May 2010 by Autism Insider Newsletter

May 2010 - Issue #8

FREE e n O e Ta k South Florida Autism Newsletter

In this issue... GFCF Snack Ideas for the Summer Biomedical Q&A with Ms. Mellen Communication Method for Non-Verbal Children & Adults And more...

Inside... Summer Cam p Guide Dade & B r o w a r d C o u n t y

Inside This Issue... GENERAL ARTICLES Communication Method For Non Verbal Students What is Rapid Prompting™ Method? Page 4 The Importance of Being Consistent With Therapies During the Summer

Page 7 For Calendar events Subject: Calendar (Make sure we receive the information the first week of the month prior to the event)

Summer Camps 2010 Broward and Dade County

Page 6

For Articles Subject: Article For general information or advertisement opportunities, please call us at (954)584-3198 or email at autisminsidernewsletter@gmail.com

BioMedical Q&A By Debbie Mellen Nurse Practitioner

Page 8

Luciana C Leo (786) 306-4967 Sarah Sweeney (786) 413-8017

Autism Chatter My son’s point of view

Page 10

MOVIE REVIEW A Mother’s Courage

Page 10

SPECIAL THANKS TO: FOR SUPPORTING THE AUTISM COMMUNITY

Recipe of the Month Fun Snacks For Summer (GFCF)

Page 11 www.soloprinting.com

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Acquisition Programs A comprehensive assessment will assist in the development and implementation of an individualized skill acquisition program targeting the following areas: behavioral, expressive and receptive communication, social reciprocity, cognitive, visual-motor imitation, fine motor, feeding, gross motor, etc

Pragmatic and Social Skill Groups Groups are offered to generalize new skills, improve social skills, develop friendships, increase play and leisure skills, improve communication and language and infuse turn-taking skills.

Therapy Links Therapy Links is an intensive therapeutic day program that is based on Behavior Reduction Programs the principles of ABA. This drop-off program is designed for children 1.5 Assessment will be completed and a behavior plan will be written and to 3 years of age. Individual schedules, visual aides and functional monitored to reduce maladaptive behaviors and teach appropriate communication systems are utilized as supports. The staff includes Board replacement skills. Certified Behavior Analysts, Licensed teachers and therapists with a strong background in ABA methodology. Class contains 4-5 children with 2 Parent Advocacy therapists. School observations Attending and supporting families at IEP meetings and informal teacher meetings.

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Communication Method For Non Verbal Students What is Rapid Promptingâ&#x201E;˘ Method? Soma Mukhopadhyay is an Indian mother who developed a successful technique for teaching and communicating with her autistic son, Tito. Tito, now an adult, is still profoundly autistic -- but has also developed talents as a poet, writer and teacher. How does this method work? Is it worth trying? RPM is an education method that leads to communication. It uses empirical and rational approaches to teaching concepts. It allows the learner the ability to communicate his or her learning using two, three or more choices. The learner is then able to grow his or her motor skills and spell out learned facts from a lesson previously presented. Communication grows through the accumulation of knowledge of the facts acquired by the learner.

as she speaks to her students with the confidence that they are capable of learning and responding to answer her questions. In the beginning, Soma begins a lesson with stating a few sentences on a subject and she asks a question based on what she has just said. Soma writes two possible answers on separate pieces of paper, taps the choices while reading and spelling them aloud and then encourages the student to pick up the correct answer. Working with hundreds of students, Soma has identified different types of learners, and she adapts her teaching to each one accordingly. For example, auditory learners may not directly look at or read the answers. They rely instead on Soma's tapping to "hear" the position of the correct answer.

For most people, listening to information, understanding it, preparing a response and utilizing the necessary muscles to communicate that response is a subconscious, reflexive process. But for someone with severe autism, this same process can be a convoluted task. We know from what Tito (Soma's son and published author) and others with autism have communicated that it is extremely difficult to process the sensory information with which they easily become overloaded. Thus, to focus on hearing and seeing, to formulate an appropriate response, and then to complete the motor planning necessary to give that response requires tremendous effort and initiative. Thanks to scientists and people with autism who have participated in research, we are beginning to understand the brain functions of a person with autism, how all the different areas work (or don't work) together and how other parts of the brain can be trained to provide support for the parts that are not working properly.

Based on the student's skills, Soma moves quickly from having the student choose from two choices to three or more, from picking up pieces of paper to having the student point to the answer, and then to pointing to letters to spell the answer. Because shifting the arm side to side is easier than lifting it up and down, Soma's students first learn to make choices from a horizontal field, and they progress to choices presented vertically. Soma first taught her son Tito, who was nonverbal, and she has expanded and adapted her approach to many different types of learners. Her 600+ clients have ranged in age from 2 to 50.

