Halloween & Autism

Halloween for children with autism by: Bethany Sciortino Halloween is considered among most kids as one of the best holidays of the year. Dressed up as their favorite character or superhero, kids are allowed to be something fantastical for an evening and go to strangers houses and ask for candy, the very thing kids are told not to do every other day of the year. Staying up late, children fill their mouths with chocolate and sweet delights and then, well past their bedtimes, succumb to a sugar coma. For kids with autism, however, Halloween often turns out to be much more tricky and not always a treat. Most autistic children do not understand the concept of make-believe. Asking them to wear a costume to emulate that concept, one with rough fabric and constricting accessories or masks is a recipe for disaster. Getting an autistic child to approach a strangers home, much less to greet them with any sort of social appropriateness, is likely to cause extreme anxiety. And, if you get past steps one and two without inciting a riot, asking your child to hand over the candy he has just earned because he has diet limitations is sure to be the icing on the meltdown. You want your child to experience tradition as other kids do, especially if he has neuro-typical siblings, but you know that you are likely to be the scariest part of Halloween. So, what do you do? Instead of putting on an elaborate costume, allow your child to put on a silly hat or a buy a Halloween themed t-shirt – anything that is nonthreatening and comfortable. Fore-go the trips to other peoples houses and let the silly witches and goblins come to you passing out candy on your porch. Keeping the area well lit will allow your child to observe without fear, and hopefully he will gain some understanding of the holiday by watching his peers do the trick-or-treating. If at anytime it becomes overwhelming, you can simply turn off your porch light and go inside. If your child is a bit more high-functioning and able to tolerate the trick-or-treating, avoid over-stimulation by limiting his time. Carry a flashlight to help guide your path and bring a wagon if your child tires easily. Take earplugs in case the noise level of the other kids becomes overwhelming and bring a comfort toy should your child become upset. If your child is on a restricted diet, you may want to consider making an exception for the evening. Most parents aren't quick to make that allowance, so you might have your child trade in his candy at the end of the evening for an outing he enjoys or a toy he has been wanting. You could also offer a monetary token for each piece of candy. For example, 10 cents for each piece of chocolate and 5 cents for each sugar candy. This will allow your child a choice to save in a piggy bank or use it towards a healthier purchase of his choice. Halloween is a traditional holiday, but it doesn't have to be scary for you or your autistic child. You don't have to follow the rules and you are always free to create new traditions to work with your circumstances. Trick or treat! Read more: http://www.autismsupportnetwork.com/news/halloween-children-autism-210012342#ixzz2AhjUVUVL

What to do in the Summer!?

