Thanksgiving BLOG 2023

Autism Dietitian.  Retrieved online from:
https://www.autismdietitian.com › blog ›
 
As parents, we look forward to celebrating the holidays each year.  What’s not to love?  We get to catch up with loved ones, eat delicious food, and take the day off from work to celebrate.  But for our kids on the autism spectrum, it's a day full of chaos and things outside their comfort zone.  A different routine, new foods, and new people can really stress out a child with autism.  Here are some tips to help your Thanksgiving work for you AND your child.
 
The Piece of Mind Retreat. Retrieved online from:
https://www.thepieceofmindretreat.com › autism-thanksgivin

Autism Thanksgiving - What Does That Look Like?  
In some families,Thanksgiving is about dressing up, sweeping any and all conflicts under the rug, and eating a fancy meal off the “good” China.  In other families, the focus is on sweat pants and (turkey) smokers, turkey trots and (American) football.  It is often a day of (warm) chaos, (loud) conversations, and (routine-breaking) holiday traditions. In other words, autism Thanksgiving can be an autism nightmare. It is a day that highlights how little even our close friends and family understand our day-to-day realities. 
 
CHOP Research Institute. Retrieved online from:
https://www.research.chop.edu › car-autism-roadmap

Thanksgiving from a Child's Perspective: This is going to be a hard day. I am not going to school; Mom and Dad are not going to work. It isn’t a Saturday or Sunday, so our normal weekend routine is not happening. We have a long drive and there might be lots of traffic. I will not be able to play on the computer like I usually do each afternoon. Dinner will be served earlier than I eat at home. The food will be different and I might not like it. There will be many people trying to talk to me, and it will probably be quite noisy. Everyone will be busy, and I will not know what to do.

Autism-Friendly Holidays: Tips for an Autism- Friendly Thanksgiving. Retrieved online from: carmenbpingree.com. https://carmenbpingree.com › blog › tips-autism-friendly-holidays
 
Thanksgiving can be stressful for children on the autism spectrum, but preparation for the travel and crowds can help you have an autism-friendly holiday. Keep to your routine as much as possible.

Children on the autism spectrum tend to do better when their routine is followed. If your family plans to eat at 2 p.m., but your child normally eats at noon, it’s better to let your child eat at noon. Try to keep to the bedtime routine.
 
Make Thanksgiving traditions your own to have holiday memories for your family. Sometimes, you just have to go with the flow and make the best of things.
 
The Piece of Mind Retreat. Retrieved online from:
https://www.thepieceofmindretreat.com › autism-thanksgiving
 
So how do you make autism Thanksgiving manageable? You make accommodations. Accommodation: Stay Home.
 
< My Thoughts >     Give your child an opportunity to experience a family holiday.  Use ‘Visuals’, such as Social Stories, Power Cards, or a Daily Chart of Expectations.

• Helps teach routines, expectations, and behavioral standards in an alternative way
• Reinforces correct behavior
• Shows more ways to be disciplined at an earlier age
• Uses a visual format (Link with favorite characters, animals, or Superheros.)
• Provides visual examples of #behavior expectations
• Delivers a more personalized and tailored behavioral intervention
• Involves children in the #learning process
• Gives child immediate feedback
• Works well with kids on the #autism spectrum and those with #ADD #ADHD

Example of how the above Power Card format might look for the task of asking for ‘HELP’ –

1. List – REASONs & NEED Sometimes I need help –
2. State  – PROCESS When I don’t know how to do something… I should ask for ‘help’.
3. Steps – a. Ask for ‘help’ b. Ask before I get upset c. Make sure I am safe while I’m waiting for help
4. Show –  VISUAL Use pictures
5. Restate – REASONS Now I know what to do when I need help

​Davide-Rivera, J. (2013). Twirling Naked in the Streets and No One Noticed: Growing Up with Autism; eBook Edition.
 
When smells overwhelmed me, I had a sensitive stomach. When I only ate a few select items, I was a picky eater.
 
< My Thoughts >     “…picky eater.”
 
