Spectrums Magazine Fall 2016 from Autism Empowerment

FREE PORTLAND AND SW WASHINGTON’S ONLY MAGAZINE FOR AUTISM SPECTRUM DISORDER

FALL 2016

AUTISM “ROCKS” VOTER RIGHTS FOR I/DD COMMUNITY POKÉMON GO HELPING TEACHERS UNDERSTAND YOUR CHILD BULLYING PREVENTION MONTH AWETISM WE EMBRACE

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FALL 2016

contents

HELPING TEACHERS UNDERSTAND YOUR CHILD FEATURED SECTIONS ADVOCACY

Voter Rights for I/DD Community Understanding voting rights for those with intellectual and developmental disabilities.

LIFESPAN

12 14

Disability Employment Month October celebrates those with disabilities in the workplace.

Autism “Rocks”! Crafting and community come together to spread autism awareness. Pokémon Go Trainers Catch Autism Acceptance Popular game brings together neurotypical and neurodiverse players.

Bridging the Gap with Teachers How to partner with educators to set a student up for success.

Eleven Ways to Strengthen Friendships Understanding differences builds better bonds.

Bullying Prevention Month October recognizes strategies for preventing bullying and disability harassment in the workplace.

A Winding Path To Diagnosis Dispelling myths of what “normal” is.

RECREATION

EDUCATION

HEALTH + WELLNESS

31 32

Stories from the Spectrum One teen’s personal experience using Pokémon Go. Awetism We Embrace (AWE) New support group supports those of all abilities.

THERAPY

36 38

Directory of Community Provider Partners Categorized listing of local providers. Upcoming Autism Empowerment Events Ongoing and monthly events.

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FROM THE PUBLISHER

FALL 2016 | VOLUME 4, ISSUE 2 SPECTRUMS MAGAZINE TM A program of Autism Empowerment TM Karen Krejcha, Autism Empowerment, Publisher Mailing address: Autism Empowerment P. O. Box 871676 • Vancouver, WA 98687 (360) 852-8369 www.AutismEmpowerment.org spectrums@autismempowerment.org

One challenge of being the publisher of Spectrums Magazine is trying to find the right balance of articles that will serve the needs of our diverse audience. How in 40 pages do we effectively educate, empower and inspire youth and adults on the autism spectrum, including their parents, family and friends? How do we meaningfully reach educators, medical practitioners, providers and professionals who regularly serve the autism community?

Connect with us online!

When Spectrums Magazine became a program of Autism Empowerment in April 2016, we were excited to take on the challenge. As a 5-year-old grassroots nonprofit organization planning to expand nationwide, Board Members wondered if we could afford the cost and time to produce Spectrums? Would donors, funders and sponsors support us? Would we be able to employ staff from within the autism community? Financial concerns aside, the founders and Board of Directors at Autism Empowerment knew we had to take the risk. A positive publication that draws upon the strengths of the autism community serves as a vehicle for social change.

/TheSpectrumExperience /AutismEmpowerment

Although we’re on a learning curve, messages of support received after the Summer 2016 issue launched assured us we were on a positive track.

Autism Empowerment is a 501(c)3 nonprofit devoted to promoting a culture of acceptance and empowerment for children, teens, adults and families within the Autism and Asperger community.

@SpectrumsMag @AutismEmpowermt SpectrumsMag

We believe that all people in the autism community deserve a life free of stigma and full of opportunity for education, employment, relationships and personal growth. We invite you to join us as we positively change the world. Thank you for your support!

Autism Empowerment

ON OUR COVER

Photo by John Krejcha

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

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Autism Empowerment

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 SpectrumsMagazine.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. © 2016 All rights reserved.

Our Autumn issue showcases a diverse blend of advocacy, education, recreation and perspective pieces. With kids back in school, we share strategies for building bonds among students, teachers and parents. We cover October’s Bullying Prevention Month and Disability Employment Awareness Month. One of my favorite pieces is a delightful interview with a local teen whose quest is to spread autism acceptance worldwide through Autism “Rocks.”

Imani Chapin and her brother, Kaliq promote Autism Acceptance through painting and hiding Autism “Rocks” in the community. See our story on page 18.

the

A GRASSROOTS COMMUNITY MAGAZINE, Spectrums is a program of Autism Empowerment. With a mission of promoting a culture of acceptance, enrichment, inspiration and empowerment, these area professionals help guide the magazine’s future content providing expertise, insight and direction. We are honored to be partnering with some of the region’s finest self-advocates, professionals, parents and experts in the field of autism. AMY DONALDSON, Ph.D., CCC-SLP • Portland State University Autism & Child Language Disorders Laboratory asdchildlab.research.pdx.edu/home.html Amy L. Donaldson is an Assistant Professor in the Department of Speech & Hearing Sciences at Portland State University (PSU). Her research focuses on the assessment and intervention of social communication skills in children with Autism Spectrum Disorder (ASD) within the natural environment, as well as intervention efficacy. She is also Director of the Autism and Social Communication Lab. COURTNEY FREITAG • Founder and Former Publisher of Spectrums Magazine Courtney Freitag founded Spectrums Magazine in 2013 and continued publishing quarterly issues until the Autism Empowerment acquisition in 2016. Her experience in communications, graphic design, writing, editing and marketing spans 20 years, complemented by raising a son on the spectrum.

JOHN KREJCHA • Autism Empowerment www.autismempowerment.org John Krejcha is co-founder of Autism Empowerment and serves as Program Director where he oversees Community Outreach and facilitates a monthly support group for dads. John was a Community Champion finalist at the Greater Vancouver Chamber of Commerce Business and Leadership Awards in 2014. John is married to co-founder, Karen, and is father to two amazing sons. All three are diagnosed on the autism spectrum..

TARA O’GORMAN, MSW • SpectrAbilities www.spectrabilities.com Tara O’Gorman, MSW, is an independent consultant and advocate for individuals and families living with Autism Spectrum Disorders (ASD) and provides consulting for organizations working within the ASD community. She is a group facilitator for adolescents and young adults with ASD and is a proud mom to two sons, including an Asperger’s teenager.

HEATHER PARROTT • Parent Advocate Heather Parrott is married to Chris and is a homeschooling mom to Zachary, Ryan and Joshua. She became passionate about autism education when her oldest son was diagnosed with Asperger’s. She is a volunteer with Autism Empowerment and worked on the Autism and Scouting program. She enjoys writing, working with the Boy Scouts of America and watching her youngest play baseball.

BRIAN TASHIMA • The Spectraland Saga www.spectralandsaga.com Brian Tashima is the author of The Spectraland Saga, a young adult science fiction/fantasy series about a teenage guitarist on the autism spectrum who travels to a world where music is magic and autism is a superpower. The first book in the series, Secret of the Songshell, was a finalist in the 2012 USA Best Book Awards for fantasy fiction, and the second book, Mystery of the Moonfire, was released in October 2015. Book Three is scheduled for a 2017 release. www.spectrumsmagazine.org

advocacy EMPOWERING CHANGE WITHIN THE AUTISM COMMUNITY

IN THIS SECTION Voter Rights for the I/DD Community...................................................8

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ADVOCACY

Understanding voters’ rights

Overcoming barriers for the I/DD community By Esther Harlow, Voting Rights Advocate with Disability Rights Oregon This year’s contentious Presidential election is a hot topic of debate. The #CripTheVote hashtag is reminding America that the voices and votes of the disability community are important to our national conversations. A recent story spurred by #CripTheVote in The Washington Post entitled The day I helped my autistic son register to vote highlighted some of the myths that surround people with intellectual and developmental disabilities (I/DD) and voting. In it, the author, Susan, a mother of an autistic adult, believes someone who tells her that intellectually disabled individuals with guardians don’t have the right to vote. Susan doesn’t know what the rights are in their state (Massachusetts) and finds that other parents in her Facebook group complain about their adult children making uninformed choices when voting.

The second barrier is that family members or others may prevent or dissuade a person from voting because of their disability, on the assumption they will not make an informed choice.

The second barrier is that family members or others may prevent or dissuade a person from voting

because of their disability, on the assumption they will not make an informed choice.

She goes on to quiz her son, Nat, about whether he can name the President. Once he does, she helps him register to vote. She finds the experience pleasantly mundane and empowering, although she is stumped at explaining political parties to him. Susan and Nat’s experiences reflect common barriers to voting for adults with I/DD. The first is the belief that an individual does not have the right to vote because of their legal status. In Oregon, guardianship does not affect an individual’s voting rights. However, in Washington, if a person had a full guardian appointed before July 24, 2005, the person lost their right to vote unless the court specifically found the person to be rationally capable of voting. If a person had a limited guardian appointed before that date, or a limited or full guardian appointed after that date, they still have the right to vote unless the court specifically took the right away in the guardianship papers. Disability, intellectual ability or reading ability do not impact the right to vote. Any person has the right to vote even if they need assistance to fill out a registration form

or ballot; the Civil Rights Act of 1965 banned so-called “literacy tests,” ensuring that people who can’t read or write still have a right to vote. The US Department of Justice recently investigated California’s Judiciary for restricting the voting rights of thousands of adults with I/DD who had guardians, because they needed help to fill out a voter registration form.