Tip #1: Focus on doing something that you know your child enjoys. (A parents story) Soon after I adopted my son Neal from an orphanage in Russia, we joined my family reunion at a beach house in Delaware. When we get to the beach, it is clear that Neal is petrified of sand, of water, of anything to do with the beach. I write in my book, Now I See the Moon, that I make excuses to my family, "He doesn't know from the ocean. He comes from the Ural mountains in Siberia, for goodness' sake." Even as I defend him, I'm disappointed. I love the ocean, and I yearn to share the joy of the boundless sea with my son. Instead, we surrender, and end up spending our time on the patio of the beach house where there's a wading pool. We're joined by my mother, who was also raised in the mountains -- the Shenandoah Mountains in Virginia, and she doesn't like getting sandy. Know what truly interests your child and plan your trip where you know he or she can be successful. Also, it is important to note that our children's ability to regulate their own emotional states is largely affected by our own. So if we are anxious, disappointed, frustrated or angry, guess who's going to feel even more so? Tip #2: Prepare your child's sensory system. Anticipate, it makes sense! If you decide to go somewhere you've never been with your child, or try new activities together, make the effort to really prepare (weeks before you take your trip, if possible). After the "failed" beach experience, one of my son's therapists, Shelley Cox, and I take Neal close to the ocean. Shelley takes a bucket of sand and actually brings the ocean to Neal. Slowly and compassionately we allow Neal to get acclimated. First Shelley puts sand on his feet, rubbing it gently on his skin. I then realize that the hot, scratchy sand must have been irritating to his sensitive tactile system, reflecting why he avoided walking on the sand, preferring to be carried to his beach blanket. I am even clearer that Neal's fierce preferences are not random. I better understand his world and anticipate his needs. Today, Neal loves the surf and can't wait to jump in the waves! Tip #3: Rehearsals for life: Practice, practice, practice! Before we fly on an airplane with Neal, we role play everything you can imagine -- packing bags, waiting in lines, taking off his shoes and going through security lines, placing luggage under the seat, wearing a seat belt and sitting patiently. We use visuals -- we watch DVDs of airplanes, go online for pictures. We pretend play with toy airplanes, look through airplane magazines. We practice placing our hands over our ears during take-off/landing and we actually visit the airport. If he is going to meet new people, we show him pictures and tell a story about them, letting him "meet" them first in the comfort of our home. If we are visiting family members whom he hasn't seen for a while, we show him photos of passed experiences and current photos so he can see what they look like now. We use "social stories" to help make sense of new experiences. This provides Neal a sense of control, and diminishes his anxiety. Tip #4: Expect the Unexpected. Go with the Flow (as if we had a choice!) As well-prepared as Neal was for his flight, once he got to the airport, he was so excited he couldn't contain himself. At the airport, as we waited to board, Neal stared at the huge planes out the windows. I turned my head for a moment. I then heard the sound of an alarm. Neal had raced to the exit door and tried to open it so that he could go outside and be with the airplanes. He panics. People glared at him. Security raced over. "It's okay sweetheart," I told Neal, trying to comfort him. To the security guard and the concerned onlookers, what could I say? "He has autism! He just likes airplanes!" I remember early on in our diagnosis becoming outraged at others for making what I thought were "stupid comments" about my child and his behavior. Too, I resented their judgment of how I handled unexpected situations based on Neal's reactions to circumstances. Now I understand that such reactions come from ignorance (just plain lack of knowledge). I now try to use every occasion as an opportunity to educate and sensitize others to the special needs of my very special child and others like him. TACA (Talk About Curing Autism Now) has cards that you can present to strangers to help them understand autism. Tip #5: Call the airline (cruise line or hotel) in advance and let them know you are traveling with a child who has special needs. Our choice to go with the flow continued throughout the flight. Once we boarded our flight, Neal did all that he had practiced -- but we hadn't practiced needing to go to the bathroom when there is a drink cart blocking the aisle. Neal tried to go in the first class bathroom, but his efforts are thwarted by an irate first class passenger and a "by the rules" stewardess. Neal starts to tantrum, the stewardess calls for security, and fortunately my so-calm husband steps in to ease the situation and help Neal wait until the aisle opens up. Now I know to phone the airline in advance and tell them about my child's special needs and apprise the flight attendants, that if something unusual presents, they need not be afraid. When I call beforehand, they offer comforts including letting us board early, being kind, patient and attentive to Neal. The more we proudly travel with our children or go to movies, malls or neighbors' homes, the more they too will come to learn compassion, understanding and non-judgment, just as we have. Tip #6: When traveling long distances prepare activities to keep your child engaged For older children, this might include computer games, DVD's, magazines, etc. When Neal was younger, I wrapped up little "gifts" in aluminum foil and let him unwrap them periodically on the trip. I remember going to a party supply store and buying bags of favors, little match box cars, airplanes, bubbles on a string, animated characters, plastic pretend food, etc. Unwrapping each package took up to three minutes Tip #7: Staycations: Same place, different experiences. Customize! When I was a child we went on a family vacation every year, usually to the beach. One year, our finances were particularly low and we couldn't get away, so my Dad made a fun time of "Vacation at home!" My dad and mom set it up so that each child and parent got "their day," and the other family members went along. My dad's choice was fishing at a nearby lake, my Mom, "vegging" out at a local pool, my brother chose an amusement park, my sister a movie, and I chose going to an art museum. This special week stands out in my memory as one of the best vacations in my life. Let your child be part of this planning process. Use a dry erase pad and write down possible ideas. Let your child circle or point to where they would like to go. For kids who are nonverbal there is a new app for the iPad called Proloquo 2Go that "provides a full-featured communication solution for people who have difficulty speaking." Find what communication system(s) work best for your child so that your child with ASD can have a voice in choosing where they wish to go. Let each child feel special. If possible, you can bring along a teen volunteer to help out. For Moms, maybe your special day can be going ALONE to a spa day, while the rest of the crew has a picnic. Refuel. It matters. AMC theaters now offer Sensory Friendly films where our kids can walk up and down aisles, make noise, and just be themselves. Tip #8: Get a special pass when you go to an amusement park (or other busy venues like concerts, plays, etc.). Some children with ASD love amusement parks, some find them too stimulating or overwhelming. Again, preparation is the key to success. Before taking Neal to Disneyland, we showed him photos, went online and let him do a virtual tour. Once we arrived there, we had a pretty good idea of what he wanted to do. Remember too that your child's interests may seem odd but they are his or her interests. (Neal could go on Space Mountain 10 times!) Most of the major amusement parks have a special disability pass where your child and family members do not have to stand in long lines. Don't be proud! Get this pass! In fact, Neal is one of the most popular kids on our block when it comes to going to Magic Mountain, his now favorite amusement park, since everyone in his party doesn't have to stand in line! Tip # 9: Enjoy the great outdoors. Neal loves to be outside. I have seen him the happiest when he can be out all day long. Go camping, to the beach, hiking, have picnics, do things where your child can feel boundless with few opportunities to have to say "No," or manage inappropriate behaviors. Today there are many outdoor programs that families with special needs can enjoy: PARK CITY KARATE: http://parkcitykarate.com/ U of U Kidstar: http://healthcare.utah.edu/uni/events/Kidstar%20Summer%20Camp.html UTAH AUTISM: http://autismcouncilofutah.org/resources/links/UtahFEAT: http://www.utahfeat.org/site/category/show?category_id=7 Tip #10: Be Here, Now (wherever "Here" is that day): Give yourself the present of being Present. Enjoy this precious moment. I once attended a family surf camp where the dad had spent hours preparing his son for surfing: practicing standing on a surfboard, paddling in a pool, etc. However, once at the beach, his son was so excited about being in the ocean, that he just wanted to play and dance in the waves, he didn't want or need to surf as planned. The Dad moped on the beach, feeling this situation as one more failure. I suggested that he stop for a second and look at his child who was in complete joy. The father soon realized that it was his own need for his son to complete the task at hand, rather than enjoying the moments with his son. He realized as we all do from time to time, that the gift of the present is sharing time, experiences and engagement with each member of our family ... in their own special way, and in their own special time. As I look back, even that first seemingly "failed" beach trip where my Mom and Neal spent time on the patio together, was actually a beautiful bonding time between grandchild and grandmother. Enjoy the moments. Yesterday is gone, tomorrow is a mystery. Today is a gift that is why it is called the Present. Vacation is in part a state of mind.

