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  • FREE ASD BOOK UNIT #5 What To Do While You Wait? (Cont.) Ch. 3 Child's Thinking, Learning Strengths & Weaknesses, Ch. 4 Working on Independent Daily Living Skills, APPENDIX C 8 Types of VPD, APPENDIX D Hidden Facts, APPENDIX E Learning Disabilities
  • FREE ASD BOOK UNIT #6 Where To Look for Resources? Ch. 1 Networking & Support a. Autism CARES B. Gov. Websites. APPENDIX A - Autism Network (AANE); Ch. 2 Insurance & Intervention, APPENDIX B Request for Services Letter.
  • FREE ASD BOOK UNIT #6 Where To Look for Resources? (Cont.), Ch. 3 Laws- Federal, State, Local, IEP, APPENDIX C Section 504 Plan, APPENDIX D Transition Plan, Ch. 4 Family Law, Autism Education, Bullying, APPENDIX E Due Process.
  • FREE BOOK UNIT #6 Where To Look for Resources? (Cont.) Ch. 5 Future Challenges; College, Career, Older Adult, Geriatrics. APPENDIX F Campus Life, APPENDIX G Respite Resources, APPENDIX H Additional Resources, APPENDIX I 8 Nurse Tips, APPENDIX J Guardiansh
  • FREE BOOK UNIT #7-0 Who May Help? Ch. 1 Instructional Programs,, Ch. 2 Therapies, Ch. 3 Other Therapies. APPENDIX A Early Intervention, Ch. 2 Therapies, Ch. 3 Other Therapies
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  • FREE BOOK UNIT #7-8 Who May Help? CAMs 9. Hyperbaric Oxygen 10. Immunoglobulin Infusions
  • FREE BOOK UNIT #7-9 Who May Help? CAMs 11. Massage Therapy 12. Mindfulness Meditation
  • FREE BOOK UNIT #7-10 Who May Help? CAMs 13. Neuro-Therapy 14. Physical Activity Program
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  • FREE ASD BOOK UNIT #1 How Will I Know If It Is Autism? Ch. 1 Checklists, Ch. 2 Red Flags, Ch. 3 CDC. APPENDIX A Informal Autism Checklist, APPENDIX B Red Flags APPENDIX C Developmental Screening
  • FREE ASD BOOK UNIT #2 Why Is It Autism? Ch. 1 Diagnosis & DSM-5, APPENDIX A ASD Screening Assessments, APPENDIX B PPD-NOS Pervasive Developmental Disorder, APPENDIX C Labels.
  • FREE ASD BOOK UNIT #2 Why Is It Autism? Ch. 2 Denial & Misdiagnosis, Ch. 3 Doctors & Direction, APPENDIX D ASD Findings, APPENDIX E Developmental Screenings.
  • FREE ASD BOOK UNIT #3 What Is Most Concerning? Ch. 1 Gross & Fine Motor Skills; Part 1 Poor Eating, Part 2 Toilet Training. APPENDIX A Toileting APPENDIX B Wandering.
  • FREE ASD BOOK UNIT #3 What Is Most Concerning (Cont.), Ch. 2 Speech & Language Communication (Includes Nonverbal Assisted Communication, Tantrums & Meltdowns).
  • FREE ASD BOOK UNIT #3 What Is Most Concerning? (Cont.) Ch. 3 Cognition, Temperament & Personality, Theory of Mind (ToM)
  • FREE ASD BOOK UNIT #3C (Concerning & Challenging Behavior) Behavioral Support Ideas: 5 Point Rating Scales, Power Cards, Social Stories, Visual Schedules What Is Most Concerning? Behavior Visual Support ideas, during challenging times.
  • FREE ASD BOOK UNIT #3C Behavior Support Five Point Rating Scale < My Thoughts > by Sara Luker
  • FREE ASD BOOK UNIT #3C Behavior Support Power Cards for Concerning ASD Behavior with < My Thoughts > by Sara Luker
  • FREE ASD BOOK UNIT #3C Behavior Support Social Stories for Concerning ASD Behaviors with < My Thoughts > by Sara Luker
  • FREE ASD BOOK UNIT #3C Behavior Support Visual Schedules for Concerning ASD Behaviors with < My Thoughts > by Sara Luker
  • FREE ASD BOOK UNIT #4 When is it Sensory? Ch. 1 Sensory Issues; APPENDIX A Sensory Checklist, APPENDIX B Sensory Profile
  • FREE ASD BOOK UNIT #4 When Is It Sensory? (Cont.) Ch. 2 Sensory Categories; Part 1. Hypo-Activity, Part 2. Hyper-Activity APPENDIX C (ADHD).
  • FREE ASD BOOK UNIT #4 When Is It Sensory? (Cont.), Ch. 2 Sensory Categories (Cont.), Part 3 SIRs, APPENDIX D Sensory Issue Assessments, APPENDIX E Stereotyped Behavior, Enhanced Perception.
  • FREE ASD BOOK UNIT #4 When Is It Sensory? (Cont.), Ch. 3 Sensory Integration. APPENDIX F Sensory Processing Scale (SPS), APPENDIX G Sensory Diet, APPENDIX H Sensory Categories