There are several reasons why voter education is not a good reason to discourage someone from voting. One, there are resources for educating all voters in language they can understand, such as Disability Rights Oregon’s Easy Voting Guide.

Two, working to make choices on the ballot can be an important practice for making informed choices about bigger, more personal decisions, like employment, housing, and health. Three, very few voters fill out their ballot having thoroughly researched every single candidate and measure; why must individuals with I/DD be held to a litmus that others aren’t? And fourth, voting on every single issue is not a requirement to vote. For example, a person can choose to vote on President and leave every other race blank, if that’s what they care about. As a teen approaches adulthood, it’s a good time to think about voting in planning for the future. The time to register is after a person turns 18. In Oregon, you can register at age 17, but you won’t receive any ballots till the first election after your 18th birthday. In Oregon, if a person aged 17 or older gets a new driver’s license, permit, or ID from the Oregon DMV, they will be eligible for automatic voter registration. This new law means that after going to the DMV, the person will receive a letter saying they will be automatically registered to vote, unless they return the postcard and Continued on next page

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Voting, continued from page 8 decline. They can also return the postcard if they want to choose a political party to join. This is a great opportunity to start the conversation about voting with family members. Of course, any resident who is a US citizen can register even if they don’t have an ID or Driver’s License, using a Social Security number. In Oregon, you can also use a government letter, or other photo ID like a student ID to register using the form at oregonvotes.gov. Once a voter is registered and receives a ballot, there are several ways to learn about candidates and ballot measures. As previously mentioned, Disability Rights Oregon publishes an Easy Voting Guide for the state of Oregon, designed to be accessible to people with disabilities. It uses large print, high contrast black and white printing, Plain English, and black and white icons that the candidates choose to represent what they will do if elected. It is available in audio, print and at www.easyvotingguide.org. The League of Women Voters of Oregon also offers a Voters’ Guide available in large print, audio, video, and Spanish.

How should support partners act during the voting process?

Tips from the Oregon Self Advocacy Coalition • Before voting, review the Easy Voting Guide or Voters’ Pamphlet with the person you are supporting to vote. • Encourage the person to write down or bring up questions during the preparation process. • Describe your role: to help someone to vote. You are not there to tell them who or what to vote for. You are there to help the person you are supporting to vote. • Help during the voting process by assisting someone with communication or requesting the necessary accommodations. Additional Resources:

Reading or writing ability, as previously mentioned, do not need to impact someone’s ability to fill out a ballot. A voter can get assistance from any person of their choosing, except their employer or union, to vote. See the sidebar for tips from the Oregon Self Advocacy Coalition for supporters who are helping someone to vote.

Disability Rights Oregon www.droregon.org

A voter also has the right to vote privately and independently, so if they do not want support from someone they know, they can request a bipartisan Voter Assistance Team from the county elections office or local voting center to help them read or fill out their ballot.

Upcoming Events:

Assistive technology can also come into play when it comes to voting: voters who can use a computer with access features can fill out their ballot on an Accessible Voting Unit, and in Oregon, online at oregonvotes.org, or in Washington, online at www.sos.wa.gov/elections/ voters/. Voters can listen to their ballot and use a touchscreen reader or other assistive technology. Their ballot must still be printed and returned in the signed envelope. No matter what end of the political spectrum you fall on, it’s important to remember that the vote of every eligible adult matters, and voting is empowering. The deadline to register for the November election is Oct. 18 in Oregon. In Washington, the deadline is Oct. 10, or Oct. 31 if registering in person.

Disability Rights Washington www.disabilityrightswa.org

Candidates Forum on Disabilities Tuesday, Oct. 25, 6-8:30 p.m. Clark College, Gaiser Hall, 1933 Fort Vancouver Way, Vancouver, WA 98663 This is a biennial community forum in Southwest Washington to inform and educate legislative candidates about current disability issues and concerns before the upcoming legislative session and to provide constituents an opportunity to meet and hear from candidates to gain perspective for informed voting decisions this fall. Contact Clark County Parent Coalition at (360) 823-2247 for details.

If you have any questions or concerns about voting rights, you can call Disability Rights Oregon at 800452-1694 or Disability Rights Washington at 800-562-2702.

Photo by Brenna King

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lifespan ALL AGES AND ABILITIES

IN THIS SECTION Disability Employment Month................................................................. 12 Letting Go of “Normal”................................................................................... 14

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Fa ll No reg w istr op at en ion !

The Miracle League of Vancouver believes that everyone deserves a chance to play America’s great past-time: Baseball! 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:

Adaptive baseball program for kids and adults with any disability No age limit Everyone plays-bats-wins Promoting positive interaction with our Buddy Program Serving Portland-Vancouver area www.miracleleagueofvancouverwa.org info@mlvw.org • (360) 524-5423

         

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

Autism Empowerment Vehicle Donation Program

Occupational Therapy Specializing in Sensory Processing Disorders Auditory Interventions • DIR/Floortime • Handwriting Therapy Intensives • Interactive Metronome • Yoga Posture/Core Development • Qigong Sensory Massage Rhythmic Movement Training • Counseling Social Skills Training • Support Groups

Tax-deductible donation for your car, truck, RV or boat (Running or not) • Picked up free of charge by Donate For Charity • Proceeds go to Autism Empowerment and Spectrums Magazine

AdvancedPediatricTherapies.com Portland & Vancouver locations: (360) 885.4684

Call toll-free at (866) 392-4483 Indicate donation is for Autism Empowerment OR go online: bit.ly/aevehicledonation www.DonateForCharity.com www.spectrumsmagazine.org

LIFESPAN

Disability Employment Month

Including those with disabilities in the workplace By Karen Krejcha Finding and keeping meaningful employment is fundamental to a person’s quality of life. Although the paycheck is nice, a job or career also offers the opportunity for purpose, and improves the opportunity for an independent and self-directed life. Unfortunately, for many teens and adults on the autism spectrum, obtaining a job and creating a career is not an easy endeavor. The U.S. Bureau of Labor Statistics reported in a news release dated June 21, 2016 that in the year 2015, 17.5 percent of persons with a disability were employed. In contrast, the employment-population ratio for those without a disability was 65.0 percent. The employmentpopulation ratio for persons with a disability edged up in 2015, and the ratio for persons without a disability continued to increase. The unemployment rate for persons with a disability fell to 10.7 percent in 2015, and the rate for those without a disability declined to 5.1 percent. It is rarely enough to just have the ability, knowledge or willingness to learn. Skills like time management, self-advocacy, teamwork and effective communication with diverse personalities are also important factors in a workplace. Although many businesses do actively foster an inclusive attitude when it comes to employment, individuals on the autism spectrum or with other disabilities often find themselves unemployed, underemployed or in a job that doesn’t give enough hours to promote self-sufficiency.

expanded the week to a month and changed the name to National Disability Employment Awareness Month (NDEAM). “By fostering a culture that embraces individual differences, including disabilities, businesses profit by having a wider variety of tools to confront challenges,” said Jennifer Sheehy, deputy assistant secretary of labor for disability employment policy. “Our nation’s most successful companies proudly make inclusion a core value. They know that inclusion works. It works for workers, it works for employers, it works for opportunity, and it works for innovation.” (https://www.dol.gov/odep/topics/ndeam/) Association of People Supporting Employment First (APSE): http://apse.org/ Through advocacy and education, APSE advances employment and self-sufficiency for all people with disabilities. The Asperger Syndrome Training & Employment Partnership (ASTEP): http://asperger-employment.org/ Promotes long-term employment for adults with Asperger syndrome and other similar autism spectrum profiles. REGIONAL RESOURCES Incight: www.incight.org

Here are some employment resources that can help: NATIONAL RESOURCES October is National Disability Employment Awareness Month (NDEAM) and this year’s theme is #InclusionWorks. The purpose of National Disability Employment Awareness Month is to educate about disability employment issues and celebrate the many and varied contributions of America’s workers with disabilities. The history of National Disability Employment Awareness Month traces back to 1945, when Congress enacted a law declaring the first week in October each year “National Employ the Physically Handicapped Week.” In 1962, the word “physically” was removed to acknowledge the employment needs and contributions of individuals with all types of disabilities. In 1988, Congress

