Einstein vs. Schools

Snoopy and Charlie Brown

SO what every person with Autism needs to be saying!

Einstein vs. Education

Autism vs. US Education System

An Autism Education Dream

I dream of a world where EVERY child w/ Autism gets

 equal education at the level they need!

 NOT the lottery system, NOT a waiting list, NOT a 

private school that requires parents to PAY get their 

child educated!!! Why is this so difficult America?

Calming Techniques for Autistic Children

Calming Techniques for Autistic Children

"What are some things I can do as a parent of a 6-year-old autistic son (high-functioning) to help him calm down when he has a temper tantrum (which usually results in him hurting himself or destroying something in the house)? He just started the first grade, and his teacher is already having issues with his behavior as well."

In order to understand what calming techniques will work, you will first need to determine what things excite/upset your son, and have some understanding of the context in which he is throwing a tantrum.

1. Make sure your child knows what the expectations are, and do not confuse the issue with trying to talk to him about things at a time when he is already upset.

2. Try to redirect him to an alternative activity -- something that he enjoys. 

3. If this does not stop the tantrum, tell him to stop. Don't add any extras, just STOP -- calmly and directly.

4. If he still doesn't stop, provide some physical redirection to an area where he can calm down. It can be very effective to call this his SAFE place. It may include a bean-bag chair, where he can sit. But, eliminate any extras in the area, such as toys, or other preferred items. If he doesn't voluntarily go to his SAFE place, physically escort him there.

5. Tell him he must be calm for 5 minutes before he can get up.

This may seem like a overly simple process in order to deal with what may be a challenging behavior. The key is to be consistent, so that he will always know what is coming. If the child is in school, try to provide this program across all environments.

It is amazing how many autistic children will actually learn to go to their SAFE place independently, as a way for them to control themselves. We want them to self-monitor their behavior and show them that we believe they have the ability to calm themselves down.

There are no easy and quick fixes to reduce or eliminate severe behavioral problems (e.g., self-injury, aggressiveness, severe tantrums and destructiveness). There may be, however, a few fixes that may not require an incredible amount of time and effort to implement:

1. One possible reason for behavioral problems may be difficulties in receptive language. Autistic kids often have poor auditory processing skills. As a result, they often do not understand what people are saying to them (i.e., they hear the words but they do not understand what the words mean). The child’s lack of understanding can lead to confusion and frustration, which can escalate into behavior problems. Visual communication systems can be useful in teaching and in informing kids of what is planned and what is expected of them.

2. Behavioral problems may also be due to difficulties in expressive language. In fact, many researchers feel strongly that the majority of behavioral problems are simply due to poor expressive communication skills. There are numerous communication strategies, such as the Picture Exchange Communication System and Simultaneous Communication (i.e., using speech and sign language at the same time) which can be used to teach expressive communication skills.

3. Food allergies are an often overlooked cause of behavior problems. Some kids may have red ears, red cheeks, or dark circles under their eyes. These are often signs of food allergies. The most common allergens are dairy and wheat products, food preservatives, and food coloring. Some of the symptoms associated with food allergies are headaches, tantrums, feelings of nausea or spaciness, and stomach aches. As a result, the child is less tolerant of others and he/she may be more likely to strike out at others or have a tantrum. Since many of these kids have poor communication skills, the parent and/or teacher may not be aware that the child is not feeling well. The child should be tested if food allergies are suspected. If the child tests positive for certain foods, then these products should be eliminated from his/her diet.