  • FREE ASD BOOK UNIT #5, What To Do While You Wait? Ch. 1 Getting To Know Your Child, Ch. 2 Social & Personal Awareness APPENDIX A Social Isolation APPENDIX B Spoons Theory
  • FREE ASD BOOK UNIT #5 What To Do While You Wait? (Cont.) Ch. 3 Child's Thinking, Learning Strengths & Weaknesses, Ch. 4 Working on Independent Daily Living Skills, APPENDIX C 8 Types of VPD, APPENDIX D Hidden Facts, APPENDIX E Learning Disabilities
  • FREE ASD BOOK UNIT #6 Where To Look for Resources? Ch. 1 Networking & Support a. Autism CARES B. Gov. Websites. APPENDIX A - Autism Network (AANE); Ch. 2 Insurance & Intervention, APPENDIX B Request for Services Letter.
  • FREE ASD BOOK UNIT #6 Where To Look for Resources? (Cont.), Ch. 3 Laws- Federal, State, Local, IEP, APPENDIX C Section 504 Plan, APPENDIX D Transition Plan, Ch. 4 Family Law, Autism Education, Bullying, APPENDIX E Due Process.
  • FREE BOOK UNIT #6 Where To Look for Resources? (Cont.) Ch. 5 Future Challenges; College, Career, Older Adult, Geriatrics. APPENDIX F Campus Life, APPENDIX G Respite Resources, APPENDIX H Additional Resources, APPENDIX I 8 Nurse Tips, APPENDIX J Guardiansh
  • FREE BOOK UNIT #7-0 Who May Help? Ch. 1 Instructional Programs,, Ch. 2 Therapies, Ch. 3 Other Therapies. APPENDIX A Early Intervention, Ch. 2 Therapies, Ch. 3 Other Therapies
  • FREE BOOK UNIT #7-1 Who May Help? Other Therapies ABA, CBT, DIR, OT, PECS, APPENDIX B Therapies Under ABA Umbrella
  • FREE BOOK UNIT #7-2 Who May Help? Other Therapies: RDI, SPD, ST, TEAACH
  • FREE BOOK UNIT #7-3 Who May Help? Other Therapies Programs Approaches; Meds, Diet,
  • FREE BOOK UNIT #7-4 Who May Help? CAMs 1. Acupuncture 2. Animal Assisted Therapy
  • FREE BOOK UNIT #7-5 Who May Help? CAMs 3. Anti Inflammation Therapy 4. Auditory Integration Therapy
  • FREE BOOK UNIT #7-6 Who May Help? CAMs 5. Chelation Therapy 6. Chiropractic Therapy
  • FREE BOOK UNIT #7-7 Who May Help? CAMs 7. Creative Therapy 8. Facilitated Communication
  • FREE BOOK UNIT #7-8 Who May Help? CAMs 9. Hyperbaric Oxygen 10. Immunoglobulin Infusions
  • FREE BOOK UNIT #7-9 Who May Help? CAMs 11. Massage Therapy 12. Mindfulness Meditation
  • FREE BOOK UNIT #7-10 Who May Help? CAMs 13. Neuro-Therapy 14. Physical Activity Program
  • FREE BOOK UNIT #7-11 Who May Help? CAMs 15. Stem Cell Therapy 16. Vitamin Supplements
  • GALLERY SLIDESHOW
  • *PREVIEW Books in Gallery
    • AMAZING ADVENTURES Extended Book Reviews
    • DIAGNOSIS, DOCTORS, & DENIAL Extended Book Reviews
    • SAVVY SOLUTIONS Extended Book Reviews
    • SCHOOL ON THE SHORT BUS Extended Book Reviews
  • ExtendedBookReviews~
  • Rules for David
  • A Friend Like Henry & All Because of Henry
  • No You Don't
  • Twirling Naked
  • Autism Mom's Survival Guide
  • A Spot on the Wall
  • A Child's Journey Out of Autism
  • Paula's Journal
  • How Can I Talk
  • 101 & 1,001 Tips
  • Hello, My Name is Max
  • What Color is Monday?
  • Spinning in Circles
  • Miracles Are Made
  • Secondhand Autism
  • I Wish I Were Engulfed in Flames:
  • 3500: An Autistic Boy's
  • Ido in Autismland
  • The Journey to Normal
  • All I Can Handle
  • He's Not Autistic, But...
  • The Horse Boy
  • Building in Circles
  • Autism Goes to School
  • I Am In Here
  • The Aspie Parent, the First Two Years.
  • Seeing Ezra: A Mother's Story
  • Autism: Turning on the Light
  • I Know You're In There
  • Autism: Why I Love Kids
  • Autism: Triplet Twist
  • Someone I'm With Has Autism
  • Making Peace with Autism
  • The ABC's of Autism Acceptance
  • The Long Ride Home
  • Autism by Hand
  • Knowing Autism
  • Autism Belongs
  • A Real Boy
  • A Curious Incident of the Dog in the Night
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Latest BLOG ~
with < My Thoughts >
​by Sara Luker

