Spectrum Life Magazine Fall 2021 Issue from Autism Empowerment

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SpectrumLife OREGON and WASHINGTON’S PREMIER MAGAZINE FOR AUTISM COMMUNITIES TM

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IRL SOCIAL SKILLS - FOR TEENS & ADULTS ADHD & AUTISM NEW LEAVES CLINIC PERMISSION TO HAVE PATIENCE 10 HOBBIES THAT CAN HELP YOU EARN MONEY KUNI FOUNDATION & THE POWER OF HUMAN POTENTIAL

FALL 2021

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FALL 2021

contents

IRL Social Skills

FEATURED SECTIONS

From the Publisher Reflective thoughts on a season of change.

ADVOCACY

7 12

Kuni Foundation Philanthropy Embracing the power of human potential.

National Disability Employment Awareness Month Together we can support a more inclusive workforce. IRL Social Skills PEERS® Social Skills coaching for teens and adults.

Ten Hobbies That Can Help You Earn Money Turning your passions into profit.

Permission to Have Patience Give yourself some grace. The Do’s and Don’ts of Restraint and Seclusion Use as a last resort only.

HEALTH + WELLNESS

36 38 40

Autistic Behavior and Willfulness The problem of attributing negative intentionality.

Recreation

30 32

Don’t Define Me By My Deficits Stories from the Spectrum: Judy Endow.

LIFESPAN

15 16 20

EDUCATION

ADHD & Autism Are they really that different? Ask Spectrum Life Social media detox and mental health. Emotional Barriers to Fitness Breaking through to a healthier you.

therapy

44 46

New Leaves Clinic Every Autumn holds the promise of Spring.

Upcoming Autism Empowerment Events Podcasts, Enrichment, Support.

Spectrum Life Resource Directory Spectrum Life Magazine online helps you find autism-friendly service providers.

www.spectrumlife.org

FROM THE PUBLISHER

SpectrumLife TM

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FALL 2021 | VOLUME 10, ISSUE 4 SPECTRUM LIFE MAGAZINE TM A program of Autism Empowerment TM Karen Krejcha, Autism Empowerment, Publisher Dave Born, Graphic Designer

Welcome to the Fall 2021 edition of Spectrum Life Magazine!

Editorial Advisory Board:

I recently was in Lincoln City, Oregon with my family. We spent a few days relaxing at the coast before it was time to head back home and prepare for a new school year.

Amy Donaldson, Ph.D., CCC-SLP Laurie Drapela, Ph.D John Krejcha Tara O’Gorman, MSW Heather Parrott Brian Tashima

At Autism Empowerment, we strive to help others thrive by promoting a culture of Autism Acceptance and providing enriching and inspiring content. We hope to empower others to live mighty, magnificent, purposeful lives filled with love, community, and meaning. It is a privilege to shine a light on organizations whose missions help others in autistic and disability communities. The Kuni Foundation (page 7) is the epitome of a philanthropic ally. IRL Social Skills (page 16) provides communication coaching for teens and adults. New Leaves Clinic (page 44) is a mental health clinic providing assessment and therapy. We need Permission to Have Patience (page 30) as our youth head back to school. Do we know the Do’s and Don’ts of Restraint and Seclusion (page 32)? What about Emotional Barriers to Fitness (page 40)? We also focus on ADHD and Autism (page 36). Are they really that different? With October being National Disability Employment Awareness Month (page 15), we look at 10 Hobbies That Can Help You Earn Money (page 23). Autistic advocate Judy Endow reminds us, Don’t Define Me By Deficits (page 12) and we talk social media detox in Ask Spectrum Life (page 38). Whatever this season of your life holds, we appreciate you spending time with us and allowing us to join alongside you in your autism journey. Please visit our SpectrumLife.org and AutismEmpowermentPodcast.org websites for additional content. Thanks for your support!

Karen Krejcha Executive Director & Co-Founder: Autism Empowerment™ Editor: Spectrum Life Magazine™

www.spectrumlife.org www.spectrumsmagazine.org

Mailing address: Autism Empowerment P. O. Box 871676 Vancouver, WA 98687 (360) 852-8369 www.AutismEmpowerment.org spectrumlife@autismempowerment.org Autism Empowerment is a 501(c)3 nonprofit devoted to promoting a culture of acceptance and empowerment for children, teens, adults and families within Autism, Autistic and Asperger communities. Autism Empowerment makes no warranty, guarantee, endorsement or promotion of any service provider or therapy option listed in this publication or our websites: AutismEmpowerment.org and SpectrumLife.org. This is a free community magazine created as a courtesy to the public. Autism Empowerment cannot be held liable for any action or decision based upon information found in this publication or our websites. It is the responsibility of individuals to discuss any therapy or treatment option with their care team. Every effort is made to ensure accuracy and verify information, however readers using this information do so at their own risk. No part of this publication may be reproduced or transmitted without prior written consent from the publisher, Autism Empowerment. © 2021 All rights reserved.

ON OUR COVER

Coach Mara, David & Coach Tommy In Real Life! See IRL Social Skills, page 16

Photo courtesy of Sofia Selbie

We were surprised at the number of help wanted signs we saw while we were there. It reminded us how so many people in our community are going through a transition. As we head into autumn, not only are we entering a new season on the calendar, but many of us have reassessed our life priorities and are in a new season of our lives as well with family, school, employment, faith and purpose. As the leaves change colors, we are transforming too.

advocacy EMPOWERING CHANGE WITHIN THE AUTISM COMMUNITY

IN THIS SECTION Kuni Foundation Philanthropy ........................................................................ 7 Don’t Define Me By My Deficits ....................................................................... 12

ADVOCACY

Kuni Foundation Philanthropy Embracing the Power of Human Potential By Karen Krejcha The Kuni Foundation is a private philanthropic foundation that values innovation, stability, inclusion, risk, relationships and human potential. By leading with courage, curiosity and humility, they believe that breakthrough impact stems from authentic listening and a different kind of collaboration. As a valued and trusted ally, the Kuni Foundation boldly advocates for autistic and disability communities to be visible, valued and engaged in decision-making. Spectrum Life Magazine recently connected with Kuni Foundation President, Angela Hult to learn more about their philanthropy and advocacy. Hello Angela! Please tell us about the Kuni Foundation. Thank you, Karen! The Kuni Foundation is based in Vancouver, Washington. We embrace the power of human potential and invest in scientists who advance cancer research and initiatives that accelerate the inclusion of people with intellectual and developmental disabilities (IDD). What inspired the Kuni Foundation to focus on grantmaking and advocacy in these areas? Our work is a direct reflection of the determination and compassion of our founders, Wayne and Joan Kuni. Wayne fought four types of cancer throughout his lifetime, and Joan battled the intolerant policies of housing, education, and health care to ensure that her sons who experienced IDD would have inclusive, dynamic lives. We have the honor of continuing their legacy and commitment to the community. Our grantmaking focuses on organizations in Oregon and Washington, but we occasionally reach beyond these two states if a collaborative, innovative opportunity presents itself. Do you or any Kuni Foundation board members have a personal connection with someone who has intellectual or developmental disabilities? Absolutely! We are fortunate to count people with IDD among our friends, colleagues, neighbors and family members. I have several friends with Asperger’s syndrome, and one of my favorite Nashville singer/songwriters, Melody Guy, is on the spectrum, and so is her son. She’s written and performed some really powerful and moving songs about her personal experience. Our board members also have treasured connections through friends and family. And, one of the great things about our work is that we continue to expand our constellation of neurodiverse friends.

You are perhaps best known in our community for your work supporting housing. Please tell us about your grantmaking, advocacy, and research in this area. We quickly realized that housing options for people with IDD are scarce and under-resourced, so we tackle this challenge in a variety of ways: 1. Grants in support of new and existing communities. Our grants include general operating support for existing supportive housing like Stephen’s Place in Vancouver and Edward’s Place in Beaverton, and planning grants to organizations like Open Doors for Multicultural Families in Seattle and PHAME Academy in Portland for new housing efforts. 2. Advocacy to raise awareness regarding the critical need for more housing. Our advocacy includes the funding of research that illustrates the need for person-focused housing, and our efforts uncovered the fact that data used to guide planning and policy for the IDD community is based on information that’s more than 25 years old. That means people are being undercounted, underrepresented and their preferences and needs are invisible. It was a startling finding that underscored the need for better data and awareness in service to the IDD community. We also fund grassroots advocacy amongst nonprofits and self-advocates, including efforts led by People First of Washington, Community Vision in Portland, Arc of Spokane and other organizations. Building bridges and awareness between the affordable housing sector and IDD housing and service providers presents another opportunity to advance housing. We hired an expert who previously led affordable housing agencies at state and local levels to advance awareness about needs, preferences and opportunities. 3. Mission investing to support new ideas and approaches. Mission investing is another tool that we deploy to advance our impact and that of our partners. It complements and amplifies our grantmaking and provides us with the ability to address the need for IDD housing with a range of solutions.

Continued on page 8

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Kuni Foundation Philanthropy, continued from page 7 Mission investments help further philanthropic goals and include any type of investment that prioritizes social benefit over financial return. It also gives lift to new or untested concepts that foundations or banks are unwilling to fund. Last year we provided an $800,000 no-interest loan to support the second phase of the WeBUILT community, a 22-unit housing complex in Oregon that provides adults with autism affordable, person-focused housing and independence, in addition to an ownership stake in the community. The community’s co-op model made a loan a better fit than a grant, and once the funds are repaid, the money can be reinvested or “recycled” into another project. The community was completed in Spring 2021 and already has a waiting list. What are some of the housing projects that you have funded in the past? Stephen’s Place in Vancouver, Washington represents our first round of housing-focused grants and continues to grow. Albertina Kerr’s Inclusive Workforce Housing Project, located in Gresham, Oregon is under construction and a grant to Edward’s Center supported housing for residents in the Beaverton area. You are currently in the middle of a grant cycle for Transformation Grants: Advancing Housing Solutions for People Experiencing Intellectual Disabilities. Please tell us about this. Our Transformation Grants are open once a year and provide funding of up to $300,000 a year per applicant to advance IDD housing. We’re always excited by the range of proposals, which often include a mix of new and existing efforts in both urban and rural areas. We’ll announce funding decisions in December 2021 for these grants. What are some of the other kinds of grants you’ve given to help power the potential of the IDD community? Imagination Grants in support of the IDD community enhance health, well-being, and inclusion. Funding supports assistive technology, advocacy initiatives, planning for new housing solutions, and program support for housing, health, education, employment, and the arts. Recently we provided seed funding to help launch the Autism Center of Excellence at Oregon Health and Science University; supported programming at PHAME Academy, an Oregon-based arts organization comprised of amazingly talented artists with IDD; provided general operating support to Special Olympics Oregon and supported the construction of Harper’s Playground at Marshall Park in Vancouver.

Fun Fact: In 2020, we awarded more than $4.5 million in grants to support housing and inclusive programs in OR and WA for people with IDD.