4. If the child’s behavior is worse at school but not at home, there are many possible reasons, such as a lack of consistency. There are, however, several physical causes that should be considered. Two possible causes, which are seldom considered, are cleaning solvents and florescent classroom lighting. Janitors often use powerful chemicals to clean the classroom. Although the smell may be gone by the next day, the chemical residue may still be in the air and on surfaces. Breathing these chemicals may affect sensitive people. During the day, students often place their hands and face on the tables and floors, and these chemicals can eventually wind up in the child’s mouth and alter brain functioning and behavior. Many parents and teachers wipe the students’ desks with water or a natural cleaning solution prior to class each morning, and they have reported rather remarkable improvements in the students’ behaviors. Florescent lighting, which is the most common lighting used in classrooms, may also affect behavior. Many adults with autism report that florescent lights bothered them greatly during their school years. In addition, U.C.L.A. researchers observed more repetitive, self-stimulatory behaviors under florescent lighting compared to incandescent lighting. Teachers may want to turn off the florescent lighting in their classroom for a few days to see if there is a decrease in behavioral problems for some or all of the students. During this trial period, the teacher can use natural light from the windows and/or incandescent lights.

5. In many instances, a behavior problem is a reaction to a request or demand made by a caregiver/teacher. The child may have learned that he/she can escape or avoid such situations, such as working on a task, by ‘acting up.’ A functional assessment of the child’s behavior (i.e., antecedents, consequences, context of the behavior) may reveal certain relationships between the behavior and the function the behavior serves. If avoidance is the function the behavior serves, the caregiver/teacher should follow through with all requests and demands he/she makes to the child. If the child is able to escape or avoid such situations, even only some of the time, the behavior problem will likely continue.

6. It is also important to consider the child’s level of arousal when formulating a strategy to treat behavioral problems. Sometimes behavioral problems occur when the child is overly excited. This can occur when the child is anxious and/or when there is too much stimulation in the environment. In these cases, treatment should be aimed at calming the child. Some popular calming techniques include: vigorous exercise (e.g., a stationary bicycle) which would act as a release of their high excitement level, vestibular stimulation (e.g., slow swinging), and deep pressure (e.g., Temple Grandin’s Hug Machine). In some cases, behavioral problems may be due to a low level of arousal such as when the child is passive or bored. Behaviors such as aggression and destructiveness may be exciting, and thus appealing, to some of these kids. If one suspects behavior problems are due to underarousal, the child should be kept busy or active. Vigorous exercise is another good way to increase arousal level.

7. Many families are giving their children safe nutritional supplements, such as Vitamin B6 with magnesium and Di-methyl-glycine (DMG). Nearly half have reported a reduction in behavioral problems as well as improvements in the child’s general well-being. Sometimes powerful drugs are prescribed to autistic kids to treat their behavior. Interestingly, the most commonly prescribed drug for autistic children is Ritalin. A survey conducted by the Autism Research Institute in San Diego revealed that 45% of 2,788 parents felt that Ritalin made their child’s behavior worse and only 20% reported improvement (27% of parents of autistic children felt that Ritalin made no difference).

8. Occasionally a child may exhibit a behavior problem at school but not at home, or vice versa. For example, the parent may have already developed a strategy to stop the behavior at home, but the teacher is unaware of this strategy. It is important that the parent and teacher discuss the child’s behavioral problems since one of them may have already discovered a solution to handle the behavior.

How To Prevent Meltdowns & Tantrums In Autistic Children

Pressure Vest

http://somethingsewspecial.blogspot.com/2009/07/pressure-vest-for-katie.html

Adapted Clothing

http://somethingsewspecial.blogspot.com/search/label/Adapted%20Clothing

Slime For Play

mysmallpotatoes.com

Jello Slime

Different Finger Painting Idea

mysmallpotatoes.com

PERFECT OUTSIDE ACTIVITY.
I used a large, low rubbermaid type container.

Play Dough Play With a Kick

mysmallpotatoes.com

FLOWER PETAL PLAY DOUGH....sensory play

Sensory Play Color

Rote Memory & Autism

Rote Memory

• Rote memory deals with words as opposed to ideas and relationships of mental concepts (logical memory). In other words, it is the ability to remember things without giving any thought to their meaning.
• It deals with symbols-figures-dates, which may be fixed in mind through the law of repetition without any effort of the intellect in the form of creative thinking.
• Consequently, the use of rote memory mat result in parrot-like repetition without any under-standing of the thought values represented by the words, figures or symbols which are being used

            http://aspminds.com/rotememory.html

Example:  A child may use the word "love" as in "I love you" because they have learned it by rote, without  
             grasping the underlying meaning of the concept. A strong aptitude for rote memory is a typical cognitive tendency among children with ASD. However, because they rote learn the alphabet and numbers, their approach to reading words and computation skills are above average and they typically are fluent readers. Unsuspecting teachers often do not realize that they do not understand what they read and assume that because they know that  3 - 1 = 2,  they will know that if 3 birds are on a tree and 1 flies away, there will be 2 left. Difficulty dealing with abstract concepts is their hallmark.

