Facts About Aspergers and Interview with Julie Clark, author of Asperger’s in PINK

Asperger's in PINK is on
Facebook

“Asperger’s in PINK" is going to be both lighthouse and life raft for parents, giving them something to aim for and the way to get there. Parents of an AS child (whether girl or boy) who are trying to procure a diagnosis or who have a diagnosis but don’t know what to do next, Ms. Clark has provided you with a map. … Thanks to books like this and the parents and professionals who take the time to read them, many more little Aspergirls will have the future they deserve." From the Foreword by Rudy Simone, Asperger's self-advocate and author of Aspergirls and Asperger's on the Job.

Asperger's On the Job
has a forward by
Temple Grandin

A quote from the star of Asperger’s in PINK, Kristina, sets the tone of the book: “I feel like any other ordinary kid and I want to be respected like one.” In her section, Before You Begin, Clark writes about Aspergers (AS):” …both males and females share certain traits…lack of eye contact, inadequate social ability, strict adherence to routine, sensory integration difficulties, lack of empathy, intense interest in a limited number of subjects, rigidity, and a literal way of thinking.” However many people feel that this neurological condition does not have to be cured but has to be accommodated and respected.

Asperger's Syndrome is an Autism Spectrum Disorder (ASD). It is only in 1994 that Asperger’s Syndrome was recognized in the United States and added to the DSM-IV.

In The Pattern of Abilities and Development of Girls with Asperger’s Syndrome by Dr. Tony Attwood - September 1999  we learn: “The boy to girl ratio for referrals for a diagnostic assessment is about ten boys to one girl. However, the evidence indicates that the actual ratio of diagnosed children is 4 boys to one girl (this is the same ratio as occurs with classic autism). Why are so few girls referred for a diagnosis? In general, boys tend to have a greater expression of social deficits, whereas girls tend to be relatively more able in social play and have a more even profile of social skills. Girls seem to be more able to follow social actions by delayed imitation because they observe other children and copy them, perhaps masking the symptoms of Asperger's Syndrome.”

Today in preparation for our tweetchat on The Coffee Klatch (TCK) : http://tweetchat.com/room/tck  Feb. 21st, 9am EST, Julie Clark, artist, mom of a daughter with Asperger’s and author of Asperger’s in PINK kindly answered a few questions.

1. What made you decide to write Asperger’s in PINK?

Julie Clark author is on Twitter

When Kristina was diagnosed, there wasn't very much out there regarding Asperger's - especially anything relating to having (or being) a daughter with it. I wanted to provide a voice for girls on the spectrum, and allowed our story to be that voice, as well as let others learn from our experiences. If our story prompts others to share theirs - to get the conversation going - I'd be thrilled.

2. Who was your target audience?

The hope is that the book would speak to families, to let them know there are other families out there who are walking the same path as they are. They may feel alone, but they are not alone. School professionals and extended family are another audience I'm trying to reach. By personalizing the journey, the hope is that they will gain a view into the world of families like ours, and know that many of us really are trying to do the best by our kids. But we also could use loving, (patient) guidance, and acceptance along the way.

3. How has your book been received?
There are many who have been so kind, and related their own stories to me. Some have expressed that it has been a huge help to know there are other moms (and dads) out there who are walking the same path, even if the steps don't exactly line up. But not everyone relates to the book, and they've made that pretty well known, and that is ok. We each have our own stories, right? What is important is that we choose to learn from each other.

4. Any comments/reviews that made your writing effort worthwhile?
At my first book signing, I had a mom come up, with tears in her eyes. I can't begin to tell you how humbled and touched I was at that moment. As I mentioned, there are those who have quite a differing opinion of what I present in the book. But meeting that mom reminded me of why I wrote the book in the first place, and reenergized me as to the mission behind the book - to increase understanding and awareness of girls on the autism spectrum, and to turn up the volume of the "pink end" of it.

5. Do you find that girls with Asperger’s now have more support in schools than when Kristina started?
That's hard to say. From a purely analytical perspective, knowledge of Asperger's has increased dramatically since then, but the truth is, it is still often misunderstood. So, overall, I'd like to say yes, but I do not think that applies everywhere.