RPM uses a "Teach-Ask" paradigm for eliciting responses through intensive verbal, auditory, visual and/or tactile prompts. RPM presumes competence to increase students' interest, confidence and self-esteem. Prompting competes with each student's selfstimulatory behavior, and is designed to help students initiate a response. Student responses evolve from picking up answers, to pointing, to typing and writing which reveals students' comprehension, academic abilities and eventually, conversational skills. RPM is a low-tech approach in that is requires only an instructor, student, paper and pencil. But the science behind how and why it works for some individuals is much more complex.

Pronounced results have been with nonverbal students. The assumption about nonverbal persons often is that, because they lack speech, they are severely cognitively impaired. Soma's teaching has demonstrated that, although nonverbal students lack communicative skills, they still have tremendous potential for learning. Although Soma's primary focus has been nonverbal students, she works also with verbal students to overcome echolalia, develop reasoning skills, and to improve their auditory learning. Many verbal students have been able to expand their expressive language by learning to spell their responses, and then learning to speak the appropriate response at the right time.

In the Rapid Prompting Method, the teacher (Soma) matches her pace to the student's speed of self-stimulatory behavior, while continually speaking and requesting student responses, in order to keep the student on task and focused on the lesson at hand. In addition, Soma adjusts subject matter to stimulate the desired side of the brain. Her teaching style is respectful and conversational,

Summer camps, workshops and courses information:

www.halo-soma.org 1-866-465-9595 information@halo-soma.org 4

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Focusing on all behavior issues and the autism spectrum Aeleen B. Garrido-Tortorici MS LMHC At All4Kidz we provide a behavioral based therapeutic approach to the child's individual needs and program, including the following areas: gross motor, fine motor, sensory input, pre-writing, academics, social skills, communication skills, and overall incorporation of the child's I.E.P. We have an intensive intervention throughout the entire summer with weekly themes to enhance the child's goals and attention. There is also a highly structured tutoring program focusing on academics, social skills and recreational activities. The academics focuses on writing skills, reading, math, problem solving and auditory processing. The children thrive in our structured and nurturing environment year after year. Come and feel like a member of our family! Ÿ Early Intervention

Ÿ Auditory Integration: Berard Method

Ÿ Behavior: Individual, Home Programs

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Ÿ Schools: Observations, Shadowing,

Ÿ Speech: Individual, Pragmatic Groups

I.E.P. Rep.

All 4 Kidz Summer Camp Max. 5:2 Child:Therapist Ratio

When signing up for Auditory Integration Training * Offer valid only for months of June and July 2010

Dates: June 4 - August 13 Times: 8:30 - 12:30 Extended Hours Available upon request

Director: Aeleen Garrido, M.S., L.M.H.C. 9126 Griffin Rd. Cooper City, Fl. 33328 954-434-5784 www.all4kidz.info 5

Summer Camps 2010 Broward County

Mini Swimming Camp for Children with Autism 3 weeks (3 levels) must have already completed our swim with Mr. Blue 5 day swimming program June 7th-11th Swim Therapy and fun, water basketball!!! June 14th-18th Swim Training and fun, water volleyball!!! June 21st-25th Swim events and fun, slip and slide!!! 11:00-12:00 Swim instruction and games (ask for our other times available) 12:00-12:30 Parents can bring bag lunches and eat lunch poolside $175 per week per child (groups of 4) ratio 1:1 Sign up by May 20th and save $25 off

Buddy Bikes (786)489-2453

T.I.I.P.S. June - July Phone: (954) 753-4175

Camp Nottingham Residential Summer Program Phone: (954) 360-7210 Ages: 7 to 15

Dan Marino Solutions, Holistic Therapy er CampInc Summ 394.8486 (954) Phone: Phone: (954) 385.6258 Ages: 5 to 15 Holistic Therapy Solutions, Inc Phone: (954) 394.8486

JCC - Camp Kavod 561-852-3200

ASL Pediatric Therapy Summer Program Phone: (954) 389-8090 Ages: 0 to 21

All 4 Kidz Phone: (954) 434.5784 5:2 Child:Therapist Ratio June - August Ages: 2 to 13

