The Autism Society of Washington
Listserve for November 2007 - Week 1
Click on archived listserve posts here:
ASW Mission Statement
The mission of the Autism Society of Washington is to promote lifelong access and opportunities for `ascribes to the Options Policy established by the Autism Society of America.
*** Introductory Comments from ASW
Introductory Comments from ASW
By Patty Gee, M.Ed SLP, ASW President’s Message – January 8, 2008
As the old year folds into the New Year, the Autism Society of Washington continues its project of creating a Washington State, county by county resource registry of services. ASW needs your help to establish the directory that reflects resources that families have found to be effective and successful with their children who have autism and Asperger’s.
This January, the focus area is: Therapists that have helped our Children.
These could include but not limited to: ABA therapists, Occupational Therapists, Physical Therapists, Auditory Intensive Training therapists, nutritional/diet therapists, counselor and social group therapists, sensory integration therapists and behavior intervention therapists….. and there are more. Our children’s disability is pervasive and they need a lot of intervention on many levels to improve….. But for many, in many parts of the state, parents have difficulty connecting with the therapist their child so desperately needs.
If your child is currently receiving intervention from a therapist, please email me personally with the name of the professional, area of expertise, their phone and email.
The ASW would like to know about him/her so ASW can refer others to this contact, when they call our office for assistance.
My personal phone number is 360-556-8151 or you may email me at PattyJGee@comcast.net
Your help is vitally needed to complete this project.
SECTION ONE: How to contact ASW and its Chapters
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1.1 AUTISM SOCIETY OF WASHINGTON- STATE OFFICE
Patty Gee - President
1101 Eastside Street SE, Suite B
Olympia, Washington 98501
Office phone: 360-786-1108
Toll free: (888) ASW 4 YOU
Email: info@autismsocietyofwa.org
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1.2
ASW CHAPTER CONTACTS
ASW CHAPTER CONTACTSAutism Society of Washington - Cowlitz/Wahkiakum Counties
Meetings held in Longview; every third Thurs. of the month at 7:00 pm
Sue Culbertson 360-423-4012
www.autismsocietyofwa.org/ASW-CWC.html
Autism Society of Washington – Spokane
Meetings held in Spokane; meet the third Wed. of each month
Kathleen Stimple 509-624-3323
Email: spokane@autismsocietyofwa.org
www.autismsocietyofwa.org/ASW-SC.html
Autism Society of Tacoma
Meetings held near the Tacoma Community College; 4th Tues of each month
Christina Boutiette 253-759-7995
Email: astpc@autismsocietyofwa.org
www.autismsocietyofwa.org/AST.html
Thurston/Mason Counties - Autism Society of WA
Meetings held in Olympia; meet the second Tues. of each month
Patty Gee 360-754-2584
Email: PattyJGee@comcast.net
www.autismsocietyofwa.org/ASW-TMC.html
Autism Society of WA - Tri-Cities Chapter
Meetings the 3rd Thursday of each month
(The Neurological Resource Center)
712 Swift Blvd, Suite 1, Richland, WA
Terry Buck 509-374-2120
Dana Tolick 509-946-0619
Email: danatolick@hotmail.com
www.autismsocietyofwa.org/ASW-TCC.html
Autism Society of Grant County
Mike Scellick 509-754-4300
Email: asgc@autismsocietyofwa.org
www.autismsocietyofwa.org/ASGC.html
Autism Society of Yakima
Erin Lynch 509-961-0700
Email: asy@autismsocietyofwa.org
www.autismsocietyofwa.org/ASY.html
Autism Society of Washington –
White River Chapter
Tami McGrath 253-826-9112
Email: aswwrc@autismsocietyofwa.org
www.autismsocietyofwa.org/ASW-WRC.html
Autism Society of Washington –
Southwest Chapter
Meetings held in Vancouver, Third Sat. of odd numbered months
Victoria Fitzsimmons at 360-896-6169
Email: aswswc@autismsocietyofwa.org
www.autismsocietyofwa.org/ASWSWC.html
Autism Society of King County
Meetings as announced
Angela Dawson at 206-372-0465
Angela_niccole@hotmail.com
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1.3ASW EXECUTIVE BOARD OF DIRECTORS:
ASW EXECUTIVE BOARD OF DIRECTORS: Cori Valley (Past President)
Spokane, WA 99208
Email: corivalley@comcast.net
Patty Gee (President)
Olympia, WA 98501
Email: PattyJGee@comcast.net
Diana Stadden (Vice President)
Tacoma, WA 98409
Email: advocate4autism@cs.com
Marcy McCarthy (Secretary)
Vashon Island, WA 98070
Email: earait@aol.com
Mitch Freedman (Treasurer)
Bellevue, WA
Email: mitchfree@comcast.net
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SECTION TWO: Upcoming Events, Workshops, Conferences
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2.1
Michelle Garcia-Winner Two Day Workshop
February 28 & 29, 2008
TIME: 8:00am–4:00pm
COURSE FEE: $180.00
CLOCK HOURS: 14 available at cost of $28.00
DEADLINE TO REGISTER: February 22, 2008
CONTINENTAL BREAKFAST & LUNCH WILL BE PROVIDED
REGISTRATION WILL START AT 7:30AM ON FEBRUARY 28
Workshop Day 1: Thursday, February 28th 2008
Looking Into the Mind of ASD and Like Disabilities:
Exploring how Informal Assessment, Mental Health and Adult Transition Issues Links to Practical Program Development
Traditional standardized tests rarely capture the complex nature of social interaction, yet social competence is at the heart of success for our students both at school and as they head out into the adult world. This workshop will take a fascinating look at a range of videos demonstrating social thinking informal assessment strategies that can be applied across a large range of students of all ages and functioning levels by any person wanting to learn more about how a person with social challenges processes the world around them. All professionals, paraprofessionals and parents will benefit from learning simple strategies to better identify what their students do and don't understand to help them develop related treatment approaches which will be defined based on the assessment results.