Today's BLOG ~ UNIT 6  Where To Look For Resources, Ch. 5 future Challenges, APPENDIX I  Nurse Tips, APPENDIX J  Adult Guardianship Revoked.

7/5/2025

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Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.

UNIT 6 – Where to Look for Resources? CHAPTER 5 – FUTURE CHALLENGES, APPENDIX I –
Nurse Tips,
 APPENDIX J – Adult Guardianship Revoked.      

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CHAPTER 5  FUTURE CHALLENGES 

APPENDIX I - Nurse Tips

8 Nurse Tips for Dealing with Autistic Patients (Part 2) –

1. Follow the autistic patient’s routine at home
People with autism cooperate best within structured routines. Changes in their routines make autistic patients anxious and less cooperative.

< My Thoughts >    "...anxious and less cooperative."

With our Sonny, it does not take much in a new setting, or with new people to make him anxious and less cooperative.

 
2. Provide simple and straight-to-the-point instructions
Autistic patients have difficulty in reading between the lines. They often misunderstood complex instructions. They may ask questions, so make your answers direct to the point as well.

< My Thoughts >      "Provide simple and straight-to-the-point instructions."

This may be a good time for Visual Schedule Supports. Even more effective if the person can help create them.

Note: For further information on ‘Visual Supports’ go to MENU – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read under UNIT #3C – Concerning ASD Behaviors; Visual Support, Social Stories.
 
3. Be slow with physical contact
Do not touch autistic patients without warning. They get easily stressed with unanticipated physical contact. To gain their trust, start first by sitting close to them. Eventually ask, “Can I hug you?” so he will not be surprised with your actions.

< My Thoughts >        “Can I hug you?”

In a new and / or strange medical setting, dressed in medical garb, for a stranger to ask to 'hug' a person with autism is very risky and will most likely be met with rejection.

 
4. Maintain a calm environment
Patient placement is critical for nursing and autism care. Since autistic patients are highly sensitive to sound, they should be placed in a room with minimal distractions and equipment.

< My Thoughts >    "..minimal distractions and equipment..."

This is true, especially if therapists and caregivers tend to use 'distractions' to keep the autistic person from performing purposeless or unwanted behavior.

 
5. Treat them as equal
Lack of socialization skills doesn’t mean that autistic adults also lack empathy or emotion. They recognize negative behavior. To gain their trust and cooperation, treat them like the other patients you have.

< My Thoughts >    "...negative behavior."

Studies show that highly sensitive children see 'negative behavior' through the ‘auras’ , energy fields which surround that person. Your neurotypical child may say, “The teacher doesn’t like me.” What the autistic child cannot always express is that they may feel unwanted because when their teacher approaches, her aura turns brown. Brown is a ‘yucky’ color, like dirt and other unpleasant things.
 
6. Encourage to bring their comforting item
Advice the guardian to let the autistic patient bring his favorite comforting item like a stuffed animal or a book. This reduces anxiety and helps in building trust.

< My Thoughts >    "...favorite comforting item..."
 
Besides favorite comforting items, it may help to bring his or her favorite comforting music.

7. Be transparent with your promises
When you say you will be back within five minutes, an autistic patient will expect you in no more than five minutes. Any delay or failure with your promise may lead to anxiety and tantrum attacks. To avoid this, be specific and realistic with your statements. Say “I will be back by 4:00 PM” and, “This will hurt like your first flu shot”.

< My Thoughts >    "...be specific and realistic..."

The concept of time for the person with autism may be too abstract and futuristic. Most are 'concrete' thinkers and do not understand "I'll be back in a minute." "Or, we will go later."

 
8. Pay attention to nonverbal cues
Autistic adults have difficulty in transcribing their feelings to verbal expressions. For this reason, they are likely to keep their health complaints until they can no longer hold it. To prevent this, pay attention to nonverbal cues when doing physical assessment to them. Abdominal guarding, facial grimace and constant shifting in bed are some nonverbal cues.