Dr. Tony Atwood in “The Pattern of Abilities and Development of Girls with Asperger’s Syndrome” found that: “Girls are more able to verbalize their emotions and less likely to use physically aggressive acts in response to negative emotions such as confusion, frustration and anger. We do not know whether this is a cultural or constitutional characteristic but we recognize that children who are aggressive are more likely to be referred for a diagnostic assessment to determine whether the behavior is due to a specific developmental disorder and for advice on behavior management. Hence boys with Asperger’s Syndrome are more often referred to a psychologists or psychiatrist because their aggression has become a concern for their parents or schoolteacher.”

Also Dr. Atwood, in his paper about girls with Asperger's, noted that girls "are more motivated to learn and quicker to understand key concepts in comparison to boys with Asperger's Syndrome of equivalent intellectual ability." As such, he predicted that girls would fare better in the long run, if they're properly diagnosed.

There we have it – the magic words- ‘properly diagnosed', what Julie Clark and countless other parents are working so hard to receive. Julie says of the official diagnosis: “The combination lock opened, the fog lifted, darkness no longer enveloped us. .. At last, we knew what we needed to know to help Kristina grow."

We hope Julie’s book, our posts and The Coffee Klatch sessions will motivate parents to continue their struggle to but a name to their child’s unique behaviors and open the eyes and heart of others to accept and respect all individuals. As Julie Clark wrote: " What I am saying is that "the village" contributes to the growth or stagnation of all of us."

Purchase Asperger's in Pink at Future Horizons
Purchase Asperger's On the Job at Futrue Horizons

Where to connect with Julie Clark:
*JulieClarkArt Artisan Studio at ArtFire
*JulieClarkArt.blogspot.com
*Asperger's in Pink on Facebook
*I'm on twitter
*Julie Clark Art, artisan studio on Facebook

Related Posts:

*Asperger's in PINK by Julie Clark ~ Book Review 

*Asperger's On the Job by Rudy Simone ~ A Review 

*Three Book Reviews Dealing With Guides For Kids With ASD

*Shonda Schilling's Frank Account of Son With Asperger's Syndrome

*Jodi Picoult's House Rules

Learn to be Flexible: Reduce the Anxiety of Getting Gifts

Teach your child how to give a gift,
 as well as receive a gift.

We assume that everyone enjoys receiving a gift, especially kids. Yet many parents report that getting a gift causes fear and anxiety in their children with autism. Simply put, it just is not fun for them. Rather than bubbling with excitement, they face increasing anxiety over the unknown. They fear opening a gift when they don’t know what’s under the paper. They truly hate surprises, even good ones. They may be uncertain about how to respond to the gift. Or they may worry about disappointment if the gift isn’t their one desired item. It’s more than enough to push our kids on the spectrum over the edge to a meltdown.

Holidays, birthdays, Valentine’s Day and celebrations … all represent a challenging change in schedules and environment. Do we really want to add more anxiety just because gifts should be wrapped, we want our loved ones to be surprised, or because that’s what tradition dictates? If your child shows stress and difficult behaviors over receiving gifts, maybe this is the year to explore new options. Rather than following traditions or expectations, let’s find ways to help kids with autism learn to enjoy getting gifts. Here are a few ideas to get you started. Use your well-honed parent radar to judge how each idea may/may not be suitable for your child.

• Don’t keep secrets. Let your child know what gifts he is receiving. This may be quite difficult as parents want their children to experience the magical joy of the holiday season, which includes delight as they open unknown presents. However, you can remove a lot of anxiety by telling them what gifts to expect. Giving hints without being specific may be enough for some children, and it can be made into a game. For example, let him guess which “category” a present is from. Simply knowing he’s getting a cartoon-related action figure may be enough to put his mind at ease.

• Create a picture board showing the gifts. Get a large piece of poster board in a color that fits the season or occasion. Cut the poster board into a fun shape, such as a large heart. Print or copy online images of the gifts she will receive and tape or glue them onto the poster board. This visual reminder of what gifts she can expect will remove fear of the unknown. Keep the picture board as a way to build memories and as a tool to remind her of the fun. PS. Surprisingly, some moms who tried this said it did not make their children want the presents right away. They were content to wait for the big day as long as they knew what to expect.

