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

Memorial Day, which is celebrated in the United States on the last Monday in May,
honors service members who have died in military service to their nation.
 
While Memorial Day honors the fallen, many military still serving have family members with Autism. Unfortunately, the number of diagnosed autism cases is steadily increasing in the U.S.
 
< My Thoughts >    "...military still serving have family members..."
 
There are VA Aid & Alliance benefits which can provide monies for veterans
and veteran’s families which need assistance with basic activities of living.
You might find VA websites helpful to explore.
 
A VA pension also benefits dependents and survivors, with like compensation
for minor children and adult children who became disabled before age 18 can be
​eligible for pension benefits.

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

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

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

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

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

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

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

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

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

References: 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Happy Mother’s Day!

       Thank An Educator Today!

​Thank an educator today and every day. This week, May 8 – 12, is Teacher Appreciation Week. General Education and Special Education educators spend years becoming qualified and certified to teach your child. Parents are the child’s first and foremost teacher and professional educators welcome your support. 

Help support the Special Education teacher’s sometimes subtle teaching of necessary ‘Soft Skills’. These are skills which make life so much easier.

Here are some of the ‘Soft Skills’ teachers work on, daily with autistic students –
​

1. Communication. Since social communication is often a ‘core’ symptom of autism, it is so important that each child has his or her best form of communication. Is your child’s keyboarding, storyboarding, or an alternative and/or facilitated form?
2. Self-motivation. Many students with autism spend hours trapped in their own world of motivation and/or interest. Knowing their special interests helps teachers use that as a ‘hook’ to lead the learning process. What is your child’s ‘hook’?
3. Leadership to lead and inspire others. Because our students may seem to ‘wander’ as opposed to ‘lead’, teaching this skill requires a great deal of creativity and ingenuity. Discovering the student’s preferences, when working in a small group, may be the answer. Do they like to specify, clarify, verify, or document? Assign a task with which they can both excel and lead.
4. Responsibility. This requires productivity and success. The autistic world mostly consists of living in the ‘here and now’, not in the ‘future’. It also requires choosing ‘priorities’, putting things in ‘perspective’, and understanding ‘consequences’. How can you help your child with these concepts?
5. Time Management. The student with autism is often fighting to stay in a routine. This can be an advantage when managing time. But, the concept of ‘time’ is difficult because this person does not embrace change, nor understand the ‘intervals’ of time. Will visual schedules help your child with this?

Another ‘support’ in the classroom comes from the Paraprofessional. They also are a big part of a student’s learning experience.
​
Asking for ways to support these efforts will be greatly appreciated. And, always welcomed is a simple ‘Thank You’ for all that you do.

FREE ASD BOOK 2023~ (Check MENU on Website)
 
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 2 – REFERENCES
   UNIT 2 – APPENDIX N/A

​Excerpts from UNIT 2 - Why Is It Autism?

(Image shows... 'drawing a line in the sand')
​
Hayes (2020) says that historically when a diagnosis is made, it is like ‘drawing a line in the sand’. While, the world of ‘autism’ takes place outside the traditional medical field, clinicians must find that space between the fields where ‘autism’ boundaries lie.

What if it is Autism?
​
< My Thoughts >   “…you can always hope that it isn’t.
 
But if it is autism, then it’s time to choose a direction.

CHAPTER 3 – DOCTORS & DIRECTION
Some families may view screening as “looking for trouble”or feel that things clinicians think are problems are not an issue. Still for other families, their responses may shed light on their ability, background or resources. Thus,communicating slowly and clearly while listening carefully and fully engaging families produces the best results.

< My Thoughts >             “…I also think of my own needs…”    

“Know your child, know yourself, and know autism.

< My Thoughts >  “…misdiagnosis won’t haunt your child…”
 
Remember, your child’s labels, such as – HFA is a term for High Functioning Autism, and NLD for Non-verbal Learning Disorder, can be removed from records when they reach a certain age. Check with your state for their statutes.

Originally, our Sonny was originally misdiagnosed with ADHD, OCD, SIBs, behavior disorder, panic disorder, elopement disorder, cognitive disorder, speech disorder, eating disorder, and so on. Everything it turns out, but ‘epilepsy’, and 'autism'.