Incight is a 501(c)3 Portland-based nonprofit that supports and empowers key life aspects of education, employment and independence for people with disabilities. Their Employment Program focuses on helping people with disabilities in the Portland metro and Southwest Washington area succeed in the workforce by coaching job seekers to prepare for employment, network, and make connections with employers, while helping companies offer a more inviting and inclusive workplace. Incight connects job seekers with employers at three distinct events: Live Resume, Tapping Fresh Talent Career Expo, and Meet Business. At their Empowerment Trainings, job seekers prepare for their job search with workshops on networking, resume writing, disclosing their disability, and more, including discovering what Continued on next page

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Employment, continued from page 12 may be holding them back. Their Internship Program provides training and stipends for workers to enter their job force through internships. They also provide Corporate Disability and Inclusion Training to employers. The Division of Vocational Rehabilitation (DVR): Oregon: www.oregon.gov/dhs/employment/VR/Pages/ index.aspx Washington: www.dshs.wa.gov/ra/division-vocationalrehabilitation DVR provides employment services and counseling to individuals with disabilities who want to work but experience barriers to work because of a physical, sensory, and/or mental disability. A DVR counselor works with each person to develop a customized plan of services designed to help them reach their employment goal. DVR assistance may include, but is not limited to the following:

• Counseling and Guidance • Assessment Services • Independent Living Services • Assistive Technology Services • Training and Education • Job-related Services

The Val Ogden Center: www.cvabonline.com/Val_Ogden_ Center/val_ogden_center.html The Val Ogden Center is a Washington State Division of Vocational Rehabilitation (DVR) Community Rehabilitation Program that provides employment support, education support and empowerment. Participants of the Val Ogden Center have the opportunity to develop positive work habits, adjust to a regular work schedule, build interpersonal skills, and gain the flexibility needed to adapt to changing situations. Employment services include assistance with resumes and cover letters and mock interviews. The Washington Initiative for Supported Employment (WISE): www.gowise.org WISE fosters employment opportunities for people with developmental disabilities in Washington and Oregon. Their values support the belief that everyone can work, and that living-wage jobs provide people with the ability to direct their own lives. Projects are designed to provide information, demonstrate new ideas, and bring people together towards that goal. They promote equitable employment through innovation, online and in-person training and technical assistance. WISE’s Oregon Employment First Training webpage contains information about supported employment training and events. www.spectrumsmagazine.org

LIFESPAN

Letting Go of “Normal” A winding road to diagnosis

By Heather Parrott Zachary was born by emergency Cesarean section on a cold February night. His birth was one I don’t share with first-time moms because it was scary and difficult. For me, the end definitely justified the means. My son (we were told he was going to be a girl!) was born healthy. I felt something was “off” about Zachary from the beginning. He had difficulty feeding and required occupational therapy in the hospital to help assist with his challenges. When he came home, each evening he spent a couple of hours screaming. It was at the same time every night. Chris, his dad, would take him downstairs, hold him, and just let him cry it out. Nothing would console him; it was as if he had to work it out for himself. Even the swing, which was his favorite place to be for the other 22 hours of the day, did nothing to soothe him. It was frustrating and a little frightening. As soon as he was old enough to sit up, Zachary added another “quirk” to his repertoire. He would sit on his behind and use his chubby little legs and feet to propel himself in circles. He would do this for several minutes, stop to rest, then spin some more. What made other people say “awwww” and think “how cute” made me say “hmmmm.” He showed no interest in crawling or pulling up onto furniture at 8 months old but he would spin. Since he also had feeding difficulties progressing to thicker foods, my “hmmmm” soon went into full blown “is something wrong with my child” mode. It wasn’t until he was three years old that someone finally saw what I saw and came to me with concerns. Zachary was in a one-day-per-week preschool. The teachers and director were educated in early childhood development and part of the reason for the early class was to catch developmental issues early. The director sat me down one day and told me that Zachary needed to be tested for Sensory Integration Disorder. She said his fine motor and gross motor skills were not age-appropriate; he often had a “deer in the headlights” look when it got loud, and the fact that he was having trouble in other areas of daily life led her to believe he should be tested. She recommended the book The Out of Sync Child by Carol Kranowitz.

I went home and read the book. It was Zachary. To a T. It was about this time we started noticing other quirks. Zachary loved to hear us count to 10 in different languages and picked up the ones we knew. He would ask us to write the alphabet over and over on the edges of the children’s menu when we went out to eat. He would line up his cars, turn his tricycle over and spin the wheels, name his stuffed animals, and talk constantly about certain topics. He also would NOT make eye contact and we didn’t know why. I don’t remember how Chris and I found out about Asperger’s, but I do remember both of us definitely saying we knew it described Zachary. When he was initially tested, we were given a diagnosis on the autism spectrum called Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS) and Sensory Integration Disorder. Occupational therapy was recommended. Shortly after his diagnosis, we moved from Colorado to Texas. Zachary’s first experience with occupational therapy was somewhat helpful, but didn’t address many of my concerns, such as eye contact and spinning. A change in pediatricians brought new thoughts and suggestions. One suggestion was not helpful – obtain testing via the early childhood program through the school district, where we were told he would have to fail in a mainstream classroom in order to get services. Another suggestion was downright wrong – “He can’t have Asperger’s,” she said, “Because Asperger’s is autism and he talks.” Apparently, she had not read the Diagnostic Statistical Manual IV (DSM-IV) diagnosing criteria as closely as I had. She was “fired” as our pediatrician shortly after that. Our new pediatrician was happy to refer Zachary for further testing but it was not covered by insurance. Money was an issue for us at that time. She did refer him for an evaluation for occupational therapy, which was covered. It was a thorough evaluation and therapy was recommended again. Chris and I were hesitant, but Zachary was ready to go. He had already dubbed the place “Jungle Gym” because of the large outdoor play structure in the yard. Zachary’s therapist at “Jungle Gym” was amazing. From day one, they had a bond. After their first session, she brought out a book This is Asperger’s Syndrome by Elisa Gannon and Brenda Smith Myles. Her exact words to me Continued on next page

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Letting Go, continued from page 14 were, “I can’t officially diagnose him, but he shows the same behaviors as my other clients with Asperger’s.” I felt so validated…and so scared.

Neurodevelopmental Center for Children (PNCC). Zachary had sessions for occupational therapy, speech therapy and physical therapy.

Zachary thrived at this clinic. It was holistic in its approach, weaving occupational, physical and speech therapy into sessions. He would work individually on fine and gross motor skills, and special therapies for his oral-sensory issues. He learned how to cross the midline. Birthday parties at Jungle Gym were a chance to work on feeding difficulties.

Each therapist would come together and share Zachary’s progress with the developmental pediatrician. By the time she saw Zachary, she knew all about him and could give us our OFFICIAL revised autism spectrum diagnosis of Asperger’s. This time I didn’t cry.

A little girl began to have sessions at the same time so she and Zachary would work on communication skills by playing games together or working on problem-solving together. I could see progress was being made. It was during this time that Zachary started playing sports. As a mom of boys, I had dreams of being the ultimate soccer mom; games every weekend, traveling to other places, having a “soccer” family. Although he was making great progress in therapy, his motor skills were still behind other boys his age, and that showed on the soccer field. I remember one game day distinctly…the game day I said to myself, “He will never play soccer past first-grade. This is one dream I will have to let go.” I cried. Although we were unable to pursue private testing, we were able to get an informal Asperger’s diagnosis through a neurologist in Texas. Zachary began having horrible bouts of insomnia and became quite clumsy, to the point I thought he would hurt himself by falling down the stairs. A doctor I was seeing at the time had a colleague friend who was a pediatric neurologist and got us an appointment. For insurance purposes, he could not diagnose Zachary officially, but he did “off the record.” I knew in my heart that Zachary had Asperger’s but it didn’t make it any easier. I cried. A change in jobs prompted a move to Oregon in 2008. My husband’s insurance changed and we were able to have a full diagnostic evaluation through the support of a team of professionals. We sought therapy from Providence

I didn’t cry because I had finally come to realize that Asperger’s was not a bad thing; not something to be feared. It didn’t mean that Zachary wouldn’t be able to accomplish great things but that they would look differently than what I had been originally dreaming about and expecting. It didn’t mean his life would be any less meaningful than anyone else’s. Today Zachary is 15 years old. He has an amazing memory. He has an incredible grasp of math. He can break down the code on his favorite video game apps and change them so the game does what he wants. He has several good friends and I joke that his social life is busier than mine. No, he does not play soccer (or any other sport, for that matter) but he is involved in Boy Scouts, AWANA and church activities. He enjoys volunteering with his friends and babysitting. He still loves to spin, on his feet now, and we all know it is because it is his way to deal with the world. Before Zachary’s diagnosis, a well-meaning family member told me that if Zachary did have Asperger’s she would pray for his healing. Asperger’s is not something to heal. Taking Asperger’s away would mean taking away many of the things that make my son who he is...a wonderful young man with a bright future. Heather Parrott is married to Chris and is a homeschooling mom to Zachary, Ryan and Joshua. She became passionate about autism education when her oldest son was diagnosed with Asperger’s. She serves on the Editorial Advisory Board of Spectrums Magazine and enjoys writing, watching her youngest son play baseball and volunteering with Autism Empowerment and the Boy Scouts of America.

