
 
< My Thoughts >             “…which also may be harmful…”
 
The DIETARY APPROACH here is considered a ‘therapy’, and is about a diet, as the food being eaten; plus, adding supplemental ‘probiotics’ to the daily diet.
 
This is NOT to be confused with a ‘SENSORY DIET’ therapy, which is developed by an Occupational or Physical Therapist to help a child cope with ‘sensory’ intrusions. Extreme disturbances, such as the child who is bothered by being touched; is upset by the room temperature, or by wearing scratchy clothing.
 
Gardner, N. (2008)  8%  Mealtimes were another challenge.  Dale was rarely hungry and in order to get him to eat at all, I tried to arrange the food in the shape of cars or Mickey Mouse or serve it on novelty plates.
 
< My Thoughts >  “Dale was rarely hungry…”
     
There are all kinds of special diets for special kids. Maybe the child doesn’t like the look, feel, smell, taste of the food. It could mean he/she has sensory issues with food. Then there are some medications which can affect the appetite, any food can distress them.
 
Siri, K. (2015)  3%/101  Treatments for GI issues have significantly benefited Alex and though still non-verbal, his behaviors, control and vocalizations have improved over the last two years of treatment for those GI issues.
 
32%/101  Experience has shown that most people on the autism spectrum will benefit from a diet that is strictly free of gluten and dairy; therefore, the removal of these should be considered the foundation for dietary interventions. 

Additional changes are almost always needed for optimum improvement, but one size does not fit all.  Every parent’s goal is to find the ideal foods that will provide maximum benefit without being unnecessarily restrictive.
 
Siri, K. (2010)  31%/1,001  Children with autism as a group have notoriously poor nutrition coupled with vitamin and mineral deficiencies. This may be due, in part; to extreme eating habits (they are notoriously picky). Deficiencies are also likely due to the above mentioned tendency toward malabsorption.
 
Sicile-Kira, C. (2014) says – As time goes by, you will find yourself less and less in the ‘bargaining’ mode. You will begin to have more acceptance of your child’s situation, personality, and potential. Carefully consider the options out there.
 
Celebrate the diet/therapy/medication which seems to be helping your child. But, know that there will still be days filled with anger and grief; and those days when you are filled with strength to accomplish great things. Look at your child and see the person, NOT the disability.
 
References:
 
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.
 
Colson, E. & Colson, C. (2010). Dancing with Max: A Mother & Son Who Broke Free; eBook Edition.
 
Gardner, N. (2008). A Friend Like Henry: The Remarkable True Story of an Autistic Boy & the Dog that Unlocked His World; eBook Edition.
 
Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Mari-Bauset, S., Zazpe, I., et al. (2014). Evidence of the Gluten-Free & Casein-Free Diet in autism Spectrum Disorders; Journal of Child Neurology; V29:12.
 
Marshall, J., Ware, R., et al. (2014). Efficacy if Interventions to Improve Feeding difficulties in children with ASD: A Systematic Review and Meta-analysis; Childcare, Health & Development, Australia; V41:2.

Mitchell, S. (2015). Autism Belongs, Book 3 in School Daze Book Series; eBook Edition.

Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.

Siri, K. (2010).  Siri, K. (2010). 1,001 Tips for the Parents of Autistic Boys; Skyhorse Publishing, N.Y., N.Y.

Siri, K. (2015). 101 Tips for the Parents of Boys with Autism & 1,001 Tips for the Parents of Autistic Boys; eBook Edition. 

Williamson, E. & Martin, A. (2012). Psychotropic Medications in Autism: Practical Considerations for Parents, Journal of Autism & Developmental Disorders; V42, p 1249-1255.

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, ‘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.
 
End of DAY TWENTY-TWO. 
Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
 
Sara Luker
​

DAY TWENTY-ONE
 
What is the most concerning or destructive thing that is going on right now in your child’s world? Where to look for HELP?
 
Note: Read more about ‘Other Therapies’ in FREE ASD Book –
Luker, S. (2024) Know Autism, Know Your Child, with < My Thoughts > by Sara Luker: UNIT 7- 2, SECTION 2.
 
The following THERAPIES & CAMs (RDI, SIT/SPD, ST, TEAACH) without intent or suggestion of status or effectiveness.
 
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.

1. Relationship Development Intervention (RDI)
 
Relationship Development Intervention® (RDI) was developed by psychologist Steven Gutstein, Ph.D. (2019), a family-based, behavioral treatment designed to address autism’s core symptoms. (RDI) builds on one’s ‘dynamic intelligence’, defined as the ability to think flexibly. Including integrating different incoming sensory information, appreciating different perspectives, and coping with change.
 
RDI is a model which teaches parents how to guide their child in a reciprocal relationship. Most families spend 2 ½ hours daily participating and making meaningful changes to their lives. RDI takes place in the family’s unique cultural home setting and usually lasts for an initial period of 30+ weeks.
 
Whiffen (2009) tells how she learned about RDI – I received an email from my Yahoo! Group regarding this new treatment called RDI. At first, I blew it off as being the’ new treatment choice of the month’, but as I started researching it further, I was really impressed with how it addresses the core deficits of autism.
 
I recently finished reading the book Relationship Developmental Intervention (RDI) with Young Children by Steven Gutstein. This new way of teaching our kids really makes sense. But, I need to know how he is progressing.
 