Reference:
​
Hayes, J. (2020). Drawing a Line in the Sand: Affect & Testimony Autism Assessment Teams in the UK; Sociology of Health & Illness; College of Medicine & Health, University of Exeter, Exeter, UK.












​

FREE ASD BOOK ~ (Check MENU on Website)
​
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 – APPENDIX N/A

Excerpt from Unit 2 – Why Is It Autism? with < My Thoughts > by Sara Luker

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 & Reupert (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.

Excerpt from ~ UNIT 6 CH 5 – Where to Look for Resources

CHAPTER 5 – FUTURE CHALLENGES                                        
          INTRODUCTION
          FORTY SOMETHING
          GERIATRICS

CAREER
 
Many parents of children with autism hope that they will one day become a somewhat ‘normal’ adults with autism.
 
Rudy (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.

< 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: Lisa Jo Rudy  | Medically reviewed by Steven Gans, MD | Updated December 13, 2018 Will your autistic child grow up to lead a normal life?

Before looking for a treatment or educational program, prioritize your child’s ‘needs’ and prioritize your ‘wants’.
 
       In other words…
 
       What are the most concerning
       or harmful things going on
       right now in your child’s world?
 
Guard against becoming convinced that a program is going to ‘fix’ your child’s autism. 
 
< My Thoughts >                                 “…finding the ‘right one’…”
 
The goal is finding the right ‘intervention’, regardless of what it’s called – treatments aka services, aka programs, aka therapies, aka interventions. Again, prioritizing your wants and needs, and your child’s wants and needs are a necessary ‘first’. Try asking for a ‘trial period’. 

Will your child use the ‘learned’ skills outside the ‘program’ setting?
Will the learned skills improve the quality of his or her life?
Will the program give be followed with fidelity & continuity?
Will gains be made, maintained, followed-up, & modified as needed?
Will the program be aligned with your child’s

• Symptom constellation
• Symptom severity
• Developmental age

Will the program set realistic goals for overcoming years of ‘purposeless behavior’?
Will the program improve the family interactions?
Will the program accept assessment done by other programs or agencies?
Will the program consider outside help needed for your child’s anxiety and/or lack of motivation.
Will the program allow parents to ‘identify & verify’ program claims?

​​Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.

FREE ASD BOOK ~ Last Unit #7 Know Autism, Know Your Child, with < My Thoughts > by Sara Luker

UNIT 7  Who Can Help? 

NON-TRADITIONAL THERAPIES ~

UNIT 7 – 3 Complementary & Alternative Medicine (CAM) 
        Section 2: ABA, CBT, DIR, OT, PECS

UNIT 7 – 4 Complementary & Alternative Medicine (CAM)
        Section 3: RDI, SPD, ST, TEAACH

UNIT 7 – 5 Complementary & Alternative Medicine (CAM) 
              1.  acupuncture
              2.  animal assisted therapy
                     a. Dog Assisted Therapy
                     b. Dolphin Assisted Therapy
                     c. Horse Assisted Therapy

UNIT 7 – 6 Complementary & Alternative Medicine (CAM)
                3. anti-inflammatory therapy
                4. auditory integration therapy

UNIT 7 – 7 Complementary & Alternative Medicine (CAM) 
                5. chelation therapy
                6. chiropractic 

UNIT 7 – 8 Complementary & Alternative Medicine (CAM)
                7.  creative therapy
                     a. introduction
                     b. art
                     c. music
                     d. dance, theatre
                     e. adventure therapy
               8.  facilitated communication

UNIT 7 – 9 Complementary & Alternative Medicine (CAM)
                9.  hyperbaric oxygen therapy
               10.  immunoglobulin infusions 

UNIT 7 – 10 Complementary & Alternative Medicine (CAM) 
                13. neuro-therapy
                14.  physical activity program 

UNIT 7 – 11 Complementary & Alternative Medicine (CAM)
                15.  stem cell therapy
                16.  vitamin/supplements

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  Who Can Help?

NON-TRADITIONAL THERAPIES ~

UNIT 7 – 1 Complementary & Alternative Medicine (CAM) 
        Section 2: ABA, CBT, DIR, OT, PECS
UNIT 7 – 2 Complementary & Alternative Medicine (CAM)
        Section 3: RDI, SPD, ST, TEAACH

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.
 