• Find alternatives to gift wrap. Skip the gift wrap or use gift bags without tissue paper. If you do use wrapping, don’t wind ribbon around the box, making it more frustrating to open. Instead of wrapping paper, use a card, picture or even simple shapes cut from construction paper and tape them on the gift. They won’t cover and hide the gift, but they’re fun and give the illusion of being wrapped.

• Proactively discuss gifts with family and friends. Don’t leave the door open to random gifts. Give people a list of items you know your child either likes or expects. Explain about your child’s special interests and assure them it’s ok to buy yet another train, dinosaur or whatever your child collects.

• Prepare your child for unexpected gifts. Write a social story teaching him how to respond and role play until he’s comfortable. (See accompanying article in this section.) Be prepared to deal with resistance to telling socially accepted “little white lies” about gifts he doesn’t like and work together to come up with responses that are truthful yet kind. Talk about what he can do with a gift he doesn’t like.

• Consider their interests. This seems like obvious advice, but holidays and birthdays often become prime time when family and friends think it’s “fun” to experiment with new gifts. While we all want to expand our children’s interests, high-anxiety occasions are not the best time to introduce new topics and toys.

• Don’t forget unique events. It’s easy to overlook the potential anxiety associated with typical yet infrequent events, such as receiving cards and candy on Valentines Day. Be sure to prepare in advance using picture cards, social stories, and schedules.

Gift-Getting Etiquette

Often overlooked in carefully laid plans to teach your child party or holiday gift etiquette is the art of opening a gift. Here’s how the gracious giftee does it:

1. Open and read the card first, then open the gift

2. Keep scissors nearby for the bow or ribbon that just won’t come undone

3. Find the seam in the paper to start tearing

4. Once it’s fully opened, thank the giver. Be sure your child understands 100% honesty is not always appropriate at times like this. Rehearse beforehand with your child a single, universal phrase, like “thank you so much” or “this is so thoughtful” that will work in all situations.

5. Set the gift aside gently, whether you like it or not. Flinging or throwing an undesirable gift hurts the giver’s feelings.

6. Open all his gifts before dashing away to play with a favorite

 7. Post-party written thank you notes are a must. As long as they are personal, they can be dictated to you and signed by the child, handwritten or drawn by the child himself, or e-mailed. This further reinforces how much we appreciate the effort, thought and expense to which the giver went, and gives you and your child a chance to explore social thinking, handwriting and composition skills.

-Selection reprinted with permission from the 2010 revised edition of 1001 Great Ideas for Teaching and Raising Children with Autism or Asperger’s, by Ellen Notbohm and Veronica Zysk. Future Horizons, Inc., publisher.

 This article is taken with permission from www.autismdigest.com , where readers can go online and, by signing in, can access free copies of the magazine’s eGuide, which is packed full of more information on holidays and gift giving for children on the spectrum.

Article amended to fit the present season of Valentine’s Day.

Related Posts:
*Special Valentine's Day Gifts for Parents and Teachers
*Spread Valentine's Love: Help Children with Autism Celebrate!
*Holidays Ring "Hollow" For Special Needs Kids

How Do I Teach This Kid? By Kimberly A. Henry ~ Book Review

Great resource for teachers

We have a problem School Boards… parents of special needs children, especially the increasing number of parents with children who have autism spectrum disorders (ASD), are advocating for inclusion. All the students must reach their maximum potential in a regular classroom under your jurisdiction. Educational practices and program design must be tailored to meet the needs of all these differently developing students.

For inclusion to be successful, classroom teachers must have training sessions, teaching assistants, school-based therapists and lots of teaching resources. How Do I Teach This Kid? Visual Work Tasks for Beginning Learners on the Autism Spectrum by Kimberly A. Henry is one resource all educators of beginning learners or developmentally delayed student should have.

First Runner-Up in the 2006 Writer’s Notes Book Awards, How Do I Teach This Kid? utilizes the strengths of children with ASD to help them develop new skills and learn to work independently.

The Author

Kimberly Henry holds a Master’s degree and Certificate of Advanced Graduate Study from Johns Hopkins University. With twenty years of experience working with students with autism, she is now a Teacher Specialist for a public school system, and an adjunct faculty member at several universities.