How has your approach toward grantmaking shifted since the start of the COVID-19 pandemic? During the pandemic, revenue streams declined for many of our nonprofit partners, so we focused more on providing general operating support to help keep organizations and existing housing afloat. We also amplified our support of grassroots advocacy to ensure that the needs, preferences, and voices of the IDD community remain visible during this challenging time. That said, the pandemic couldn’t stifle the creativity and determination of this community. We were concerned that the pandemic would put a damper on the creation of new housing efforts and were pleasantly surprised to learn about and fund several new and exciting communities in Washington and Oregon. We heard that you have a robust advocacy initiative making progress in Washington. Tell us more! Washington ranks 41st in the nation in funding services for people with IDD and 28% of eligible individuals receive no services from the Developmental Disabilities Administration. There is a waitlist of more than 14,000 eligible people who are waiting for services. A grant supporting a collaborative effort led by Arc of Washington, Disability Rights Washington and Allies in Advocacy is focused on uniting a wide range of stakeholders in service to addressing this crisis through system change and education. The effort includes the development of a public awareness campaign, storytelling, and training for self-advocates and family members. Please share a couple of your success stories that have led or are leading to positive outcomes. In 2019, we engaged with a diverse group of stakeholders to better understand how we might complement, amplify and otherwise support housing-related advocacy efforts for the IDD community. One of the most prevalent themes was the huge gap in data to support what advocates experience daily: There is a significant shortage of affordable, person-focused housing that meets the needs and preferences of individuals experiencing IDD in Oregon and Southwest Washington. In response to this input, we commissioned a study with ECONorthwest to quantify the number of total individuals with IDD in Oregon and Southwest Washington, and to explore how many people were in housing that did not reflect their choices and preferences. We paired the findings from the ECONorthwest study with insights from individuals with lived experience, IDD advocates and housing sector leaders to develop a Companion Study that outlines key advocacy imperatives we are committed to collaboratively advancing. The data study expanded our constellation of partners in a way that we hadn’t anticipated, which has in turn led to ongoing learning and increased impact. We have learned of new housing initiatives, innovative advocacy efforts and deepened our knowledge, understanding and collaboration.

Continued on page 10

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Kuni Foundation Philanthropy, continued from page 8 We have been invited to present the data at a wide range of convenings and conferences in Oregon and Washington and this continues to raise awareness of the needs and preferences of the IDD community.

address the intersection of these issues and is having an important impact. And, thanks to Harper’s Playground, Vancouver’s Marshall Park is gaining an inclusive playground, a project we were also happy to help support.

Our willingness to fund new ideas and untested concepts has attracted other funders to support the nonprofits leading those efforts, which is really gratifying. If our funding can lead to additional support from other sources, we consider that a huge win for everyone.

These are all such worthy initiatives. Thank you for your generosity! What goals does the Kuni Foundation have in the short and long term?

That brings up an important question. Finding grant funding, operational support and donations is often extremely difficult for autistic and disability-led organizations. What would you say to other philanthropists and grantmakers to encourage them to proactively support disability-led initiatives?

For now, those goals are the same: to advance housing, programs, and opportunity for people with IDD through grants, advocacy, awareness, and cross-sector collaboration, with a healthy dose of silo-busting. What else is important for Spectrum Life Magazine readers to know?

We’re fortunate that many foundations are expanding their focus on, and support of equity, inclusion and social justice. Given that people with disabilities represent one of the most highly marginalized communities, that equity lens presents a fantastic opportunity to amplify inclusion by ensuring that funding and support extends to the disability community.

To learn more about the advocacy and philanthropy of the Kuni Foundation and the work we do to help power human potential, please visit www.kunifoundation.org and follow us on Twitter @KuniFoundation.

Thank you. Kuni Foundation has been an awesome supporter and trailblazer in this area. Here at Autism Empowerment, we are so grateful to be able to shine a light at Spectrum Life Magazine on the great work you and your other partners are completing.

1. Honoring Joan Kuni (December 1930 - March 2019) — A tribute to Joan’s legacy and heartfelt advocacy for the disability community. Spectrum Life Magazine (Spring 2020): https://bit.ly/honoringjoankuni

Speaking of which… We’re also really excited about the completion of the WeBUILT community. This is a “first-of-its-kind” approach that no one would fund. We were confident that it had the right ingredients for a sustainable, replicable, and affordable model, and in spite of the pandemic, the project was completed on time and is now at capacity. We’re also excited about the expansion of rural housing in Eastern Oregon through the work of Horizon Project. We are providing a three-year grant to support this initiative, which is gaining significant public and private support. A grant to Community Homes, based in Washington, helped support planning for the development of a new inclusive housing community in Shoreline, and we’re happy to see this project move forward. A grant to Seattle-based Ryther is funding a pilot project that helps people who experience homelessness, IDD and mental health challenges access services and transition to stable housing. Statistically, 30 to 40% of people who experience homelessness also have an undiagnosed cognitive challenge. This program, Stepping Stones to Stability, is the first to

Further Reading & References:

2. Undercounted and Underserved: Escalating Housing Insecurity for People with Intellectual and Developmental Disabilities — Spectrum Life Magazine (Fall 2020): https://bit.ly/undercountedandunderserved 3. From Invisibility to Inclusion: Increasing Housing Options for People Experiencing Intellectual and Developmental Disabilities — Kuni Foundation Report: https://bit.ly/invisibilitytoinclusion 4. Housing Needs for Individuals with Intellectual and Developmental Disabilities — Report by ECONorthwest for Kuni Foundation: https://bit.ly/housingneedsidd 5. Stepping Stones to Stability - Addressing the Intersection of Homelessness and Intellectual Challenges: https://bit.ly/steppingstonestostability 6. Stephen’s Place - Positive Living Solutions — Spectrum Life Magazine (Summer 2017): https://bit.ly/stephensplacevancouver Photos in this article courtesy of: Kuni Foundation, PHAME, Stephen’s Place, Community Vision, Harper’s Playground, WeBUILT and People First of Washington.

Karen Krejcha is the co-founder of Autism Empowerment, where she serves as Executive Director. She is the Editor of Spectrum Life Magazine and host of the Autism Empowerment Podcast. Karen was diagnosed on the autism spectrum in her 40s, after the diagnosis of her two children. She has been married to John for over 29 years and is devoted to promoting a culture of acceptance and empowerment within autism communities and worldwide.

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For business inquiries, email: SpectrumLife@AutismEmpowerment.org or call (360) 852-8369

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Call 888-754-8798 ext.1 Visit us online at: https://ddetf.wa.gov

Find out if you’re eligible A Washington State ABLE Account is a flexible and convenient way for people living with disabilities to keep their current benefits while also investing in their life to come. www.spectrumlife.org

ADVOCACY

Don’t Define Me By My Deficits Look at what I can do instead.

STORIES from the SPECTRUM Autism from an Autistic perspective

By Judy Endow, MSW, LCSW One thing that happens when a person is diagnosed with autism is that people start evaluating how that person doesn’t measure up. In fact, this needs to happen in order to receive an autism diagnosis. A diagnosis is important in terms of securing needed supports and services. The measuring doesn’t stop after the diagnosis is received. As autistic children grow up, they are assessed and measured many times over and for good reasons. Every needed support and service means an autistic person must “qualify” to receive it. If an autistic child needs help in school, they must meet the criteria to receive an Individualized Education Program (IEP). This is a plan with goals and

support services that follow is very different from what we need to have a meaningful and productive life. I will make this personal now, using my own life for you to see as an example. You see, I received my diagnosis and supports based on what was seen as wrong with me, what I couldn’t do, and what my difficulties were in daily life. Those things were easily measured against the neurotypical norm. So, that is how most of my life I have only known who I wasn’t and what I couldn’t do. “Because there is not a good way to measure the things that make me be me, those things go unmeasured. Instead I am measured by the yardstick of what makes you (a non-autistic person) be you and am found to be lacking” (Endow, 2013). But then, just like a person who is not autistic, I live out my daily life according to what I CAN do, what I am good at, and what I enjoy in my day. In my everyday life as an adult, it matters a whole lot what I CAN do because my capabilities have allowed me to earn a living. It matters more in my life today that I can write books, do public speaking and run my own consulting business than it does that my speech was delayed, I was institutionalized as a child or have a classic autism diagnosis.

outcome measures that help put the student on a path towards the free and appropriate education (FAPE) that they cannot be denied according to law in the United States. All of this is good and makes sense. What doesn’t make sense is when we take these measures of shortcomings and use only these shortcomings to think about autistics.

It matters today what I am good at and what I enjoy because this has led not only to me running my own business, but in addition, is the basis of my friendships with others and the hobbies and interests I pursue. Together, my work and my friends intersect with my hobbies and interests, bringing me a full life with a depth of meaning. Autism is my diagnosis and indeed is so pervasive that it cannot be separated out and thus, I not only have autism as a diagnosis, but I am autistic in my identity. My diagnosis is about who I am NOT and what I cannot do – a measure of my limitations, deficits and difficulties.

When this happens, autistic people are thought of only in terms of their deficits and difficulties. While being found as having deficits and difficulties as measured against typically developing peers is of utmost importance in the diagnostic realm and in terms of getting educational, medical, and support services, this is not the sum total of an autistic person.

Being an autistic woman is about who I am – a human being who IS, who CAN and who DOES – measured by living a full life in her own way in this world.

This is very important because what we need in order to have a diagnosis along with the medical, educational and

Today my life is about who I am and what I CAN do. It is about real relationships with colleagues, friends, and family.

www.spectrumlife.org

I had to learn how to outsmart the hard challenges of my autism to live a full life as an autistic. It took several decades.

Continued on next page

Don’t Define Me By My Deficits, continued from page 12 Today I still have limitations, difficulties, and deficits, but they do not define me. Instead, they inform me. I can plan my life accordingly, ensuring supports, downtime and accommodations so I can be the human being I want to be in this world. Today I have a full and meaningful life. I am content and happy, and I am still just as autistic as I have always been.

Reference: Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press. This article also appears on Aspects of Autism Translated at www.judyendow.com

My advice for younger autistics and for those who love and support them would be to look at who you ARE as a human being. Ultimately, this will become more important than your autism. Most of the time people around autistic children focus in on what they cannot do so as to make those areas of life better. In doing so, autistic children grow up knowing who they are not. This is not a good basis for living a meaningful adult life because as adults, our work, our friends, and our pastimes are based on who we are, what we can do and what makes us happy. Therefore, I think it is of utmost importance our children learn this along the way. It took me most of my life to learn this. So I hope by writing about this subject, people supporting today’s autistic children will be sure to teach them who they ARE in this big wide world because one day that will become more important than their diagnosis of autism.

Judy Endow, MSW, LCSW maintains a private practice in Madison, Wisconsin providing consultation for families, school districts, and other agencies. Besides having autism herself, she is the parent of three grown sons, one of whom is on the autism spectrum. Her newest book, Autistically Thriving can be purchased at www.judyendow.com.

Multnomah County Intellectual and Developmental Disabilities Services Division (DDSD) is a part of a statewide services delivery system. We provide case management services to adults and children and help individuals and families choose and plan services and supports to live a healthy, safe and productive life. Services that may be available depending upon eligibility:          

Case Management IEP Assistance Family Support Employment Transportation to work Supported Living Residential Career Discovery In-home Support for Children In-home Support for Adults

Want more information?

https://multco.us/dd 503-988-6258 www.spectrumlife.org

lifespan

IN THIS SECTION National Disability Employment Awareness Month.........................15 IRL Social Skills.................................................................................................... 16 Autistic Behavior and Willfulness............................................................20

Photo courtesy of Sofia Selbie

ALL AGES AND ABILITIES

SERVICE DOG

AMERICA’S RECOVERY

SERVICE DOG

OFFICE OF DISABILITY EMPLOYMENT POLICY UNITED STATES DEPARTMENT OF LABOR

#NDEAM

dol.gov/odep

October is National Disability Employment Awareness Month! The purpose of National Disability Employment Awareness Month (NDEAM) is to educate workers and employers about disability employment issues and celebrate the many and varied contributions of America's workers with disabilities. Held annually, National Disability Employment Awareness Month is led by the U.S. Department of Labor's Office of Disability Employment Policy, but its true spirit lies in the many observances held at the grassroots level across the nation every year. Autism Empowerment invites Spectrum Life Magazine readers to participate. As autistic and disability rights advocates, together we can work to enrich and empower employees, entrepreneurs, apprentices, interns, and the self-employed. Together we can support a more inclusive workforce, where every person can be recognized for their contributions and giftings. Disability Employment Resources: www.dol.gov/NDEAM www.dol.gov/agencies/ODEP www.askjan.org www.askearn.org www.capeyouth.org www.leadcenter.org

www.spectrumlife.org

LIFESPAN

IRL Social Skills PEERS® Social Skills coaching for teens and adults.

