March 2025 BLOG ~ Extended Book Reviews

​Hello Everyone,
 
This month’s BLOG will begin with a chance to view my slideshow GALLERY of Books and focus on the offered Extended Book Reviews. The slideshow shows the book covers, divided into the following categories ~

     AMAZING ADVENTURES
     DIAGNOSIS, DENIAL, & DOCTORS
     SAVVY SOLUTIONS
     SCHOOL ON THE SHORT BUS
 
Hopefully, these stories will help parents, clinicians, and academics in connecting with those who have gone before us on their Autism Journey. March's BLOGs only give snippets of my Extended Book Reviews; find full reviews on website MENU; along with a LINK to purchase the eBook. You will find each Autism story to be engaging, compelling, and as different as each family's Autism journey. 
 
This first story is one of two books written by Nuala Gardner about her son Dale, and his dog, Henry. Find this under the category ‘Savvy Solutions’. A Friend Like Henry: The Remarkable True Story of an Autistic Boy & the Dog that Unlocked His World​ ​by Nuala Gardner, eBook 2008 Edition; Extended Book Review with < My Thoughts > by Sara Luker

A Friend Like Henry by Nuala Gardner (2008) an extended book review with < My Thoughts > by Sara Luker.

​(Excerpts from the book – (2% indicates location in the eBook version of the book, instead of page numbers).

Gardner, N. (2008)   2%   For over two years, our days consisted of surviving tantrums of epic proportions. They were epic in terms of both duration and the ferocity of the frustration and anger that was being unleashed by Dale due to his inability to communicate with us on any level. Dale had no idea who we were and we feared we would never be able to reach him.
​
“…no one would listen to me for another two years, when finally, aged almost four, Dale was diagnosed with classical autism.”
 
Crane, L. (2015) from the University of London explains that parents “usually waited a year from when they first had concerns about their child’s development before they sought professional help. And on average, there was a delay of around 3.5 years from the point at which parents first approached a health professional with their concerns, to the confirmation of an autism spectrum disorder diagnosis.” 

Gardner, N. (2008)   2%   Dale had no idea who we were, and we feared we would never be able to reach him.
 
< My Thoughts > ​  “Dale had no idea who we were…”
 
There are many ‘signs of autism’ in a child. Often this 'sign' is an oddity of not recognizing or responding to parents, siblings, or caregivers.  For instance, early signs in babies may be…

• doesn’t make eye contact when being fed
• doesn’t smile back
• doesn’t respond to familiar voice or to their name when called
• doesn’t try to get your attention, other than in an extreme way… tantrum, screaming, or other disturbing behavior
• appears disinterested in what is going on around them… or, who is with them
• seems not to hear (often parent rush to have child’s hearing checked, only to find that is not the problem)

 
​Note: Find a ‘Red Flags’ for Autism list on https://www.cdc.gov > autism.

Gardner, N. (2008) ​  2%     …at a children’s Christmas party…Dale reacted as though Santa himself was a monster…  Dale clung to me as though his very life depended on it.
 
On witnessing my son’s reaction, a nursing colleague gave me a word that made sense of Dale to her, but it left me feeling as though she had just told me my son had cancer.
 
She said Dale reminded her of a group of children she had worked with in the past, and they were autistic.  
 
7%       …I observed how different he remained from other children his own age.

The gap between Dale and them became increasingly enormous as time went by.

I noticed he had no symbolic or imaginative play.
      …(he) didn’t notice anyone else’s presence.
 
< My Thoughts >   “…I observed how different he remained from other children his own age.”
     
One reason parents may not be aware of differences at first is that they may be very subtle, especially if the child is high functioning otherwise. Another reason so much time passes before questions arise may be that the child isn’t old enough to have clearly passed up their early developmental milestones (early on-set autism), before the pediatrician gets excited. 

​Even children who have had some language and begin to lose it (regressive autism) don’t send up clear red flags to family or pediatricians. They just think the child is working on motor skills and language loss is temporary, an easy mistake for doctors and family to make.
 
Then there is the physician who tries to reassure the anxious mother with “some kids are late bloomers”. And the grandma who says “you didn’t even crawl… you just got up and walked at 9 months.”
 