PLEASE READ DISCLAIMERS –

Some questions to ask yourself about NON-TRADITIONAL THERAPIES ~

• Will your child use the ‘learned’ skills outside the ‘program’ setting?
• Will the learned skills improve the quality of his or her life?
• Will the program give be followed with fidelity & continuity?
• Will gains be made, maintained, followed-up, & modified as needed?
• Will the program be aligned with your child’s ~ Symptom constellation, Symptom severity, Developmental age?
• Will the program set realistic goals for overcoming years of ‘purposeless behavior’?
• Will the program improve the family interactions?
• Will the program accept assessment done by other programs or agencies?
• ​Will the program consider outside help needed for your child’s anxiety and/or lack of motivation.
• Will the program allow parents to ‘identify & verify’ program claims?

Go to the MENU to find the beginning of ~ ​UNIT 7  Who Can Help?

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.
 
Before looking for an intervention, treatment or educational program, prioritize your child’s ‘needs’ and prioritize your ‘wants’.
 
       In other words…
 
       What are the most concerning
       and/or harmful things going on
       right now in your child’s world?
 
Guard against becoming convinced that a program is going to ‘fix’ your child’s autism. 
 
< My Thoughts >                                 “…finding the ‘right one’…”
 
The goal is finding the right ‘intervention’, regardless of what it’s called – treatments aka services, aka programs, aka therapies, aka interventions. Again, prioritizing your wants and needs, and your child’s wants and needs are a necessary ‘first’. Try asking for a ‘trial period’.
 
Even if your child hasn’t been diagnosed yet, s/he may be eligible for Early Intervention Services. The IDEA Law says that children under the age of 3 years old who are at-risk for having developmental delays may be eligible for services.

Carefully consider the cost and time involved for your child and your family. Fully understand your obligations. Some programs/treatments are expensive, so understand your child well enough to know what things may work and what may not. While you are waiting, try to discover who your child is behind the autism. There is danger in believing that ‘one-program-fits-all’ because each child is so different in their abilities and their challenges. That’s just a reality. That is ‘autism’.

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

1. First priority: Temper tantrums & life-threatening behavior; such as hitting, throwing objects, jumping from high places, running into the street, or refusing to eat.
2. Second priority: Learning sitting skills. Without this skill the child cannot sit to eat, or to learn, or use the toilet.
3. Third priority: Dealing with unusual or bizarre habits which may result in social isolation. Such as – Pervasive repetition of activities, self-stimulatory behavior, production of unusual sounds, and/or severely restricted interests.

 
< My Thoughts >                                 “…Priorities…”
 
Families learning to rate their priorities in terms of the child’s needs becomes critical. Know that the word ‘treatment’ is used loosely in the programs most companies and organizations present. Also, the term ‘therapist’ or ‘specialist’ or ‘whomever’ they tell you will be working with your child, may be skilled and accredited with their program, but know little about ‘autism’ itself.
 
Knowing what you and your child will respond to best, as well as what may be a possible ‘deal breaker’ is also critical. These results will hopefully, make it easier to find ways to help your child lead a more productive and independent life.

This week you will find the following additions ~

Book Index –  Know Your Child – Know Autism: With My Thoughts by Sara Luker
​
7 UNIT 7 – 0   Who Can Help?              
CHAPTER 1 – INSTRUCTIONAL PROGRAMS & TREATMENTS
        INTRODUCTION
        APPENDIX
CHAPTER 2 – TRADITIONAL THERAPIES  
         INTRODUCTION
         APPENDIX
CHAPTER 3 – NONTRADITIONAL THERAPIES  
         INTRODUCTION
         APPENDIX
CHAPTER 4 – MORE NONTRADITIONAL THERAPIES  
     Unit 7 – 1  CAMs
          Section 1: Introduction, Medication & Dietary Approaches
     Unit 7 – 2  CAMs
          Section 2: ABA, CBT, DIR, OT, PECS
     Unit 7 – 3  CAMs
          Section 3: RDI, SPD, ST, TEAACH
     Unit 7 – 4  CAMs  
          Section 4: CAMs Complementary & Alternative Medicine 
///

​Please find my FREE ASD BOOK ~ Know Autism, Know Your Child; with < My Thoughts > by Sara Luker 2023, on the website MENU. Because the numbers of autism cases are growing across the globe; the research is also growing. My wish is to make a collection of this information easily available on my website 
www.sarasautismsite.com. Hopefully, this will help us try to keep up with what it means to be on the ‘autism spectrum’.
 