By John Krejcha Coach Mara McLoughlin is a disability rights advocate with over 11 years of professional experience working with autistic and neurodivergent youth, adults, and families. She believes that all people benefit from learning more “In Real Life” social skills. As we do, it builds our confidence and improves our relationships and quality of life.

The communication impact of this kind of stroke is similar to the communication impact for our nonspeaking autistic people. As a speech-language pathologist who specialized in helping autistic people of varying support needs to communicate, I was fortunate to be able to serve as his communication proxy.

Spectrum Life Magazine recently connected with Mara McLoughlin, MS, CCC-SLP, founder of IRL Social Skills to learn how their team of passionate therapists, coaches, and practitioners are making a positive difference in the lives of autistic individuals and their families in Oregon, Washington, Hawaii and beyond.

I helped with speech therapy and gave him access to an appropriate communication app, taught him text-to-speech technologies, and other accommodations. My focus was on helping him recover lost function, which required intensive, aggressive therapies and unpaid caregiving. So, I didn’t get to launch my business until October 2019. And then, we all know what happened in 2020!

Hi Mara. Thanks for connecting with us! What inspired you to create an educational practice that supports autistic and neurodivergent communities? I started working as a speech therapist in 2010 at a high school — and realized that what we had been taught in graduate school to help our autistic teens with lower support needs didn’t work! It didn’t generalize. Single trial learners, concrete thinkers with disabilities, need the communities — school, family, and workplaces — to be trained in what autism is, how it impacts a person, and what they can do to build their own capacity for inclusion and connection with people who are different from them. This represents a shift from the medical model to the social model of disability. It’s harder to provide services in this way — it takes more time, more creativity, and more buy-in from educators and family — but training environments in the sensory challenges and the communication style of autistic people gets results. Tell us more about your journey to founding IRL Social Skills. IRL Social Skills started as a dream in 2014. I was scheduled to go to UCLA for PEERS® certification training in November 2014. But, my partner had a massive stroke two weeks before the training. He lost his ability to speak as well as the use of the right side of his body. He was diagnosed with both aphasia and apraxia. (Apraxia is now known to be common in our nonspeaking autistic community.) He could still understand if people spoke slowly or wrote things down providing visual support. His intelligence was unaffected, although it can be difficult to demonstrate one’s intelligence without language, since our culture puts so much emphasis on “the gift of gab.”

Indeed we do! The experience supporting your partner’s recovery highlights how essential it is for everyone to have effective skills to communicate. We explain that communication skills are just that — skills that can be practiced and mastered, just like if you were to practice and master another language. We compare it to code-switching — to know the language skills to switch one’s communication style based on the context. Some are concerned that this is “masking” or pretending to be “normal” to fit in. We put forth that it’s a skill set to help a person find their people — to “get in where they fit in.” We know that communication happens in social contexts — and that 90% of our day is social skills. And ALL of us can improve our communication skills! For example, how do socially successful people handle arguments and disagreements? We can all learn concrete rules and steps to do that — these skills are sorely lacking in our society. Nothing is more important for humans than social-emotional development. Do you or other staff have a personal connection with someone on the autism spectrum or other disabilities? My brothers were in special education, diagnosed with ADHD and learning disabilities. I was identified as Talented and Gifted (TAG), had lagging social skills and a “scatter-plot” cognitive profile, but no diagnosis. Girls weren’t diagnosed with autism when I was growing up in the 70s and 80s. I had an uncle who was “different” — he never married or left home, didn’t make eye contact, and could tell you the birthdays and anniversaries of everyone in the extended family. Three of the other clinicians who work with me identify as neurodivergent (ADHD and autistic). One has Continued on next page

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IRL Social Skills, continued from page 16 that’s into the same things they are, how to initiate conversations, how to maintain friendships with people who share their common interests, how to handle arguments and disagreements. These are skills that can be taught, learned, practiced, and mastered.

“Social skills” training programs have a mixed reputation because they’re so varied. So how do you ensure that your program respects autistic and neurodiverse communities?

You’ve mentioned PEERS® twice. We understand that you and IRL Social Skills are certified providers. Please tell us more.

Photo courtesy of Sofia Selbie

autistic children. Several of us identify as LGBTQ+, which is very prevalent in the autistic community as well. As the Autistic Self-Advocacy Network says, “Nothing about us without us!”

Most social skills programs are not tailored to the way autistic people learn. There’s one very popular social skills program that primarily uses metaphors; autistic people struggle with metaphors. Very few social skills programs are evidence-based, and they don’t include a parent training component to help generalize. PEERS® is a strengths-based program instead of a deficit/ compliance-based program. Autistic people don’t need to be fixed, or to act “normal” — they’re not broken and they don’t need to “act” in any way! However, we can’t sit idly by while wonderful autistic people are socially isolated and peer rejected because they haven’t learned some basic skills: how to find a source of friends

PEERS® is the Program for the Education and Enrichment of Relational Skills. • PEERS® was developed in 2006 by UCLA & Dr. Elizabeth Laugeson, a licensed clinical psychologist and an assistant clinical professor in the Department of Psychiatry and Biobehavioral Sciences at the UCLA Semel Institute for Neuroscience and Human Behavior. • PEERS® provides didactic instruction with concrete research-derived steps to help socially struggling, motivated adolescents and young adults and their social coach (parent/caregiver). Continued on page 18 www.spectrumlife.org

IRL Social Skills, continued from page 17 The program specifically addresses the following skills:

• Trading information and finding common interests (friendships are based on common interests) • Entering and exiting conversations • Appropriate use of humor • Arranging get-togethers • Handling direct and indirect bullying • Handling disagreements • Dating

No other program has the research to back its efficacy at this level. We understand this program is empirically supported. What does that mean? Empirically supported means that it’s evidence-based. PEERS® is taught in over 80 countries in 12 different languages since 2006. What sold me on the program was: 1. It is endorsed by actually autistic people (often referred to by advocates as #actuallyautistic to emphasize authentic autistic participation.) 2. The follow-up studies: 1 - 5 years after taking PEERS® showed that participants were having on average four gettogethers a month. Now that’s a social life! Because we are very committed to providing services that provide real benefit to the autistic community across support needs, we paid an actually autistic, transgender, nonspeaking college student and advocate to audit one of our free 2-hour conversation skills workshops. Based on their written recommendations, we removed the Applied Behavioral Analysis (ABA) components of the PEERS® program (i.e., the “points” system in our teen classes). Reward is the flip side of punishment. The main prerequisite of family participation in the program is that the teen or adult WANTS to learn how to make and keep friends. We don’t need a lot of friends. Just one or two who have our backs can create a firewall against depression and anxiety, which are very common mental health problems. Unfortunately, we have all been more susceptible to these during the pandemic; the autistic community even more so. How is your program currently offered? We provide the 16-week program entirely via Zoom, with guidance from UCLA. More research is coming out to indicate that the virtual format is as effective as in-person participation. Plus, the Zoom classes are less disruptive to the family schedule, result in less environmental impact, and can reach more families, especially those in rural areas. Based on our conversations with the #actuallyautistic community, their activism, and their ethno biographical research (meaning research based on the real lives of autistic adults), we also add in 15 minutes of meditation, central nervous system education and interoception skills.

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Many autistic people have alexithymia, or difficulty identifying the physical sensations of the body and how they relate to emotions. Our predominantly white culture also tends to be cut off from our bodies, due to unresolved intergenerational trauma. It’s traumatic to be neurodivergent in a neurotypical world! We look at the intersectionality of identities and realize that we need to feel our feelings and be able to communicate them across diversity, as well as to have self-determination. Like Mr. Fred Rogers said, “What is mentionable is manageable.” What age range do you work with? Does it include all ability levels? We work with teens and adults ages 11 - 38. Our 16-week courses need a “critical mass” of six families, and we accept no more than 10 families. A class for intellectually disabled participants would run 32 weeks, because we would need to teach each class twice. Tell us about each of the classes you offer. The teen classes are for ages 11 - 15, depending on the teen’s interest in learning dating skills. The teen classes are more focused on conversation skills and how to handle direct and indirect bullying, which is very common for our autistic teens and the strategies that work are not what have typically been taught. The adult classes include four lessons on dating etiquette. Most teens age 16 and older are interested in learning about dating, even if they aren’t dating yet. It’s important to teach these skills because we know that our learners can be socially gullible, and both sexually and financially exploited.

Continued on next page

IRL Social Skills, continued from page 18 We teach about consent, and how to not “stalk” people (e.g., the “two-message rule” — you only message/call/email someone two times, maybe three at the most). We understand that a person must attend with a social coach or parent? We teach a separate, concurrent class to the parent or social coach (usually a parent, because parents make the best social coaches). The social coaches learn what their teen/young adult is learning, and how to help facilitate the carryover of these skills. All of our social coaches, whether neurotypical or neurodiverse, have commented that they wish they had learned these skills when they were younger — and that they themselves actually use what they learn themselves IN REAL LIFE (IRL)! Please share a story or two about clients you have helped and growth you’ve seen in your autistic and neurodiverse clients. Our first class had participants from across the United States, including Hawaii. Three of those families wrote 5-star Google reviews for us, stating how they, their son, or their sibling now has more confidence in social situations. One of our learners came out as gay and started dating! Our Hawaiian family (whom Coach Tommy Murphy and I met this past summer on their first-ever trip to Oregon) told us that they would put the class on the loudspeaker throughout the house, so the whole family could listen and learn! They also told us that we were the first people who ever told them their learner didn’t need to be “fixed” somehow. How often do classes run? When is your next class? We run classes every season. Our Winter classes start Thursday, November 4th, 2021 for adults, and Monday, November 8th, 2021 for teens. Both classes run 16 weeks. What kind of payment or insurance plans do you accept? We are private pay only. We provide 3.5 hours/week of professional coaching (1.75 hours for the learner, 1.75 hours for the parent/social coach) for only $150/week. We take one family on the Oregon Health Plan per session. We can offer a sliding scale on a case-by-case basis.

How can our readers find out more information for themselves or a loved one? Please visit our website at www.irlsocialskills.com. You can also send an email to mara@irlsocialskills.com or call (971) 373-4836. What are your goals in the future for IRL Social Skills? We’d love to be teaching at least four classes/week. We also plan to offer weekend “boot camps” for conversation skills and dating skills, to host get-togethers IRL, and continue to build our community. What else is important for Spectrum Life Magazine readers to know? The solution to the problems we face today is COMMUNITY. It’s COMMUNITY across diversity. Our classes include families who speak other languages, have various skin colors, gender identities, and sexual orientations. Our classes are microcosms of what we want our world to be: diverse and inclusive. We will only dismantle our ingrained and hand-me-down biases when we start to commune with people who don’t look like us, process information like us, love like us. Imagine that world, and live into that world.