Picky eating may not become a real problem unless growth is affected, or allergies are suspected. Many children go through periods of not wanting certain tastes, textures, or temperature of foods. Smells and nausea may be a ‘sensory problem’. Sonny has times when he eats only the red or green things he sees on his plate. This has something to do with those colors being visually pleasing and nothing to do with the fact that it is Christmas. Maybe!
 
Bogdashina, O., & Casanova, M. (2016). Sensory Perceptual Issues in Autism & Asperger Syndrome; 2nd Edition, eBook.
 
Bogdashina  & Casanova (2016) tell us that ‘olfaction’, the sense of smell, has in its olfactory system 10 million smell receptors in the nose, of 20 different types. These receptors in the nostrils respond quickly, guiding the chemicals in the air. But the intensity of the smell is lost very rapidly. Some children will lick objects, and easily regurgitate. The sense of taste is not very strong because one tastes chemicals and liquids.
 
Schneider, J. (2012). Tales for Very Picky Eaters; eBook Edition. Schneider (2012) tells everyone who will listen what he thinks about food, in his book – Tales for Very Picky Eaters. Recounting his refusal to eat disgusting, smelly, repulsive, lumpy or slimy foods… that is until his father introduces some bold and daring meal choices.
 
7 Tips for a Kid with Autism to Enjoy Thanksgiving. Retrieved online from: Hopebridge Autism Therapy Centers https://www.hopebridge.com › blog › 7-tips-kid-autism

Together, pre-determine a signal he or she can use to tell you when a break is needed. Set up a semi-private space where your kiddo can play independently on Thanksgiving if any part of the day becomes a bit too overwhelming.
 
Have some of your kiddo’s favorite food on hand for comfort. Many families have picky eaters and their own Thanksgiving Day favorites. Create your own traditions by letting your kiddo choose a dish. It is ok if it’s not part of the typical Thanksgiving menu!
 
CHOP Research Institute. Retrieved online from:
https://www.research.chop.edu › car-autism-roadmap

Jun 8, 2020 — While the holidays are regarded with anticipation

Additionally, writing a Social Story™ outlining the day may be beneficial. A Social Story™ can include the following:
​

• Waking up and not getting ready for school
• Getting dressed in holiday clothes
• Getting in the car and activities to do on the long car ride
• Picture of the home and the people you will see
• Foods served at Thanksgiving dinner (for example, pictures of the turkey, cranberry sauce, mashed potatoes)
• Seeing everyone watching the Thanksgiving Parade or playing football games, etc.
• Saying “goodbye” and getting back into the car to go home
• Things to do on the long car ride home
• Arriving home

 
Plan an exit strategy with your family. You know how long your child will last at this type of function. Some parents find it beneficial to drive separately in case their child needs to leave earlier than expected or planned.
 
Happy Thanksgiving!

 
Veteran’s Day 2023
 
As our nation commemorates Veterans Day, honoring and remembering those who have served and sacrificed, it is an appropriate time to consider the financial, medical, and other assistance available to veterans, their families, and survivors. Veterans Benefits are administered at the federal level by the Department of Veterans Affairs (VA), which is the second largest cabinet-level department and has a budget of over $325 billion.

​While the full range of VA benefits extends to housing and home loan guarantees, job training, small business loans, burials, memorials, and education. There is now new recognition for children and adults on the autism spectrum. According to the Centers for Disease Control & Prevention ((CDC), one in every 36 children may be diagnosed with autism. 

< My Thoughts >        “…one in every 36 children…”

Last year, the CDC’s estimate was one in every 44 children were diagnosed with autism. Autism is on the rise. Causes of the increase remains somewhat of a mystery. But, hundreds of thousands of 18-year-olds in the U. S. population and elsewhere have been diagnosed and need to explore a hopeful future, as an adult. The military may be an option.

Added to established ‘military benefits’, armed services recruiters are now looking for bright, industrious recruits, and applicants with Asperger’s. This population often proves to fit the bill of specialized services, with their high IQ.

For instance, Rubin (2016) Staff Writer for Atlantic magazine describes a selective intelligence squad formed by the Israeli Army. Many autistic soldiers who would otherwise be exempt from military service have found a place in Unit 9900. 