More on Brain Research

50 Brain Facts Every Educator Should Know January 27th, 2010 By Pamelia Brown The brain is perhaps the most fascinating organ in the human body. It controls everything from breathing to emotions to learning. If you work with children, here are some facts that you might find helpful, from how the brain affects learning to facts about memory to interesting facts about the brain that you can share with your students. Brain Development and Learning Read on to learn interesting facts about how the brain develops, what can affect that development, and how learning is impacted. Read aloud. Parents and teachers who read aloud and talk often to young children are promoting brain development. Bilingual brains. Children who learn two languages before the age of five have a different brain structure than children who learn only one language. Child abuse and the brain. Studies have shown that child abuse can change the way the brain develops and can negatively affect learning. New neurons. Throughout life, mental activity promotes the production of new neurons in the brain. Handedness. Those who are left-handed or ambidextrous have a corpus collosum that is about 11% larger than those who are right-handed. Brain growth. The human brain continues to grow until about age 18. Stimulating environment. If a child is in a stimulating environment, she has a 25% greater ability to learn . Conversely, if she is in an environment with low stimulation, she has 25% less ability to learn. Creative vs. methodical. Scientists have shown that creative thinkers’ brains work in different ways from the brains of those who think more methodically. Food and intelligence. One study looked at students in New York and showed that those who ate lunches that did not include artificial flavors, preservatives, and dyes did 14% better on IQ tests than the students who ate lunches with these additives. Boredom. Humans have an innate curiosity, but when they have a lack of stimulation, boredom sets in. Learning new things. A study shows that when people are learning new things, their brains change very quickly. Those learning to juggle showed change in the brain in as little as seven days. Music. Children who take music lessons show a considerable increase in the ability to learn. Reading faces. The area of the brain called the amygdala is responsible for the ability to read someone’s face for clues to how they are feeling. Memory Learn about the way short-term memory differs from long-term memory, how scent affects memory, and more. Different types of memory. The ability to learn and remember new things is called declarative memory and is processed in a different part of the brain from where the memories of how to do something are stored. Scent and memory. Scent is a powerful trigger for memory. A study indicates that a memory paired with scent can be recalled more easily. New connections. Each time a memory is recalled or a new thought occurs, a new connection is created in the brain. Create associations. Memory is formed by associations, so to promote memory in students, create associations for them. Sleep. The brain consolidates memories while you sleep. No sleep. A lack of sleep may actually decrease your ability to create new memories. Short-term memory. Studies suggest that short-term memory happens as a result of chemical and electrical impulses in the brain, as compared to more structural changes that are associated with long-term memory. Brain Trivia From how the brain helps while blinking to early brain surgery, these bits of trivia might come in handy the next time you are teaching about the brain. Blinking. Each time we blink, our brain keeps things illuminated so the whole world doesn’t go dark each time we blink, which is about 20,000 times a day. Laughing. As easy as laughing seems, it is actually a very complex task that requires activity in five different areas of the brain. The purpose of yawning. Yawning often promotes yawning in others nearby. Scientists believe that yawning may have been an ancient social behavior that signaled an event, with others yawning in response. Today, we still hold on to the response, even if we don’t need it. Brain Bank. Harvard maintains a Brain Bank where over 7,000 human brains are stored for research purposes. Disney and sleep disorders. Disney creators used real sleep disorders such as snoring, nightmares, and sleepwalking in many of the characters in their movies. Thoughts. It is believed that humans experience 70,000 thoughts each day. Aristotle. Aristotle mistakenly thought that the functions of the brain actually took place in the heart. Outer space. The lack of gravity in outer space affects the brain in several ways. Scientists are studying how and why, but you may want to hold off on your next trip to the moon. Shakespeare. The word "brain" appears 66 times in William Shakespeare’s plays. Early brain surgery. Archeologists found evidence that primitive brain surgery was performed by drilling a hole in the skull as far back as 2000 BC. Imaginary playmates. A psychological study in Australia showed that children with imaginary playmates between the ages of 3 and 9 tended to be first-born children. Oxytocin and autism. Oxytocin is a hormone that is responsible for promoting social interaction and may help children with autism increase social skills and trust. The Physical Brain With this list, you’ll be prepared the next time you need to whip out fast facts about the make-up of the human brain. Water. The brain is made up of about 75% water. 10% myth. If you were taught that humans only use 10% of their brain, then know that is just a myth. Scientists can attribute a function to each part of the brain. Weight. The human brain weighs about 3 pounds. No pain. There are no pain receptors in the brain, so the brain can feel no pain. Cerebrum. The cerebrum is the largest part of the brain and makes up about 85% of the brain’s weight. Gray and white. The human brain consists of about 60% white matter and 40% gray matter. Neurons. About 100 billion neurons make up the human brain. Synapses. For each one of those neurons, there are anywhere from 1,000 to 10,000 synapses. Cerebral cortex. The cerebral cortex grows thicker the more it is used. Yawns. It is believed that yawning sends more oxygen to the brain, therefore working to cool it down and stimulate it. Amazing Brains Here are examples of some amazing people and their brains. Daniel Tammet. Daniel Tammet is an autistic savant who can perform astounding mathematical computations, knows seven languages, and is developing a language of his own. Albert Einstein. Einstein’s brain was similar in size to other human brains except in the region that is responsible for math and spatial perception, where his brain was 35% wider than average. Keith Jarrett. This jazz musician, at age 3, was discovered to have perfect pitch, which scientists have been able to pinpoint in the right frontal lobe. London taxi drivers. Famous for knowing all the London streets by heart, these taxi drivers have a larger than normal hippocampus, especially the drivers who have been on the job longest. This suggests that as people memorize more information, the hippocampus continues to grow. Vladimir Ilyich Lenin. After his death, Lenin’s brain was studied and found to have been abnormally large and to have contained numerous neurons in a particular region. Some believe this brain structure may explain his famous intelligence. Oldest brain. At the University of York in northern England, a brain thought to be 2000 years old was unearthed. Ben Pridmore. Ben Pridmore, a world champion memorizer, memorized 96 historical events in 5 minutes and memorized a single, shuffled deck of cards in 26.28 seconds. Henry Molaison. Known for decades as "HM," Molaison underwent brain surgery in 1953 and could not form new memories afterward. He became the most studied patient by those who research the brain. Molaison died about a year ago and donated his brain to science. Currently, it is undergoing extensive research.