Mental health issues and challenges related to transition into the adult world for students with Asperger Syndrome and like disabilities will also be explored. The audience discussion will relate to how to blend social and academic teaching to better prepare students for more competent daily functioning.
Workshop Day 2: Friday, February 29th 2008
Implementing Social Thinking Concepts and Vocabulary into our School and Home Day: A Day to Develop Team Creativity
This workshop is intended as a more advanced course for those who have attended Michelle’s previous classes.
This workshop allows parents and educators to learn more about teaching social thinking and related skills to students. We will explore how social thinking concepts develop the infrastructure for students to meet the educational standards, demonstrating how key these concepts are to reading comprehension, written expression, etc.
Michelle will define many social thinking concepts and how to apply the “social thinking vocabulary” across the school and home day. Conference participants work in teams to develop new creative social thinking lessons to fit their teaching environment. The focus of the day will be on making the teaching realizable across a variety of environments with the focus on helping students to carry the concepts out of the treatment room and into their real lives.
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2.2
Advocating for Change Together (ACT)
Workshop schedule:
Jan 25 and 26: Community systems – part 1: education, transition, and employment
Feb 29 and Mar 1: Self determination and self-advocacy
Mar 28 and 29: Community systems – part 2: housing, transportation, recreation, and mental health
April 25 and 26: Systems advocacy
May 31: Graduation ceremony
We invite you to apply for this unique opportunity to become a better advocate for yourself, your family, and other people with disabilities. The ARC of King County is offering a new Leadership Development Program for adults and families of children with developmental disabilities.
For more information and how to apply: www.arcofkingcounty.org/act or contact Mary Jo Magruder at (206) 829-7010 email: mjmagruder@arcofkingcounty.org .
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2.3
Autism Society of Oregon and Easter Seals Present
Housing & Special Needs Conference-Planning for a Safe & Caring Environment for
People Living with Autism Spectrum Disorder
Saturday, January 19th, Abernathy Center, 606 15th St., Oregon City, OR 97045.
8:30 a.m. to 4:00 p.m.
Pre-register and save $10. $25 pre-registration, $35 day of the event. To pre-register, send a check made payable to ASO, P.O. Box 396, Marylhurst, OR 97036. To download the conference brochure go to www.oregonautism.com, click on "Events". Some scholarship money available for parents for respite care and travel. Contact ASO at 1-888-AUTISM1 for more information on this event.
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2.4
Addressing Challenging Behaviors at Home: Working with Families to Find
Solutions
Class meets on Tuesdays from Jan. 8 to Feb. 5
7-9 pm
FEAT Center
14434 NE 8th St.
Bellevue, WA 98007
$100 per person
Contact nancyr@u.washington.edu
Taught by Gusty-Lee Boulware, Ph.D., BCBA and Nancy Rosenberg, Ph.C., BCBA
Does your child refuse to follow directions? Does he get upset when you make transitions? Does she act but when you "don't let her have her way" or when she can't have something she wants immediately? Does he get react negatively when you change his routine?
If you deal with these or other problem behaviors with your child with ASD, this class is for you. Come participate in a 5-week interactive workshop designed to give you the tools and real world solutions to
address the problem behaviors interfering with everyday life. You will be able to try out strategies and come back the next week and troubleshoot what did or didn't work. You will leave with a "toolkit"
of positive behavior support strategies that you will be able to draw on when new problems arise.
For parents of children ages 3-8
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2.5
ADD Resources presents:
Update on Treatment Choices for AD/HD and Co-occurring Conditions with Dr. Dave Pomeroy
January 14 from 7-8:30 pm
Conference Room
Mercer Island Fire Station
3030 78th Avenue SE, Mercer Island
(Doors open at 6:30 p.m. for those who wish to look over resources, check out books from the library, or just chat)
During the presentation, you will hear about:
• Neurobiochemical basis for AD/HD
• Concept of Executive Functions
• How AD/HD has many flavors (unique in every person)
• What is important in diagnosis - not just AD/HD yes or no, but also if any depression, anxiety, Learning Disorders, other mood issues, sensory integration issues etc are present
• What is new in diagnostic testing
• Strategies for coping with, overcoming, living with ADD traits - education of family and self including basics (sleep, nutrition, exercise), brain training, learning new thinking patterns, medications. lots of support and lots of love most of all.