John Krejcha is co-founder of Autism Empowerment and serves as Programs Director. He serves on the Editorial Advisory Board of Spectrum Life Magazine and is a co-host for the Autism Empowerment Podcast. John is married to co-founder Karen Krejcha and is the father of two amazing children and their feisty cat, Zula. While John is the only one in the family who is not on the autism spectrum, he identifies as a neurodiverse and loving ally.

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LIFESPAN

Autistic Behavior and Willfulness The Problem of Attributing Negative Intentionality By Judy Endow, MSW, LCSW When I asked the team if Max had a way to initiate conversation or request a classmate to play with him, I was quickly assured that Max did not like to engage with other children. I was given several examples such as he wandered around during Circle Time, never joining in. In addition, when the students did stations where they engaged in a variety of play activities in small groups, Max was never interested in their conversations or activities. Instead, he picked up items in the station and threw them at the other students. This team was stuck in their ability to solve the problem. When the neuromajority (not autistic) team members observed Max’s behavior, their own neurology informed their perceptions. Problems arise when we automatically attribute negative willfulness to the behavior of an autistic person and then regard it as fact. One problem is that because it is not willful on the part of the autistic, when the assumptions of “won’t” or “doesn’t want to” are erroneously made, it is a difficult (if not impossible) platform on which to start a positive relationship with another human being. Just like it is difficult for any human being to learn skills, feel comfortable, and thrive when those around think poorly of them, so it is for autistics. Another problem arises when behaviors observed are stated in language ascribing intentional negative attributes or willfulness to the autistic such as “he won’t” or “she refuses to,” as this undermines problem-solving the kind of meaningful supports that might be helpful. Classroom Example Here is an example based on the assumption of classroom staff that a student did not want to listen or join conversations of non-interest. I was called in to see 5-year-old Max who was throwing toys at his classmates. When the classmates reacted in a negative manner such as shouting, “Stop that, Max!” or crying, Max would laugh and throw another toy. Even though Max was getting negative feedback from his peers, it seemed to encourage him rather than deter him as evidenced by the increasing frequency of his behavior of throwing toys at his classmates.

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If they themselves had been wandering around during Circle Time or throwing toys at their classmates, it would mean that they did not want to listen or join in conversations or that the play wasn’t interesting to them. The team members were unaware that their own neurology was the base from which they tried to solve the problem. The lens our neurology uses to look through at a particular situation outside of us is just that – the lens of our own neurology, propelling us to ask what would this behavior mean were I engaged in it? Our brain tabulates this information and provides us with a sense-making explanation without us even consciously thinking in this way or even being aware of the process! So even though we may be unaware when our brains are doing this, it is important for us to know that our brains automatically problem solve for us in this manner.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! It is important to understand that when we make neuromajority attributions to autistics, we are generally wrong AND it can cause us to become stuck in our own problem solving concerning the situation.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! This team hadn’t even considered the possible communicative intent of Max’s behavior because they thought Max was not at all interested in communication with his classmates or with anyone. When Max’s behavior was reframed as misguided attempts to initiate conversation and join in play, this same team of people became great problem solvers! A month later when Continued on next page Continued on next page

Autistic Behavior and Willfulness, continued from page 20 I returned to the classroom, I observed Max affixing the Velcro cloud to the weather square during Circle Time and then sitting on the masking tape X – his visual spot to sit at Circle Time. Follow Up:

This story shows the errors we can make when automatically ascribing negative intentionality and willfulness to behaviors of autistics. Selection adapted from  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology (Endow, 2019)

Three months later, I observed Max choosing a visual minischedule from the available options, each option sequentially outlining a possible way to play at the kitchen station. The mini-schedule showed him exactly what to do and in what order at the station. First, a pan with eggs on the stove, next a spatula removing the egg from the pan, then putting it on a plate, and last saying, “Here is an egg to eat,” while placing the egg on the table. Another student sat down and pretended to eat the egg. Conclusion: Max had received direct instruction on what to do at Circle Time and what to do at the kitchen station. It turned out he really was interested and did want to join in the conversations and activities in the classroom. He just did not yet have the skills to do so. Once the skills were taught and his autistic neurology was supported, he could join in with his classmates in a more effective and satisfying way than throwing toys at them and laughing.

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recreation INCLUSIVE WAYS TO HAVE FUN

IN THIS SECTION 10 Hobbies That Can Help You Earn Money............................. 23

RECREATION

10 Hobbies That Can Help You Earn Money Turning Your Passions Into Profit. By Karen Krejcha Even before the COVID-19 pandemic, many people identifying in autism and disability-related communities were either unemployed or underemployed for their skills and abilities. Although the pandemic left many people unemployed, it also had many people rethinking their options for earning money. Did they want a J.O.B. that left them Just Over Broke after paying bills? Was it time to go back to school or switch career paths? Perhaps it was time to turn their passion or hobby into a part-time side gig or even a full-time business. If you’ve been thinking about ways you or your loved one can earn extra money from hobbies or special interests, we’re here to share resources and help with the brainstorm. Here are 10 Hobbies that also help put cash in the bank!

• ProBlogger - The home for bloggers wanting to create and grow their blogs, and then go professional to make money blogging. www.problogger.com

2. Photography — If you have an artistic eye, creativity, and technical ability, you may be able to make money with your photography. At some point, you might wish to start your own business and find your own clients. You can also find side gigs by searching for companies that look for photographers on an occasional basis. Money earning ideas: • Sell or license photos on stock websites like iStock, ShutterStock and BigStock. • Sell printed or digital copies of your work.

1. Writing — Do you enjoy creative or technical writing? Can you clearly convey your thoughts and insights via written words? Are you good at research or interviewing? Clients looking for good content will pay freelancers for blog posts, articles, copywriting, marketing, manuals, and other creative content. Consider starting with topics where you have specialized knowledge or that you are particularly passionate about. Money earning ideas: • Nonfiction articles, blogs, business content, journalism.

• Sell your photos on clothing and other products through on-demand marketplaces like Zazzle, CafePress, and TeeSpring. • Freelance photography services for businesses or nonprofits. • Start a photography blog or YouTube channel. • Enter photo contests. Resources to check out: • The Ultimate List of Free Business Resources for Photographers https://bit.ly/freephotoresources

• Fiction and poetry. • Comic books, greeting cards, or video game writing. • Proofreading and editing. • Grant writing for nonprofit organizations. • Building a blog and monetizing it through affiliate programs. • Copywriting - the art and science of writing text that sells something. Resources to check out: • Upwork connects businesses with freelancers, independent talent, and agencies around the globe. www.upwork.com • Writer’s Market - Thousands of opportunities for writers — Listings for book publishers, magazines, awards, and literary agents. Specialized versions include Children’s Writers & Illustrator’s Market, Poet’s Market, and Novel & Short Story Market. Published annually: www.writersmarket.com

3. Pets and Animals — You don’t have to have a degree in veterinary science to turn your passion for pets into a rewarding experience emotionally and financially. Money earning ideas: • Pet sitting - caring for a pet in its own home while the owner is away. • Professional dog walking. • Mobile pet grooming service. • Create pet-themed clothing, treats, art or gifts to sell online or at craft fairs. • Pet photography or art portraits. Continued on page 24 www.spectrumlife.org

Ten Hobbies That Can Help You Earn Money, continued from page 23 Resources to check out:

Resources to check out:

• Wag! - Website where people go to find trusted pet sitters, pet caregivers, and dog walkers in their local area. https://wagwalking.com

• Pitch. Travel. Write. Successful travel writing and how to sell your stories. https://www.pitchtravelwrite.com

• Etsy.com - Global online marketplace specializing in handmade items. Check out “pet gifts” for inspiration.

4. Shopping — If you are enthusiastic about shopping, you may be the kind of person who likes looking for the best deals or keeping up with interesting trends. Did you know you can earn money by shopping or running errands for others too? Money earning ideas: • Grocery delivery services - Full service or in-store. Look for gig work with Shipt.com or Instacart. • Mystery shopping - A mystery shopper is an independent paid contractor whose assignment is to visit a location and secretly collect data. The location could be a store, restaurant, attraction, hotel or another place that sells products or services. • Merchandiser - Helps with the promotional display of retail products so as to maximize sales. May be a contractor or an employee. • Personal shopper or stylist. • Running errands for others. Resources to check out: • Get started as an independent contractor in mystery shopping or merchandising. From MSPA Americas, the professional trade association for this field. https://www.mspa-americas.org/getting-started-contractor • TaskRabbit connects busy people in need of help with trusted local Taskers who can lend a hand with everything from shopping and errands to home repairs. https://www.taskrabbit.com/become-a-tasker

• Can you make money from sports memorabilia? https://bit.ly/sportsdailymemorabilia

6. Arts, Crafts and Creative Design — There are a wide range of artistic hobbies that fit here. Some include: drawing, cartooning, graphic design, knitting, jewelry making, pottery and woodworking. Money earning ideas: • Sell your art or creative works in-person or at craft shows. Sell online at your own website, marketplaces like Etsy or galleries like Saatchi Art. • Sell on-demand customizable art products through sites like Printful. • Teach a class or offer video tutorials on how your work is created. • Create graphics, fonts or templates to sell online at CreativeMarket. • Create code scripts, video, music & audio, website themes, design assets, stock photos and 3D models to sell at Envato Marketplace. Resources to check out: • Artist’s Handbook from Saatchi Art https://bit.ly/saatcharthandbook • Creative Market - https://creativemarket.com • Behance (part of Adobe) is the world’s largest creative network for showcasing and discovering creative work. Participation is free. www.behance.net • Envato Market is a collection of niche marketplaces where creators sell and license their items directly to customers. https://bit.ly/allaboutenvato

5. Sports and the Outdoors — Your love for sports or the outdoors offers opportunities for a variety of different directions depending on your level of expertise.

• Printful - Choose from 292 customizable products in our catalog to create your own art collection. From wall art to phone cases and dresses—anything can be a blank canvas for your masterpiece! www.printful.com

Money earning ideas:

Fun Facts:

• Teach a fitness class in-person or remotely.

• Autistic entrepreneur Spencer Kelly started The Expedition Soap Company at age 15. He was featured in the Winter 2017 issue of Spectrum Life Magazine in An Expedition to Entrepreneurship. https://bit.ly/spencerkelly

• Become a travel writer. • Gameday monitor for Major League Baseball. • Sportswriter or photographer. • Camp counselor. • Create and sell sports products or artwork. • Buy and sell sports memorabilia and collectibles.

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• Autistic artist Connor Wortendyke creates colorful vibrant paintings and jewelry that are sold online and at Etsy. He was featured in Art By Connor in our Winter 2019 issue. https://bit.ly/artbyconnor Continued on next page

Ten Hobbies That Can Help You Earn Money, continued from page 24 • United States Personal Chef Association (USPCA) www.uspca.com and www.HireAChef.com 7. Music — Whether you sing, write music, or play an instrument, there are a variety of ways to turn your tunes into bank notes. Money earning ideas: • Earn money playing private gigs like weddings, corporate events or parties. • Offer a personalized jingle, birthday song or singing telegram. • Teach music lessons in-person or virtually. • Earn streaming royalties through digital distribution.

• BonAppetour is the world’s leading platform for foodies to offer delicious food experiences to travelers and make money at the same time. www.bonappetour.com/e/be-a-host

9. Acting or Theater — Although acting can be difficult to break into as a full-time profession, if you’re interested in utilizing your performance or public speaking skills in a part-time or local capacity, consider these opportunities.