Autism in the Classroom

Characteristics of Autism Spectrum Disorders
Each of the disorders on the autism spectrum is a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. Children with autism or one of the other disorders on the autism spectrum can differ considerably with respect to their abilities, intelligence, and behavior. Some children don’t talk at all. Others use language where phrases or conversations are repeated. Children with the most advanced language skills tend to talk about a limited range of topics and to have a hard time understanding abstract concepts. they may be diagnosed as having one of the other disorders on the spectrum—Aspergers, Rett’s, PDDNOS. PDDNOS (Pervasive Developmental Disorder Not Otherwise Specified)
They share some or all of the following characteristics, which can vary from mild to severe, evidence before 3:
1. Communication problems (for example, with the use or comprehension of language-expressive and receptive);
2. Difficulty relating to people, things, and events;
3. Playing with toys and objects in unusual ways;
4. Difficulty adjusting to changes in routine or to familiar surroundings;
5. Repetitive body movements or behaviors.
6. Unusual and sometimes uncontrolled reactions to sensory information—for instance, to loud noises, bright lights, and certain textures of food or fabrics.

7. Social interaction (such as the inability to establish or maintain relationships with peers appropriate to the level of the child’s development,
8. Communication (such as the absence of language or delays in its development), and
9. Behavior (such as repetitive preoccupation with one or more areas of interest in a way that is abnormal in its intensity or focus).



STRATEGIES

Routines & Schedules: practiced, taught, set (visual/auditory) & reviewed daily
Active Ignoring/Extinction; the student does not receive a reinforcement positive or negative/consequence-the behavior and the student is ignored completely, everyone is engaged in actively ignoring the behavior
Prepare for changes; speak to student(s) in advance for a sub, fire drill
Practice-Role Play; have the students practice asking for clarification
Over-Correction; students walk through halls several times correctly

ASD students are provided with many repeated opportunities (called learning “trials”) to practice specific skills and receive direct feedback.

When a child makes an incorrect response, the instructor provides feedback that indicates that the response was incorrect; indicate this by saying something such as “try again”, the instructor may ignore the incorrect response and simply move on to the next task,

The instructor performs the correct response and assists the child in repeating it (called correction). I do it-We do it-You do it.

It is generally wise to avoid using the word “no” because it has usually been associated with negative events in the child’s past and can elicit emotional behavior such as crying or tantrums.

Recognize when he/she behaves appropriately. Do not focus on the absence of the negative behavior, rather reward appropriate behaviors displayed, points on desks & tallies on board.

Once the child has learned to differentiate the desirable behavior from undesirable, then the child is taught to monitor brief periods of time or occurrences of the positive behavior.

The child can be taught to self-manage in any environment. Adults should only remind the child to begin self-management and then gradually fade out of the new environment by leaving for longer periods of time.

First-then" strategy; that is, "first you do ___, then you do ___",
rather than an "if-then" approach (i.e., "if you do ___, then you can do___").
This first-then strategy allows the "first" expectation (whether a task, activity or assignment) to be modified, as needed. The modification is in terms of task completion and amount of prompting, in order to accommodate the student's daily fluctuations in his ability to process in-coming information. Then he can move on to his next visually scheduled task/activity.