Another scenario is that gradually, the family begins to accommodate their child’s behavior in order to keep the peace and before long this no longer ‘works’ for the parents.  But to stop being compliant to the child wishes means severe tantrums and now the parents seem to be the unreasonable ones. 

Gardner, N. (2008)    8%     His running was repetitive, almost ritualistic, and without purpose. 
 
< My Thoughts >   The key words that we hear mom saying are “repetitive, ritualistic and without purpose.” 
     
When the child is ‘driven’…’acting pervasively’…or, otherwise insistent on doing that behavior which seems odd or unusual, in that particular setting.
 
Gardner, N. (2008)    8%   If anyone tried to stop him he would respond with a tantrum so extreme that nothing we said or did would get through to him.
 
< My Thoughts >   “...so extreme that nothing we said or did would get through to him.”
     
Restrictive repetitive behaviors (RRB) are an expression of autism, but not unique to just autism. 

According to Harrop, C., McConachie, H., et al. (2013) most children with autism will exhibit RRB’s at some point, but not all will act pervasively. In typical development, RRB’s will lead to mastery of a skill or task.  In children with autism there are seen two kinds of RRB’s; ‘lower order behaviors’ and ‘higher order behaviors.’ 

Gardner, N. (2013)   18%     (The night we brought Henry home) Jamie and I had to go out for dinner with friends who were leaving the area, and so Mum and Dad came round to watch Dale and Henry.
 
(Upon returning home, after our evening out) I noticed something different.  The fleecy lining that I had bought for (Henry’s) bed had been thrown across the room and Henry was now lying on Dale’s blanket with patterned trains on it.
 
19%     …when Mum had tried to settle Henry down for the night…Dale had proceeded to lift Henry and wrap him in the blanket, saying, “Bedtime, Henry.”  Mum and Dad had been pleasantly shocked by this unexpected communication and of course I was thrilled.
 
We woke up the next morning to two things: the surprise that there was no Dale in the middle of our bed and a lot of noise from him downstairs.
 
“What’s all the commotion?” asked Jamie… “That’s not commotion, its communication.  Listen to all the language he’s using.”
 
…Dale was saying, in an uneven, sing-song style, “Henry puppy, Duck, puppy…Give it to Dale.”  All of this was punctuated with shrieks of laughter and little yelps from Henry as the two of them engaged in boisterous play together.
 
< My Thoughts >   “Dale had proceeded to lift Henry and wrap him in the blanket, saying, “Bedtime, Henry.” 
     
The pet-child relationship seems to be more qualitative (quality of pro-social behavior… ‘offering to share’ and ‘offering comfort’). 
 
Gardner, N. (2013)   19%    We’d never heard our son play so verbally or joyfully before with anyone either human or animal.  When we finally went downstairs, we didn’t care about the puddles and mess on the floor…
 
…thankfully (Henry) just took everything in his stride.  We had all bonded already with this gorgeous little bundle of joy, who had rapidly become a major part of the family.
 
(Dale) had suddenly been transformed from a lost and lonely child into a happy little boy, who at last had a friend to give him a sense of purpose.

References:

Crane, L. (2015). Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom; Division of Language & Communication Science, City University London, UK; March 25, 2015.

Harrop, C., McConachie, H., et al. (2013). Restricted & Repetitive behaviors in ASD and Typical Development: Cross-Sectional & Longitudinal Comparisons; PACT Consortium: 14 November 2013; New York.

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These Extended Book Reviews have an Amazon Link for actual book purchases. Please read this Paid Link Disclosure AKA Affiliate Links Disclosure:
     Sometimes there are paid links, also known as affiliate links, used on this site. My website, www.sarasautismsite.com, is a participant in the Amazon Services LLC Associates Program. This is an affiliate advertising program designed to provide a means for sites to earn fees by advertising and linking to Amazon.com. 
     I may earn or receive a small paid commission from referrals for book purchases made through posts, pages, and links on this site. But I try to remain unbiased and I do not accept paid reviews. All opinions expressed here are my own. 
     There is no extra cost to you when purchases are made using the provided links. By using the links I provide you agree that you’ve read this paid link disclosure statement. 
Thank you! 
Sara Luker