FREE ASD BOOK ~ Know Autism, Know Your Child, with < My Thoughts > by Sara Luker. See MENU for UNIT 7 Who May Help?
 
Programs should improve the quality of life. Some things to consider when seeking an intervention and/or instructional program for your child.
 
Will our child use the new skills outside the specific program setting? This requires ‘generalization’. ‘Generalization’, in psychology, is the tendency to respond in the same way to different but similar stimuli. For example, spontaneously 'greeting' someone, in a new and different setting than when originally learning the skill of 'greeting' someone.
 
Will the program you select ‘chart gains’ and provide ‘follow-up’ steps for skill maintenance?
 
Will the program meet our child’s, and our family’s needs?
 
Will the program’s routine be ‘age appropriate’ for our child?
 
Will the program be flexible and/or aligned with our child’s –

• Symptom constellation
• Symptom severity
• Developmental age

And/or will the program be modified to fit cultural, religious, or other family concerns? Will the program improve and/or increase family interaction?
 
Does the family understand that the longer the child has engaged in unwanted purposeless behavior and/or inappropriate behavior, the longer an intervention will take intervention to become successful?
 
Note: Another reason for ‘early intervention’, is that delay may increase chronic anxiety, resulting in ‘low motivation’ for learning daily living skills. Also, keep copies of all assessments, to prevent further new charges, and to help track a child’s developmental trajectory.

HAPPY FATHER’S DAY 2023!!! From sarasautismsite.com
 
Fathers of children with Autism may find that their current parenting skills are not as successful with their autistic child, as they had hoped. But, many fathers who have gone before you are there to help and support you.
 
You will find my Extended Book Reviews with < My Thoughts >  of the following books written by Autism DADs in my on MENU; sarasautismsite.com ~
 
A Real Boy: How Autism Shattered Our Lives and Made a Family from the Pieces (2011), by Christopher Stevens & Nicola Stevens
 
Autism: Triplet Twist (2013), by James Potvin
 
Autism: Turning On the Light (2013), by Keith Ambersley
 
Secondhand Autism (2013), by Paul Brodie
 
The Horse Boy (2009) & The Long Ride Home (2015); by Rupert Isaacson
 
Also, please find my FREE ASD BOOK on the website MENU. It is important for fathers to have the support of others who understand a ‘son’ or ‘daughter’ with autism. Check online for Father’s Groups in your area.
 
HAPPY FATHER’S DAY 2023!!!
​

​From FREE ASD BOOK ~ Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2023. Please find on MENU www.sarasautismsite.com
 
UNIT 1 – How Will I Know (it’s autism)?
 
In 2023, the CDC reported that approximately 1 in 36 children in the U.S. is diagnosed with an autism spectrum disorder (ASD). According to 2020 data, boys are four times more likely to be diagnosed with autism than girls. Most children were still being diagnosed after age 4, though autism can be reliably diagnosed as early as age 2.
 
< My Thoughts >             “ASD prevalence was higher among boys than girls…”
 
Any data is only as good as the population from which it is collected. Many ‘at-risk’ children in ‘marginal’ populations may not be identified as being ‘ASD’ until they reach school age; when the social and cognitive demands exceed their current abilities. Also, parents may hardly notice troubling deficits in social reciprocity; nor do they always recognize ‘sensory stress’ behaviors in their children. They just notice that ‘something’ seems to be wrong. Parents may believe that it’s their parenting, before they consider that their child is struggling with a disorder.
 
Whiffen (2009) shares concerns about her son – Finally home, I hurry to my computer. I place my fingers on the keyboard and type “AUTISM”. My pinky finger hangs over the Enter key, frozen. My fear has definition. I am afraid of what I might find. 
 
That evening, I go to bed unable to sleep, I go back downstairs. I press the Enter key, I force myself to look at the “Autism Signs & Symptoms” checklist –

• Inappropriate laughing and giggling.   CHECK!
• No real fear of danger.   CHECK!
• Apparent insensitivity to pain.   CHECK!
• May NOT want cuddling or act cuddly.   CHECK!
• Little or no eye contact.   CHECK!
• Difficulty expressing needs.   CHECK!
• NOT responsive to verbal cues.   CHECK!
• Sustains odd play.   CHECK!  CHECK!  CHECK!
• Inappropriate attachment to objects.   CHECK!
• Insistence on sameness; resists change in routine.   CHECK!

 
My eyes filled with tears as I looked at this description of my son on the computer.
What can you do while you are waiting for the world of doctor’s appointments, consultations, complicated referral systems, and intervention program possibilities to open up to you?
It may be time to reiterate that ‘taking early action’ does not necessarily mean jumping into a program or therapy for your child. There are many reasons why this could be unwise, not only for your child, but for your family. Parents should always take time to think things through.

Reference:
Whiffen, L. (2009). A Child’s Journey Out of Autism: One Family’s Story of Living in Hope and Finding a Cure; eBook Edition.

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.