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2.6
Best in the Northwest Special Needs Conference
March 7-8, 2008
Hosted by The Wyatt Holliday Foundation
St. Martin’s University Worthington Center & Pavilion
5300 Pacific Ave. SE * Lacey, WA 98503
Special Education Advocacy & Legal System
Health, Therapies, Adult & Caregiver Issues
CLEs, CMEs & CEUs offered
Featured Films: “Finding the Words” & “The Sandwich Kid”
Exhibitors in the Pavilion open to the public (Tickets $5)
SPEAKERS INCLUDE:
Dan Olmsted, AgeOfAutism.com
Bette Lamont, Developmental Movement
Marianne Wagner, HANDLE
Liliana Saccarin, Tomatis
Brenda High, BullyPolice.org
Jean Bateman, Independent Living
Don Aman, Special Needs Trusts
Elizabeth Horn, “Finding The Words”
Keri Bowers, “The Sandwich Kid”
Andrew Cuddy, Esq. “Special Ed Battlefield”
Michael McCormack, Esq. Health & Law
Mark Geier, MD, Autism & Vaccines
Lawrence Leichtman, MD, Down Syndrome
Gwen Glew, MD, Cerebral Palsy
Michael Belkin, Vaccines and Science
Dietrich Klinghardt, MD,PhD, Energy Med.
Robert Peretz-Rosales, PhD, Relationships
Hunter Hendrickson, Ped.PT, Transitioning
Register online now! http://www.WyattsHouse.org
For more information call (360) 507-0944
Email: info@wyattshouse.org
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2.7
The Autism Early Childhood Training Series
Presented by Margaret Brashers, Ph.D.
Northwest Educational Service District, 1601 R Avenue, Anacortes, WA
These classes are designed for professionals and parents working with children on the autism spectrum. Dr. Brashers is a consultant at the University of Washington for Project DATA, a program for young children
with autism spectrum disorders, and consults with public school districts, preschools, and elementary schools on providing specialized instruction in inclusive settings.
Topics covered in this four-part series include:
Beginning Part 1: Ten Things Kids with Autism Really Want You to Know
Course No. AOP 1537NWV
January 24, 2008 9 a.m. to 3 p.m.
Beginning Part 2: How to Lose the “Velcroed” Aide
Course No. AOP 1539NWV
February 7, 2008 9 a.m. to 3 p.m.
Intermediate Part 1: What to do When...Dealing with Challenging Behavior
Course No. AOP 1540NWV
March 13, 2008 9 a.m. to 3 p.m.
Intermediate Part 2: How to Teach so that Kids will Talk
Course No. AOP 1541NWV
April 10, 2008 9 a.m. to 3 p.m.
Registration: $85.00 per person per session
5 clock hours available at each class $15
Locations:
Contact Nancy Osterhout for K-20 information at (360) 299-4090 or autism@esd189.org.
Ways to register:
Mail registration form with P.O. or check to:
Northwest ESD, 1601 R Avenue, Anacortes WA 98221
Fax in the registration with P.O. or credit card to: (360) 299-4071
Phone in completed registration with your credit card to: 360-299-4082
Register online at:
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2.8
ABC
“All Behavior is Communication”
Date: Thursday, January 17, 2008
Time: 9 a.m. to 4 p.m.
Course No.: AOP 1542NWV
Registration: $100 per person
6 clock hours available at class $17
Participating Locations:
¨ ESD 112, 2500 NE 65th Avenue, Vancouver, WA, site of origination, and available to K20 locations statewide:
¨ ESD 101, 4202 S. Regal St., Spokane, WA
¨ ESD 105, 33 S. 2nd Ave., Yakima, WA
¨ ESD 113, 601 McPhee Rd. SW, Olympia, WA
¨ Olympic ESD 114, 105 National Ave. N., Bremerton WA
¨ ESD 123, 3918 West Court St., Pasco, WA
¨ North Central ESD 171, 430 Olds Stanton Rd., Wenatchee WA
¨ Northwest ESD, 1601 R Avenue, Anacortes, WA
Presenter: Ronda Schelvan, M.S.Ed., has over 25 years of experience in the field of special education and is an autism consultant and special education teacher in Washougal, Washington. She is co-author of The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations, in addition to having several works in press. Ms. Schelvan is a founding member of the ESD 112 Autism Consulting Cadre in Southwest Washington. She has consulted and presented on topics in autism both nationally and internationally.
Target Audience: Professionals and parents working with children with autism spectrum disorders.
Course description:
This workshop will focus on understanding and implementing behavior management techniques. It will examine the communicative intent of all behaviors, including disruptive outbursts. An overview of the behavior cycle will be presented along with hands-on techniques that deescalate aggressive behavior.
Course Details:
Ways to register:
Mail registration form with P.O. or check to:
Northwest ESD 189, 1601 R Avenue, Anacortes, WA 98221
Fax in the registration with P.O. or credit card to: (360) 299-4071
Phone in completed registration with your credit card to: 360-299-4082
Register online at: http://www.esd189.org/autism/training.html
Additional K-20 sites are available.
If you are interested in becoming a site,
please contact us at: autism@esd189.org
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2.9
Seattle Walk Now for Autism Walker recognition
Friday Jan. 18th from 6:30 to 8:00 p.m.