This capacity for strong rote memory is often accompanied by memory challenges in memory retrieval. A child might be able to name all the streets in his neighborhood yet be unable to answer to open ended questions such as: "where do you live?"
A common misperception of autism is the tendency to link autism to special "savant" capabilities. Savant capabilities are extraordinary skills in a specific area, often combined with lower than average abilities in other areas of development. These savant capabilities are seen in only around 10% of the children who receive a diagnosis on the autism spectrum. 
Because many children with autism have an excellent rote and visual memory, teachers often think they understand something they have simply remembered. They use visual memory to compensate for their difficulty to understand.  This leads to overdrilling because the child excels in the area of memorization.  This is especially true of language and is heard when children recite scripts and speak in a robotic fashion.        

 

• Be vigilant, change the order of the problems or vocabulary words on the page, for instance, and make sure that the child understands and is not just memorizes when teaching.
• The child may need guidance when selecting which bits of information to attend to and retain, but should also be encouraged to hone his or her skill of memorizing key facts, figures and other essential information. This kind of rote learning is valuable for educational activities such as phonics (learning the sounds of the alphabet and other letter strings), learning to count and memorizing multiplication and division facts.
• Rote memory is related to strong visual perception, and many children with ASD learn numbers and letters before they can talk.  Use their knowledge as a motivator in activities to strengthen other skills such as fine and gross motor skills (ie. using a number puzzle as part of an obstacle course, using dot markers to fill in the first letter of their name, etc.) 
• Find ways to help the child really grasp the concept of what they are doing, by helping the to actually "see" the problem, such as writing it down on paper, drawing it out, or physically demonstrating it.

Myths About Autism

MYTHS ABOUT AUTISM

Seven myths about autism

Lisa Jo Rudy

• 
  

A diagnosis of autism is not the end of love and hope. But media stories thrive on the most overwhelming and horrifying circumstances. Here are just a few of the myths perpetuated by TV, magazines and movies -- myths that, at least in my opinion, deserve to be blown away!

1. Autistic People Are All Alike
Myth: If I’ve met an autistic person (or seen the movie Rain Man), I have a good idea of what all autistic people are like.
Fact: Autistic people are as different from one another as they could be. The only elements that ALL autistic people seem to have in common are unusual difficulty with social communication.

2. Autistic People Don't Have Feelings
Myth: Autistic people cannot feel or express love or empathy.
Fact: Many -- in fact, most -- autistic people are extremely capable of feeling and expressing love, though sometimes in idiosyncratic ways! What's more, many autistic people are far more empathetic than the average person, though they may express their empathy in unusual ways.

3. Autistic People Don't Build Relationships
Myth: Autistic people cannot build solid relationships with others.
Fact: While it’s unlikely that an autistic child will be a cheerleader, it is very likely that they will have solid relationships with, at the very least, their closest family members. And many autistic people do build strong friendships through shared passionate interests. There are also plenty of autistic people who marry and have satisfying romantic relationships.

4. Autistic People Are a Danger to Society
Myth: Autistic people are dangerous.
Fact: Recent news reports of an individual with Asperger Syndrome committing violent acts have led to fears about violence and autism. While there are many autistic individuals who exhibit violent behaviors, those behaviors are almost always caused by frustration, physical and/or sensory overload, and similar issues. It’s very rare for an autistic person to act violently out of malice.

5. All Autistic People Are Savants
Myth: Autistic people have amazing “savant” abilities, such as extraordinary math skills or musical skills.
Fact: It is true that a relatively few autistic people are “savants.” These individuals have what are called “splinter skills” which relate only to one or two areas of extraordinary ability. By far the majority of autistic people, though, have ordinary or even less-than-ordinary skill sets.