Academic Work: What they need to know
What is the work to be done?
What is the nature of the task?
How much work?
Visually represent to the student exactly how much work is to be done
When am I finished?
What comes next?
Play/Social Time
A teacher frequently reminds a child on the Autism Spectrum, prior to going out for recess, the rules. Specifically; that s/he cannot push other children. Have the child repeat this rule prior to going out to recess.

When experiencing great distress, a child with Autism Spectrum continually looks to others for monitoring of his emotional states, "Am I under control yet?" Tell the child, “you are doing good, your breathing is slower and your face is calmer”.

He has limited awareness of when he is calm, versus extremely upset. Another example would be laughing, seemingly inappropriately, when others are hurt, embarrassed, etc. Do not be alarmed; use it as a teaching moment.

Understanding and using non-verbal social communication (discourse) skills: Children with Autism Spectrum can have significant difficulty interpreting non-verbal social communication skills used to regulate social interactions (e.g., tone of voice, facial expressions, body postures, gestures, personal space, vocal volume, use of eye contact to "read" faces, etc.). Say, “look at my face, what is it telling you? It is telling you I am feeling…”

For example, they may not understand that a raised vocal volume can convey an emotional state such as anger (e.g., A student with Autism Spectrum stated, "Why are you talking louder? I can hear you" when his mother raised her voice to communicate anger). Some children with Autism Spectrum can exhibit conversational speech with a somewhat flat affect: limited vocal change regarding vocal tone, volume, pitch, stress and rhythm, particularly to indicate emotion and/or emphasize key words.Narrative discourse skills: Children with Autism Spectrum can exhibit difficulty with their narrative discourse skills, including relating past events, or retelling movies, stories, and T.V. shows in a cohesive and sequential manner. They may leave out important pieces of relational information, as well as referents, and may use many revisions, pauses and/or repetitions. Be patient and use it as a teaching moment.


Give the child with Autism Spectrum enough time to respond, in order to allow for possible auditory processing difficulties, before repeating/rephrasing the question/directive. The child can be taught appropriate phrases to indicate he needs additional processing time, e.g., "Give me a minute, I'm thinking"

Written rules can help the child understand what is expected of him at all times. Reference to the rules can be used rather than verbally telling him what to do, or what not to do.


The adults in the child's environment should be aware of the child's concrete/literal interpretation of figurative language, and should provide concrete explanations for idioms, multi-meaning words, jokes, teasing, etc.,

This can be tricky: Forewarn the child of any fire drills, earthquake drills, etc. This can be done both verbally and visually (on his schedule). Although the child may appear calm outwardly and appear able to readily handle this change in routine, he may be experiencing internal stress/anxiety which could appear later.

They need to have access to various sensory calming activities and/or physical activities (we have fidgets), which are scheduled throughout the day, fidgets are available if a child seems to be stressing.

STRESS RELIEVERS
Deep pressure (pressure touch) activities: firm hugs; being rolled within a mat or blanket; wearing a weighted vest/blanket; massage; chewing gum, rolling in a frog or a mat. Rubbing back or forearms.

Incorporating heavy work patterns (i.e., push, pull, carry) into functional tasks/jobs appears to assist some children in becoming more calm and focused.

Student Jobs; taking the attendance or lunch room count to the office for each classroom; getting the milk cartons for the kindergarten classrooms and delivering them to each classroom; sweeping a walkway; carrying books back to the library; cleaning the chalkboard, etc.

COOL-DOWN CORNER
Southwest corner of the classroom: to decrease sensory overload and increase self-calming, it has objects available which are calming to the child. Lily-Pad




SITUATIONAL

Saying negative comments to other students
Encourage the child to whisper, rather than speak his thoughts aloud.
Remind and practice to "think it-don't say it" have them role playing, and social scripting can all be used to teach the child how to initially identify what "thoughts" should be represented internally.

Changes
Changes in routines and can exhibit a definite preference to a reliable schedule. Avoid changes, but some are unforeseen; they can become quite anxious and worry incessantly about the unknown; that is, when the environment becomes unpredictable and they do not know what to expect. Example: Unpredictability may occur during less structured activities or times of the day: recess, lunch, free play/time, physical education, bus rides to/from school, music class, art class, assemblies, field trips, substitute teachers, delayed start/early dismissal, etc. Lessons on what to do when the unpredicted happens, then reference back.


Communication discrepancy-tells someone "Thank you", he expects the person to respond immediately with, "Your welcome". If the person does not immediately respond, the child will perseverate in saying "Thank you", and become increasingly anxious until the person says, "You're welcome". Practice calming tools and give them opportunity to hear the expected communication.

Need for closure/completion: In relation to their ritualistic needs, children with Autism Spectrum can exhibit an intense need for closure or completion of tasks/activities before transitioning to the next activity. Such as touching certain places in the class as a method of “checking out”. This can create significant educational implications if not planned for accordingly (e.g., If a math worksheet is not able to be completed prior to going out for recess, the child with Autism Spectrum may become quite upset - even though he may enjoy going outside for recess very much). The anxiety relates to the need for closure, a ritualistic need, rather than in relation to the specific activities at hand, and typically cannot be alleviated by being told that the activity can completed later. Let them complete the ritual.