Community Center at Mercer View, 8236 SE 24th St. on Mercer Island
Thank you for supporting Autism Speaks Walk Now for Autism. We want to honor you and your entire team personally. We will offer light refreshments, such as fruit, small sandwiches and dessert. There will be activities for the children to participate in and awards for every team and individual walker. We will have a slide show of photos from the walk and talk about what the money you raised has already produced in our community. It promises to be a light, fun, informal event for everyone. Please RSVP to Seattle@autismspeaks.org .
Awards
The award incentives have been ordered and if you qualify, you should receive your gifts in the mail before the end of the month. It’s not too late to add to your walk total and qualify for awards. If you raised...
•$250 - $499: You receive a Walk Now for Autism Baseball Cap
$250 - $499: You receive a Walk Now for Autism Baseball Cap•$500 - $749: You receive a Walk Now for Autism Umbrella
$500 - $749: You receive a Walk Now for Autism Umbrella •$750 - $1,499: You receive Walk Now for Autism Polo Shirt.
$750 - $1,499: You receive Walk Now for Autism Polo Shirt. Donations can be made on-line to your team at www.autismwalk.org/seattle before Dec. 31st or mailed to
Autism Speaks
159 Western Ave W #484
Seattle, WA 98119.
At the start of the new year, we will unveil a new and improved website so stay tuned online!
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2.10
Free AUTISM SEMINAR - “The ABC’s of Functional Lab Testing for Children with ASD”
Saturday, February 16, 2008
1:00pm-4:00pm
Location:
Hannah S. Grunbaum Conference Center
1625 19th Avenue, Seattle, WA 98122
SPEAKER: Dr. Hatha Gbedawo - Naturopathic Physician
1 of 150 children is diagnosed with autism. If you are
a parent, grandparent, therapist, caregiver, medical
professional, etc. you do NOT want to miss this!
FREE
To register, please call LindaBrozanic at 1-800-288-0383
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2.11
You Are The Expert Conference 2008
"Celebrating Families and Professionals, The Heart of Success"
April 4 - 5, 2008
Lynnwood Convention Center
3711 196th Street SW
Lynnwood, WA 989036
This is a wonderful opportunity for connecting with other parents and professionals: Gain New Ideas, Share your Knowledge and Experience . . . and Have a Great Time!
Cost: $125.00 per person for adults, free to youths 18 or younger attending with and adult. Includes breakfast and lunch both days, reception and silent auction Friday evening and youth dance Friday night.
To register go to:
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2.12
2008 ASA National Conference, July 9-12, at the Gaylord Palms
Resort & Convention Center, in Orlando, Fla.
Mark Your Calendars!
Sponsorship & Advertising Opportunities
Think about supporting the 2008 ASA National Conference as a sponsor
or an advertiser. These spots go fast. With nearly 2,000 attendees
anticipated at the conference from around the US and internationally,
it's a great way to reach the autism community. For more
informati on, go to www.autism-society.org/conference and click on
"Exhibitor Information" to see the Sponsorship and Advertising
opportunities. Read more:
Exhibitors
If you're interested in exhibiting at the 2008 ASA National
Conference, please visit www.autism-society.org/conference or call Meg
Ellacott, ASA's Exhibit Sales Director, at 302-260-9487. To date, over
45 percent of the available exhibit floor space has already been sold,
so you'll want to take action today. Read more:
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FOCUS TOPICS/ARTICLES OF INTEREST
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3.1
Here's Your Second Chance to See the Critically Acclaimed Documentary
Autism Speaks is delighted to share with its supporters a second opportunity to experience an exceptional film that seeks to shatter the myths and expectations of children with autism. “Autism: The Musical” is an
uplifting documentary that follows the lives of five autistic children and their families over the course of six months as they create, prepare, and perform a live musical play. This candid and heartfelt 90-minute film was shot in Los Angeles and is based on Elaine Hall’s Miracle Project, a Southern California program for children with autism. In addition to winning the Audience Award at the Newport International Film Festival, this critically acclaimed documentary was an official selection of the Tribeca Film Festival. Both on and off stage, "Autism: The Musical" is a call-to-arms, bringing attention to a modern-day epidemic, all the while celebrating the way the human spirit can overcome any challenge.
Where: The Clinton Street Theater
2522 SE Clinton St.
Portland, OR 97202
(503) 238-8899
When: Friday, January 11th to Thursday, January 17th
Cost: Please visit http://www.clintonsttheater.com/ for ticket information and show times
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3.2
Several factors explain explosive growth in the diagnosis of autism. A
few decades ago, people probably would have said kids like Ryan Massey
and Eddie Scheuplein were just odd. Or difficult. Nashua Telegraph, New
Hampshire, 16 December 2007.
Autism -- a world into oneself. Jake Hayes was born seemingly brilliant
and with a passion for prehistoric and mystical animals Shreveport
Times, Louisiana, 16 December 2007.
Researchers: New understanding of autism is near. Once considered rare,
autism now affects one in every 150 children in the United States.
Advocacy groups call it an epidemic with an end nowhere in sight. New
York Newsday, New York, 15 December 2007.