Kimberly Henry’s experience as a teacher shows through on every page. Kimberly knows that in a busy classroom, different learning outcomes cannot be reached without efficient teaching tools.

Budget restrictions often limit teaching material that can be bought each year. This book outlines simple classroom solutions for enlisting the parents’ help, making tasks boxes and setting up individual, independent work systems. Ms Henry’s sample Individualized Education Program (IEP) goals and data sheets for tracking independence are added bonuses.

What Are Tasks Boxes

Tasks boxes are containers, like a shoe box, an egg carton, a coffee can…, that contain a single, well defined activity with a clear beginning and end. Each box contains all the task materials and its visual organization tells the child how to complete the task. For example, one simple task may have blocks and a shoe box with a hole cut in the lid. To develop fine-motor skills, the child places the blocks in the hole.

First Steps Towards Tasks Boxes

*The book has a sample letter to send to parents asking them to save and send to school 25 recycled items that will be used for creating tasks boxes and the manipulatives that go with them.

*There are tips and tricks on how to turn a shoe box, egg carton, ice cube tray into a task box and the countless recyclables (clothespins, blocks, legos) into manipulatives for the activities.

*Use of a consistent system for the construction of each task box is emphasized for the benefit of the child, to allow to interchange materials with other task boxes and to facilitate the use of the same task boxes for other students.

The Tasks

Research shows children with autism are strong visual learners and that they thrive on routine, consistency and clear expectations. Ms Henry’s user-friendly, guide details 82 tasks addressing six different areas: motor, sorting, matching, reading, writing and mathematics. Each task includes a photo, description of the task, what skills are targeted and ideas for differentiation or a construction tip.

The tasks emphasize the child’s visual learning strength avoiding the need for verbal instruction or auditory processing. The hands-on, efficiently designed tasks motivate the child to work independently and discourage play or stimming with the manipulatives.

The tasks are presented in small, progressive steps and as a child succeeds, the following tasks give him a new challenge that he should be able to execute independently. All the tasks are:

*structured for independent use and to be incorporated into the inclusive classroom


*designed for progressive skill building and evaluation

*inexpensive, easy-to-make and easy-to-implement

*practical, reusable and storable

*personalized to meet the child’s interests, repetitive and colorful

*adapted to the child’s unique abilities to experience success

*extendable to offer more practice or a slightly more difficult challenge

What Is a Work System

Kimberly clearly explains the HOW and WHY of the physical set up of the student’s work station. Readers will be reminded of the importance of consistency, visual organization, visual clarity and left to right movement of work flow. Tasks are only placed in the work system once the child can complete them independently.

Who Will Benefit From This Book

Many good resources
for helping kids

First and more importantly the children will be the winners. Nothing builds self-confidence and a feeling of well being like success and the tasks are structured to assure this.

Home schools, preschools, public schools, student teachers, special needs teachers and seasoned teachers should have this book on their shelves. Also home or school based therapists, private schools and early intervention programs will be able to incorporate these activities in their school bag of tricks.

How Do I Teach This Kid? Visual Work Tasks for Beginning Learners on the Autism Spectrum

Author: Kimberly A. Henry

Binding: Paperback

Pages: 139

Available: Future Horizons, 2005 –Education

Related Posts:
*Behavior Solutions for the Inclusive Classroom: See a Behavior? Look It Up! ~ Review

*Learning In Motion 101+ Sensory Activities for the Classroom ~ Book Review

*Danceland CD : Fun Songs and Activities to Improve Sensory Skills ~ Review 

*28 Instant Songames ~ Review

Back-to-School Season Spurs Sales of Special Needs Tool~Press Release

FOR IMMEDIATE RELEASE

Halifax, Nova Scotia, Sept. 8, 2010 – PIDA IMP Ltd., designers of a unique sensory tool for children, is forging ahead with the increased demand for its innovative line of wearable, chewable Kid Companions fidgets.

“We’re really delighted with the momentum we have just now,” said Pierrette d’Entremont, product designer and principal owner of PIDA. “The positive product reviews, media interviews, and inquiries from all over the world have been fabulous. Then there’s the heartfelt positive response from parents and health professionals – that’s been overwhelming.”