She says that a 21-year-old recruit with autism enjoys spending long hours combing through each millimeter of satellite images of the same location from various angles. And, that that most persons with autism can outperform in auditory tasks (such as discriminating sound pitches), detecting visual structures, and mentally manipulating complex three-dimensional shapes.
 
< My Thoughts >   “…millimeter of satellite images…”
 
After becoming highly trained by the military, it seems likely that these skills would easily transfer to a variety of civilian jobs. Air traffic controller comes to mind!
 
Davis (2021) shares that one eventful day, a passenger-filled sedan rolled violently against a dirt median. It abruptly halted on its roof and blocked oncoming traffic on the interstate. Master Sgt. Shale Norwitz’s duty to protect and serve took over.
 
Officer Norwitz, 5th Combat Communications Squadron noncommissioned officer in charge of Operations Planning, extracted the occupants of the vehicle, leading the victims away from the wreckage, and redirected the flow of traffic.

Norwitz attributed his heroic acts to his military training and neurodiversity. “I’m on the [autism] spectrum and that makes me good at being a strategic thinker, and contributes to my innovation,” Norwitz said. “This is the stuff that makes us great, but it is something we need reinforcement on.”
 
Rob V. (2020) determined on a case-by-case basis if the recruiter realizes that you have something to offer the nation. Like most things in the military, depends on the military branch and the level of autism.

Zauderer (2023) states that according to the information presented by the US Air Force and other branches, people with Autism Spectrum Disorder are not forbidden to go into the military.

< My Thoughts >   “…not forbidden…”

Recruiting requirements have been relaxed somewhat to help meet monthly recruitment goals, in all branches of the service. Men and women on the spectrum often find ‘hard-to-fill’, boring, repetitive tasks fascinating and engaging. For instance, alerting to endless patterns and numerical sequences which may otherwise escape the neurotypical person.

​Also, Mander (2022) makes us aware that there are government programs to help military veterans' children with special needs — the trick is to find them.
 
References:

​Davis, T. (2021). Airman Advocates for Neurodiversity in the Military. Retrieved online from: https://www.af.mil/News/Article-Display/Article/2721387/airman-advocates-for-neurodiversity-in-military/

Mander, L. (2022). Assistance Is Available for Veterans’ Children with Disabilities; Retrieved online from – https://specialneedsanswers.com/assistance-is-available-for-veterans-children-with-disabilities-18827

Rubin, S. (2016). The Israeli Army Unit that Recruits Teens with Autism; Retrieved online from -
https://www.theatlantic.com › health › archive › 2016/01
V. Rob (2020). Can You Join the Military with Autism? By Rob V.; founder of Operation Military Kids.org.
www.operationmilitarykids.org/can-you-join-the-military-with-autism/
 
Zauderer, S. (2023). Cross River Therapy. Retrieved online from: https://www.crossrivertherapy.com

Other Resources:

https://blog.theautismsite.greatergood.com/cs-watching-horizon-military/
https://specialneedsanswers.com/assistance-is-available-for-veterans-children-with-disabilities-18827
https://operationautism.org/
https://www.specialneedsalliance.org/blog/veterans-benefits-2/
 
Supplemental Security Income; https://www.ssa.gov/ssi?gclid=EAIaIQobChMIgZKVxrS8ggMVFgqtBh3uYAIeEAAYASAAEgJRgPD_BwE

Image drawn by J.R. Taylor. This image was conceived by Meskee Yatsayte. The two feathers symbolize her two children with autism spectrum disorder; puzzle pieces reflect the complexity of the autism spectrum.
 
Native American Heritage Awareness Month
with < My Thoughts > by Sara Luker
 
Hilleary (2020) – “She didn’t walk until she was 18 months old,” said Native American Korryl High Bear. “Then as she started getting older, she didn’t talk. She was so sensitive to sounds and emotions.” High Bear turned to the Cheyenne River Sioux Tribe Birth to Five Program, in Eagle Butte. “They gave my daughter therapy three times a week. After a year, they sent us to the University of South Dakota, about 6 hours away, for a two-day appointment. The program paid for mileage and lodging.”
 