ADHD kids' brains 'can't handle stress.' Brain scans by Australian
scientists have revealed that children with the hyperactive disorder
have a dysfunction in the part of the brain which controls the ability
to develop coping strategies. Sydney Morning Herald, Australia, 5
December 2007.
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3.3
PARENT EDUCATION COORDINATOR POSITION
Specialized Training Of Military Parents (STOMP) Program is hiring for the position of parent education coordinator (28 hours per week). Essential job requirements:
•Strong computer skills
Strong computer skills•Ability to develop effective training materials
Ability to develop effective training materials•Understanding of special education laws
Understanding of special education lawsJob requires some out-of-state travel. Knowledge of military systems, TRICARE and DODEA highly sought. Preference will be given to Military Spouses and those who have Exceptional Family Members.
Closing date 18 January 2008
Contact Washington PAVE for an application – 253-565-2266 or stompproject@washingtonpave.com
Pay dependent on experience
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3.4
The University of Washington Autism Center would like to announce two new research projects.
One of the projects entitled the Parent Toddler Project is funded by Autism Speaks and will test a new model of intervention called the Early Start Denver Model of Very Early Intervention. The intervention provides parenting skills to support the development of infants at risk for autism with the hope of reducing or preventing the onset of autism. This project is aimed at investigating the effectiveness of an early intervention program with toddlers aged 12-18 months old who are at risk of developing an autism spectrum disorder. Families who have concerns that their child may have autism are seen through the study. Toddlers who participate in this study will be seen at the UW Seattle to receive a series of cognitive, social, and play evaluations. Families will then be randomly assigned to either an assessment and monitoring group or a family intervention group (Early Start). Those in the Early Start intervention condition will receive training from our staff on early intervention techniques to be used with their child free of charge. All families will receive regular, biannual follow up visits to assess the developmental progress of their child.
The second project is called Early Connections. This project is looking for children who have a diagnosis of autism, PDD or Asperger’s with an infant sibling younger than 6 months of age. This study will follow the developmental progress of the siblings starting at 6 months and some children will be randomized to receive a free treatment called Promoting First Relationships designed to facilitate the development of their social skills.
If it would be possible to send you recruitment materials to be distributed to interested parents we would greatly appreciate it. We would also be happy to give a presentation to your staff on our research. We feel that these projects will provide a valuable service to parents. Please feel free to contact me by e-mail or by phone with any questions about either project. Thank you.
Lauren M. Elder
Graduate Research Assistant
UW Autism Center
Box 357920
(206) 616-6703
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3.5
Free Caregiver Information kits are available to help Washington families caring for adults and relatives raising children
OLYMPIA – The Department of Social and Health Services (DSHS) is offering caregiver kits to help people who care for aging or adult relatives or friends, and relatives raising children.
Two different kits are being offered during November, which is National Family Caregiver Month.
The “Family Caregiver Kit” offers helpful booklets and information on the statewide Family Caregiver Support Program. The information helps caregivers recognize the signs of emotional stress, helps them identify services for loved ones with developmental disabilities, and helps caregivers plan for their own long-term care.
People caring for related children will find the "Kinship Caregiver Kit" contains helpful brochures and booklets, including: parenting resources, information for grandparents raising grandkids, relative rights, legal information for non-parental caregivers, and support group information.
Aurora Bolding, a family caregiver for her spouse said, “My biggest challenge is to try to reduce my stress level. One thing that has helped me is finding help with occasional yard work and chores around the home. That has been a big relief.” Aurora used her family caregiver kit to locate services through her local Family Caregiver Support Program.
Dee Poe, a kinship caregiver to her grandchild said, “My frustration as a caregiver is the daily struggle to make ends meet financially.” The Kinship Caregiver Kit contains resources for families like Dee to help find services and resources. The kits also contain information on caregiver self care. “I have finally learned that part of caregiving is taking care of myself so that I am happier and have better energy to deal with my everyday life.”
For a free kit, call the DSHS Aging and Disability Services Administration toll-free at 1-800-422-3263 or go on online at http://www.adsa.dshs.wa.gov under "Caregiver Resources."
Safety Awareness/Sexuality Curriculum
Several years ago Waisman Center's Healthy and Ready to Work Project developed the Safety Awareness for Empowerment (SAFE) curriculum to help youth and adults with developmental disabilities build community/personal safety skills. The eight modules include topics such as: staying home alone; basic first aid; friendships and how to assess when they might be becoming unsafe; romantic relationships; sexuality; personal safety; and avoiding scams and other ways of being victimized.
This curriculum, which was extensively reviewed by sexuality experts, is now available FOR THE COST OF SHIPPING ONLY! That's $10 per copy. It includes more than 30 8x12 glossy photos to share with students and many, many experiential activities, and role plays. It comes in a 4-inch binder with accompanying DVD.
To order, to: http://www.waisman.wisc.edu/hrtw/Order_Form.pdf.
Be aware that there is an error on the order form, and that the actual price is $10.