• Earn through social video monetization at Facebook, Instagram, TikTok and YouTube.

Money earning ideas:

• Sell beats and samples online at sites like Airbit and SoundClick.

• Voiceover work - Animation, audio books, commercial, corporate, e-learning, narration, video games.

• Write and sell or license your music and song lyrics.

• Promotional model - contracts on behalf of a client to raise awareness or demand for a product or service.

Resources to check out: • DIYMusician provides tips for independent musicians. https://diymusician.cdbaby.com • Songbay is a unique marketplace for the sale of original music, lyrics and poems. https://songbay.co • Airbit is a global online beat marketplace and platform made for independent music makers. https://airbit.com

8. Cooking and Baking — Do you love experimenting in the kitchen? Do you consider yourself a foodie? Whether you’re a bake sale queen or a culinary king, here are a few ideas to earn money while sharing your love of cooking with others.

• Entertainer at kid’s birthday parties or special events. • Standardized patient - simulate various health conditions for medical students to practice interview and exam skills in safe learning environment. • Being an extra in a movie or television show. Resources to check out: • PHAME is a fine arts and performing arts academy in Portland, Oregon serving adults with intellectual and developmental disabilities. www.phamepdx.org

Money earning ideas:

• Weeble Mountain is a casting agency in Portland, Oregon that casts actors, models, real people, and extras for photo and video projects filming anywhere. They specialize in real people casting with a focus on inclusive authentic and diverse media. https://weeblemountain.com

• Teach cooking classes online, after school or at birthday parties.

• Gravy for the Brain - Voiceover artist training. www.gravyforthebrain.com

• Offer food tours, tastings or dinner parties through BonAppetour. • Become a personal chef for seniors, families on the go or people with special dietary needs and restrictions. • Sell at your local Farmer’s Market or bake sale. • Freelance with local caterers. • Become a home brewer or a brewmaster. • Create a cooking channel on YouTube. Resources to check out: • Healthy Hands Cooking provide training, tools and certification to support independent cooking instructors. www.healthyhandscooking.com

10. Computers, Gaming and Technology — Whether you’re an avid gamer, a social media enthusiast, a budding programmer or you’ve always had an interest in how technology works, there are a variety of ways to earn money remotely. Money earning ideas: • Computer support help desk and technical support. • Freelance Quality Assurance Tester. • Data entry or data labeling. • Game testing and game design. Continued on page 26 www.spectrumlife.org

Ten Hobbies That Can Help You Earn Money, continued from page 25

• Virtual assistant. • Website programming and development. • Application development. Resources to check out: • TopTal provides freelancing opportunities for developers, designers, QA testers. Ultimate Freelancing Guide: www.toptal.com/ultimate-freelancing-guide • Daivergent provides accessible, all-virtual work readiness to job-seekers in the neurodiversity and disability communities. https://daivergent.com/job-readiness • Dice.com is a job opening website specializing in tech. • Google Career Certificates - Flexible online training in IT Support, UX Design, Data Analytics and Android Development. https://grow.google/certificates We hope this list got you creatively thinking of new possibilities to elevate the earning potential of your hobbies and special interests. Here are a few more resources we thought would be of value. Other gig and freelance websites not previously mentioned: • Belay offers remote contract positions for Virtual Assistants, Virtual Bookkeepers and Social Media Strategists. www.belaysolutions.com • Fiverr connects businesses with freelancers offering digital services in 300+ categories. www.fiverr.com

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• FlexJobs offers flexible and remote work from home job opportunities. www.flexjobs.com • Freelancer offers a wide range of freelance opportunities www.freelancer.com • Thumbtack helps you find local professionals for pretty much anything. www.thumbtack.com • Voice over - www.Voices123.com, www.Voices.com Mentoring, Employment, and Entrepreneurship: • The VIA Survey of Character Strengths is a free self-assessment that takes less than 15 minutes and provides a wealth of information to help you understand your best qualities. www.viacharacter.org • SCORE has the largest network of free volunteer small business mentors in the nation. www.score.org • Office of Disability Employment Policy (ODEP) www.dol.gov/agencies/odep • The National Center for Disability Entrepreneurship (NCDE) at The Viscardi Center educates and transforms innovative self-starters to achieve self-employment success. www.viscardicenter.org/ncde We each have talents and strengths that we have been gifted with. One of the things we enjoy doing the most at Autism Empowerment is empowering people in autistic and autism communities to find and connect with their purpose. We wish you the very best in all your entrepreneurial and career endeavors!

Welcome to Spectrum Life Magazine’s Fall 2021 Reader Survey and Contest We value your time and feedback. Your answers help us learn more about you and how we can better serve you, your family (when applicable) and the autism community at large. Answer our survey by November 12th, 2021 and you will be entered to win a surprise package worth over $100.00. If you win, we will contact you via email and mail your prize package to you.

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education KNOWLEDGE TO EMPOWER FAMILIES AND INDIVIDUALS

IN THIS SECTION Permission to Have Patience ................................................................... 30 The Do’s and Don’ts of Restraint and Seclusion ........................... 32

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EDUCATION

Permission to Have Give Yourself Some Grace. By Aaron Blackwelder I think everyone will agree that the 2020-21 school year was one of the most challenging. Administrators scrambled to figure out how school was going to be structured, teachers were learning how to navigate online platforms, students were uncertain if they were going to be able to access learning every day, and parents became both teachers and paraeducators hoping they could help keep their child engaged in learning. Everyone struggled to keep their heads above water, hoping they could make it through just one more day. The challenges of teaching in a pandemic stretched everyone thin. And though we leave the 2020-21 school year behind us, we are about to enter the 2021-22 school year with similar uncertainties. Will school remain open? Will our children, teachers, and community be able to mitigate COVID-19 to a level that keeps our community safe? Will we be required to wear masks all year? Will we be able to keep our heads afloat through another challenging year? It is apparent to me that we all want what’s best for our community and for our children. We want our children to learn and grow in a nurturing environment while at the same time we want to keep our community safe. And as a parent of two boys on the autism spectrum, I want them to develop their social and emotional skills. I want them to feel confident and part of a community. One of my boys is ready to get back to school and the other dreads it. My oldest is looking forward to being on campus — engaging and learning with his peers. On the other hand, my youngest is dreading being on campus. Not only does he fear the virus, but he also fears being in larger classes, the noisy halls, and the empty hallways. Going back to school is bringing him a lot of anxiety and I wonder if we will be able to get him out the door on the first day of school. But the truth is, we don’t know what this coming school year will hold for us. What we do know is that we will continue to have administrators scrambling to help support their staff members, teachers looking for new ways to challenge and engage with their students, students who will be coming to school not sure what to expect, and parents who will be feeling the burden for their children’s well-being. I do think there is one thing that we can all expect of this upcoming year. We can expect this to be another year where all of us may need to change what we are doing at the drop of a hat. And this means we are all going to need to have a lot of patience — patience with one another.

However, patience does not mean that we have to give up our agency and wait for someone else to take care of things. We need the kind of patience that challenges us to ask, “What can I do to make the situation better?” and trust that each person is spread thin trying to make this year the best it can possibly be in times of uncertainty. Advice to Parents: If you have concerns about something going on at the school (maybe your child had a traumatic encounter), don’t fire off an angry email. Rather, write the email, share it with someone you trust, and ask them how they might receive it if you sent it to them, and then instead of sending the email, send a different email asking the person to call you when it is convenient. This will give you time to air your frustration, cool down, reflect, and be calm when the phone call comes. It is easy to write an angry email and send it because, in our minds, we are not writing it to a person with feelings. But a conversation gives us the opportunity to hear one’s tone, ask clarifying questions, and clear up any misunderstandings. And when working with your child, have some patience with them. This will be another stressful year for them. Yes, we want to hold them accountable. However, we also want them to feel respected and heard. Sometimes an occasional day off of school can make a difference for our children. But when we do offer this, make sure we structure activities for them that keep them engaged and don’t let them further shut down. Do school work together, play some board games, and maybe go out for ice cream. Advice to Educators: Be patient with your students. They will be struggling. We went from a school year that started with many students Zooming in from home, to a hybrid model where many students came in part-time to smaller classes. Others may have stayed fully online. Some students may arrive to the classroom with a heightened sense of anxiety that may make it difficult for them to engage in learning. We want to give them the space they need. However, we want to challenge them to break out and engage to the best of their abilities. First, get to know your students. Find out what makes them tick. Learn what excites them about being back in school and what they fear. Understand that some may get overwhelmed and may not be able to engage or even show up to school. Continued on next page

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Permission to Have Patience, continued from page 30

One of my goals this year is to make regular contact with my parents. I plan to send personalized emails and make phone calls, most of which will center around how I appreciate that their child is in my class. In addition, I will share what their child is doing well and how they are demonstrating growth in their learning. Realistically, I know I can’t contact every parent every week. But I can do some and contact some, and eventually, I’ll contact all. As a parent who pretty much only got a phone call when my son was acting up, I know I would appreciate getting a positive phone call or email.

Realize that each of us has a limited amount of resources and when those resources are exhausted, we need time to refill. Build a community around you who will help support you when you need to take that much-needed break and be there for others when they need to take a break too. Remember, we don’t have to get this school year perfect. We simply need to make the best of it. Take a breath. Relax. The school year will start and we have the opportunity to make it something special. We simply need to have patience through the process.

Advice to Parents and Educators: Give yourself some grace. Perfection is not achievable. We can expect to make each day the best it can be and sometimes that can mean that we need to take a break ourselves. Aaron Blackwelder teaches high school English and coaches boys’ and girls’ golf in Southwest Washington. He is the co-founder of Teachers Going Gradeless, host of the podcast Beyond the Curriculum, and the educational contributor to Spectrum Life Magazine. Aaron is a Washington State English Teachers Fellow, was nominated for Washington State Teacher of the Year in 2019, and is a five-time golf coach of the year. Aaron is a husband and father of two boys on the autism spectrum, who inspire him to become the teacher who meets the needs of all students.

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EDUCATION

The Do’s and Don’ts of Restraint and Seclusion Practicing and preparing for the unknown.

by Diane Wiscarson and Taylar Lewis

Restraint and seclusion are an unfortunate, unpleasant, and sometimes unnecessary side of special education. No parent wants to think about their student being restrained or secluded at school, but the harsh reality is that it does happen. What should you do if your student is restrained or secluded at school? What is the school’s responsibility? Unfortunately, restraint and seclusion laws are not the same in every state, but there are some basic guidelines concerning restraint and seclusion that are important to know.

