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.