< My Thoughts >    "...nonverbal cues."

Nonverbal cues may also be, frantic 'stimming', sudden or extended irritability, withdrawal, even an unexplained meltdown or tantrum.

 
Just remember that whenever you are having a hard time in dealing with autistic adults, seek the help of your senior nurses. With their years of expertise in nursing care, they have their own strategies in providing nursing care to adult patients with autism.

Collingsworth, T. (2015) defines the elderly with autism –

Autism is a cognitive impairment of the brain. Symptoms include deficiencies in social interaction, communicative abilities, and/or creativity or imagination; with a “spectrum” of the disorder that encompasses various types of autism (referred to as ASD or Autism Spectrum Disorder).
 
How Autism Affects the Elderly

The US National Institutes of Health say that there is a lack of research regarding senior citizens who have autism; most likely because it has only been within the last 30 years that autism was not viewed as an immediate cause for institutionalizing a person. Institutionalization reduces the likelihood of a person ever being functional in society and often resulted in premature death.
 
Caregiving Needs for the Elderly with Autism – Combining both typical aging and special needs that include their autism creates a different set of caregiving needs for the elderly with autism.
 
Calm Surroundings – In some senior care situations the autistic seniors are highly medicated in order keep them calm, when in actuality it is their surroundings that are agitating them. Many times, those with various forms of autism do not like loud sounds, excessive noise or over stimulating surroundings.
 
Minimal Changes – Changes can cause confusion, aggression, and a feeling of being lost when things aren’t “the way they usually are.” It is one of the benefits of keeping the senior in their home for as long as possible to help maintain quality of life.
 
Comfortable Socialization – While socialization is important to quality of life, in can often mean loud forms of entertainment & large groups of people. It is important to socialize the senior with minimal intrusion & loudness, keeping in mind what entertains them specifically.
 
Limit New Faces – It seems that a very small group of the same caregivers work better than having a multitude of faces for the senior to deal with on a regular basis.
 
Conversing – It becomes difficult for the elderly with autism to converse; with one of the issues being the inability to connect with such things as irony, recognizing expressions and focusing on during conversations.
 
Points to Remember When Providing Caregiving for the Elderly with Autism –
 
When caring for the elderly with autism, the lack of prior diagnosis and understanding is basically creating an entire generation that we will be learning from as they age. However, some things are very clear when it comes to caregiving for the elderly with autism.

  • It’s not good to continuously change caregivers & everyday faces.
  • There is a learning curve with each individual that may be overlooked without one-on-one care.
  • Socialization is important; however, understanding how the person socializes best is more important than providing socialization just for the sake of socialization.
  • Overstimulation can trigger outbursts and confusion.
  • Calm, quiet and serene surroundings work best.
  •  Utilizing prescription medication to calm and desensitize elderly people with autism is not providing quality of life for them; in most cases it is an easy way to keep them from being troublesome to an understaffed caregiver situation.
  •  Limited changes in surroundings cause less confusion & agitation.
 
Unfortunately providing caregiving for those with dementia is difficult enough; but adding the issues associated with autism creates an even more difficult and new frontier to the world of caregiving. We now focus on quality of life as we age, so it is important to learn how to deal with a multitude of mental and physical issues that are now recognized and better understood; including the elderly with autism.
 
It is important to understand that autism itself provides each patient with different troubles as they progress through life. Some may become quite functional in most categories of society, while others may find certain inabilities to full function.

The NIH article states, in part –
 
“Cognitive changes are common when people age, but what happens with aging if one has a psychiatric disorder like autism, that is, what if one already has cognitive deficits? Will everything deteriorate faster, or do efficient compensatory mechanisms develop?
 
At present, it is unknown what happens when people with autism age. The impairments are thought to last a lifetime… Even though some autism symptoms seem to decrease with increasing age, elderly with autism will not reach normal levels of social functioning.”
 
Today we realize that many have functioned with autism throughout their life, without ever being diagnosed, and are now elderly. Caregiving needs of the elderly with autism often encompass other mental issues such as dementia as they have aged. 

< My Thoughts >      "...elderly with autism..."

Added to the typical aging infirmities, like arthritis, heart disease, dementia, hearing and eyesight,  losses, there may be the loss of his or her lifelong caregivers. Many otherwise healthy persons with autism can outlive their parents.