Getting off-task, and may be easily distracted by both internal (perseverative thoughts/concerns) and external (sensory) stimuli. For example, internal stimuli distraction: a child sees a single cloud in the sky and begins to obsess about whether it is going to rain and/or possibly storm. External stimuli distraction: attending to a fly buzzing around the room rather than the teacher; attending to fluorescent light flickering). Screening out information that is irrelevant can be very difficult, requiring conscious effort by the child with Autism Spectrum. If prompting is not successful-ask if would help for them to complete the task in different already identified location.
Routines: Gathering educational materials needed for specific tasks/activities/homework. Keeping track of their belongings - including personal and educational materials such as assignments;
• Each student has a daily schedule check list on their desk
• The weekly schedule is on the board and reviewed daily
• Specialties (Speech, Social Skills Group, etc.) are on the board and reviewed daily



We use timers a lot!! Use of a timer provides time constraints and structure for completing tasks. When given an unlimited amount of time, children with Autism Spectrum may take an unlimited amount of time for task completion. However caution should be taken in using timers. Some children may become highly interested (distracted) in the amount of time which is passing-we need to monitor this closely; “you cannot have the timer if you focus on the time”.

Emotional Vulnerability - Intervention Strategies:
Utilize the child's strength areas-a child with a high interest in geography could give a presentation to the class relating to the current area of study.

Limit or Regulate Intense Interests;
Relentless "lectures" on their specific areas of interest; Repetitive questions about interests, concerns or worries; trouble "letting go" of thoughts or ideas, particularly relating to concerns or worries; Refusal to learn about anything outside of their limited field of interest, as they do not appear to understand the significance. Common high interest areas for many children with Autism Spectrum may include: "Wheel of Fortune" game, transportation, astronomy, animals, dinosaurs, geography, weather and maps. It is important to note that these behaviors can often resemble obsessive/compulsive types of behaviors.
The Golden 3: The student can be given 3 tickets a day to speak about his/her interest for 3 minutes, and they can learn 3 new things on a topic they are not interested and they can teach 1 one desired concept for 3 minutes.










THEORY OF THE MIND
Remember perceptions of the world are often viewed as rigid and egocentric, when in reality they are unable to infer other people's mental states. Typically developing children acquire "Theory of Mind" skills by age four, yet it estimated that this concept develops between the ages of 9-14 in children with Autism Spectrum. The following are educational implications for children who have "Theory of Mind" deficit:
1. When the teacher asks a question to the class, the child thinks that the teacher is speaking directly (and only) to him, and therefore calls out the answer.
2. A child with Autism Spectrum can be extremely vulnerable to wrongful intent initiated by other children. He can have great difficulty reading the intentions of others and understanding the motives behind their behavior (e.g., a fifth grade student "befriended" a child with Autism Spectrum and told him to say and do many inappropriate verbalizations/actions, for which he got into trouble).
3. Due to difficulty in being able to understand the emotional perspective of others, the child may exhibit a seemingly lack of empathy (e.g., a child with Autism Spectrum may laugh seemingly inappropriately when another child gets hurt).
4. The child may have difficulty understanding that his behavior (both actions and words) can affect how others think or feel. He doesn't appear to understand that his words or actions can make someone feel different than his own emotional state. He is not purposefully trying to hurt others. He is factually relating information, without regard to the other person's feelings.













Remember to have fun!

Autism Research

Working with Children in the Autism Spectrum Disorder (ASD) Continuum;
Specifically Aspergers
This information from the latest brain research on individuals with ASD tools for working with the ASD/Aspergers child and a lack of insight on the experience of having Aspergers. Methods and resources will also be provided to assist those working with the Aspergers’ child.
Recent brain research findings suggests ASD is a developmental disorder caused by impaired regulation of a bundle of neurons in the brain stem that processes sensory signals from all areas of the body, bombarding the autistic with an over-load of stimuli. This scientific evidence directly points to the locus coeruleus-noradrenergic (LC-NA) system as being involved in autism. “The LC-NA system is the only brain system involved both in producing fever and controlling behavior,” says co-author Dominick P. Purpura, M.D., dean emeritus and distinguished professor of neuroscience at Einstein. (Dominick P. Purpura, M.D.), Albert Einstein College of Medicine, Bronx, NY, 4/29/2009, dominick.purpura@einstein.yu.edu.
The locus coeruleus has widespread connections to brain regions that process sensory information. It secretes most of the brain’s noradrenaline, a neurotransmitter that plays a key role in arousal mechanisms, such as the “fight or flight” response. It is also involved in a variety of complex behaviors, such as attentional focusing (the ability to concentrate attention on environmental cues relevant to the task in hand or to switch attention from one task to another). Poor attentional focusing is a defining characteristic of autism. “What is unique about the locus coeruleus is that it activates almost all higher-order brain centers that are involved in complex cognitive tasks,” Dr. Purpura, suggests the area of the brain that connects with the world around us are impaired or may be completely inactive.
Aspergers Syndrome is a Disintegrative Disorder. Aspergers can also be described as a brain disorder that primarily affects communication: receptive and expressive skills, social skills and behaviors. Sometimes individuals with autism also have repetitive language (called echolalia); or hand flapping, twirling or rocking. Some of the people with autism have little or no eye contact and seem to be uninterested in relationships- The autism spectrum is huge and it affects everybody differently.