What are Restraint and Seclusion? Restraint is the restriction of a student’s actions or movements caused by holding the student down, using pressure, or other means to restrict. Generally, breaking up a fight, stopping a student from engaging in an impulsive behavior that threatens the student’s immediate safety, and protecting oneself from injury or sexual contact are not considered restraints. But, just know that exceptions can vary a bit from state to state. Seclusion is the involuntary confinement of a student alone in a room from which the student is physically prevented from leaving. For example, placing a student alone in a room by closing the door, regardless of whether the door is locked, is secluding a student. It is not considered seclusion when a student is removed for a short period to give the student a chance to regulate if the student is not prohibited from leaving the room. For instance, giving a student a break in a sensory room is not seclusion. When is it okay to use a restraint or seclusion? Restraint and seclusion should be last resorts for educators and should only be used when no less restrictive measures are available. Restraint and seclusion can only be used if a student’s behavior poses a risk of imminent and substantial harm and less restrictive interventions would not work. A substantial harm is an injury that would require some type of medical treatment. For instance, if a student is throwing heavy objects at other students, or biting a teacher, restraint or seclusion might be appropriate. On the other hand, if a student is restrained or secluded for yelling inappropriate words in class, that would be inappropriate and unacceptable. Occasionally, restraint or seclusion is used for a student who is refusing to follow a teacher’s request or directive. This is sometimes referred to as “non-compliance” and teachers have sometimes told students that they will be sent to a seclusion room if they do not follow directions. This is also a completely inappropriate use of restraint and seclusion! What are the limitations to restraints? Restraint and seclusion can never be used as forms of discipline, punishment, retaliation, or for convenience. Both restraint and seclusion should be methods of last resort. Additionally, certain types of restraints are always prohibited. Districts are never allowed to restrain a student by holding the student faceup on the floor; placing pressure on a student’s neck, throat, or mouth, or obstructing a student’s breathing; placing a knee, foot, or elbow on a student’s

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Continued on next page

The Do’s and Don’ts of Restraint and Seclusion, continued from page 32 stomach or back; intentionally placing a body part on intimate body parts; using a solid object to impede a student’s movement; and, of course, to inflict pain. Additionally, districts can never use “chemical” or “mechanical” restraints. A chemical restraint is a drug or a medication that is not prescribed for the student. A mechanical restraint is any device to physically restrict the student. Any of the above restraints are prohibited even if used to break up a fight or prevent injury! Who can restrain a student? Unless it’s an emergency and trained staff are unavailable, only trained staff should restrain a student. Staff must be trained how to use restraint or seclusion properly through the state department of education. Only in unforeseen emergency circumstances should someone untrained ever restrain or seclude a student. Additionally, the restraint or seclusion should only last for as long as necessary. As soon as the risk of harm passes, the restraint should stop. If either a restraint or seclusion lasts for more than 30 minutes, the student must be allowed to use the bathroom and have access to water. What procedures must the school follow? After a restraint or seclusion, the district is required to complete a report. By the end of the school day, parents need to be notified that their student was restrained or secluded. They must also receive written documentation within 24 hours. The written documentation should include a description of what happened along with the date, the time, the location, what prompted the restraint or seclusion, efforts that were taken, the names of the person or people who administered the restraint, and a description of the training.

What should I do if the school is restraining my student illegally? Parents can file a complaint with their state’s department of education or file a due process complaint. Parents can also request mediation with the district. All of these options vary in time, money, and potential outcomes. While all are available to parents without a lawyer, a special education lawyer can help parents work through the options and pursue the best route for their child. Additionally, if your student was injured as a result of the restraint, then you may also have a personal injury case. Personal injury cases fall under tort law, not special education. A personal injury attorney can help determine if you have a case and the best way to pursue legal recourse. Summary Unfortunately, restraint and seclusion happen in schools. Both restraint and seclusion disproportionately affect students with disabilities and can be detrimental to their well-being. While state laws do differ, restraint or seclusion should be the very last resort in every state. Restraint and seclusion should never be used as a form of discipline, for convenience, or to intentionally cause a student pain. Restraint and seclusion should only be used in the most serious of circumstances, and only when no other intervention would have worked. Both of these interventions are intended to keep both the student and others safe – there is no other purpose. Restraint and seclusion should not be how disciplinary issues are handled at school. If your child is being restrained, you should be sure to get documentation from the school, follow up, and talk about a behavior support plan.

Photo courtesy of Wendy Wilson

Additionally, the district needs to hold a debrief meeting within two school days after the restraint occurred. Parents have the right to attend this meeting, and should, if possible. Written notes need to be taken during the debrief meeting and the notes must be provided to the parents. What if my child is restrained repeatedly? Unfortunately, there is a growing mountain of evidence that suggests students with disabilities are restrained far more frequently than their general education peers. Restraint and seclusion can have effects on students’ emotional and physical well-being and should only be used in serious circumstances. If your child is repeatedly restrained or secluded at school, you should meet with your student’s Individualized Education Program (IEP) team as soon as possible. If a student is repeatedly posing a risk to themselves or others, then the district must conduct a Functional Behavior Assessment (FBA) and develop a Behavior Support Plan (BSP). Each state has laws that outline how long a district has to conduct an FBA and develop a BSP. The BSP should address the student’s behavioral needs and inform staff. If a student is restrained or secluded more than five times in a school year, the student’s BSP needs to be reviewed and revised.

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Diane Wiscarson is the founding attorney of Wiscarson Law, the only firm in Oregon with a primary practice area of special education law for families, and has represented thousands of families of special education students in Oregon and Washington. Taylar Lewis is also an attorney with Wiscarson Law, having previously served as a law clerk at the firm while attending the University of Oregon School of Law. Find more information at www.wiscarsonlaw.com.

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health & wellness

IN THIS SECTION ADHD & Autism ................................................................................... 36 Ask Spectrum Life .................................................................................. 38 Emotional Barriers to Fitness ................................................................40

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Photo courtesy of Mary Rebekah Moore

DEVELOPING A SENSE OF WELL-BEING AND WHOLENESS

Free Resources... for Parents and Caregivers of Children with Autism from Seattle Children’s Autism Center

The world of autism spectrum disorders is constantly changing and we at Seattle Children’s Autism Center are eager to share with parents and caregivers the latest therapies, research, news and tips for families.

1. The Autism Blog

theautismblog.seattlechildrens.org We provide information that may be helpful for raising a child with autism. Posts are written by staff including physicians, nurses, and psychologists who are knowledgeable about the diagnosis and latest in treatments and therapies. Parents and guardians also offer their perspective and share stories as guest contributors. Topics range from young adult transition to sibling support to new research findings to our perspective on the latest news and information about autism.

2. Autism 101

Available in-person at Seattle Children’s or by live-streaming. Autism 101 is a 90-minute presentation providing information and support for parents and families of children recently diagnosed with an autism spectrum disorder (ASD). Topics include up-to-date, evidence-based information about ASD, behaviors associated with autism, autism prevalence, treatments available and resources for families.

3. Autism 200 Series Available in-person at Seattle Children’s or by live-streaming. Watch past lectures on our website or YouTube®. Autism 200 is a series of 90-minute classes for parents and caregivers of children with autism who wish to better understand autism spectrum disorder. Classes are taught by faculty from Seattle Children’s and the University of Washington and other community providers. Topics include transition to adulthood, early intervention and school support. Each class includes time for questions.

Learn more or register at seattlechildrens.org/autism or by calling 206-987-8080.

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HEALTH + WELLNESS

ADHD and Autism Are they really that different? By Dr. Anson Service Additionally, a child or adult who is diagnosed with both ASD and ADHD may have the potential for complex emotions and variances in thinking, possibly further complicating their own understanding of their thoughts and behaviors, which can also complicate a clinician’s efforts to diagnose because self-reporting is a very important part of the diagnosis. While the behavioral similarities between the two are many, the reasons behind these behaviors may be very different. For example, a person with ASD may avoid eye contact because it causes them to feel extreme discomfort and stress, whereas a person with ADHD may not make eye contact because they are distracted, have their minds on something else, are bored with the conversation, or there is a history of being in trouble and eye contact was forced on them at some point, which may be a trauma response. Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) can look similar in many ways. People with ASD or ADHD may exhibit difficulty making eye contact during communication. They may have a communication style that includes awkwardness in conversations, not knowing when it is their turn to talk, or exhibiting odd body or hand movements. Some with an autism diagnosis may talk too loudly or too much for the situation, which is also fairly common in those with ADHD. Both groups may struggle with academics or behavioral problems at home, and relationships can be challenging. There are so many overlapping features of ASD and ADHD that a comprehensive list would be impossibly long and full of errors. Rather than create an exhaustive list of features of ADHD and ASD and how they may be similar and different, this article seeks to go a bit deeper about why they may be similar and yet so different. It has become increasingly difficult to separate features and characteristics of autism and ADHD from each other as more is learned about the two. While the Diagnostic and Statistical Manual of Mental Disorders (DSM–5) has some clear identifying symptoms that provide plenty of separation, clinicians, such as me, are finding that in many people, they present more similarly than they do differently. To further complicate the matter, many with ASD are also diagnosed with ADHD. The term comorbidity means having two or more disorders at the same time, like ASD and ADHD. The comorbidity rate of ASD combined with ADHD is greater than 50% and is the most common disorder diagnosed with ASD. It is also estimated that 25% of children diagnosed with ADHD also have features of ASD but may not have been evaluated for ASD, so it is unknown what those true statistics are.

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Communication is another topic that may appear similar but have different causes. People with ASD and ADHD may both feature a communication style that includes awkwardness in conversations, not knowing when it is their turn to talk, odd body or hand movements, and loud, excessive talking. The ASD side may communicate like this because of lack of interest in other topics outside of their interest. They may have a disdain for small talk and may stim (make stimulating body movements) to provide comfort and self-regulation, which can include talking loudly. The ADHD side may not find the conversation stimulating, and attention may wane. They may be formulating a response in their mind rather than carefully listening to the other person for understanding. They may find themselves speaking loudly because they are excited about what they are talking about or are having difficulty regulating their body energy. One of the most challenging aspects professionals and laypersons encounter with autism and ADHD is that features and presentation within each group vary greatly. It is impossible to make a general statement about either because any statement will not apply to all autistic individuals or ADHD individuals. These are unlike many other disorders listed in the DSM-5 that are clearly defined and criteria is well established based on decades of research. The research on ASD and ADHD is still in its infancy, and we will likely see a great expansion of understanding going forward. As a clinician who works with individuals diagnosed with ASD and ADHD, I have found that I am paying less attention to the pathological-based definition of ASD and ADHD that considers it being a set of disorders that are terrible, frightening, lifelong conditions. Continued on next page

ADHD & Autism, continued from page 36 I do not find this to be true in my experience. I prefer to define ASD and ADHD as being a variance in neurological operations from the norm that largely involves communication, social, and behavioral differences. I do not necessarily see these two as disorders as much as I do different ways of thinking and behaving. Think Windows operating system to Linux, or Apple phones to Android. Both work but use totally different operating systems. In a world of Apple users, given an Android to use, they might find it counterintuitive, clumsy, overcomplicated, and archaic. An Android and Windows user may find the Mac and Apple iPhones confusing, too simplified, and unable to customize in ways they want. (Full disclosure: my wife and I use different phone and computer systems and this analogy becomes more appropriate for me each time I try to use her Mac or Apple iPhone.) Furthermore, I prefer the use of the words features and characteristics to symptoms, as symptoms are changes in someone that denotes disease, disorder, and dysfunction, whereas a feature or characteristic is something that is more of an attribute, aspect, or identity, and may be a permanent part of their lives. If you look deeper into the online world of autistic adults, you will find that many experience autism as a part of their identity rather than a disorder. To me, autism and ADHD are not differences to be cured, but rather space needs to be made for it in our society.

interests. Some with ADHD have great difficulty planning and organizing, whereas others with ADHD do a better job with this than most. A final consideration I would like to propose is the difference of stigma between the two. Many individuals, and parents of children with ADHD, are gladly willing to accept an ADHD diagnosis to help explain misbehavior or hyperactivity in their child, whereas some parents are fearful of their child receiving an autism diagnosis because they do not want their child to have a “label” placed upon them that might inhibit them or their lives in some way. Some individuals are frightened of the mere thought of being like autistic characters from movies such as Raymond of Rain Man, Arnie from What’s Eating Gilbert Grape?, Music from Sia’s movie, Music, Sheldon from Big Bang Theory or any number of other media representations shaping public perception of ASD. Additionally, most people know someone who has an autistic child who might need a great deal of support in their lives, and some do not want to hear that they share that same diagnosis, even if their support needs are very different. Even though the stigma of ADHD and autism are very different, it is still true that the two can be more similar than many would like to admit. However, because ADHD is generally widely accepted, as we continue to identify the similarities between the two, maybe ADHD will open the door so ASD can become more accepted and less feared in the future. As we work toward accepting both of the ADHD and ASD operating systems as neurological differences rather than something scary, we will create a world that is more inclusive, accepting, and kind, not only to these individuals, but for all individuals. People with ASD and ADHD have always had, and will continue to have a crucial role in the forward movement of our world and society.