Shoemaker, the program director, explained that the Bureau of Indian Education is an ‘arm’ of the Interior Department’s Bureau of Indian Affairs, which provides the program funds. Cautioning that the tribal leaders have discretion on how those funds are used. Continuing that the reservation is big and there are lots of kids with autism that they don’t know about.
 
Scott (2020) says, “In Navajo, there’s no word for ‘autism’ or ‘disability’.  Many elders didn’t understand what we were talking about. They didn’t necessarily see the signs of autism as something to be concerned about. Much of this is due to a lack of autism awareness,” said this Western Washington University autism expert. For several years, he worked with the University of New Mexico’s Center for Development and Disability, evaluating children on several Native American reservations.
 
Indian Health Services (IHS) Staff Writer (2020) shares that parents and teachers may confuse autism with other conditions; or, chalk up behaviors to disobedience. And, even when Indian children are finally diagnosed with autism, they don’t always get the help they are entitled to receive.
 
< My Thoughts >   “…chalk up behaviors to disobedience.”
 
Outsiders only see a ‘bad kid’ or ‘bad parenting’, or both. But in the case of a child with autism, the behavior is not him/her giving you a bad time; they are having a bad time.
 
In the article by Steven K. Kapp (2011), he quotes several authors who view autism as a difference on the spectrum of human diversity, rather than a “disease”. Thus, seeing the beauty of harmony, addressing the practical needs of adults to build skills and achieve a high quality of life. Saying that this can include self-presentation skills in role-playing by applying additional effort to manage their social public challenges and to help avoid discrimination.
 
Kapp continues ~ the Navajos appear to achieve success with full inclusion, striking a balance in life between abilities and disabilities.  Autistic people walk in beauty and are fully accepted as participating members of society, while Western Autistic people often face rejection. The United Navajo, cross-cultural analysis suggests the need to invest in raising Autistic people’s adaptive skills and quality of life. Also, to make social changes, beginning in the schools. Changes, through training teachers and staff about intercultural commonalities and differences.
 
Differences, which transcend possible exclusion, are brought by multiculturalism and special education. By passing on this adaptive education to all students, throughout the school curriculum and culture they make a difference.
 
Indian Health Services (IHS) Staff Writer tells us that help is available to Native Americans through the mission of the Indian Health Service (IHS). The TeleBehavioral Health Center of Excellence (TBHCE) Indian Children’s Program is committed to equip healthcare providers working in the Indian Health Service (IHS), Tribal, and Urban Indian Health System with the training and education needed to provide excellent care for American Indian/Alaska Native youth.  

This program utilizes tele-education, otherwise known as distance learning, to deliver training, education, and virtual consultation services to IHS, Tribal, and Urban Indian Health system (I/T/U) healthcare providers. The following training, education, and consultation on the following topics related to American Indian/Alaska Native youth allow for –

• Autism Spectrum Disorder (ASD)
• Fetal Alcohol Spectrum Disorder (FASD)
• Attention Deficit/Hyperactivity Disorder (ADHD)
• Communication Disorders
• Intellectual Disabilities
• Learning Disorders
• Motor Disorders
• Traumatic Brain Injury (TBI)

The specific services the TBHCE Indian Children’s Program Provide are –

• Training: Allows I/T/U providers to access upcoming webinars, past webinars, and on-demand trainings related to ICP topics.
• Provider Consultation Clinic: Allows I/T/U providers to seek expert assistance and clinical guidance from healthcare professionals who specialize in ASD, FASD, and Neurodevelopmental Disorders.

 
You are invited to visit the TBHCE website to see the current training opportunities: https://www.ihs.gov/teleeducation/. Studies show that the sooner a child with autism gets services, the greater the chance for learning.
 