Wado Ryu is a traditional style of Japanese Karate. Literally translated, “WA” means harmony or balance and “DO” means way or road in Japanese. For individuals on the ASD, a road or ‘way’ that is harmonious is at the core of what this population strives for. They are continuously out of “WA”, throughout most of their life, more so than those who do not experience this disconnection with the world. While we embrace the more current thinking of Long Term Athletic Development, we teach the etiquette and formalities found in traditional karate styles. We foster an environment of respect for individual effort and the effort of others, self confidence, personal strength and achievement of personal goals, (http://parkcitykarate.com/our-karate-style-wado-ryu/).


Applied Behavior Analysis (ABA)


Behavior analysis was originally described by B.F. Skinner in the 1930's, i.e., "operant conditioning"; this is the origins of ABA. The science of behavior analysis focuses on principles about how behavior works, or how learning takes place. One principle of behavior analysis is positive reinforcement. When a behavior is followed by something that is valued (a "reward"), that behavior is likely to be repeated. Through decades of the plethora of research, the field of behavior analysis has developed many techniques for increasing appropriate behaviors and reducing those that interferes with learning. Applied behavior analysis (ABA) is the use of those techniques and principles to address socially acceptable behaviors and to bring about meaningful behavior change for appropriate or desired behaviors. ABA professionals will strongly stress the need to have a trained behaviorist to apply the principals. It is of my opinion that if the steps are employed, there is consistency; parents, teachers and other services providers can see benefits from implementing ABA skills. The following is a basic outline of the ABA steps;

1. Assessment: This involves a pre-assessment, on-going data collection and a monthly post assessment. This can be completed very easily. The goal is find no more than 3 target behaviors that will be the subject of focus. The assessment will gather frequency and duration data of the desired target behavior (see recording sheet), is completed while the student participates in the learning setting. A second adult observes and records the data, while the teacher or sensei conducts routine lesson.
a. 3-30 minute intervals
b. Record the behavior in 5 minute segments-frequency
c. Duration information is gathered
d. Gather the same information on a comparison student (demonstrates desired behavior).
e. Review the data to determine meaningful goal

2. Meaningful Goals: Obtainable and manageable skills the student can experience success. Emphasis on skills that can be scaffold (slow or fast release). The student needs to be aware and participate in the goals setting.
3. Appropriate behavior needs to be taught. Skills broken down into small parts and taught from example and explanation. Because Aspergers is an ASD, it is a language based disconnection. Verbal explanations have little meaning unless it is coupled with modeling and repetition. An example:
i. (Target Behavior 1) Approaching the dojo-bowing to the sensei before entering the dojo. How do you want this look? (ABA begins) Model the appropriate behavior with verbal instruction, then have the student practice it 3< intervals. Each time the student does it correctly, they must be reinforced (as the rat in the maze).
ii. This can be verbal, but a visual reinforcement will have more meaning for our ASD students. This is where a chart, tickets, stickers, points must be used. “Good job/perfect/correct/well done!-you just earned 1-5 points”, while holding up the chart or the chart can be taped on the wall near the student, so they can see the tallies. Or a cup or envelope where the tickets can be dropped.
iii. Each student/child needs a different reinforcement menu and time between the reminder of the reinforcement and actually receiving it. One student may need less wait time for a reinforcer, at the end of class, end of the week or end of the month, or may need all of them.
Although you will be focusing approximately 3 target behaviors, ASD students struggle with social mores. It is important for everyone that interacts with the student reinforce, model and have the child practice appropriate social and communication skills. "It is not the techniques
you practice...It is the mind you train, using the techniques you practice. • Sensei Doug Jepperson


Suggested books:
*The Incident in the Night with the Dog
Song of the Gorilla Nation
Born On a Blue Day
A Wild Ride Up the Cupboard

http://my.uen.org/80553
http://sherijepperson.blogspot.com/


Further Suggestions:
Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting, or frightening. Children within the ASD are, by virtue of their disability, egocentric and have extreme difficulty reading the reactions of others; be as concrete as possible, facial expression and other normal social cues may not work. Avoid asking questions such as, "Why did you do that?" Instead, say, "I didn't like the way you -----------". They rarely understand sarcasms or other joking that most us get by a wink of the eye. They will usually attempt these behaviors to ‘fit in’ and fail miserably due to their disconnection to the social content.

Avoid figurative language when directly communicating with an autistic student; make your expectations simple and clear. Use only concrete terms, and reinforce those ideas with having the student observe another student doing it correctly. They have extreme difficulty with abstract or metaphor speaking. Avoid lengthy instructions, and break or "chunk" tasks and instructions into smaller tasks. Wait for the child to complete the first step before moving on to the next one.