With that being said, I am cognizant of the struggles and challenges many of those with ASD and ADHD face on a daily basis. I do not seek to minimize their experiences. When comorbidity includes anxiety, depression, personality disorders, and more, having ASD and ADHD in a world that has not yet accommodated their needs becomes more difficult, and often masking those conditions is a common survival and defensive skill that can have painful consequences. As mentioned, the variance within these two groups also makes it seem impossible to create a generalized list of features and presentations that represent all autistic and ADHD individuals. Some with ASD may avoid large groups of people, whereas others with ASD may relish an opportunity to be in a large group, possibly because they find greater opportunities to learn about others or look forward to talking about their

Dr. Anson Service is a licensed mental health counselor, and part of a team that assesses individuals for autism, ADHD, and more at Adventure Psychological Services. Dr. Service has written for various magazines and authored several books and is happy to further educate others on autism and other areas of neurodiversity. He and his wife have raised three young men and are now raising their puppy named Luna. Learn more at www.ansonservice.com.

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HEALTH + WELLNESS

Ask Spectrum Life Autism Resources for our Community

Each issue, Spectrum Life Editor and content curator, Karen Krejcha answers frequently asked questions about autism-related resources across the lifespan for our community. Dear Spectrum Life, COVID-19 has done a number on me mentally, physically and emotionally. I tend to escape to social media but my autistic and ADHD brain has me hopping from one site and message board to another. Before I know it, I’ve wasted hours of time and feel guilty, anxious, and frustrated with the world. How can I make it stop? Terry in Tigard Dear Terry,

When looking at our neighbor’s vacation photos, our brains tend to forget that those people we’re connected with are often sharing just a tiny fraction of their lives. What we see when we look through our lens of comparison is filtered figuratively and often literally too. One problem with comparison is that it can harm your self-esteem. For example, if everyone you know is going on vacation and reconnecting with people they missed over the past year but you haven’t been able to get out, you may end up feeling isolated and lonely. This loneliness may even lead some people to severe depression.

This is such a relatable question. As an autistic woman who shares your neurology, this is something that I have major challenges with too. It’s super easy for me when online to have a dozen browser tabs open and get quickly sucked down a rabbit hole researching something, particularly since part of my work involves curating content.

When we take an extended break from social media, we can also break away from this unhealthy comparison cycle and reconnect with things in our lives which are more meaningful.

Some people find it beneficial to their mental health to delete their social media accounts and completely unplug. However for many, that is not practical due to work or family circumstances. In that case, you may wish to consider a social media detox.

Even if you don’t consider yourself a competitive person, social media tends to bring out a person’s competitive feelings. This is because the primary basis of social media networks is to attract attention to your posts.

A social media detox is a conscious elimination of social media use and consumption for a set period of time. Most social media detoxes are about 30 days, but some people do a week and some prefer longer. Ideally, you’re completely eliminating all social media use and giving yourself a mental health break. This includes deleting and removing all social media apps from your phone, and sometimes where it’s possible, temporarily disabling your social media accounts. Here are seven reasons why stepping away from social media can be beneficial. 1. You’ll break the social comparison cycle. One of the challenges most people have who use social media is that they end up comparing their own lives to everyone with whom they are connected with online.

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2. You’ll stop feeling so competitive.

Each reaction and comment measures how “popular” a particular post is, leading some people to spend a lot of effort seeking validation, getting hurt if no-one “likes” their post or becoming upset if a comment is not flattering. When you further take into consideration how the algorithms that show social media posts are so confusing and seemingly fickle, if you’re already feeling insecure, this can mess with your mind. This type of competitiveness is not healthy, and it can cause anxiety. 3. You’ll improve your overall mood. Studies have discovered that the more time a person spends on a social media site, the more likely they are to develop depression.¹ Additionally, the amount of time spent on these sites is often directly related to whether you’re feeling stressed or happy. Continued on next page

Ask Spectrum Life, continued from page 38 If you’ve been feeling highly anxious, stressed out, or depressed, this is an excellent time to try a social media detox. It may feel awkward at first, and you may tend in the beginning to check what is going on, but the longer you stay away, the easier it generally becomes. For many people, their overall mood begins to improve. 4. You can conquer your Fear of Missing Out (FOMO). You may have heard that social media was designed to be addictive. In fact, an article written in Computer World in 2015² said that social networking is engineered to be as habit-forming as crack cocaine. This isn’t just an exaggeration. When you first stop using social media, it’s common to feel withdrawal symptoms. Scientists say that this is due to the naturally ingrained fear of missing out. We’re so worried we might miss something newsworthy or entertaining that we don’t want to step away from our smartphone or computer device. One way to minimize this effect when you’re not doing a social media detox is to set aside a specific time each day to visit your favorite social media sites. Start with 15 minutes or a half-hour and do not go past that time. Then, once your visit is complete, do not look at social media again that day. 5. You can tame that obsession with the past. Many autistic people have a big challenge with perseverating on past events. We think about previous exchanges we had with other people, replay where things may have gone wrong, then loop those conversations in our heads over and over again. And even though we can’t change what happened, we tend to get stuck in our own minds until something jolts us away.

You can help boost your mood and take your mind off social media by starting with a daily walk outside in your neighborhood or at a local park. If you have someone to walk with, even better. If possible, ask a family member to try a social media detox with you. 7. Use your free time to practice self-care or take up a new hobby. By putting social media on pause, you will be gaining additional time that you can use in many productive ways. Resist the tendency to hop to something else potentially addictive (e.g., binge-watching television) and focus on self-improvement.

Social media can easily draw people into a situation where they’re triggered into a negative headspace. Whether someone is critically analyzing old posts or Facebook stalking someone they felt did them wrong, it can be very easy to get caught up in toxicity and stuck in negative loops.

This might be a great time to do a faith study, teach yourself a new skill or do a household decluttering. As you devote your energy to improving your life, you will crave more of the good feelings you get from self-care and the desire for social media distraction will be less.

Leaving social media behind will hopefully give you the space you need to cut back or stop the obsession so that you can move forward with your life. So that it isn’t too tempting, when you do return to social media, either block or unfollow exes or other people who it pains you to see online.

In conclusion, many of us do use social media. However despite the benefits we may gain by staying connected with long-distance family and friends or being part of groups where people share our interests, there are also downsides.

You can also adjust your Facebook memories using their On This Day tool to remove certain people or triggering memories so that you stop being reminded of them. 6. You can practice starting to reconnect in-person. With COVID-19 shutting down many of our opportunities for in-person connection, a lot of us ended up spending more time online. Those of us on the introverted side may have even found this a relief, however there comes a point where we all need that in-person human contact. Our effectiveness is often tied in with our connectedness. Because of the shutdown, many autistic people find themselves out of practice in communicating with people in-person. In addition, it is causing additional anxiety just to step outside the home.

If you have difficulty unplugging or completing a social media detox, please consider talking to a mental health professional for additional support. We wish you the best! References and Resources: 1. Lin, L.y., Sidani, J.E., Shensa, A., Radovic, A., Miller, E., Colditz, J.B., Hoffman, B.L., Giles, L.M. and Primack, B.A. (2016), Association Between Social Media Use and Depression Among U.S. Young Adults. Depression and Anxiety, 33: 323-331. https://doi.org/10.1002/da.22466 2. Elgan, M. (2015) Social media addiction is a bigger problem than you think. Computerworld - https://bit.ly/smaddictionfomo 3. Cruz, C. (2020) 9 Steps to Disconnect from Social Media and Connect with Life Again. - LifeHack https://bit.ly/9stepstodisconnect www.spectrumlife.org

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HEALTH + WELLNESS

Emotional to Fitness

and Mental Barriers Breaking through to a healthier you.

By Ryan Lockard, CSCS*D, CSPS*D

Are you looking to begin an exercise routine but don’t know where to start? Or have you started exercising and have a hard time staying motivated? You are not alone. Only 1 in 5 Americans currently meet the CDC’s recommended 150 minutes of moderate exercise weekly. There can be many emotional and mental barriers to exercise that people may encounter that place them in the other 80%. Let’s look at some common barriers and discuss solutions. Exercise is boring or not fun. This is the most common barrier that I hear, especially from parents who are looking to get their kids more active. There are a ton of ways to make fitness fun or at least tolerable. Here are a few techniques to try: 1. Create options – Most of us do not like to be forced to do something that we do not want to do, even if we know that it is good for us. Giving yourself options of possible activities puts you back in the driver’s seat of making the decision and eliminates that barrier. Try giving your child three options and let them choose which activity or exercise that they prefer. If you’re trying to motivate yourself, give yourself three options for a workout and pick the one that best suits your mood for that day. It doesn’t have to be complicated, simply going for a walk has great benefits for the body and mind. The most important thing is that you’re moving! 2. Add variety – Try different types of group classes to find something that you like. If you belong to a gym, there is a good chance that they offer a variety of classes (e.g., spin, boot camps, yoga, etc). Give them all a try to see what you enjoy. Don’t belong to a gym or don’t like working out with other people? No problem. Work out in the comfort of your own home while watching a YouTube video of a class. 3. Exercise meets Marvel – Something that we often do at Specialty Athletic Training is pair exercise with our client’s interests. If they are into superheroes, we may change the name of the exercises or workouts to match with that theme. Or we may just find ourselves talking about the latest movie during the rest time. I have learned a lot about Minecraft, My Little Pony, and Marvel movies over the years simply by using rest times to listen to what is important to our clients. I’m self-conscious about my weight or the way I look. This is a barrier that many face when beginning their fitness IN THIS SECTIONto get back in shape. Body dysmorphia is a journey or trying serious issue that even “fit” people struggle with. If this concern describes you, try the following:

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1. Virtual sessions – Online training was already becoming a trend pre-COVID but has EXPLODED in the past year and a half. It provides the privacy of working out from home, while having access to working with a professional. This method provides comfort and accountability. There are also online classes offered, and you can simply turn off your camera if you choose. There are also several apps that provide classes with instruction. You don’t have to spend a lot of money to get quality instruction. For example, Peloton doesn’t just sell bikes and treadmills. They also have an app that is only $12.99 a month and provides a HUGE selection of classes. 2. Gym pal – Working out is often better with a friend. If you are going to the gym, take someone with you to help you feel more confident and avoid distraction. Gyms also aren’t busy 24/7. Ask the person at the front desk what part of the day is the least active. This might help you feel more comfortable with fewer people and allow you to have more access to the machines and weights without waiting. I don’t have the energy to work out. Exercising helps increase your energy, but what if you don’t have the energy to start working out? There are several other factors to take into consideration when it comes to energy levels. Make sure that you are getting adequate sleep (7-9 hours nightly), drinking plenty of water (at least eight 8-ounce glasses a day), and eating plenty of protein and vegetables. I am not the coordinated or athletic type. Exercise isn’t only for professional athletes or the super athletic. You don’t have to be an athletic specimen to enjoy exercise or the positive benefits that it will provide you mentally as well as physically. I would not categorize my mom as an “athletic” type; however, she is constantly seeking activities to keep her moving. These have ranged from walking, yoga, weight training, and water aerobics to her most recent activity, pickleball. She didn’t start her recent fitness journey because she wanted to be more athletic. She began because she noticed many friends and family members around her age who were being diagnosed with preventable health conditions (e.g., high cholesterol, type 2 diabetes, heart disease). She wanted to avoid similar diagnoses, as well as have the energy to keep up with her two-year-old grandson.