Transition to adult healthcare for children with special healthcare needs
Health Care Transitions: Jim's Story
Transition is never easy, however this process is usually more difficult for young adults with special health care needs who have been receiving care from specialized pediatric treatment settings and providers. This video looks at how Jim and his family prepared for health care transition and their current efforts to complete the process. Jim's Story is housed on the Institute for Child Health Policy Videos Online web site. Clicking on the link above will take you there. Jim's Story has a run time of 10 minutes
"Health Care Transitions: College and Beyond"
In many ways, Jeff Walden is a typical college student, but in some ways he is not. He was born with a severe physical disability that has posed many challenges on his road to independence. This video explores the process of transition from pediatric to adult oriented health care and the influences that have contributed to Jeff's success.
Run time: 24 minutes (2004)
Free Counseling available for Senior Caregivers
Evergreen Healthcare has recently received a grant from United Way to provide free counseling to unpaid caregivers of older people with Developmental Disabilities anywhere in King County. We go to them rather than the caregivers having to go anywhere. For information please contact: Karen Kent, MSG, LMHC, Clinical Supervisor, Geriatric Regional Assessment Team, Evergreen Healthcare, (206)923-6300. kkent@evergreenhealthcare.org
Including Samuel Premieres!
Including Samuel is a new film by photojournalist, Dan Habib, examining the educational and social inclusion of youth with disabilities as a civil rights issue. The film documents the efforts of Habib and his family to include Samuel, 7, in all facets of school and community. It also features other families who are navigating the world of inclusion. To see a trailer and find out more about this new film, visit http://www.includingsamuel.com/
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3.6
2008 CEED Online Courses
Center for Early Education and Development (CEED)
College of Education and Human Development
University of Minnesota
CEED 2008 Online Courses - Registrations Invited
Please consider enrolling in one or more of our online courses in the new year to earn continuing education credit. Certificates are approved and issued by the College of Education and Human Development at the University of Minnesota. Spring, summer, and fall course sessions are scheduled for 2008. The spring course sessions start at various times throughout January, February, and March 2008.
Print a 2008 schedule and informational flyer:
Registration
Registrations are now invited and requested to be received at least a week prior to the start of the course session. A registration form and instructions are included on each course web page or print a copy at http://education.umn.edu/ceed/coursesandtrainings/courses/CEEDcourseRegistration.pdf
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3.7
Google’s Project Spectrum Helps Autistic Children Express Ideas
When Google released SketchUp—free, easy-to-use, 3D design software—it didn’t anticipate the response it would receive from parents of children with Autism Spectrum disorders. Parents gave the software rave reviews, remarking that it had enabled their children to tap into their visual and spatial gifts. As a result, Google has created Project Spectrum, a collaboration focused on increasing educational access to this resource.
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3.8
‘God breathed his warm breath down on us’
Family of autistic teen lost in woods for 4 days thankful for good weather
By Mike Celizic
TODAYShow.com contributor
Updated: 5:52 a.m. PT Oct 19, 2007
As the days stretched on and scores of rescuers came back from their grid searches of the West Virginia wilderness with nothing to report, Karen Allen’s hopes of finding her autistic son, Jacob, alive never faltered.
The weather, chilly at first, grew warmer by the day, and that to her was a sign that a greater power was watching out for Jacob.
“We knew that God had something in this for us,” she told TODAY co-host Matt Lauer during a live interview via satellite on Friday. “Every day the weather got warmer and warmer and warmer — it was as if God breathed his warm breath down on us.”
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Twelve Tips for Setting Up An Autism Classroom
Standing before your students’ expectant faces, you’re determined to create a successful classroom. You will! These twelve tips are here to guide you. To be truly effective, never lose sight of the secret ingredient. Your students must know you accept them for who they are. They must feel your belief in them. By believing they can do it, you will expect a lot from them and you will get it. In the process and quite unexpectedly, you will receive a surprise bonus. Your students will adore you and look forward to learning in your class every day.
1. Keep it structured
Children with autism thrive in a structured environment. Establish a routine and keep it as consistent as possible. In a world that’s ever changing, routine and structure provide great comfort to a child on the autism spectrum. Define routines clearly. For example, every morning:
- Enter the classroom
- Greet the teacher
- Greet the friend next to you
- Unpack your school bag
- Put notes in the red tray
- Put lunch bags in the blue tray
- Sit at your desk
Activities are successful when they’re broken into small steps. If children are creating a craft such as a paper airplane, define when it’s time to cut, draw and paste. Make sure children know what to do if they finish ahead of time. Typically, children with autism do not use free time productively; therefore strive to have as little downtime between activities as possible.
2. Use visuals
A picture speaks a thousand words! Use them whenever you can. Children with autism learn faster and with greater ease when you use visuals. In fact, we all respond better to visuals. Look at any page of advertisements and see which ones catch your eye. When verbal instructions require too much concentration, children will tune you out. Visual supports maintain a child’s focus and interest. So what can you use visuals with? Just about anything. Are you teaching hygiene? Show pictures of children brushing their teeth or combing their hair. Are you teaching greeting skills? Show pictures of children greeting their friends, bus driver, parents and teachers. Are you explaining an outing like a field trip? Show visuals of what to expect on the trip such as getting on the bus, arriving at the destination, planned activities, eating a snack and returning to school. Remember to keep explanations simple and short about each picture or concentration will wane. Give written instructions instead of verbal whenever you can. Highlight or underline any text for emphasis.