Photo courtesy of Parrott family.

I didn’t cry because I had fully come to realize that Asperger’s was not a bad thing; not something to be feared. —Heather Parrott

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recreation INCLUSIVE WAYS TO HAVE FUN

IN THIS SECTION Autism Rocks!..........................................................................................17 PokÃ©mon Go Trainers Catch Autism Acceptance.............. 20

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Autism “Rocks”!

Volunteering and crafts promote autism acceptance By John Krejcha The next time you are out for a walk or a stroll through your neighborhood, the waterfront, Fort Vancouver, the Oregon Zoo or anywhere within the Vancouver or the Portland Metro area, be on the lookout for brightly painted rocks with a message of autism acceptance. Some rocks will be painted to represent a person’s hobbies or special passions. Kaliq Chapin, an eleven-year-old 6th grader from Camas likes to paint all things related to McDonald’s on his. Other rocks have differently shaped single and connected puzzle pieces filled in with colorful drawings and messages of inspiration. On the back of each rock, the lucky finder is invited to visit the Autism “Rocks” Facebook page and Autism Empowerment website to connect with others within the community and to find out more information about autism. The inspiration and brains behind Autism “Rocks” is Imani Chapin, a 15-year-old sophomore at Union High School in Camas. Imani shares, “I have three siblings, all who are younger than me. My two brothers, Mekhi and Kaliq, are both on the autism spectrum. Mehki is almost completely nonverbal, while Kaliq is the polar opposite. Being their big sister can be a challenge at times, but it has taught me many things including being flexible with my schedule and assisting my brothers in public when they might have a sensory challenge.” Imani believes she has learned more from a firsthand experience with autism than in her first ten-going-oneleven years of schooling. “Autism not only affects the person who has it, but everyone around them; most often for the better. Whenever I see my brothers smile, I feel like nothing else matters in that moment. They aren’t faking it, they are truly happy.” Imani draws from her experience with Autism Empowerment. “I would like to thank John and Karen Krejcha for all they have accomplished with Autism Empowerment, and their tremendous tenacity and sincerity. Their determination to spread autism acceptance and awareness through Autism Empowerment has encouraged me to do the same through Autism ‘Rocks.’ I have come to realize that you can’t expect anything to be done for you. If I wanted my friends, mentors and the rest of the community to learn more about autism and fully appreciate its unique qualities, I was going to need to take action!”

So why rocks? “Like my grandmother, mom and younger sister, Asjia, I have been passionate about creating for as long as I can remember,” she says. “In my spare time, I enjoy crafting, painting, sewing and filmmaking.” Earlier this year, Imani was introduced to a Facebook group called “Vancouver Rocks” which promoted painting rocks and hiding them around Vancouver for others to find. Similar groups are in Portland and other communities. “I immediately fell in love with the idea and the process in which people paint rocks and hide them in their community, all the while searching for other artists’ rocks.” She believed the concept could be positively connected to the autism community. “One of the best things is that each artist who paints a rock doesn’t have to be Monet to still spread autism acceptance and awareness. When I find a painted rock, I’m not looking for perfection; I’m just happy to see that people are enjoying art, just like me! I also loved the idea of rocks because they are small, easy to find (or buy, for very cheap), and don’t require much time to decorate.” “When Imani first came to me with the idea of Autism ‘Rocks’ my first thought was ‘brilliant!’”, shares Angie Chapin, Imani’s mom. “Volunteering, acceptance and education have been my priorities and passions for as long as I can remember. I was so excited to have kids and pass along these qualities that I feel are essential for a meaningful life. Our family has always promoted kindness and inclusion with all of the events we are involved in. The autism community is a very tight group of unique individuals, coming together to celebrate each other. When Imani came to me with this proposal, we did quite a bit of brainstorming and problem-solving before trying to launch her idea. The end result is a beautiful testament to Imani’s character and drive for success!” After getting a few of the logistics worked out in early July, Autism “Rocks” was launched. The community came together very quickly. Imani and her siblings are also members of Autism Empowerment’s Autism Serves Kids Care Club and had an opportunity to launch an Autism “Rocks” painting station at an inclusive community picnic in late July.

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RECREATION Rocks, continued from page 17 “I am excited that Autism Empowerment sees my vision and believes in what I am trying to do. I am so excited to lead Autism ‘Rocks’ as a new program under their nonprofit organization.”

they feel passionate about. Autism ‘Rocks’ allows people that opportunity.” Angie continues, “Other people in the community, who are not directly affiliated with autism, have been just as accepting. In one case in particular, Imani and her younger sister, Asjia and I already had a volunteering obligation at an elementary school library. We asked if we could bring a book about autism and our Autism ‘Rocks’ supplies. Our visit was a hit. The kids, none of whom knew anything about autism, learned about acceptance, creating something beautiful, and spreading awareness.”

One of the greatest things about Since July, Imani has held events for Autism “Rocks” is that it can give Autism “Rocks” at multiple autismeach member of the family jobs to specific events, including Autism do and everybody can contribute, no Empowerment and Autism matter what a person’s ability is. Society’s summer picnic and Autism Empowerment family game night. She also brought Autism “Rocks” to a summer talent show hosted by an inclusive community support The positive impact of Autism “Rocks” has already taken group called Special Celebrations. “I’d like to thank Theresa hold in just a short time. Van Pelt, (founder of Special Celebrations) in particular, for the numerous rocks she has painted.” “I love to follow the interactions between those who participate on Facebook,” Imani says. “I also look forward Imani is very thankful for all the community’s support. to hearing the stories of people, young and old, who find the rocks. A recent post on the Autism ‘Rocks’ Facebook “Events are a fun thing to host, because you get to meet page really made my day. Jada Marvin posted, ‘We found new people, and watch them paint.” this rock on a walk in our neighborhood. It was fun explaining to our 3-year-old son what ‘never give up’ Shares her mom, Angie, “As far as community support, means.’” it has been great! The autism community has embraced the idea with excitement and vigor. Most, if not all people, (The rock that was found had a puzzle piece painted as a I believe, have the desire to create and share something Charlie Brown shirt, which above the stripes said “never give up.”)

People of all ages and abilities are participating. Angie shares, “One of the greatest things about Autism ‘Rocks’ is that it can give each member of the family jobs to do and everybody can contribute, no matter what a person’s ability is. There is the collecting of the rocks, painting them, refilling paint containers, cleaning up and of course one really fun job, hiding them.” “I know Imani’s younger brothers are very proud to call Imani their sister,” Angie beams with pride. “I can see it in their eyes. They look up to everything she does and with Autism ‘Rocks,’ they can see their autism as something very special. My son Kaliq says, ‘autism is a good thing’ and through this endeavor as a family, we can share that message every day with people all around the world!” Imani has big plans on expanding Autism “Rocks” well beyond Vancouver and the Portland Metro area. “My first goal is to find more people interested in painting and hiding rocks. Another goal I have is to create a web page. Above all, though, I just want autism acceptance and awareness to spread farther than it ever has before! In five years from now, I hope to bring Autism ‘Rocks’ to events outside of Washington, perhaps even outside of the country!”

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MAKING YOUR OWN AUTISM ROCKS Imani shares these tips for how to get Spectrums readers involved. “I recommend that you first visit Autism ‘Rocks’ on Facebook (you can do so by using @autismrockcreation). There you will find active participants that may give you ideas on what to create, more information about Autism ‘Rocks’ and how to host your own rock painting events in the community.” Supplies you will need: Rocks Acrylic paint Paint brushes Water dishes Clear spray paint, mod podge, or hair spray Cardboard or tablecloth (optional, for if painting/spraying gets messy) Steps: Find or buy flat, smooth rocks. Clean the rocks. Using water is perfectly fine. Trace a puzzle piece on one side of the rock. Inside the piece, write: @autismrockcreation on FB. Keep me or re-hide me! Autism “Rocks” On the other side, use your imagination to paint your rock and promote autism acceptance. Let your light shine! After letting the paint dry, spray your rocks, to keep from being ruined by the weather. Hide your rocks out in the community! Be creative. Don’t forget to take photos of where you hide your rocks, to give people clues as to where they are. Similarly, take a picture when you find a rock; one of the best parts of creating is learning who discovered your artwork! Be sure to post on the Autism “Rocks”’ Facebook Page and spread the word in social media through #AutismRocks. Autism Rocks FB: www.facebook.com/autismrockcreation Autism Rocks at Autism Empowerment: www.AutismEmpowerment/AutismRocks www.spectrumsmagazine.org

RECREATION

Trainers Catch Autism Acceptance By Pokémon GO Trainer Hippoasaurus

“I just caught a Pikachu,” called out Teddy Ortega in a loud sing-song voice from across the park. Immediately, three, then four and then five heads popped up from behind their cell phones and each person migrated toward Teddy in search of this mythical virtual creature.

interaction has been great, Teddy has seen so many past classmates in the past few weeks prior to school and unlike past years, he was excited to start school to talk to his new friends about which Pokémon they caught and how big or in some cases, how small they are.”