 
End of APPENDIX I - Nurse Tips

​REFERENCE:

​Collingsworth, T. (2015). Home Care Needs Of The Elderly With Autism. Retrieved online from – https://www.familyaffaires.com/home-care-needs-of-the-elderly-with-autism/
             
Staff Writer (2015). 8 Nurse Tips for Dealing with Autistic Patients (Part 2).Retrieved online from – www.nursebuff.com/nursing-and-autism//   
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UNIT 6  FUTURE CHALLENGES 

APPENDIX J  –  Adult Guardianship Revoked

DISCLAIMER: Because this information is often difficult to obtain, this is an EXAMPLE (only) of what may be needed, regarding guardianship.
 
Terminating an Adult Guardianship

In most cases, a court hearing is required to terminate a guardianship over an adult.  Anyone - a guardian, a relative, or the subject of the guardianship - can file papers asking the judge to decide whether a guardianship is still needed.  Read this section for more information about why a guardianship may be terminated, and to find the forms needed to ask a judge to end the guardianship.
 
If the protected person passed away and all of the surviving heirs will agree to waive a final accounting, you may be able to close the case with following the steps on this page and without a hearing.  Follow the instructions and complete the forms in the Petition to Waive Accounting and Close Case (protected person  Deceased) packet.  If all of the heirs will not sign the included consent form, you must instead follow the instructions below to terminate the guardianship.
 
How to Terminate an Adult Guardianship 

1. File the Papers

You will need to complete a Petition to Terminate Guardianship, and a Citation or a Notice of Hearing.  You may also need to provide other documents depending on your situation.  
Fill out all of the forms in the packet below, and follow all of the included instructions. 

If the protected person has passed away: Complete the Notice of Hearing instead of the Citation that is included in the packet above. This lets any interested parties know of the court date if they want to attend and speak to the judge.
 
Other Documents You May Need:

Depending on the reason you want to close the guardianship, you may need to provide other documents to support your request.  Some common forms that must also be submitted to the court are:

  • Final Accounting.  If you are the guardian over the protected person's estate, you must provide a final accounting to the court.  The following document can be attached as an "Exhibit" to your petition so the judge can approve of the final accounting at the same hearing. 
     
    Doctor's Letters.  If you want to close a guardianship over an adult who has regained competence, you must provide two letters from two doctors stating that the adult is competent.  Attach the letters as exhibits to your petition. 
  • Other State's Guardianship Papers.  If you have moved to another state (with prior court permission) and opened a guardianship case there, attach proof of the other state's filing as an exhibit to your petition.  
 
2. Serve the Papers

Once you have filed all of the necessary papers, you will have to serve the papers on all required people. THIS STEP IS VERY IMPORTANT!  If you do not follow this step properly, the judge may cancel your hearing!

You will have to send the Petition to Terminate Guardianship along with the Citation (or Notice of Hearing if the protected person has passed away) to the protected person, the guardians, the protected person's relatives (the same ones who have been receiving notice of prior proceedings), and the protected person's attorney.  This is to make sure all of these people know about the hearing and have a chance to respond to your papers.
 
How to Serve the Papers:

  • If the protected person is alive: Mail the petition and the citation to all of the required people by certified mail, return receipt requested.
  • If the protected person has passed away: You can send the petition and the notice of hearing to all of the required people by regular mail. 
 
3. On the Day of the Hearing (and after):

Make sure to arrive at the courthouse early for your hearing so you have enough time to park, get through security, and find the courtroom.  Check in with the judge's marshal. 
When your hearing begins, the judge will ask some questions to you and anyone who is at the hearing for your case.  The judge may make a decision after hearing from everyone.

If the judge terminates the guardianship, the judge will sign the Order Terminating Guardianship.  This form is included in the packet above; bring it with you to court.  After the judge signs the Order Terminating Guardianship, you must make sure the order is filed at the Clerk's Office. You will then be responsible to send a copy of the order to all required people, and file a Notice of Entry of Order with the court so the judge knows that all required people have a copy. 

REFERENCE:
 
Staff Writer ( 2024). Terminating Guardianship; Family Law Self- Help Center. Retrieved from  –https://www.familylawselfhelpcenter.org/self-help/guardianship/terminating-a-guardianship/195-adult#:~:text=Anyone%20%2D%20a%20guardian%2C%20a%20relative,Final%20Accounting.

​End of APPENDIX J  –  Adult Guardianship Revoked
​Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker
​

​
​DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
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July 4th 2025 Safety Alert BLOG ~ U. S. Independence Day!

7/4/2025

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FIREWORKS SAFETY ALERT ~

Fireworks can brighten Independence Day celebrations, and proper fireworks safety can help keep the festivities going longer, protecting spectators from injury.

Staff Writer (2025) WASHINGTON, D.C. – As July 4th celebrations near, the U.S. Consumer Product Safety Commission (CPSC) is urging the public to prioritize fireworks safety. Because in 2024, there were 11 reported fireworks-related deaths, most involving misuse and device misfire/malfunctions.