References:
 
Hilleary, C. (2020). Helping Native American Children with Autism Poses Challenges for Schools; Retrieved online from –  https://www.ihs.gov/icp/
 
Indian Health Service (IHS) Staff Writer (2020). Autism & the Indian Health Service; Retrieved online from – https://www.ihs.gov/icp/
 
Indian Health Service (HIS) Staff Writer (2023). Visions, Goals, & Missions. Information retrieved online from: Indian Health Service (IHS) website. https://www.ihs.gov/crownpoint/mission-goals-vision-commitment/
 
Kapp, S. K. (2011). Navajo and Autism: The Beauty of Harmony. Retrieved online from: https://pure.port.ac.uk/ws/files/16768550/Navajo_and_Autism.pdf
 
Scott, F. (2020). Helping Native American Children with Autism; Retrieved online from –https://www.voanews.com/a/usa_helping-native-american-children-autism-poses-challenges-schools/6184254.html

My website has been UPDATED to include a revised UNIT 7 – Who May Help? While you wait, you might want to investigate helpful possibilities. Find this and other UNITs on the MENU. Please share. COMMENTS welcomed. Regards, Sara Luker
​
FREE ASD Book Index –  Know Autism, Know Your Child, with < My Thoughts > by Sara Luker
UNIT 7 – 0   Who May Help?         
     CHAPTER 1 – INSTRUCTIONAL PROGRAMS & TREATMENTS
        INTRODUCTION
        APPENDIX
     CHAPTER 2 – THERAPIES  
         INTRODUCTION
         APPENDIX
     CHAPTER 3 – OTHER THERAPIES  
         INTRODUCTION
         APPENDIX
Unit 7 – 1  OTHER THERAPIES
          Section 1: ABA, CBT, DIR, OT, PECS
Unit 7 – 2  OTHER THERAPIES
          Section 2: RDI, SPD, ST, TEAACH
Unit 7 – 3  OTHER THERAPIES
           Section 3: Introduction, Medication & Dietary Approaches
Unit 7 – 4  Complementary & Alternative Medicine (CAMs)  
          Section 4: CAMs
             PART 1 –
     1.  acupuncture
     2.  animal assisted therapy
              a. Dog Assisted Therapy
                b. Dolphin Assisted Therapy
                c. Horse Assisted Therapy
Unit 7– 5  CAMs  
          Section 5: CAMs Complementary & Alternative Medicine
             PART 2 –
                3. anti-inflammatory therapy
                4. auditory integration therapy
Unit 7– 6  CAMs  
          Section 6: CAMs Complementary & Alternative Medicine
             PART 3 –
                5. chelation therapy
                6. chiropractic
Unit 7– 7  CAMs  
          Section 7: CAMs Complementary & Alternative Medicine
             PART 4 –
                7.  creative therapy
                     a. introduction
                     b. art
                     c. music
                     d. dance, theatre
                     e. adventure therapy
          8.  facilitated communication
Unit 7– 8  CAMs  
          Section 8: CAMs Complementary & Alternative Medicine
              PART 5 –
                 9.  hyperbaric oxygen therapy
          10.  immunoglobulin infusions
Unit 7– 9  CAMs
          Section 9: CAMs Complementary & Alternative Medicine
               PART 6 –
                 11. massage therapy
           12. mindfulness & meditation
Unit 7– 10  CAMs  
          Section 10: CAMs Complementary & Alternative Medicine
               PART 7 –
           13. neuro-therapy
           14.  physical activity program
Unit 7– 11  CAMs
          Section 11: CAMs Complementary & Alternative Medicine
               PART 8 –
                 15.  stem cell therapy
           16.  vitamin/supplements
 
Unit 7 – REFERENCES
Unit 7 – APPENDICES

World Mental Health Day, observed annually on October 10th.  Dedicated to increasing mental health awareness, it was established by the World Federation for Mental Health in 1992. Retrieved online from: https://www.news18.com/lifestyle/world-mental-health-day-2023-impact-of-mental-health-on-work-and-relationships-8609176.html

May is United States Mental Health Awareness Month. This has been observed every year, since 1949, to fight the stigma, and provide support for people in the U.S. affected with mental illness. Retrieved online from: https://www.nami.org/Get-Involved/Awareness-Events/Mental-Health-Awareness-Month

Shochet, et al. (2016) say that there two interrelated deficits which seemed to have emerged and proved to be important were a lack of an individual’s – ‘connectedness’ and ‘resilience’. These ‘protective factors’, when missing, increase an individual’s weaknesses, and/or a negative outlook.