Kid Companions is a chewable and wearable therapy accessory that is safe, stylish and effective. The chewelry is recommended by occupational therapists and parents, especially for special needs children. The Kid Companions product is ideal for children with Sensory Processing Disorder (SPD) and Autism Spectrum Disorder (ASD) oral motor issues, and for youth affected by Attention Deficit Disorder (ADD/ADHD) who need to fidget in order to focus on tasks.

Expanding the product line this fall are cool black hearts and blue circles. In response to parents’ feedback are organic cotton safety lanyards that are durable and colorful. Items can be personalized with identification and medical information. For youth to teens, it is becoming an ideal alternative to less discreet fidget toys and chewys.

Recently, PIDA has been garnering attention and approval from distribution companies specializing in products for helping people with special needs. The company recently signed a multi-year distribution contract with DynaVox Mayer-Johnson, the world's leading provider of communication and education products for people with significant speech, language and learning disabilities. Headquartered in Pittsburgh, DynaVox will sell Kid Companions through its online store and product catalog.

“Their catalog came out in early August and features every item our company sells,” said Lorna d’Entremont, co-owner of PIDA. “That level of endorsement is a great boost, especially at this time of year, when moms, dads and other caregivers are looking for ways to help their children thrive in the school year.”

The Kid Companions innovation was designed to North American safety standards. All components are safe, non-toxic and sourced in North America. A CPSIA (Consumer Product Safety Improvement Act) 3rd party testing certificate is sent with each order and is available on the company's website.

Contact: Pierrette d'Entremont 

Company: Pida IMP Ltd

Email: pierrette@chewelry.ca

Phone: +1 902.762.0186

Website: www.chewelry.ca

Shonda Schilling 's Frank Account Of Son With Asperger's Syndrome

Just found another book to help families coping with Autism to shoulder the weight of their added responsibilities and challenges. “The Best Kind of Different: Our Family’s Journey with Asperger’s Syndrome” is written by Shonda Schilling. In more than 200 pages, Shonda tells us about their third child, Grant, now 10 yrs old, and how their family struggled while learning to cope with his Aspergers.

Baseball fans will know Shanda’s husband, Curt Schilling. Wkiipedia tells us that Curt is a former American Major League Baseball right-handed starting pitcher. He helped lead the Philadelphia Phillies to the World Series in 1993 and has won World Series championships in 2001 with the Arizona Diamondbacks and in 2004 and 2007 with the Boston Red Sox. Curt retired in 2008 because of injuries.


Shonda, who graduated from Towson State College majoring in journalism, writes it exactly how it is. Even though they had all the comforts of life to raise their four children, the overwhelming hardship of raising a child with Aspergers and the struggle to keep their family intact was just the same as everybody else.



The National Institute of Neurological Disorders and Stroke (NINDS) gives the following description for Asperger syndrome (AS). “It is a developmental disorder. It is an autism spectrum disorder (ASD). The most distinguishing symptom of AS is a child’s obsessive interest in a single object or topic to the exclusion of any other. Their expertise, high level of vocabulary, and formal speech patterns make them seem like little professors. Other characteristics of AS include repetitive routines or rituals; peculiarities in speech and language; socially and emotionally inappropriate behavior and the inability to interact successfully with peers; problems with non-verbal communication; and clumsy and uncoordinated motor movements.”



Grant was only diagnosed at the age of 7. “You go through different stages,” Shonda Schilling told FoxNews.com. “You mourn the child that you thought you would have. You’re sad because you’re afraid of the future and you feel guilty. You feel guilty because you’ve just spent the first seven years of his life yelling at him when he had no idea why you were yelling at him.”



All of the Schillings’ children, including Grant, are enrolled in the public school system in a Massachusetts town. Their lives have all been affected. Shonda revealed that her son Gehrig became anorexic while the family was dealing with Grant’s Asperger’s diagnosis; that she and Grant both wound up on medication, one for depression and the other for ADHD; and that she and Curt got counseling to save their marriage.



Shonda said:“This book shares our story and admiration for any parent faced with a diagnosis within the autism spectrum. Through our family’s story, I want other families to know that they’re not alone or isolated. The book is a celebration of children, and how wonderful they are, no matter their differences.”


What do you think must be the most challenging aspect of raising a Special Needs child?