Pre-prompting or primer; ASD students will find it easier to participate in classroom routines and activities when they have had the opportunity to prepare (mentally). Sometimes referred to as priming activities, such strategies can be used to prepare students for new activities or concepts, this can even giving the students a, 'heads-up' on the next activities or changes in the schedule
Routines and structure are more difficult to maintain during the chaos of celebrations, the ASD child must deal with stimulating visuals, sounds, smells, places and changes in their schedules. And, since many children with Aspergers are also sensitive to noise, touch and light, changes can become disorienting and overwhelming. This can mean a new level of stress and anxiety, thus increased inappropriate behavior.

Don't assume the student autism is disruptive to get attention. More often than not, students with autism react to their environment, and sometimes the reaction can be negative. Sometimes the student may be reacting to a sensory issue, and other times the student may be reacting to a feeling of fear. Sometimes a simple clarification can resolve the issue or a break from the environment for a few minutes, tell them to get a drink of water or move a towel to a place outside the environment.
Read the following quotes from Doug Jepperson’s Karate webpages, writing and materials, while keeping in mind the alienation the Aspergers child experiences on his/her path, from the rest of the world.



"True karate-do is this; that in daily life one's mind and body be trained and developed in a spirit of humility; and that in critical times, one be devoted utterly to the cause of justice." —Gichin
Funakoshi's Karate-do Kyohan.

I leave you with this last quote about the path we are all seeking, every time I read this, I am inspired, “For me there is only the traveling on paths that have heart, on any path that may have
heart. There I travel, and the only worthwhile challenge is to traverse is full length. And there I travel, looking looking,breathlessly. —Don Juan, Carlos Castaneda.
Don Juan understood Budo… http://jeppersonkaratedojos.com/images/PCKarate_Jan2

Autism Adventure

After 18 years in working with exceptional children, I'm on a new adventure! I am currently at Southland Elementary over an Autism Unit in Jordan School District and am loving it. I have worked with a few Autistic students in the past but now I have 10 and they are all mine!

Each one of them is unique, smart, bright and beautiful, they are my teachers now. My goal for them as well as all students is to have the skills to be independent adults. This means for these student to be mainstreamed as much as possible, it benefits all children. The students with disabilities have the right to have access to curriculum, students and school activities with their regular ed. peers. For the student who is considered regular ed., it benefits them to find that there are differences all around us. All of us have strengths and weakness and both need to be acknowledged must be explored. How many of us special educators have worked with students classified with a disability that have a higher IQ than we do?

So as I continue on this path I will research and seek for BEST practice methods and curriculum....and empty my cup.

May 28th 2011
Wow what an incredible year, we are never to old learn that's for sure. During this 2010-11 school year I have laughed, cried, ducked, been frustrated (mad), disappointed, disgusted (usually not the students), confused but, most of all have loved these students and their parents. The parents spend their hearts and souls for their child; they have to advocate for them from the moment of awareness. Most people do not know that children on the spectrum do not have healthy sleeping patterns, so many of these parents go without a good night's sleep indefinitely. The other thing about spectrum children is many think they do not have emotions or feelings that can be hurt. This is so not correct. These kiddos want friends, inclusion, love and the desire to be understood. And they give unconditionally the love and the friendship and yes can be hurt. They are so honest its like having a mirror held up the entire time your around them....literally too; "Ms. J you are really old ...have you looked in a mirror?" it makes me laugh!

Focusing Skills

Notes from Mrs. J - Keeping Focused
Helping Your Child Build Focusing Skills

Children's cognitive, linguistic, unique neurological and motor-skill developmental levels affect their ability to concentrate. If an activity is too challenging in any one of these areas, children either may choose not to participate or may stay with the activity only for a short time. For example, children who choose blocks over art tend to feel more confident in and comfortable with large-- motor skills than small-motor skills. Our role as educators and parents is to support children in developing concentration for activities of their choosing (by providing ample time for them to choose each day). At the same time, we need to gently encourage children to experiment and stay with activities that challenge skills they're not as comfortable with by providing activities that are both inviting and potentially successful. As you know, children's moods also have an effect on their ability to focus. If a child comes to school upset, tired, or overly excited, he may be too distracted to concentrate on an activity, particularly a new or challenging one.

Strengthen concentration: Twice a day, have your child pick an object and then have them practice holding a visual of the specific object in their mind steadily for 3-5 minutes, then work up to 10 minutes. Describe the item in detail before you have them close their eyes so they can imagine it, but it should also be simple for them to “see” it in their mind. Some good examples: an apple, a pencil, the face of a friend, parent or pet, and so on. Choose something they won’t have trouble picturing, but something that requires focusing in order to see it clearly. Call up a strong mental image of it, and then have the students work on increasing the time to keep focus on the object.

Visualize for practice. If you’ve got an important goal, assignment or task your child is working on-have them visualize it first! Many studies have been done on the power of visualization, and the general consensus is that performing tasks and activities mentally over and over again is equally as effective as performing them physically! That means that visualization can serve as a powerful practice session that helps them master anything! Have them visualize staying balanced on a beam, calm and focused have them visualize surprises and interruptions and staying focused through them.