6. Autistic People Have No Language Skills
Myth: Most autistic people are non-verbal or close to non-verbal.
Fact: Individuals with a classic autism diagnosis are sometimes non-verbal or nearly non-verbal. But the autism spectrum also includes extremely verbal individuals with very high reading skills. Diagnoses at the higher end of the spectrum are increasing much faster than diagnoses at the lower end of the spectrum.

7. Autistic People Can't Do Much of Anything
Myth: I shouldn't expect much of an autistic person.
Fact: This is one myth that, in my opinion, truly injures our children. Autistic individuals can achieve great things -- but only if they're supported by people who believe in their potential. Autistic people are often the creative innovators in our midst. They see the world through a different lens -- and when their perspective is respected, they can change the world.

Courtesy of About

Read more: http://www.autismsupportnetwork.com/news/seven-myths-about-autism-4782942#ixzz2b7eFI9bA

10 Things Child With Autism Wants You To Know

Advice From A Tree

Wisdom

Watch your Thoughts; they become Words.

Watch your Words; they become Actions.

Watch your Actions; they become Habits..

Watch your Habits; they become Character
.
Watch your Character; it becomes your Destiny.

Sensory

 

Service Dogs For Autism

Service Dogs for Autism........

I so think I am Super Mom.....you know, have child with Autism can leap tall buildings, so a train, swim the ocean in a storm.

We had a companion dog for 8 years for our son. Then the cocker-hound got cancer of mouth & throat (she loved grass and I swear it was from the poison people put in their grass to kill weeds!!!!) So, watching the "Bear" get worse and worse I knew I had to get another dog. Everyone I knew including all my son's doctors said, "get him a service dog". What they didn't tell me was the COST and rules involved in this process.

Imagine, getting a dog and then having someone tell you, "we're taking the dog back". That and the huge cost involved, stopped me from going with any "group" for a new dog (after the death of "Bear".) We went to the pound, got a 6 month old dog (we were told was a lab) and started training. Go ahead, keep laughing ! Turns out the dog is a mix Plott Hound & your guess is as good as anyone else's. Some say mix lab, some say mix pointer. All I know is, this dog is a hyper or more than my son with Autism. OH JOY. So we are praying (past the point of hoping) this dog calms down as it gets older. The dog loves our son and they do get on well. The dog is easy to train, unless of course a bird, rabbit or other wild creature is "seen" ! Yep, this is an uphill battle.

NOT all children with Autism so well with dogs. Not all dogs do well with Child having Autism. Blessings on you and yours. As if, Autism isn't difficult enough --- throwing a dog in the mix, may NOT work for everyone. We feel very blessed to have "Bailey", now the "Bear" is in heaven. Later when he gets older he will be taken to higher level training (a professional) that will help him learn to turn on light at night for our son; bark when our son tries to leave front door; lay on our son (for pressure) when needed.

OH, and don't listen to the person @ the pound, they rarely actually KNOW what kind of dog they are getting you to adopt. I took our dog to two vets and they both agreed I had a "hound" of some sorts. It was my nephew, a future Plott Hound owner, that spotted "Bailey" and educated me on this dog. He's not a lab but he's a great dog. Well, okay.....he also goes to pieces when he hears sirens!!!

Here are sites I did visit before going to the pound.
www.4pawsforability.org
www.allpurposecanines.com
www.autismservicedogsofamerica.com
www.cci.org
: www.nsd.on.ca
: www.northstardogs.com
www.psychdog.org
http://servicedogcentral.org/content
http://autism.wilderwood.org

I do wish you the best in your QUEST for a service dog. THEY ARE not babysistters. They SHOULD NEVER be left alone to watch your child with Autism, or any child. They are DOGS and can and should be trained to do certain task. THEY can't do CPR, drive or vote.......they are NOT certified babysitters.......I can't say that enough.
~Autism For Life Community, blogger