Chewelry- A Must Have~Interview With Bumples Family First

Today I am giving you the link to connect to Bumples Family First, a cross-promotional Blog for Bumples Interactive Magazine. It is about their interview with 35 year old mother of three and principal owner of Kid Companions, Pierrette d'Entremont. This kid-friendly "Chewelry" has an unique use. Read more...The interview covers the following aspects, but in a lot more detail,  of  the long, four year journey:

Tell us a bit about yourself.

I attended The University of Ottawa in the Health Sciences, Human Kinetics program. Also I am a jewellery designer and Accredited Jewelry Professional.

How did you come up with the “chewelry” idea?

... struck me that my 3 year old could chew and fidget discreetly while my nursing infant could tug and teeth to her hearts’ content...

Explain the Chewelry and the benefits of it and why Autistic children need it.

...Finally, we had a solution….a durable, colorful, non-toxic chewy pendant that was safe …something that could help any child be him/herself, anytime, anywhere. We called it the HeartString Kid Companion...

...Special Need children, often those with ASD,  use Kid Companions as an oral- motor tool... As a chewable accessory, the tool addresses the issues of inappropiate biting and chewing and helps those with Sensory Processing Disorder.

Children with ADHD are unable to inhibit the impulse to move around...and Kid Companions with its textures and the worry stone dip in the heart shape are great fidgets...

Are Kid Companions fashionable?

...chewable and tuggable while still being “cool” enough to blend in. The heart and circle shapes and lanyards in their choices of colors worn as a necklace or clipped to clothing are discreet but yet fashionable...

For what ages do you make Kid Companions Chewelry?

...appropriate for all ages 3 years and up.

How can parents be sure they are safe?

...give parents peace of mind. Since our products are developed for infant use, we wanted FDA approved, North American sourced/made and socially responsible materials. THAT was a tall order, but we did it! We have followed ASTM standards...

Anything else you would like to add?

Let’s chew and fidget safely and fashionably!

What has been your experience with such Special Needs tools as chewies, fidgets...?

 

 

About The Eating Game and Jean Nicol, the Inventor

The Eating Game*TM

* Get Awesome Meals Every Day

The following post is about the creator of The Eating Game,

Jean Nicol, and the game and kit itself.

*Jean Nicol  began a teaching career in 1970 using her Nutrition Degree from St Francis Xavier University in Nova Scotia to teach Junior High School Home Economics.

*She returned to the same university to do an Education Degree and taught in Grades 1 - 4 for eight years.

*She worked 25 years as a Special Education Teacher, resource and program support teacher, with a special passion for working with children with autism.

*She retired from teaching in 2002 and spent 2 very busy years as an autism consultant for the local school board.

* She spent 3 years working as a part time Early Interventionist, a home visit program for preschoolers with developmental delays and their families.

*A friend, whose child was Autistic, asked Jean to help with her son who was not eating well.

*She was able to use all her education and experience over 37 years to develop The Eating Game.

*The past two years, Jean has had her own small business, EYECAN CREATIONS Publications, established to produce and market The Eating Game and other related products.

Who will benefit from The Eating Game and how is it used?

 Many can benefit from this unique idea: the picky eater, the reluctant eater, the fussy eater, maybe even the compulsive or overeater, the overweight and perhaps undernourished eater, adults in group homes and most recently an adult who has not yet regained speech and writing since having a stroke.

*The Eating Game was created to be used as a support tool to help children plan healthy meals every day.

*The game teaches skills to hopefully improve the users eating habits for a lifetime.

* It is a daily meal planner that includes laminated pictures of food with velcro buttons so that they will adhere to a planning chart based on Canada's Food Guide (very similar to the American Pyramid Model for making healthy food choices).

*The pictures (painted by an artist) and charts are color-coded. The only skills the user needs are: 1) know how to make a choice and 2) match 4 colors (blue, green, yellow, red). Verbal skills are not needed.

*If your child can read and write and does not need the visual supports of the pictures, then you might consider an alternative for ages 4 and up - the Eater's Choice Daily Meal Planners. This is a planning chart like the ones in The Eating Game but in a dry erasable format so food choices are written on the chart, erased at the end of the day to be ready to plan for tomorrow

*The Eating Game will provide a fun and interactive way for the user to be involved in the meal planning process.