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker is presented in seven Units. The book is written as a multidisciplinary approach to providing information about Autism Spectrum Disorder, and what it means to be ‘on the spectrum’. This is an anthology of current and past findings, as well as guided inquiries. These are often written in ‘prose’, giving readers the opportunity to begin their own autism researching challenge.
 
In addition to the ‘prose’ and < My Thoughts >, there are ‘referenced’ excerpts from peer-reviewed material with source references, images, appendices, and more ‘true-life’ stories to continue the autism conversation.
 
Originally, the focus of my information gathering was to assist the growing number of parents who have recently experienced the shock and disbelief of learning their child has ‘autism’. Then, their healthcare provider may advise them that there isn’t an ‘autism-specific’ healthcare plan available for them. And, that there are no actual set life expectations trajectories to follow.
 
Understanding their sense of frustration, it was important for me to include a special anthology of personal stories; where the ‘voices of experiences’ could be heard. As a parent of an adult child with autism, as an educator, and a ‘forever student’, < My Thoughts > are offered throughout this collection of autism sources.
 
Time is of the essence, yet it takes time to ‘know your child and to know autism. Time is also needed to know yourself and how you are dealing with the world of autism. My intent is to provide a source, where all those wishing to understand more about the mysteries of autism spectrum disorder, may come to learn, refresh, and renew. A comprehensive view of autism is available to all parents, healthcare professionals, therapists, social workers, caregivers, academic scholars, and all people worldwide who are interested in autism.

Know too, that autism is a profitable ‘business’ with services and long-term-programs to be sold. Plus, insurance companies are encouraged to provide surety and reimbursement for those services/programs fortunate enough to receive healthcare recommendations.

< My Thoughts >                    “…serious concerns…”
 
The severity of a child’s behavior, the amount of support available, the temperament of the child and the parents will all contribute to the family either becoming isolated or seeking help. Help may come from local, private, county, state, and federal programs; and sometimes at no cost at all. Look for ‘FREE’ first.

According to the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM-5); published in 2013 by the American Psychiatric Association (APA), there are ‘Levels’ of Autism Spectrum Disorder (ASD); as follows:
 
·        Level 1: Requires Support ~ Level 1 ASD is the mildest, or the most "high-functioning," form of autism. Individual communicates, but has trouble engaging in back-and-forth conversation. They may try to make friends, but not very successfully.
·        Level 2: Requires Substantial Support ~ People with ASD Level 2 will have more obvious problems with verbal and social communication than those diagnosed with Level 1.
·        Level 3: Requires Very Substantial Support ~ Level 3 is the most severe form of autism. Persons in this category will have many of the same behaviors as those with Levels 1 and 2, but to a more extreme degree.
 
Using the DSM-5 and other indicators, certain spectrum subsets and behavior symptoms can be identified, tested, diagnosed and treated by qualified professionals.
 
Reading, researching and receiving a diagnosis may be how your autism journey begins. Only you will know your individual’s trajectory and scope. Try to focus on helping your person with autism to be the best that s/he can be. Help them develop a sense of being valued; a sense of belonging.
 
Start where they are at the moment, as each person and each family lives in their own separate world of autism. And then, we only are allowed a glimpse of their individual world of shifting, symptomatic behaviors.
 
Give your special person an opportunity to be as awesome and independent as their abilities, strengths, differences, and ‘superpowers’ will let them be. Stay as flexible as possible, because autism seems to be made up of an evolving spectrum. Because, just when you think you have worked out all its dimensions, the autism trajectory may change.

The sooner you act the better, but NOT before you check things out thoroughly. Remember too, that most programs and therapies require ‘follow-up’ and possibly some sort of ‘tune-up’ after the ‘intervention’ has been in place for a period of time. Or, there are changes which impact behavior, such as medication or other therapy. Don’t sign-up for anything you cannot easily STOP if it’s not working for you and/or your child. Remember that gym/spa contract you couldn’t end!
 