An estimated 14,700 people were injured by fireworks last year – a sharp increase of about 38% in deaths and about 52% in injuries respectively compared to 2023. There were an estimated 1,700 emergency room treated injuries in 2024 involving sparklers.

SAFETY ALERT TIPS

Fireworks injuries are real. Always remember the following safety tips when interacting with fireworks:

• Use extreme caution when lighting fireworks in the wind. Keep spectators where the wind is blowing smoke and debris away from them.

• Never smoke or consume alcohol when lighting fireworks.

• Store fireworks in a cool, dry place away from the reach of children.

• Steer clear of others setting off fireworks, they can backfire or shoot off in the wrong direction.

• Never attempt to make or alter any fireworks or firework devices.

• Always have a fire extinguisher or water supply, such as a hose or bucket of water, nearby.

• Only light one firework at a time and never attempt to re-light or fix a “dud” firework.

• After a firework has finished burning, douse it with plenty of water before throwing it away to prevent starting a trash fire.

• Be considerate of individuals with PTSD and other types of medical conditions. The noise can cause severe stress and reaction in neighbors.

• Think about pets. Animals have sensitive ears and can be very frightened or stressed by fireworks sounds.

< My Thoughts >   "Fireworks injuries are real."

Consider having a family USA Birthday Party where participants receive safe noisemakers, glow sticks, red-white-blue ribbon twirlers, individual American flags; and, of course a birthday cake with ice cream. We have low-calorie cheesecake, topped with bananas, strawberries and blueberries, and smokeless, 'safe non-toxic' birthday candles, instead of ice cream and cake. 

Commercial Fireworks Sparklers burn as hot as a blowtorch at 2,000 degrees Fahrenheit (1,093 degrees Celsius), and that's enough to burn some metals. These Sparkler injuries accounted for over 900 fireworks-related emergency room visits in 2024, second to only firecrackers with 1,600+ visits, according to one report. 

It is also courteous to notify your neighbors when you will be setting off fireworks. Let them know of your planned fireworks activities, especially families with young children or pets, or veterans who may suffer from PTSD as the noise from fireworks may be startling.

While many people with posttraumatic stress disorder (PTSD) may avoid fireworks, using earplugs or headphones to try to drown noise out. For those who are ready, or need to, arrange for sufferers to talk to a therapist if the fireworks triggers their PTSD.

Symptoms of PTSD may include:

  • Extreme vigilance and arousal
  • Nightmares or insomnia
  • Negative changes in mood
  • Intrusive thoughts of the trauma
  • Avoidance or social isolation

People with posttraumatic stress disorder (PTSD) typically are highly alert to any noise, movement, or change that could signal danger.

< My Thoughts >     "...could signal danger."

To the sensitive, with or without PTSD, bright, flashing, noisy, exploding fireworks could signal danger. The possible 'sensory stimulation' of the unexpected noises of fireworks can trigger 'fight or flight' syndrome in many humans and animals. In addition to the smoke, persons with autism may be sensitive to the unwanted 'metals' emitted into the air from those fireworks explosions.

​Fireworks release gases such as sulfur dioxide, carbon dioxide, carbon monoxide, aluminum, manganese and cadmium. A
fter dark, we take the kids and the pets in the car to view the local fireworks, away from the smoke. We play soothing music to keep away the distant fireworks explosion noises. If the fireworks become too distressing, we turn around and drive home. Happy 4th of July!


REFERENCE:

Staff Writer (2025) WASHINGTON, D.C. CPSC Urges Fireworks Safety Ahead of July 4th Holiday. U.S. Consumer Product Safety Commission (CPSC). Retrieved online from – https://www.cpsc.gov › News-Releases › 2025 › CPSC/

Haruvi-Lamdan, N., Horesh, D., et al. (2018). PTSD & autism spectrum disorder... PubMed, National Library of Medicine. Retrieved online from – https://pubmed.ncbi.nlm.nih.gov/28726442/ 

End of Fireworks Safety Alert.

Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker

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Today's BLOG ~ UNIT 6 Where To Look For Resources, Ch. 5 Future Challenges,  APPENDIX F  Campus Life, APPENDIX G  Respite Resources, APPENDIX H  Additional Resources.

7/2/2025

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Dear Readers, 
 
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.

​
UNIT 6 – Where to Look for Resources? CHAPTER 5 – FUTURE CHALLENGES, COLLEGE, APPENDIX F - Campus Life, & APPENDIX G - Respite Resources, & APPENDIX H - Additional Resources.
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​UNIT 6 – Where to Look for Resources?