*The parent presents the possible food choices, attending to sensory needs, specific likes and dislikes we all have and allergies.

*There are three Editions of The Eating Game: English, French and Mi’kmaw.

*The market for The Eating Game has expanded to include many therapists, community resource clinics, hospital clinics, schools, preschools, children with eating challenges who are not autistic and families who want to involve their children in planning and eating healthier meals.

*For more information about Jean Nicol and The Eating Game follow these links:

j.nicol@live.ca

www.theeatinggame.ca

www.eyecancreations.blogspot.com

http://twitter.com/naejic

http://ca.linkedin.com/in/jeannicol

http://bit.ly/bWavYB The Eating Game on facebook

Pierrette and I, thank Jean Nicol, for being one of our first and most faithful cyberfriends. Her innovative The Eating Game surely is due to Jean’s savoir faire, based on 37 years working in the Education system and with Special Needs families.

How would you use The Eating Game to make family meals a happy occasion at your table?

Carol Gray’s New Social Story Book

Healing Thresholds Autism eBrief: Volume: 4, Issue: 15 April 13, 2010 explained:
 Social Stories are teaching tools to develop social skills and to prepare the child who finds various new settings difficult or confusing. A social story is a simple description of an everyday social situation, written from a child's perspective. Social stories may help a child prepare for upcoming changes in routine, de-mystify social interactions, and relate academic skills to real-life experience.

Available now is a  New Social Story Book, Updated 10th Anniversary Edition Feb 2010. It is a great new full-color resource by Carol Gray, for only $34.95.

Gray’s new book includes 150 favourite Social Stories(TM), a CD to enable you to revise and print the Stories for your audience and additional information about writing your own Social Stories(TM)!

Gray’s best-selling book offers the ready-to-use stories that parents and educators have depended on for years, but now features over 25 additional Social Stories.

Gray’s strategically written stories explain social situations in a way children with autism understand, while teaching the social skills children need to be successful at home, at school, and in the community.

Carol Gray, an internationally-recognized author and presenter, first defined Social Stories™ in 1991. That year, Carol developed Social Stories™ and Comic Strip Conversations strategies that are used worldwide with children, adolescents, and adults with autism spectrum disorders (ASD).


Now Carol Gray is the Director of The Gray Center for Social Learning and Understanding in Grand Rapids, Michigan.


Carol Gray has completed over 22 years of employment with Jenison Public Schools in Jenison, Michigan, initially as a teacher with students with autism spectrum disorders (ASD) and in recent years as a consultant to students with ASD in inclusive educational programs


We have a Nova Scotia Social Stories expert.  Jean Nicol, before retirement was an Early Interventionist at Pictou County Early Intervention and Autism Consultant in Pictou County at Chignecto Central Regional School B. Jean Nicol has invented and is marketing The Eating Game which will be the topic of our next post. But for today, this is what Jean Nicol wrote as a comment on our post about Social Stories . We are very grateful to Jean Nicol for taking the time to share her knowledge:


"I have written hundreds of social stories for kids with ASD, SPD, Down Syndrome, ADHD/ADD, Behaviour Disorders, Communication Disorders. I have used them for teaching new social skills, for clarifying expectations in troublesome social situations, for transitioning ~ especially when a change to a routine is imminent and would otherwise be an unprepared for surprise!


I can't remember any that weren't helpful and/or very successful. I have incorporated graphics, photos, maps, real objects, cassette tapes, video, recordable photo albums, large books, small books and even business cards for teens. The possibilities are endless.


The power is that the message is very personal, meaningful and can be delivered by various school staff, parents, siblings, caregivers and therapists all working together, all delivering exactly the same message every time. Kids who read them themselves receive the same message every time. I don't know of another way to accomplish all of this."


In this Blog at  http://kidcompanions.blogspot.com/2010/03/mar-23-sensory-tip.html , I explained and gave an example of a Social Story.


Are Social Stories helping your child?

Troubling Facts About Autism

*Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills.


*There are probably a combination of factors that lead to autism but genetic factors seem to be important.

*PDD-NOS –(Pervasive developmental disorder - not otherwise specified ) is also called atypical autism.