3. Schedules
People with autism like order and detail. They feel in control and secure when they know what to expect. Schedules help students know what’s ahead. Picture schedules are even more powerful because they help a student visualize the actions. Schedules can be broad or detailed. You can use them with any sequence of events. These examples will give you an indication of how they can be used.
Classroom on Tuesday is an example of a broad schedule since it takes a whole day to complete
Picture of “Unpacking school bag”
Picture of “Writing in a journal”
Picture of “Floor time”
Picture of “Snack”
Picture of “Music class”
Picture of “Math”
Picture of “Lunch”
Picture of “Playing at recess”
Picture of “Science experiment”
Picture of “Reading a book”
Picture of “Geography”
Picture of “Packing school bag”
Picture of “Saying goodbye”
Make sure you have this schedule in a very visible place in your classroom and direct the students’ attention to it frequently, particularly a few minutes before you begin the next activity.
The end of a school day is a more detailed schedule as it explains a short activity
Picture of “A clock depicting the end of day”
Picture of “Retrieving a school bag from its location”
Picture of “Placing a homework book in the backpack”
Picture of “Placing a folder in the backpack”
Picture of “Putting on a coat”
Picture of “Saying good-bye to friends”
Picture of “Saying good-bye to the teacher”
Picture of “Getting on the school bus”
Make sure this schedule is available and draw attention to it before the activity begins. Another option is to create schedule strips and place it on each student’s desk.
Written schedules are very effective for good readers. These can also be typed up and placed on a student’s desk. The child can “check off” each item as it’s completed, which is often very motivating for a student.
4. Reduce distractions
Many people with autism find it difficult to filter out background noise and visual information. Children with autism pay attention to detail. Wall charts and posters can be very distracting. While you or I would stop “seeing the posters” after a while, children on the spectrum will not. Each time they look at it will be like the very first time and it will be impossible for them to ignore it. Try and seat children away from windows and doors. Use storage bins and closets for packing away toys and books. Remember the old adage - out of sight, out of mind. Noise and smells can be very disturbing to people with autism. Keep the door closed if possible. If your classroom is in a high traffic area – time to speak to the Principal!
5. Use concrete language
Always keep your language simple and concrete. Get your point across in as few words as possible. Typically, it’s far more effective to say “Pens down, close your journal and line up to go outside” than “It looks so nice outside. Let’s do our science lesson now. As soon as you’ve finished your writing, close your books and line up at the door. We’re going to study plants outdoors today”. If you ask a question or give an instruction and are greeted with a blank stare, reword your sentence. Asking a student what you just said helps clarify that you’ve been understood. Avoid using sarcasm. If a student accidentally knocks all your papers on the floor and you say “Great!” you will be taken literally and this action might be repeated on a regular basis. Avoid using idioms. “Put your thinking caps on”, “Open your ears” and “Zipper your lips” will leave a student completely mystified and wondering how to do that. Give very clear choices and try not to leave choices open ended. You’re bound to get a better result by asking “Do you want to read or draw?” than by asking “What do you want to do now?”
6. It’s not personal
Children with autism are not rude. They simply don’t understand social rules or how they’re supposed to behave. It can feel insulting when you excitedly give a gift or eagerly try and share information and you get little to no response. Turn these incidents into learning experiences. As an example, if you enthusiastically greet a child with autism and you get the cold shoulder, create a “Greeting Lesson”. Take two index cards. Draw a stick figure saying “Hi” on the first card. On the second card draw a stick figure smiling and waving. Show each card to the child as you say. “When somebody says Hi, you can either say “Hi” or you can smile and wave. Which one do you want to do?” When the child picks a card, say “Great, let’s practice. “Hi Jordan”. Show the card to prompt the child to respond according to the card he picked. Praise the child highly after a response and have your cards ready for the next morning greeting! Keep it consistent by asking the parents to follow through with this activity at home. If you get frustrated (and we all have our days) always remember the golden rule. NEVER, ever, speak about a child on the autism spectrum as if they weren’t present. While it might look like the student isn’t listening or doesn’t understand, this probably is not the case. People with autism often have acute hearing. They can be absorbed in a book on the other side of the room and despite the noise level in the class, they will easily be able to tune into what you are saying. Despite the lack of reaction they sometimes present, hearing you speak about them in a negative way will crush their self esteem.
7. Transitions
Children on the autism spectrum feel secure when things are constant. Changing an activity provides a fear of the unknown. This elevates stress which produces anxiety. While a typical child easily moves from sitting in a circle on the floor to their desk, it can be a very big deal to a child on the spectrum. Reduce the stress of transitions by giving ample warning. Some ways you can do this is by verbal instruction example “In 5 minutes, it’s time to return to our desks” and then again “Three minutes until we return to our desks” and then again “One more minute till we return to our desks”. Another option is to use a timer. Explain that when the timer goes off, it’s time to start a new activity. Periodically, let students know approximately how much time is left. When you ask a child to transition from a preferred activity, they might be very resistant if they have no idea when they will be allowed to resume. If a student loves reading, you could say “In 5 minutes it’s time to do science. Then it’s math and then you can read again”. This way, the child knows that it’s OK to stop because the activity can be resumed again soon. If a child is particularly struggling with a transition, it often helps to allow them to hold onto a “transitional object” such as a preferred small toy or an object of their choice. This helps a child feel in control and gives them something to look forward to. As an example you can say “In 3 minutes we’re going to pick a toy and then we’re going down the hall to music class”. Using schedules helps with transitions too as students have time to “psyche themselves up” for the changes ahead.