  CHAPTER 5 – FUTURE CHALLENGES, COLLEGE

       
APPENDIX F - Campus Life
       
APPENDIX G - Respite Resources
​      
APPENDIX H - Additional Resources.

​UNIT 6, CHAPTER 5 – FUTURE CHALLENGES, COLLEGE  

​APPENDIX F  – Campus Life

Staff Writer (2022) shares information about coursework, internship opportunities, and extracurricular activities integrating neurodiversity ideal and practices into campus life for autistic students to successfully transition to this next stage of early adulthood. Saying that what makes a job autism-friendly is usually more about the work environment than the career field. Generally speaking, the best jobs for autistic adults tend to be positions that:
​
  • Allow you to focus on one task at a time
  • Have clearly defined responsibilities and expectations
  • Emphasize quality and accuracy over speed
  • Involve some degree of structure and routine

Fortunately, those conditions can be found in a wide range of different fields. People with autism have found success in writing, music, the visual and performing arts, accounting, law, finance, science, human services, and many other sectors.
Not long after new college students have finished choosing the college that is right for them, they are asked to declare an academic major. For some students, this decision is easy, as their majors may have actually influenced their choice of college.

1. Make a career plan. Creating a career plan is one of the ways that students can bolster their chances of success in their chosen majors. When creating a career plan, think about the career that you want to have in the future and consider the academic and professional paths that could lead to that career.

< My Thoughts >       “…career that you want to have in the future…”
 
Many/most persons on the autism spectrum have great difficulty with ‘future’ plans, direction, consequences, etc. The world of ‘autism’ is more about living in the moment, not projecting into the future. The ‘future self’ doesn’t exist. Nor does natural growth process, nor future learning, achievements, nor consequences. Also, understanding how to create a goal and dedicate oneself to following the steps necessary to fulfilling that goal becomes a ‘future’ learning experience within itself.

​
2. Do your research. Do your research about the job that you are interested in pursuing, as well as any related jobs. Is there one that would be better suited to your abilities and your preferences? Is there someone you can talk to who can tell you more about what an average day looks like at a particular job? While it is possible to switch out of your major once your interests become more apparent, you will save a good deal of time and energy by initially choosing a major that is aligned with your interests and abilities.
 
< My Thoughts >       “…switch out of your major…”
 
Determining your ‘major’ is not an overnight process. By the time you do your research, the idea of that ‘long-term’ goal may become overwhelming. Colleges usually insist that you pick a ‘major’ so they can enroll you in the program which will result in a degree in the area of your major. Switching out of a major may be very costly, or even impossible; especially if tuition is backed by a grant for that degree. An option may be to enter a program, close to home, which enrolls you in the basic courses to strengthen your abilities and interests. Make certain there will be continuing support for you, in addition to their version of an Individualized Educational Plan (IEP).

 
3. Brace yourself for challenge. Prepare yourself for the academic challenges that await you in whichever major you choose.
 
< My Thoughts >       “…academic challenges…”
 
Academia itself can be a challenge. Much depends on how ‘well-schooled’ you are. Have you learned how to learn? Have you learned to produce what the teacher expects, when s/he gives you an assignment? Do you know how to write an acceptable essay? Build success into your higher learning efforts by starting with first developing your strengths.
 
You may even consider learning an entry-level position, just to see if you feel comfortable and enjoy that particular professional environment. For example, seek a part-time or full-time job as a ‘mail clerk’ or ‘filing clerk’ in the agency where you are considering a career. Explore part-time or full-time positions learning general administrative duties. These duties may include filing, photocopying, sorting mail, entering database information, and other systematic responsibilities.
 
Another advantage of obtaining a ‘clerk’ position would be to allow for opportunities to learn the basics in a ‘real-world’ situation. With increasing levels of responsibilities, and added duties, you will become more proficient and confident. You may even interest a ‘mentor’ to help guide you on your career path.


REFERENCE:

Staff Writer (2022). Coursework, Internship Opportunities, Campus Life; Spectrum Life Magazine. Retrieved online from – https://www.spectrumlife.org 

End of APPENDIX F  – Campus Life
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​UNIT 6  FUTURE CHALLENGES 
 
APPENDIX G - Respite Resources 
 
Easterseals: Many local affiliates of Easterseals provide respite, adult day services, and other supports for individuals of all ages and disabilities. To connect to an Easterseals affiliate in your area, search online. 
 
Eldercare Locator: A public service of the U.S. Administration on Aging connecting you to services for older adults and their families. You can search online. 
 
Benefits.gov: The official benefits website of the U.S. government that informs citizens of benefits they may be eligible for and provides information on how to apply for assistance; search online. 