Continued on next page

Emotional and Mental Barriers to Fitness, continued from page 40

Photo courtesy of Mary Rebekah Moore

Did you know that it takes 6-8 weeks of exercise to notice physical changes in your body? You might see slight physique changes before then, but it usually takes about two months of exercising for others in your life to take notice of your progress. Why is that? It’s because the beginning changes are all neurological. Most people give up when they don’t see immediate results, but it takes time and consistency. I don’t know where to start and I’m afraid that I might get hurt since I don’t know what I’m doing. My toilet recently started flooding. Plumbing is not my expertise, but I did what anyone would do. I tried to find the answer on YouTube. I shut off the water leading to the toilet, tried to snake the pipe, and literally everything else that I saw as potential issues. Finally, I turned the water line to the toilet back on, gave it a good ol’ test flush, and had water running all over my bathroom floor again. I immediately turned the water off, cleaned up the floor, and called a plumber to schedule a professional to fix it. I share this story because we all have had a similar experience. Your health is no different and ultimately could be more costly. Specialty Athletic Training and other fitness businesses are here to help YOU. Certified professionals have the knowledge and means to help you reach your desired outcomes. Working with a professional not only helps hold you accountable but provides the guidance and attention to help you along your fitness journey. Don’t let the fear of the unknown stop you from starting. Seek professional help just as you would in any other facet of your life.

Photo courtesy of Lavinia Nitu - Ma.Ni. Photo Studio

I never lose weight, so why try?

Ryan Lockard is the Founder and CEO of Specialty Athletic Training, a personal training company located in the Portland Metro area and Central Oregon, that specializes in fitness programs for children and adults with special needs. He is a Certified Strength and Conditioning Specialist (NCSA), Certified Special Populations Specialist (NSCA), and currently serves on the board of directors for the Autism Society of America and the Central Oregon Disability Support Network. He can be reached at Ryan@SpecialtyAthleticTraining.com or www.SpecialtyAthleticTraining.com.

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therapy THERAPEUTIC OPTIONS AND RESOURCES

IN THIS SECTION New Leaves Clinic ................................................................................................ 44 Spectrum Life Resource Directory............................................................46 Upcoming Autism Empowerment Events.............................................47

Sign up for the Community Rewards program by linking your Fred Meyer Rewards Card to Autism Empowerment at www.fredmeyer.com/communityrewards. You can search by our name or by our non-profit number WA330. There is no cost to you! Thank You!

PEDIATRIC THERAPY CENTER Supporting Children With Developmental Needs • Occupational Therapy • Physical Therapy • Speech Therapy • Groups & Camps

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1815 NW 169th Place • Beaverton www.BOLDPediatrictherapy.com

sensorykidsot.com • 503-575-9402 www.spectrumlife.org

THERAPY

New Leaves Clinic Every Autumn holds the promise of Spring. By John Krejcha

Serving the Portland metro area for the past 17 years, New Leaves Clinic is a mental health clinic designed to help people realize their potential. They have a deep respect for the rich diversity of life, including the full spectrum of age and ability. While their methods are based upon research, their approach embodies a warm, genuine, and holistic emphasis.

How did you come up with the name New Leaves Clinic? My late husband and I started the clinic in 2004 when we finished graduate school and he had come up with this name as a graduate student. He was a mystic, philosopher, and psychologist, and he/we loved the idea of growth. I was hoping for the name New Leaves Neurodevelopment Clinic, but that was a tad long! As our website says, “Each acorn holds the potential to become an oak tree. Life is measured in seasons, and every autumn holds the promise of spring. As such, we firmly believe that everyone is capable of New Leaves.” Do you have a personal connection to someone who is autistic or with other learning disabilities? I have worked with kids and adults with special health needs since I was a young child. I went to Catholic schools K-12, but instead of church, my family volunteered with special needs residents in a foster home each week.

Spectrum Life Magazine recently connected with founder Cynthia Arnold, Ph.D., to learn more about New Leaves Clinic and the variety of ways they serve and support autistic and neurodiverse children, adults and families. Hello Dr. Arnold! Please tell us a little about yourself and New Leaves Clinic? Hello! I am a clinical psychologist who specializes in developmental disabilities. At our clinic, we provide assessment and treatment of neurodevelopmental differences. My intensive specialty is autism, though I spend a lot of time with other neurodiverse brain styles such as ADHD, Dyslexia, Sensory Processing, etc. What inspired you to create a practice that serves autistic and neurodivergent communities? I knew I wanted to work in neurodevelopment, but I didn’t know in what regard. I was perpetually told by others how ‘amazing’ it was that I worked with such different people. I was totally confused by this. Looking back, others simply didn’t have the experience I had working with people of all ages and levels of developmental differences. Working with a population of people that was massively misunderstood was a calling for me. I always felt like I had a natural connection to animals (including people) who were trying to language their needs. I gained as much from them as they gained from me.

Also, my father was a Shriner. We volunteered with children who were burn victims whose families couldn’t live on-site. We also took 20-30 kids and adults with disabilities to the circus each year so they could participate. I obsessively watched and read Flowers for Algernon and the Helen Keller story (The Miracle Worker). During college, I worked privately with families who had autistic children and would bring them to my family home some weekends so parents could take a break. I didn’t know that anyone in my family had differing neurology when I started this journey. However, as I went to school, it became clear that profound dyslexia and ADHD run strongly in my family. I do not have autistic family members, but now that I know what autism is, they were my favorite ‘foster friends’ and the focus of the stories above. What type of services do you offer at New Leaves Clinic? We provide assessment and treatment. We provide an assessment of intellect, learning disabilities, autism, attention, sensory, emotional and behavioral challenges. Treatment consists of helping individuals to understand their brain style, increase self-acceptance, learn to advocate for themselves, learn to manage the trauma due to being bullied or isolated, increase their self-esteem, and find ways to engage in life that increase self-worth (i.e., work, school, friendship, volunteering). We are currently using telehealth and would like to continue to offer this, depending on what insurance mandates. Many Continued on next page

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New Leaves Clinic, continued from page 44 autistic people prefer it, and we are able to serve people who live further away. You mentioned that you provide diagnostic assessments for autism, ADHD, and various learning and behavioral conditions. What does a typical assessment look like? This is quite different based on the age and reason for the assessment. Generally, we complete an intake and clarify what (if any) assessments have been done, the need for the assessment (i.e., Family and Medical Leave Act, personal knowledge) and then create a fee agreement based on the minimum needed to reach the client’s goal. We don’t have a ‘standard assessment’ that fits all people. What is the average waiting period for assessment and diagnosis? Before Covid, it would be 3-5 weeks. Covid has made getting access to mental health services more difficult, especially if seeking a specialist. Currently, we have a longer wait time. Please call and ask our office manager, as this changes quite a bit. After an assessment, what comes next? Assessment and treatment are different services. After an assessment, the patient and their parents (if applicable) meet with me to discuss all results and a suggested treatment plan that may or may not involve my help. They will also be given a copy of the report. Some families choose to stay and have us provide treatment. Others choose to come back every 3-6 months to check in on progress by other providers and discuss next steps. Some we never see again. What age range and ability levels do you work with? We work with the entire age and ability range, aside from infants. Meaning, we specialize in a brain style, not age range or level of disability. Historically, I get a lot of adults who don’t feel heard by other providers. I also get brilliant teens and young adults struggling with dysregulation due to anxiety and executive dysfunction. In the last year, there has been a huge influx of adults wanting a diagnosis for ‘validation’ of their experiences.

What kind of insurance plans do you accept? We have a billing specialist who bills insurance for our clients. We are out of network for all insurance plans. How would somebody get started to determine what would be best for them? At the intake, we decide together the goals of our work together. People have very different needs, ranging from getting a diagnosis to receiving validation. They may want to vent to someone who understands or find support with trauma from being bullied for being neurodiverse. For additional details on appointments, services, and therapies available, please visit our website at: www.newleavesclinic.com. You may also contact our office at (503) 639-9153 and follow us on Facebook at: NewLeavesClinic What are your goals for the future for New Leaves Clinic? My next goal is to bring in providers who specialize in anxiety, trauma and obsessive-compulsive disorder and to cross-train them to specialize in autism. I have been hyper-focused on trauma training for the past five years, and it has been highly beneficial. Neurodiverse people have a high level of trauma (complex post-traumatic stress disorder) that isn’t discussed, in my opinion. We need more specialists who are autism and anxiety experts. What else is important for Spectrum Life Magazine readers to know? I think what people quickly realize is that I am not ‘fixing’ anything. Instead, I am helping them find self-acceptance and self-regulation, which leads to a higher quality of life. I am grateful to all of the families who have trusted us over the years with their beautiful families, and I am very proud to know and work with each and every one of them. Photos courtesy of Cynthia Arnold, Ph.D.

Where are you located? We are located in Hillsboro, Oregon. I purchased a small house to practice out of so I could control the sensory environment and offer services to children and adults who need a lot of time and space to regulate.

John “Fall Guy” Krejcha is co-founder of Autism Empowerment and serves as Programs Director. He serves on the Editorial Advisory Board of Spectrum Life Magazine and is a co-host for the Autism Empowerment Podcast. John is married to co-founder Karen Krejcha and is the father of two amazing children and their feisty cat, Zula. While John is the only one in the family who is not on the autism spectrum, he identifies as a neurodiverse and loving ally.

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Spectrum Life Magazine serves youth, adults, and families in the autism community. We seek to partner with nonprofit organizations, businesses, support groups, educators and professionals from a variety of fields who desire to support our community in a meaningful way. If you are an autism-friendly provider who desires to connect with new clients, we can help you make those connections through online directory listings. We also offer advertising and sponsorship opportunities for Spectrum Life Magazine and the Autism Empowerment Podcast. Please contact John Krejcha at spectrumlife@autismempowerment.org or call (360) 852-8369. Spectrum Life Magazine and Autism Empowerment do not endorse, promote or guarantee the services or outcome of any one provider or type of therapy.

We currently list over 1,300 autism-friendly service providers from Oregon, Washington and throughout the United States. Some of the directory categories where you are able to search for providers in your region include: Adult Services Advocacy Assessment and Diagnosis Autism-Friendly Businesses Camps Caregiving Chiropractic Dentists Educational Support Employment Assistance Financial Planning Government Agencies Housing Legal Medical Professionals Psychiatrists/Psychologists Recreation Safety Schools Special Needs Trusts Sports and Fitness Support Groups Therapy and Interventions Transportation Travel The SpectrumLife.org website contains current and past issues of Spectrum Life Magazine, supplemental blog stories, Autism Empowerment Podcast features and a robust autism and disabilty resource directory. Please share this valuable Autism Empowerment program with your friends, family and colleagues. Thank you for your support! To learn more about our Spectrum Life Resource Directory, please visit and bookmark www.SpectrumLife.org. If you have a resource you’d like to see added, please contact us at spectrumlife@autismempowerment.org or through our website.

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