They were playing the popular game, Pokémon Go by Niantic that was released to the public on July 6, 2016 on both the iOS and Android devices and in three weeks was downloaded more than 100 million times. This kind of scene is being played out almost every single day all over the greater Portland and Southwest Washington metro area.

Fran Jacobs is a 14-year-old autistic teenager who likes to play Pokémon Go at Esther Short Park in downtown Vancouver. She has been collecting Pokémon cards for the past three years and can tell you the difference between a Jolteon, Flareon and a Vaporeon and which one beats which.

On the surface, many think that the latest craze is much ado about nothing and will fade like many fads of the past, but if you peel back the layers of this onion, you will find a much deeper meaning for this game within the autism community. It not only about social play and interaction, imagination, increased health benefits and accessing a special interest or hobby. At its core, the real message for this “game” is Autism Acceptance. Teddy was diagnosed with autism at age 2 and is now 10 years old. “He loves being on the computer and has an amazing visual imagination,” shares Sandra Ortega, Teddy’s mom. “He can sit for hours building and creating by himself and he’ll be happy. About a month ago, a friend of ours was over to our house, and the Pokémon Go game caught Teddy’s attention. Later that night, he found a YouTube video and the next day came to me and asked if we could download it on my phone and could we take a walk. I happily agreed and we were off to the park. Now our whole family goes on regular walks where we talk about these strange characters and Teddy gets to interact with other kids at the park.” Sandra Ortega continues, “Teddy has some voice modulation issues and when a new Pokémon comes up, he gets super excited and everyone around knows. It is fun watching his excitement and enthusiasm. The social

“It is so logical,” she explains. “The Vaporeon which is waterbased beats Flareon which is fire-based. Flareon beats Jolteon which is electricity-based and of course, Jolteon beats Vaporeon!” With a big smile on her face, she exclaims, “It’s like a big treasure hunt! It is so neat to be able to try and catch the first generation of Pokémon. It combines virtual reality with real life. They are just like how I imagined them to be. I can’t wait until the next update!” Daniel Jacobs, Fran’s dad, loves spending the time with his daughter. “I played Pokémon on my Nintendo Game Boy when it first came out in the late ‘90s, and I loved it then. I was diagnosed a few years ago with Asperger’s, and it is fun to share one of my past loves with Fran. We have been close, but this is giving us more to share. I’m losing weight too from all the walking!” Fran Jacobs also wanted to share how important math is within the game. “I love math and numbers. In the game, you get candy for each character and this thing called Stardust,” she intently explained. “You have to use math to know when it is good to use the Stardust to power-up your character or if you should save it for later on. If you use too much, you will not have enough. That is why you have to use your math skills! I LOVE math!” Ryan Krejcha is a 10-year-old autistic 5th grader living in Vancouver who also loves math. He likes to create elaborate Google spreadsheets to analyze and keep track of the Continued on next page

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Trainer, continued from page 20 numbers of his Pokémon conquests. “My mommy, daddy and older brother all play too. It’s so much fun. I think all of the Pokémon are so cool. I was so excited when I hatched Lapras from a 10K egg. I love using the lucky eggs to level up.”

After learning that Zachary had made a post on Facebook about how Pokémon Go had done great things for bringing his family closer together, he was invited to expand his viewpoint into a Stories from the Spectrum feature on page 31.

“I love all the animals,” shared Sarah Henderson from Beaverton who was just catching a Jigglypuff at the Oregon Zoo. “This one is funny; it looks like a cross between a pig and a marshmallow.”

Through a common interest, people are beginning to see that in many ways, youth and adults on the autism spectrum are more alike than different and should be valued.

Sarah Henderson is a 42-year-old single mom who along with her daughter and son are all on the autism spectrum. “There are so many things besides the funny animals I enjoy about Pokémon Go.” Her daughter, Julie cuts in, “They aren’t animals, mom. They’re Pocket Monsters. Sheesh!”

“So many times in our world, parents, teachers, employers and people in general society are told that autistic youth and adults need to set limits on what they do and to not pursue obscure passions because those special interests might be seen by others as strange or weird,” says Seth Greenwood of Portland. “It sends a disconcerting message that as people on the autism spectrum, we’re somehow less valuable because we may like something someone else does not. We are surrounded by a societal system that promotes a medical model of disability that implies we are broken or need fixing.”

Getting to know the area has also been a benefit for the Henderson family as Sarah continues, “We moved here from Southern California about three years ago and never have gotten out to see the area much. Now, my kids, Jason and Julie will say, hey mom, can we go to the wildlife refuge in Tualatin or head over to Lake Oswego? “One weekend, we even went to Fort Vancouver because we heard it was a great place to stock up on items. We had a blast. I love history and I got to learn a great deal about the history of the whole Northwest. I feel like this is my home now since I have been able to learn more about it.” Jason Henderson added, “I liked that I caught a Poliwhirl at Voodoo Donuts. How awesome is that?” During an inclusive community-wide picnic hosted by Autism Empowerment and the Autism Society of Southwest Washington at Salmon Creek Park and Klineline Pond in late July attendees could find picnic-goers from ages 3 through 73, neurodiverse and neurotypical, socially connecting through the game. At that picnic was the Parrott family from Aloha, Oregon including husband and wife, Chris and Heather and their three sons, Zachary, Joshua and Ryan. Zachary, who is 15 years old identifies as an Aspie like his dad, and has been a huge fan of all things Pokémon for many years.

Check our website for our top picks of places to play Pokémon Go!

“It’s true we do often need assistance, accommodations, a social cheat sheet and strategies to improve our lives,” Greenwood continues. “The key is that we need support and acceptance, not stigmatization. We need our neurological diversity respected. Love thy neighbor means all neighbors.” “The Pokémon phenomenon is the perfect example of how people who are autistic may think differently but can create some pretty impressive things. Pokémon was created by an autistic man from Japan named Satoshi Tajiri who brought to life a fully imaginary world. By turning his childhood passion for bug collecting into a game, he helped bring many hours of joy to many people from all walks of life. Thank goodness no-one squashed his bug passion saying it wasn’t valuable enough.” Karen Krejcha of Vancouver agrees, sharing an important takeaway from this cultural phenomenon. “Pokémon Go has opened the doors for many people identifying in the autism community to have impromptu conversations with fellow Pokémon trainers about the autism spectrum and the human spectrum in general.” “Although autism acceptance and awareness may not have been Niantic’s or The Pokémon Company’s initial primary goal in creating this popular virtual treasure hunt, they have truly created something special that can promote inclusion and acceptance of all abilities.” Pokémon Go trainers catching autism acceptance along with their Pokémon? Definitely a winning combination! Gotcha! We hope Satoshi Tajiri would be proud.

From PokéStops to trainer gyms, we’ve got you covered. www.spectrumsmagazine.org

education KNOWLEDGE TO EMPOWER FAMILIES AND INDIVIDUALS

IN THIS SECTION Helping teachers understand your child................................ 22 Eleven Ways to Build and Strengthen Friendships.......... 26 Bullying Prevention Strategies for the Workplace.......... 27

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We need your support to keep this a free resource. We can’t do it without your help! Did you know? • This issue will reach 20,000 throughout Portland and SW Washington • It costs about $3 per person per issue to provide this printed resource • The magazine is led by Autistic and Parent advocates who aim to provide work opportunities for people in the Autism community

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EDUCATION

Bridging the gap with teachers Helping educators understand your child

By Tara Oâ&#x20AC;&#x2122;Gorman, MSW As the start to the new school year approaches, those familiar feelings begin to creep up. For parents of children on the autism spectrum, there are mixed feelings of fear, anxiety, dread, excitement and hope. If the previous school year went well, we pray the new year brings even more success. If the year did not go well, our minds are trapped in a circle of â&#x20AC;&#x2DC;what ifsâ&#x20AC;&#x2122; and fears about another year of tears and frustration. With some pre-planning, however, parents may be able to address the negative feelings and focus on the positive hopes for the upcoming year. First, it is important to recognize that a spectrum of feelings is healthy and expected. Whether new to the educational journey or experienced after many years, parents are concerned about how their child will handle new teachers, new places, academic expectations, sensory issues, transitions and social interactions. Kids in middle or high school may be preparing for new experiences including multiple teachers, changing for PE, working combination locks on lockers, and navigating a large school building. Modifications and accommodations can be written into IEPs or 504 plans, but as parents we can expect some extra anxiety from our kids who are already dealing with so much change.