 Aging and Disability Resource Centers: If you are looking for information or assistance with long term services and supports for yourself or for a friend or family member, you can locate the Aging and Disability Resource Center (sometimes also known as the No Wrong Door System); search online. 
 
End of APPENDIX G - Respite Resources 
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​UNIT 6  FUTURE CHALLENGES 

APPENDIX  H - Additional Resources
 
Finding Respite Providers or Programs, Respite Funding and Eligibility, Additional Resources – search online.
 
How do I choose a respite provider or adult day care program?

For guidance in selecting a respite provider or program, read the ABCs of Respite before you get started. Use respite frequently and as early in your caregiving experience as possible, search online. 

Where can I find respite providers or programs for a child, adult or older person with a specific condition in my state?

To search for respite in your state, search online. 

Where else can I find respite providers or answers to other questions about respite in my state (e.g., how to start up a respite program; licensing or regulatory issues; provider training opportunities)?

For more information on State Respite Coalitions, search –
Respite Funding and Eligibility, search online. 

How can I pay for respite services?
 
1) Family Caregiver Support Program: 

Respite is one of the supports offered through the State's Family Caregiver Support Program. Individuals eligible for respite care under this program are:
  • Family caregivers providing care for individuals age 60 or older;
  • Family caregivers providing care for individuals with Alzheimer's disease and related disorders, regardless of age; or
  • Grandparents and other relative caregivers (not parents) 55 years of age and older providing care to children under age 18; or
  • Grandparents, parents, and other relative caregivers 55 years of age and older providing care to adults ages 18-59, with disabilities, to whom they are related by blood, marriage, or adoption.
  • Tribal Organizations can set a lower age than 60 for members to be considered as elders eligible for services.
To find the Family Caregiver Support Program closest to you, visit the, search online. 
 
2) Medicaid Waivers that pay for Respite:

Medicaid waivers provide the largest federal source of funding assistance for respite. Each State develops their own waiver eligibility criteria and conditions for specific populations. Waivers are subject to federal approval. To see if your state has a Medicaid waiver search online for your state website.
 
Keep in mind that many states maintain waiting lists for Medicaid Waiver services. It is not an automatic entitlement, as is the regular Medicaid State Plan program, although some states may be converting their Medicaid waivers to state plan benefits, search online. 
 
3) Other Possible Public Funding Sources and Eligibility Information:

If you do not qualify for funding under the Family Caregiver Support Program or any of the Medicaid Waivers described above, check this table for other possible state funding sources, search online. 
 
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. Programs may be de-funded or eliminated altogether in times of fiscal crisis. The information obtained here was gathered from the internet, from phone interviews or email communication. Information has been verified to the extent possible, but because of frequent legislative and programmatic changes, you should check the state website or call the state agency to confirm that the information is up to date.
 
4) If the person you are caring for is a Veteran:

Call the VA Caregiver Support Line, or visit the VA Caregiver Support website, search online. 
 
Additional Resources

Other than respite, what other supports and services are available?

Family Care Navigator, hosted by the Family Caregiver Alliance, is a comprehensive state-by-state searchable data base that provides a list of government and private services and supports for family caregivers and care recipients, search online. 
 
State Self-Direction Programs: If a person with a disability or chronic condition is eligible for Medicaid, they may qualify for financial assistance that can be used to purchase necessary home and community-based services and supports, including payment to the family caregiver or to pay for respite. Such programs are sometimes known as cash & counseling, consumer or self-directed programs, or other names selected by the state. To find state Self-Direction Programs on the Applied Self-Direction, search online.
 
Family to Family Health Information Center (F2F) and Family Voices: For assistance in finding services and supports for children with special health care needs from other parents and professionals, find your state's F2F center or Family Voices state chapter, search online. 
 
Easterseals: Many local affiliates of Easterseals provide respite, adult day services, and other supports for individuals of all ages and disabilities. To connect to an Easterseals affiliate in your area, search online. 
 
Eldercare Locator: A public service of the U.S. Administration on Aging connecting you to services for older adults and their families, search online. 
 
Benefits.gov: The official benefits website of the U.S. government that informs citizens of benefits they may be eligible for and provides information on how to apply for assistance, search online. 
 
Aging and Disability Resource Centers: If you are looking for information or assistance with long term services and supports for yourself or for a friend or family member, you can locate the Aging and Disability Resource Center (sometimes also known as the No Wrong Door System) nearest you by contacting the Eldercare Locator, search online.  

End of APPENDIX  H - Additional Resources
​​Thank you so much for sharing, commenting, and 'liking' on Facebook!

Regards,

​Sara Luker
​

DISCLAIMER 
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
 
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
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