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023
UNIT 1 – HOW WILL I KNOW?
    INTRODUCTION
    CHAPTER 1 – Checklists
    CHAPTER 2 – Red Flags
    CHAPTER 3 – Centers for Disease Control & Prevention (CDC)
Unit 1 – REFERENCES
Unit 1 – APPENDICES Informal Checklist
UNIT 2 – WHY IS IT AUTISM?
     INTRODUCTION
     CHAPTER 1 – Diagnosis & DSM-5 Diagnostic & Statistical Manual – 5th Edition
     CHAPTER 2 – Denial & Misdiagnosis
     CHAPTER 3 – Doctors & Direction
Unit 2 – REFERENCES
Unit 2 – APPENDICES – N/A
UNIT 3 – WHAT IS MOST CONCERNING?
      INTRODUCTION
      CHAPTER 1 – Gross & Fine Motor Skills
      CHAPTER 2 – Speech & Communication
      CHAPTER 3 – Cognition & Temperament/Personality
Unit 3 – REFERENCES
Unit 3 – APPENDICES – Toileting
UNIT 4 – WHEN IS IT SENSORY?   
       INTRODUCTION
       CHAPTER 1 – Sensory Issues
       CHAPTER 2 – Sensory Categories
       CHAPTER 3 – Sensory Integration
Unit 4 – REFERENCES
Unit 4 – APPENDICES – Sensory Processing & Profile
UNIT 5 – WHO IS YOUR CHILD?
        INTRODUCTION     
        CHAPTER 1 – Getting to Know Your Child & Yourself  
        CHAPTER 2 – Determining Social & Personal Awareness    
        CHAPTER 3 – Working on Daily Living Skills
        CHAPTER 4 – Understanding a Child’s Thinking
Unit 5 – REFERENCES
Unit 5 – APPENDICES – Eight Types of Visual Processing Disorders
UNIT 6 – WHERE TO LOOK FOR RESOURCES?
        CHAPTER 1 – Networking & Support
        CHAPTER 2 – Insurance & Intervention 
        CHAPTER 3 – Law – Federal, State, & Local 
        CHAPTER 4 – Future Challenges (Older Adult)
Unit 6 – REFERENCES
Unit 6 – APPENDICES – Nurse Tips for Dealing with Autistic Patients;               
                                         Guardianship
UNIT 7 – WHICH CAN HELP US?
        CHAPTER 1 – INSTRUCTIONAL PROGRAMS & TREATMENTS
        CHAPTER 2 – TRADITIONAL THERAPIES  
        CHAPTER 3 – NONTRADITIONAL THERAPIES     
        CHAPTER 4 – MORE NONTRADITIONAL THERAPIES 
Unit 7 – REFERENCES
Unit 7 – APPENDICES – FDA Food Additive Link
 
DISCLAIMER
 
This material details the author’s personal study, research, opinions, and experiences concerning Autism Spectrum Disorder (ASD) and related topics. As Sonny’s mom, as an educator with a 2011 Master’s Degree in Special Education the author’s accounts about products, services, treatments, and interventions are informational and educational only. The author does not represent that these products, services, treatments, and interventions can ‘cure’, or even have a ‘long-term’ positive effect on symptoms/behaviors.
 
Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’; or an attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Words such as, ‘intervention’, ‘treatment’, ‘therapy’, or ‘program’ often erroneously imply ‘cure’, or a seemingly ‘long-term’ positive effect. My intention here is NOT to ‘imply’ anything, only to offer interpretations of my knowledge and experiences.
 
All information is presented without intent or suggestion of status or effectiveness. And, any ‘behavior change’ which may result in this collection of studies and personal stories; seemingly depends on the ‘positive’ participation of the child, the parent, and/or the assigned therapist/ interventionist/ clinician. Please also know, as you critically read, that ‘older’ studies are often brought forward in/as ‘newer’ studies. Thus, leaving it to each reader to discern the value of the ‘old/new’ information.
 
The content of this material does not represent medical advice, nor substitute for consultation with a licensed healthcare professional. Nothing in this material is intended to diagnose, treat, imply ‘cure’, or prevent any condition, disorder, disability, or disease.  All of the material offered here is for possible educational and informational purposes, only. Any use of this material implies your acceptance of this disclaimer.