Feeling slightly nervous or downright terrified are all normal responses for parents at any stage after their child has been diagnosed. Just like children on the spectrum do better when they know what to expect and have a plan of action, so do parents and teachers. Before the students even step foot into the classroom on the first day of school, parents can take steps to prepare their children and the teacher(s) for the transition into a new year. Many parents believe that an IEP or 504 plan is sufficient for preparing teachers for a child with special needs. Unfortunately, many parents find these plans are barely viewed, plans are not put immediately into place to enforce the plans, or that the information does not reach all teachers and staff who will interact with the student. Whether the child has one primary teacher, as in elementary school, or has several teachers throughout the day, likely there will be music, PE, art, lunchroom, hallway, and recess considerations that should be addressed to introduce your child to the many people who will come in contact with your child throughout the year. Education takes a collaborative effort and ideally, official documentation and face-to-face meetings offer a positive opportunity to create a partnership for success. Some Continued on next page

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Teachers, continued from page 24 suggestions to ease everyone into a new situation and set up a parent-teacher-student relationship that (hopefully) ensures a more successful year:

also may have in place. Discuss contingency plans for substitute teachers, schedule changes, and transitions between daily tasks.

• Write a letter to the teacher. Emails are often If your protective instincts sometimes come off as the easiest means of communicating. A typed or hostile, let your teachers know that, too! Sometimes handwritten letter delivered to the teacher prior to the our hypervigilance can be negatively received by those first few days of school is often a better way to make who do not know us, or our intentions, well. Until your an introduction than relying on the quick face-to-face child’s teacher gets to know you, it is difficult for him or early meeting that happens during a back-to-school her to interpret how you will take criticism, suggestions, night or orientation. Students in middle school and high questions, or praise. school will interact with five or six teachers each day, and those teachers may change throughout the year. • Create partnerships with everyone involved closely in It will be more work on your child’s education. If your your part, but it is still child has a special education important to develop some assistant or aide, take the If your protective instincts kind of relationship with time to develop a personal each teacher and keep relationship with that person sometimes come off as hostile, let the communication going as well. Particularly in later throughout the year. grades, the assistants and aides your teachers know that, too! will have more face time with • Personalize your child your child than the teachers, by including a photo with and they become the biggest your introductory letter. advocates in the classroom Describe your child. What and in elective classes, with motivates her? What works to keep him focused on a teachers you may not have an opportunity to meet often. task? How can the teacher recognize, and help stave off or minimize, an impending meltdown? If the school year • Be prepared for opportunities to make changes when has already begun, this letter can still be very helpful to a plan is not working. An IEP or 504 may have detailed the teacher and your child and may be a good point of plans and expectations, but sometimes circumstances reference if issues arise later in the year. change, personalities clash or new challenges arise. If you and your child’s teacher have a healthy relationship, There is a lot more understanding of Autism Spectrum it is often easy to make a minor adjustment and see if Disorders (ASD) than ever before, but that does not the small tweak has the desired effect. You may find mean you should expect your child’s teacher to be an that a big production involving the special education expert in autism or educating students on the spectrum. coordinator, school psychologist, and the complete team If your child is mainstreamed during most or all of is not always necessary. the day, teachers may not even be aware of special considerations until an issue comes up or until they While not every educational experience will be receive official documentation, which may take weeks harmonious, there are steps we can take as parents or months. Parents should not assume the teachers in a to help ease the transition into a new school year and mainstream classroom are highly trained to work with continue bridging the gap throughout the school year. students with ASD. Small gestures of kindness and collaboration make a big difference for teachers who are often overwhelmed with If the teacher(s) are uninformed about the autism an entire classroom of varying personalities. spectrum, be sure they have access to basic information to guide them. Offer yourself as an expert on your If you can find a positive way to make you and your child child, but also offer to guide them to any resources stand out early in the year, many of the worries and fears that you feel may assist with classroom expectations can be greatly reduced. Continue to reach out to teachers and transitions between activities. Although not ideal, and staff throughout the year to be sure the current plan is most teachers have minimal training and experience working and to seek solutions if your child’s needs are not with special needs children and appreciate the parents’ being met. willingness to give them some insight into how to best help their student succeed in the classroom. Tara O’Gorman, MSW is an independent consultant and advocate for individuals and families living with Autism • Keep communication lines open. Making sure the Spectrum Disorders (ASD) and provides consulting for teacher truly understands that you want information organizations working within the ASD community. She is a is critical. Not all parents want details about daily group facilitator for adolescents and young adults with ASD hiccups or even major successes. If you want details, let and is a proud mom to two sons, including an Asperger’s the teacher know that is what you hope for, without teenager. proclaiming it as an expectation. Let the teacher know whether email or phone conversations work best for you and try to be flexible with communication systems they www.spectrumsmagazine.org

EDUCATION

WAYS

to build and strengthen friendships By Karen Krejcha It is in our nature for people to want to feel accepted and included by other human beings. That includes friendship. For kids and teens on the autism spectrum, it is often more difficult to make and keep friends. Here are eleven ideas that youth can use to help build and keep friendships with their peers on the autism spectrum. Although adapted for a youthful audience, these strategies can work with adult relationships too.

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Accept your friend’s differences and respect their strengths the way that you would with any friend. We all have abilities, gifts and special traits that make us unique. earn about your friend’s interests to find out what L you have in common. Hang out and see what your friend likes to talk about or do. It is easier to get to know someone when you share an activity, video game, a book or TV show you both like.

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Understand that sometimes your friend may want to play alone or may be so focused on a specific game or topic, it might be difficult to get and keep his or her attention.

Invite and include your friend to join you and other friends in games and activities. Your friend may want to be included but may not know how to ask or may not understand the rules.

Don’t be afraid to ask questions. We all have things that we dislike or that are hard for us to do. A good friend offers understanding, help and encouragement for things that are difficult. Talk clearly and use hand gestures, facial expressions and pictures to help you communicate. With some friends, you may need to use shorter sentences, pictures or write down what you say to help your friend understand.

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Be patient and kind if your friend does not respond right away if you ask a question. Sometimes your friend might not understand what you mean, and you need to ask in a different way. Sometimes your friend needs extra thinking time to share his or her thoughts with you. Look for sensory sensitivity. Your friend may sometimes feel overwhelmed by crowds, noise, smells, bright lights and busy activities. If you notice your friend acting differently or agitated, he or she might need a break away from activity. These breaks may help your friend feel calmer. Provide helpful feedback. Sometimes your friend may seem awkward and not understand the right thing to do in social situations. Give advice privately without trying to embarrass your friend. Take a stand: if you see someone teasing, making fun of or bullying your friend, let that person know their actions are not cool or kind. Tell a trusted adult if someone is being hurt. Be An Ambassador for Acceptance of All Abilities. A friend on the autism spectrum is a person like you with hopes and dreams, likes and dislikes. Be compassionate and model good friendship for people of all abilities.

Bullying Prevention

Strategies for reducing workplace harassment This article was adapted from an information brief Bullying and Disability Harassment in the Workplace: What Youth Should Know designed to help recognize signs of bullying in the workplace. Permission provided by the National Collaborative on Workforce and Disability for Youth, funded by the U.S. Department of Labor, Office of Disability Employment Policy. Bullying affects many youth and adults and has gained national attention due to highly publicized instances of school violence and teen suicides. Most youth have experienced bullying firsthand, either by being bullied themselves, or by witnessing a peer being bullied. Statistics shared by the National Collaborative on Workforce and Disability for Youth suggest that the impact of bullying is widespread: • • • • • • •

1 out of 3 teens are bullied; Youth with disabilities are 10 times more likely to be bullied than a typical student; 1 out of 5 youth admit to being a bully or doing some type of bullying; 85 percent of gay, lesbian, bisexual, or transgender youth experience harassment at school or online; 88 percent of teens reported seeing people being mean or cruel on a social networking site; 25 percent of teens age 11-18 report having been cyberbullied at some point in their lifetime; and 17 percent of teens admit having cyberbullied others.