< My Thoughts >                       “…I need to know…”
 
Knowing how a child is doing, as they progress through a therapy, should not be assumed. When choosing a therapy, determine what kinds of data, and tracking they will provide; as your child moves through the phases of the program. It’s also an important part of distinguishing your child from their autism.
​

​2. Sensory Integration Therapy (SIT) for Sensory Processing Disorder (SPD)
 
Sensory Integration Therapy (SIT) is designed to offer specific forms of sensory stimuli in the appropriate amounts, with the aim of improving how the nervous system processes sensory stimuli. Therapists who use SIT may have a child with ASD wear a weighted vest, swing, sit on a bouncy ball, or be compressed between pillows.
 
Rudy (2019) remarks that sensory issues became an official part of the diagnosis, described as: "Hyper- or hypo-reactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement)." 
 
Sensory processing disorder can be disabling because it interferes with so many ordinary activities of daily life. A relatively new technique, sensory integration therapy (SIT), was developed to help people with and without autism to lower their reactivity and improve their ability to participate in a wide range of activities
 
According to Bogdashina, O. & Casanova, M. (2016), recent research has provided evidence for the sensory theory of autism and the possibility of diagnosing autism in very young children, if the ‘sensory symptoms’ are taken into account. Research evidence indicates that sensory perceptual differences may be among the first signs of autism in young children.

​3. Speech Therapy (ST)  aka Speech & Language Therapy (SLT)
 
Cariello, C. (2015) conveys that even though I knew that Jack could hear someone open a bag of animal crackers from three rooms away, I fostered a tiny seed of foolish hope that maybe, just maybe, he was hearing impaired. Maybe all of this could be solved with a simple crash course in sign language. Nope, not deaf.
 
So, by the time Jack was sixteen months, we had a speech therapist and a special education teacher working with him weekly. We wanted to have him tested to figure out the source of his language delay.
 
< My Thoughts >             “…we had a speech therapist…”
 
Parents of non-verbal children often ask me, “Why spend time with a speech therapist when he can’t talk?” Speech and Language therapists work on so many other forms of communication, plus social skills. For example, when playing a simple game, the therapist teaches ‘joint attention’ through turn-taking, waiting for the child to ‘initiate’ the next move. They teach and praise when a child shows patience in ‘anticipation’ of what is going to happen next. Getting a sense of whether or not the child can ‘predict’ what others are thinking or going to do, is important for ‘social communication’.
 
A speech therapist conducts a series of formal, or informal assessments of the child’s ‘receptive & expressive’ language. ‘Receptive’ language is basically recognizing the words they are hearing. While ‘expressive’ language is being able to say the ‘words’ which they need to express ​

​4. Treatment and Education of Autistic & related Communication-handicapped Children (TEACCH)

Treatment and Education of Autistic & Related Communication-Handicapped Children (TEACCH) uses visual cues to teach skills. For example, picture cards can help teach a child how to get dressed by breaking the information down into small steps. It teaches pro-social behavior for children between 2 – 12 years old. A model designed as a strategy for facilitating language development.

The TEACCH method helps the autistic person better understand and function in his or her environment through the use of structured physical and visual cueing. The person has constant step-by-step references to guide him or her to navigate their environment.
 
< My Thoughts >             “…use of structured physical and visual cueing…”
 
TEACCH methods are used by many teachers to get the desired outcome they are looking for, especially when teaching a complex subject or procedure, step-by-step. The structure of a visual schedule, color-coding, numbering steps, sequencing, placing things to do first at eyelevel, helps learners to internalize and generalize new information. For instance, ABA has been said to teach your child to adapt to the environment, while TEACCH is said to adapt the environment to suit your child. The programs seem to be ‘polar opposites’; therefore, they probably will have conflicting results. Even more reason to Know Autism, Know Your Child.
 
Mitchell, S. (2017) makes a point about how children often don’t understand how ‘big’ things are accomplished by taking ‘little steps’. Especially to kids like Kyle, ‘routine’ is so important. She relates a story about preschooler Kyle and his dad, Ben.
 
“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.”
 
The severity of a child’s behavior, the amount of support, the temperament of the child and parents all contribute to the family becoming isolated or seeking help. Help can come from Programs, Therapies, & other Interventions. Thompson tells us too that intensive home-based therapies require strong family skills and collaboration. That parents are the conduit by which therapists’ efforts are realized.
 
References:
 
Bogdashina, O. & Casanova, M. (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
 
Cariello, C. (2015). What Color is Monday?  How Autism Changed One Family for the Better; eBook Edition.
 
Luker, S. (2024); Know Autism, Know Your Child with < My Thoughts > by Sara Luker; Retrieved online from – www.sarasautismsite.com
 
Mitchell, S. (2012). Autism Goes to School: School Daze Series, Book 1; eBook Edition.
 
Rudy, L. (2019). Sensory Integration Therapy & Autism; Very Well Health, Online Magazine; Retrieved online from –
https://www.verywellhealth.com/sensory-integration-therapy-and-autism-260509/
 
Whiffen, L. (2009). A Child’s Journey Out of Autism: One Family’s Story of Living in Hope and Finding a Cure; eBook Edition.
 
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, ‘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.
 
End of DAY TWENTY-ONE. 

Note: Excerpts from the books – (13% indicates location in the Kindle version of the eBook, instead of page numbers).
 
Sharing of my website and BLOG Comments welcomed. Thank-you to those of you who have sent comments... much appreciated!
 
Regards,
Sara Luker