* PDD-NOS shares similarities with autism, it tends to be milder,

*Other pervasive developmental disorders include:

  • Aspergers syndrome (like autism, but with normal language development)

  • Rett syndrome (very different from autism, and only occurs in females)

  • Childhood disintegrative disorder (rare condition - a child learns skills, then loses them by age 10)

*The United Nations adopted a resolution on Dec. 18, 2007 declaring April 2 Autism Awareness Day

*The inaugural celebration of Autism Awareness Day on April 2, 2008 included 20 participating countries

*67 million people worldwide are affected by Autism.

*Children with ASD are 7 times more likely to come into contact with the police.

*Some doctors believe the increased incidence in autism is due to newer definitions of autism.

*An estimated 190,000 Canadian children have the Autism Disorder.

*This year more children will be diagnosed with Autism than Aids, diabetes and cancer.

*The most recent studies suggest the rate of autism has increased to 60 cases per 10,000 people, from 40 cases.

* 1 in 110 children in 2010 in the US will be diagnosed on the autism spectrum.

*1 in every 70 boys in 2010 in the U.S. is living with an autism spectrum disorder (ASD),

*1 in 150 in 2008 children in the US was diagnosed on the autism spectrum.

* 1 in 94 boys in the US in 2008 was living with ASD.

*Autism cannot be detected yet by medical means.

*Early diagnosis and early intervention improves the future of Autistic children.

* At your child's 18- and 24-month checkups, your pediatrician should screen for autism spectrum disorders.

*500,000 children in the US with autism will become adults in the next decade.

*There is an 81% unemployment rate among adults with autism.

*More than 80% of adults with autism between 18 and 30 still live at home.

*Children with Autism may appear generally normal until around the age of 24 to 30 months.

*In the US the National Institutes of Health spent only $22 million in 1997 for Autism research.

* In the US the National Institutes of Health spent $74 million in autism research in 2002.

Which fact do you find most troubling?

Miramichi, NB First In Canada To Have Autism Registry

Miramichi (2006 population: 18,129) is the largest city in northern New Brunswick, Canada. It was formed in 1995 through the forced amalgamation of two towns, Newcastle and Chatham, and several smaller communities.

On March 31st on our Special Needs Stats and News, I wrote about Miramichi, New Brunswick being the first area in Canada to launch an Autism Registry for first responders. Since then Ottawa has done the same thing. As it is Autism Awareness Month, today I will give more details about this voluntary program in Miramichi launched in December 2009.

The Autism Resources Miramichi Inc. (ARM) in co-operation with the Miramichi Police Force organized the registry for persons of all ages with an Autism Spectrum Disorder.

All Miramichi police officers and firefighters have received autism training.

Families pay a one-time $25 fee and fill out a registration form asking the usual emergency contact information and fourteen questions regarding the behavior of the Autistic person. Here are a few of those questions:

* Is your child able to communicate with speech?

* Does your child understand receptive language? (what is being said to him/her)

* If not, please describe his/her method of communication:

* Is your child prone to sensory overload?

* Circle which responses may result from sensory overload: Seizure, panic, flight, fight, withdrawal, other. Please describe:

*What might trigger what is circled above? (i.e. dog bark, siren, touch)

* Is there a favorite place that your child may go to if wandering?

The other questions are found on there web site given at the end of this post.

Families receive an identification card and a necklace.

The registry has the Autistic person’s name and address and the parents can opt as well to have their name flagged as a parent of an individual with an ASD.

Individuals with Autism can have their photos and emergency information and personality traits added to the registry data. Therefore, police, paramedics and firefighters who respond to a call are aware and can be prepared to deal with this particular individual.

The forms and photos will be updated yearly. When relevant information changes, the centre must be contacted so they can have that updated in the database.

The individual profiles are embedded in the internal database of the Miramichi Police Force as well as the region's 911 system.

When a 911 call is made, it informs first responders with the needed personal information as well as the triggers that might upset autistic individuals.

Debbie MacGregor, the executive director of Autism Resources Miramichi Inc. (ARM), says: “It has run quite smoothly, and we've probably got about 18 families who have either registered or are in the process of registering, so we're pleased with that number,"

For more information click to the Miramichi Autism Resource Inc. www.autismmiramichi.com

Has your area considered developing a registry for first responders?

How would this benefit a person you know?