WHAT IS BULLYING? The word bully brings images of tough teenagers clad in leather jackets, threatening to settle the score behind the stadium bleachers, or stuffing helpless kids into school lockers. Even today, many television shows and movies aimed at youth feature a bully as a cartoonish main character. But real bullying is far from innocent. Bullies come in all genders, shapes, sizes and even can be well dressed. Bullying is carried out by males and females, and can cause harm that lasts a lifetime. But what is bullying? If you get into a disagreement with a friend that results in a shouting match, is that bullying? No. Those types of situations usually involve persons of equal social power, and the conflicts can be resolved with apologies. In fact, disagreements among friends, families, or co-workers are a normal part of social functioning and can help develop needed interpersonal skills.

Although definitions of bullying vary, most agree that bullying involves the following characteristics: • Bullying is intentional. The target does not knowingly provoke the bully and may have made it clear that the behavior is not welcome. • Bullying behavior is often repetitive. Although it can take place in a single incident, bullying is generally carried out repeatedly over time. • Bullying involves hurtful acts, words, or other behavior. Bullying is an oppressive or negative act intended to hurt somebody else. •

Bullying involves a real or perceived imbalance of power. A youth without power cannot bully. Power in this instance can be defined as physical strength, social status, or intimidating behavior.

It may be common to hear the person being bullied referred to as the “target” rather than “victim.” There is a reason for this. The word “victim” implies that a person is powerless to change their circumstances, or then even they are somehow to blame for what is happening. Bullying advocates prefer the term target because it suggests that a person who is bullied, and those around that person, have the power to change the situation. Still, targets of bullying tend to share certain traits. In general, targets of bullying tend to be different in some way. This may mean that they belong to a nonmajority culture such as being on the autism spectrum, have unique physical characteristics, practice a different religion than others, or have a different form of disability. Differences do not automatically lead to bullying, but do tend to be noticed by youth who are seeking targets. While anyone can be bullied, targets of bullying tend to have one or more of these common traits: • They might give a vulnerable response to being bullied; • They have few or no friends; • They might not assert themselves in a bullying situation; and, • They can have diminished self-esteem and need to build self-confidence. Often bullying is portrayed as an act of intimidation of physical violence, but there are several types of bullying: Continued on next page

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EDUCATION Bullying, continued from page 27 Physical Bullying: Involves actions like hitting, kicking, pushing, throwing objects or damaging property. It can also involve pretending or threatening to inflict harm, making the target terribly uneasy. Verbal Bullying: The most common form of bullying, it can include mean spirited teasing, gossiping about another, name calling, embarrassing jokes, and actual threats. Emotional/Social Bullying: This form is harder to define, but generally involves the assertion of social power to cause pain or exclude the target from the social crowd. Often done in a group, social/emotional bullying can be done through gossip, insults, making fun of the target in public, or intentional exclusion from social events Cyber Bullying: Bullying actions that are carried out through electronic means, such as instant messaging, texting, e-mails, or social media postings. WORKPLACE BULLYING Just as youth can experience bullying in school, youth and adults can also find bullying in their place of employment. Youth who bully grow up and can become bosses or coworkers who bully. According to Tom Witt of New York Healthy Workplace Advocates, 37 percent of workers have experienced bullying in the workplace. This adds up to approximately 54 million people nationwide. One might assume that workplace bullying takes place mainly in jobs where the pay is low and the work is difficult. The fact is that workplace bullying is found in all professions. Workplace bullying does tend to show some differences from traditional bullying that might take place between youth. In workplace bullying the targets often, but not always, are people who are good at their jobs, and who pose a professional threat to the bully. For example, a person may be new to a job and doing an excellent job. A workplace bully may resent the attention that person is getting and begin a campaign to smear the new worker’s reputation. This is not to say that targets may not be chosen due to more traditional traits, such as having a disability or belonging to a different religious group. Though physical violence and intimidation can be found in the workplace, bullying at work tends to be more psychological or social in nature, making it difficult to prove. The Washington State Department of Labor and Industries define workplace bullying as “repeated, unreasonable actions of individuals (or a group) directed towards an employee (or group of employees), which are intended to intimidate, degrade, humiliate, or undermine; or which create a risk to the health and safety of the employee(s). The following are some examples of workplace bullying:

• Abusive, insulting, or offensive language; • Intentional exclusion from critical work meetings; • Intentional exclusion from work social circles or functions; • Unrealistic work demands, such as size of workload, unreasonable deadlines, or inconsistent work hours; • Public criticism or being yelled at when co-workers are present; • Physical violence or intimidation; • Displaying of materials in the workplace that are offensive; • Unfair denial of personal leave or training opportunities; and, • Regular threats of being reprimanded or fired from job. It is important for youth to recognize that being an employee means that you will have to work with all types of people, and being given work direction is part of a job. Being asked to do a task that you don’t like does not constitute bullying. Nor does having to work side by side with a person you may not get along with. A helpful way for youth and adults to recognize that something is not right is that bullying often feels disrespectful, is out of place with what co-workers seem to be going through, and appears to be targeted specifically towards an individual. Workplace bullying can be hard to recognize, so youth should be encouraged to talk about their situation with somebody they trust, such as a parent, a friendly co-worker, or another trusted adult. The impact of workplace bullying can be felt by the target, co-workers, and the business itself. People who have been bullied at work report physical symptoms such as problems with sleeping, headaches, and stomach issues. Mental health concerns such as reduced self-esteem, increased family tension and stress, are also common, along with the expected financial problems, chronic absences and job loss. Organizations should recognize bullying as a major contributor to productivity loss, low-morale among employees and high staff turnover. WORKPLACE BULLYING: WHAT CAN YOU DO? Dealing with a workplace bully can be uncomfortable, and requires solid self-advocacy skills and self-confidence. Remember, that the bullying behavior is not likely to stop unless intervention is sought. The first step toward addressing bullying behavior is not to react to it. Don’t give the bully the reaction he/she is looking for. Instead, consider following these helpful tips: •

Don’t blame yourself. Bullying is about controlling another person, and is not about an individual’s worth as a person or how one performs on the job. The blame lies on the bully; it’s that simple.

• Notify your supervisor right away after the bullying incident. If the supervisor is the bully, then go to his or her supervisor, or higher up the administrative Continued on next page

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Bullying, continued from page 28 chain until you find somebody willing to address the issue. •

The impact of bullying is lessened when there are bystanders willing to step into the situation. Seek an ally at work, such as a co-worker that is trusted or another supervisor you respect. Tell them what is happening as ask their opinion about your options to address the issue.

• Check to see if your employer has a policy against bullying behavior. • Document all bullying incidents, including dates, times, places, what was said or done, and who witnessed. •

Keep copies of all documents that help you counter claims the bully may make. These may include time sheets, performance reports, work samples, and e-mails that support your work performance.

•

Consider contacting your company’s Employee Assistance Program, union representative, or, if necessary, an attorney who specializes in labor law or your state’s Department of Human Rights.

• Do your job to the best of your ability. Don’t let the bullying affect your job performance, therefore giving the bully justification for his/her claims. •

Most people want to do a good job for their employer and maintain a certain amount of loyalty. And people work because they need the money, and finding jobs can be difficult.

That being said, if the bullying gets too bad, or if addressing the issue hasn’t seemed to work, targets should consider leaving the job. Some situations you can’t salvage. Some work places, however, are too toxic. There is no shame in cutting your losses and finding a better place to work. You may find you are much happier and healthier for making that decision.

DISABILITY HARASSMENT Disability harassment is a form of discrimination based on disability. Discrimination examples include being denied a job, not making the same wages or being denied a promotion based solely on the fact that you have a disability. The American’s with Disabilities Act (ADA) and individual state human rights laws all offer protection against disability harassment and discrimination. The U.S. Equal Employment Opportunity Commission is charged with enforcing federal nondiscrimination laws. Be aware that being denied what other workers are given because a disability is present is illegal. Teasing, social exclusion, or violence of a person because that person has a disability may not reach the level of discrimination but certainly is harassment. If you feel you have been discriminated against on the job due to a disability, contact your local Equal Employment Opportunity Commission office at www.eeoc.gov. Those living in Washington or Oregon may also find resources at www.disabilityrightswa.org or Disability Rights Oregon – www.droregon.org In conclusion: Bullying is being recognized as a significant problem in schools, but youth and adults should also be aware that it is also an issue in the world of work. Workplace bullies target those who they see as a threat, which means you can work hard and do a good job and still be a target. There are several strategies outlined in this article to address workplace bullying. Readers should also be aware that when bullying turns into harassment and discrimination based on disability, it is clearly illegal. Youth and adults are encouraged to talk their families, a trusted co-worker or a friend if they run into situations at work that they think might be bullying or harassment. The impact of workplace bullying can be very harmful, and knowing the steps to take to address the issue will help youth find a positive and fulfilling job experience.