Protective factors –

1. ‘Connectedness’, namely a sense of belonging, especially in school, and in times of transition/change.
2. ‘Resilience’, the capacity of coping and self-regulation in the face of sudden/constant situational stress.

When these ‘protective factors’ are missing, those with autism are more likely to become distressed, or even depressed. This, in turn, may keep them from pursuing higher schooling, or from beginning a successful career path. This study found that evidence-based ‘group therapy’ treatment programs were helpful to develop one’s ‘protective factors’.

Shochet says this study found that individuals with autism will find a ‘positive’ mental health trajectory by identifying how well they feel ‘connected’ and/or ‘resilient’ to life’s often constant changes and challenges. Decreasing negative risks’ are vital to creating strong feelings of wellbeing and good mental health.

< My Thoughts >    “…‘protective factors’…”
Unfortunately, two of the ‘core behavior symptoms’ of autism are the inability to ‘create meaningful play’, and the inability to make and maintain ‘social connections’. These things can be taught through ‘Storyboards’, ‘Social Stories’, and ‘Social Scripts’.

Ang & Loh (2019) found that parents with more support from the family and the community had less depression, anger, and anxiety. Their ‘coping style’ also had an impact on their mental health. Here are some successful ‘coping styles’ mentioned –

• Active-avoidance coping (actively attempting to avoid stressors).
• Problem-focused coping (anticipating, planning for, & managing problems ahead of time).
• Positive coping (using humor & reframing the issue).

The study showed that by constantly knowing and using their ‘coping style’ seemed to help parents avoid situational stress and mental health issues; for the child and for themselves.

< My Thoughts >    “…less depression, anger, and anxiety.”

Again, creating  ‘Storyboards’, ‘Social Stories’, and ‘Social Scripts’ can help guard against  Post Tramatic Stress Syndrome, and feelings of anxiety and/or depression. Children, parents, caregivers, and teachers may all be subject to feelings of being ‘disconnected’, ‘helpless’, and ‘hopeless’; thus, risking poor mental health.

Many states fund respite programs with state or federal funds, either alone or in partnership with private organizations. Such programs are generally designed to serve one or more specific populations, such as the aging; infants and toddlers; adults or children with physical or developmental disabilities; children with special health care needs; children or adults with mental health conditions; kinship care providers; children in state custody or foster parents. Funding for these programs is generally limited and may depend on annual appropriations. Retrieved online from: www.sarasautismsite.com Know Autism, Know Your Child, with < My Thoughts > by Sara Luker.

REFERENCES:

Ang, K. & Loh, P. (2019). Mental Health & Coping in Parents of Children with Autism Spectrum Disorder (ASD) in Singapore: An Examination of Gender Role in Caring; Journal of Autism & Developmental Disorders; V49, p2129-2145.

Shochet, I., Saggers, B., et al. (2016). The Cooperative Research Centre for Living with Autism (Autism CRC) Conceptual Model to Promote Mental Health for Adolescents with ASD; Clinical Child & Family Psychology Review; V19, p94-116.

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

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

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

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

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

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

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

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

Decide –

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

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

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

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

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

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

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

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

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

Excerpt from FREE ASD BOOK –

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

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

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

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

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

Wentz, et al. (2012) explored the idea of using technology to help support adolescents and young adults with ADHD and autism disorders, in employment and educational settings. The idea was based on the concept that it would be easier to get additional support from a coach in an online ‘Chat Room’ setting which could be accessed during the day between the hours of 2 – 4pm.

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

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

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

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

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

GOING TO SCHOOL ~

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

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

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

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

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

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

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

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

 
The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services.
​
Special Education teachers, when writing an IEP are expected to create a legal document which describes how the student performs educationally. Creating a picture of their strengths and deficits. Many create a ‘strengths-based’ IEP. This type of IEP helps students make progress by leveraging what they’re good at. See how your child’s IEP goals can be ‘strengths-based’, too.
 
< My Thoughts >             “…writing an IEP…”

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

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

 
If desired –

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

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

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

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

< My Thoughts >

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

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

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

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

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

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

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

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

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

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

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

< My Thoughts >       “…getting help…”

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

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

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