8. Establish independence
Teaching students with autism how to be independent is vital to their well being. While it’s tempting to help someone that’s struggling to close a zipper, it’s a much greater service to calmly teach that person how to do it themselves. People can be slow when they are learning a new skill until they become proficient. Time is usually something we don’t have to spare, particularly in western societies. However in order to help a person progress we must make time to show them the ropes. While it’s wonderful that your students take direction from you, it’s equally important they learn to respond to peers. If a student asks for a scissor, tell him to ask his peer. Encourage your students to ask each other for help and information. By doing so, students learn there are many people they can seek out for help and companionship. Making decisions is equally important and this begins by teaching students to make a choice. Offer two choices. Once students can easily decide between two options introduce a third choice. This method will help children think of various options and make decisions. People with autism may take extra time to process verbal instructions. When giving a directive or asking a question, make sure you allow for extra processing time before offering guidance. Self help skills are essential to learn. Some of these include navigating the school halls, putting on outerwear, asking for assistance and accounting for personal belongings. Fade all prompts as soon as you can. Remember that written prompts are usually easier to fade than verbal prompts. Fading prompts can be done in a phased approach. If you are prompting a child to greet someone by showing them an index card with the word “Hello”, try fading it to a blank index card as a reminder before you completely remove the prompt. Never underestimate the power of consistency. Nothing works in a day whether it’s a diet, an exercise plan or learning to behave in class. Often we implement solutions and if there are no results within a few days we throw our hands up in the air and say “This doesn’t work. Let me try something else”. Avoid this temptation and make sure you allow ample time before you abandon an idea. Remember that consistency is a key component of success. If you’re teaching a student to control aggression, the same plan should be implemented in all settings, at school and at home.
9. Rewards before consequences
We all love being rewarded and people with autism are no different. Rewards and positive reinforcement are a wonderful way to increase desired behavior. Help students clearly understand which behaviors and actions lead to rewards. If possible, let your students pick their own reward so they can anticipate receiving it. There are many reward systems which include negative responses and typically, these do not work as well. An example of this type of reward system is where a student will begin with a blank sheet of paper. For each good behavior the student will receive a smiley face. However if the student performs poorly, he will receive a sad face or have a smiley face taken away. It’s far better to just stop providing rewards than it is to take them away. Focusing on negative aspects can often lead to poor results and a de-motivated student. When used correctly, rewards are very powerful and irresistible. Think of all the actions you do to receive rewards such as your salary, a good body and close relationships. There are many wonderful ideas for reward systems. Ten tokens might equal a big prize. Collecting pennies until you have enough to “buy” the reward of your choice. Choice objects to play with after a student does a great job. Rewards don’t have to be big. They do have to be something a student desires and show students they have done a great job. Every reward should be showered in praise. Even though people on the spectrum might not respond typically when praised, they enjoy it just as much as you!
10. Teach with lists
Teaching with lists can be used in two ways. One is by setting expectations and the other is by ordering information. Let’s discuss the first method. Teaching with lists sets clear expectations. It defines a beginning, middle and an end. If I ask you to pay attention because we’re going to do Calculus, you probably wouldn’t jump for joy and might even protest. However, you’re likely to be a more willing participant if I explain that there are only 5 calculus sums. I demonstrate this by writing 1 through 5 on the blackboard. As we complete each sum, I check it off on the board, visually and verbally letting you know how many are left till completion. The second method of teaching with lists is by ordering information. People on the autism spectrum respond well to order and lists are no exception. Almost anything can be taught in a list format. If a student is struggling with reading comprehension, recreate the passage in list format. This presentation is much easier for a student to process. Answering questions about the passage in this format will be easier. Similarly, if you’re teaching categories, define clear columns and list the items in each category. While typical people often think in very abstract format, people on the spectrum have a very organized way of thought. Finding ways to work within these parameters can escalate the learning curve.
11. Creative teaching
It helps to be creative when you’re teaching students with autism. People on the spectrum think out of the box and if you do too, you will get great results. Throw all your old tactics out of the window and get a new perspective. Often, people with autism have very specific interests. Use these interests as motivators. If you’re teaching reading comprehension and students are bored with a story about Miss Mavis, make up your own story about dinosaurs, baseball statistics or any other topic your students enjoy. Act things out as often as you can. If you’re teaching good behavior, flick your pencil on the floor as you ask your students “Is it OK to do this?” Raise your hand as if to ask a question while you ask “Is it OK to do this?” Another great strategy to use is called “Teaching with questions”. This method keeps students involved, focused and ensures understanding. As an example you might say:
Teacher: Plants need sun. What do they need?
Class: Sun
Teacher: That’s right. They also need air and water. What do plants need?
Class: Air and water.
Teacher: That’s right and what else?
Class: Sun
Teacher: Correct. Plants have stems and leaves. What do they have?
Class: Stems and leaves.