ADDITIONAL RESOURCES PACER’s National Bullying Prevention Center was founded in 2006. PACER’s bullying prevention resources are designed to benefit all students, including students with disabilities. PACER offers digital-based resources for parents, schools, teens and youth. (www.pacer.org/bullying) National Collaborative on Workforce and Disability for Youth (NCWD/Youth) - NCWD/Youth is a source for information about employment and youth with disabilities. (www.ncwd-youth.info) StopBullying.gov provides information from government agencies on how children, youth, parents, educators, and others in the community can prevent or stop bullying. (www.stopbullying.gov) Bullying and Disability Harassment in the Workplace: What Youth Should Know (entire article) www.ncwd-youth.info/information-brief-29

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health & wellness DEVELOPING A SENSE OF WELL-BEING AND WHOLENESS

IN THIS SECTION Stories from the Spectrum................................................................31 AWEtism We Embrace (AWE) Support Group..................... 32

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The popularity of Pokémon Go How the virtual game brings families together STORIES from the SPECTRUM Autism from an Autistic perspective

By Zachary Parrott

For those of you who are unaware, Pokémon Go is a popular free app for iOS and Android devices that first came out in July 2016. It is a location-based walking game, where the steps you take in real life also influence actions in the game. Instead of just walking inside, the twist with this game is that you get to go outside, walk to different areas and catch virtual creatures of all sizes and shapes called Pokémon. You can also train and battle in gyms and collect items to help you in the game. Though gameplay is incredibly simple, it is fun trying to catch all the Pokémon this game has to offer. Pokémon started as a video game, created for the Nintendo Game Boy back in 1996. Many people don’t know that the creator, a man by the name of Satoshi Tajiri, is also on the autism spectrum. As a child, he was inspired by bug catching. As Japan got more and more urban, kids couldn’t enjoy bug catching the same way that Satoshi did as a child. He created Pokémon with the intent that people could catch and collect Pokémon in the same way as he caught and collected bugs as a child. So, now that you have the necessary background information, what does this have to do with my family? Ever since Pokémon Go has come out, it has allowed all of us to go out more, even taking some nights as a family to just go out Pokémon hunting. It has allowed myself and others to share our stories of going out into the world and finding these awesome creatures on websites and forums, or by word of mouth. But most importantly, it allows me to talk about a game I play to my parents that they can both understand. For some background on my relationship with Pokémon, I’ve been a Pokémon fan ever since I saw them on TV, when I was about three years old. They were weird looking creatures, but I always liked them. I remember slowly growing more and more into the franchise as I got older.

It started off with the occasional trading card pack here or there, as well as me watching the anime (and I used to watch a lot). But as I got older, my parents and friends gave me the actual video games for holidays, and these have only fueled my passion. Even today, as a 15-year-old that has a lot in front of him, I still haven’t left behind my old Pokémon games. I’ve only grown more into them as the years have progressed. They’ve provided a means of escape through hard times, a means of friendship when I’m lonely, and a great means of entertainment when I’m bored. However, my parents have not shared the same enthusiasm I have. While they were never outright against me playing Pokémon, they never really had the time (or the interest) to really sit down and learn with me. Every time I would talk to them about it, it would be as if I was trying to speak a language to someone who doesn’t understand it. While they would always smile and try to understand as much as they could, they never really understood what I saying. But this all changed with Pokémon Go. Pokémon Go is an incredibly easy to access game. It’s easy to pick up, and it’s easy to get into. This low barrier to entry has allowed my parents to not only pick up the game, but understand it (even if only barely). It’s allowed me to connect with my parents that much more, especially Dad (who’s an Aspie like me), since he’s gotten really into it. It’s always fun to have conversations about your favorite video game characters with someone who’ll understand. And Pokémon Go has done just that for me. So while Pokémon Go gets a lot of flak from people (and I honestly can’t see why), it’s done a lot for me and I’m thankful for it. Zachary Parrott, son of Chris and Heather Parrott, is an Aspie teen living in Oregon. He greatly enjoys reading stories, watching videos, playing video games and visiting online forums and message boards. He’s even a moderator for a website. www.spectrumsmagazine.org

HEALTH + WELLNESS

AWEtism We Embrace Support group respects diversity

By Shasti McLaughlin

A new kind of autism support group respecting the diversity of the human spectrum launched in Portland in September and it’s free to attend! AWEtism We Embrace is a facilitated support group for neurotypical or neurodiverse parents, partners, caretakers, adult family members and adults on the autism spectrum whose motivation is to gain fresh perspectives regarding the autistic experience. Members of AWE share a vision of creating a safe space to discuss struggles, strategies, concerns and successes related to the autistic experience. It is an environment of mutual respect to gain fresh perspectives and better tools for everyday living. AWE support group facilitator and founder, Shasti McLaughlin shares with Spectrums Magazine readers her back-story and vision for the group.

My name is Shasti McLaughlin and I am a mother of a 13-year-old on the autism spectrum. My daughter was diagnosed at the age of 5. Years before having my own child, I worked with deaf children, all of whom experienced autism. I worked in elementary school classrooms as a paraeducator and found that no matter what level of function a child is diagnosed, all children are cognizant and paying attention to the world around them. I created AWE (AWEtism We Embrace) because as a parent with a child newly diagnosed, I was choked with discouraging information. The people around me saw deficit; I saw difference. I liked the differences and I didn’t care for those differences being defined for me as deficits. I didn’t see my daughter as broken; she was and still is beautiful. I could see how her differences were changing me and my own perceptions of learning, of life itself. They still do. I could see how I was becoming a better person because of what was being defined as deficit. That felt like the opposite of deficit to me. I thought bringing others together to focus our energies toward how we benefit from autism could offset much of the doom and gloom we are presented with so often as parents, loved ones and people experiencing neurodiversity first-hand. I named the group AWE because that is how I feel. I am in awe of the autistic experience and I am neurotypical, on the outside of it looking in. I do my best to embrace the neurodiversity around me. Acceptance is good, but embracing autism…that’s great! My daughter’s life experience will always be from a neurodiverse viewpoint. I will not understand her experience completely, nor will she understand mine. We weren’t meant to. She didn’t walk into this world trying to change me or anybody else. She deserves the life she’s living. She gets to live it in the ways that make the most sense to her. I have the opportunity to grow right along with her. I am thankful for that every day, even the tough days. Because yes I do have them, as does she. I believe that welcoming neurodiverse and neurotypical adults into one group has a tremendous amount of benefit. Parents and loved ones of those on the autism spectrum, as well as neurodiverse individuals, need a place to talk through the pieces that are difficult. We need people we trust to understand at least pieces of our experience in a safe, loving, accepting environment. We need people who may provide clarity on experiences that confuse or

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AWEtism, continued from page 32 frighten us. We are all people, with the same goals in mind (happiness, acceptance, success for ourselves and our loved ones to name a few). I have a daughter whose neurology is not like my own. When something about her experience or our relationship is difficult for me to understand, it brings comfort to me to know that someone in the room may share her neurology. That person(s) may or may not be similar to my daughter and her thinking, but as a whole, their general life experience may be enough to give words of encouragement that help me relate to my daughter better. When I relate better to my daughter, her life gets better. My life gets better. We get better. The gaps between us get smaller. I want my daughter at age 13, 23, 46 and 82 years old to know that there are people in the world, both neurodiverse and neurotypical, that are willing to be openminded and are safe, trustable, loving people with whom she can talk openly to about things that confuse her or make her uncomfortable. I want the same for those identifying as neurodiverse attending the AWEtism We Embrace group. We have so much to give each other. Growth can happen in a safe, caring space filled with open-minded, willing participants. I am aware of the challenges a group like this can face. We don’t even have the language to talk about neurotypical/neurodiverse groups without separating them. At this time, we must use pronouns like “us” and “them,” “we” and “they.” The very language we use to talk to each other separates us. I believe people are ready for positive change. We can learn how to move past tolerance, beyond acceptance and into embracing each other. Without changing each other. Originally from Chicago, Illinois, Shasti McLaughlin now lives in Portland. A proud member of the autism community for almost 20 years, she is an American Sign Language interpreter and ordained minister. Shasti is also a writer, a mother of a daughter on the autism spectrum and an optimist.

AWEtism We Embrace is a free support group of Autism Empowerment that meets the third Thursday of every month from 6:30-8:30 p.m. at Concordia University, Library Room 120, 2811 NE Holman St., Portland, Oregon 97211. Upcoming meeting dates: Thursday, Oct. 20 Thursday, Nov. 17 Thursday, Dec. 15 For more information, contact Shasti at shastim@autismempowerment.org, call her at (503) 781-2461 or visit www.autismempowerment.org.

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therapy THERAPEUTIC OPTIONS AND RESOURCES

IN THIS SECTION Partner provider directory........................................................................ 36 Autism Empowermentâ&#x20AC;&#x2122;s Upcoming Events..................................... 38

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