Project Stable (Hippo Therapy) Phone: (954) 680.8069 www.projectstable.org

BLAST Summer Program (954) 575-5998 Ages: 5 to 17

Stable (Hippo Th KentwoodProject Preparatory Phone: Summer Program (954) 680.806 www.projectstable.or Phone: (954) 581-8222 Ages: 5 to 17

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Miami - Dade County iami Phone: (305) 858.5550, June - Jul Shake a Leg of M y, Ages : 8 to en with disabilities r d l i h c l l a r 14 FREE fo

Educational Alternatives Phone: (305) 221.5035 June - August Holistic Therapy Solutions, Inc Phone: (954) 394.8486

Children's R

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e Center Phone (305) 596.6966 Ages: 2 to 5

Miami-Dade Parks & Recreation Phone: (305) 365.6706 June Ages: 6 to 22 FREE For all children with disabilities

Angels Reach Developmental Enrichment Center Phone: (305) 828.5276 1:1 to 3:1 Child:Therapist Ratio Full or Half Day Integrated Therapy Program

South Florida Children Child Development Center Phone: (305) 733.5918 June - August Ages: 4 to 8

Kendall Music Studios Phone: (305) 273.4585 Year Around Ages: 5 and up Inc Solutions, Therapy Holistic Creative Children Therapy Phone: (954) 394.8486 Phone: (305) 412.4177 June - August 3:1 Child:Therapist Ratio Ages: 4 to 7, 8 to 11 and 12 to 18

The Victory School 466.1142 (305) Phone: Project Stable (Hippo Therapy) August June Phone: (954) 680.8069 Ages: 3 to 15 www.projectstable.org

The Alper Holistic Therapy Solutions, Inc Jewish Cimmunity Center (954) 394.8486 Phone: Promised Land Phone: (305) 271.9000 ext 238 Consulting June - August Phone: (305) 255.9561 Ages: 4 to 8, 9 to 13 Project Stable (Hippo Therapy) May July and 14 to 27 Phone: (954) 680.8069 Ages: 3 to 15 www.projectstable.org Dimensions Kids Camp Phone: (305) 933.5887 June Ages: 4 to young adult

All-Star Kids Rehab Summer Enrichment Program Phone: (305) 231-1276 June - August

As the summer approaches, most families are planning relaxing vacations and getaways. Yet for the family with a child that has a sensory disorder or has a child in the spectrum this can be a trying time. This change in routine and sometimes lack of structure in their days causes more of a chaotic and stressful season than a relaxing one. Children that have a sensory disorder and are in the autism spectrum thrive in a structured environment. The structure and predictability of a consistent intervention throughout the summer break are key elements for a smooth transition. The transition cycle moves from the end of school year into summer break and then back into a new

Carrie Stable Brazer(Hippo Summer Camp Project Therapy) Phone: (305) 262.5999 Phone: (954) 680.8069 June-August www.projectstable.org 2-4 week or 10 week program Ages: 2 to 21

school year. When there is a lack of consistency and structure, then this sets the footing for regression. You will see it in all the areas of the child's life: social, academics, communication, and behavioral. Therefore, the right summer group is an essential key to the child's success. The right summer break group will incorporate your child's current I.E.P. to his program along with providing an individualized approach to your child's needs. The right summer environment will assist in maintaining your child's skills and help to obtain a smooth and relaxing summer break. This will help to ensure a smooth start to the new school year as well. By Aeleen Garrido, M.S., L.M.H.C. www.all4kidz.info

BioMedical Q&A By Debbie Mellen, Biomedical Practitioner system and amygdala. (Huber 2005). The limbic system is involved with emotions, learning and memory. Gene expression is triggered “on” by something in the environment. It can also trigger an “off” response and prevent a gene expression. A theory that I like that explains this is that the body increases the cytokine levels and that is the trigger mechanism. Cytokines are increased because of inflammation somewhere in the body. We know that there is frequent evidence of GI inflammation found within autism spectrum medical disorders. If we connect the dots between the gut and the brain, we find autism disorders. Oxytocin affects gut motility, secretion, blood flow, cell turnover, neurotransmitter hormone release, and gastric emptying. (Iseri, 2001) Oxytocin reverses the affects of GI acute and chronic GI stress. (Babygirija, 2010). The oxytocin has an effect on the corticotropin releasing hormone (CRH). The CRH is released with the stress response and the behavioral effects that appear to be affecting the perception and expression of fear and anxiety. So these receptors may play a big part in the behavioral response to stress and the manifestation of anxiety or depression because it appears that oxytocin decreases the amount of the CRH released. That means that the fear and anxiety will be less. If we give oxytocin to people on the autism spectrum we would see different responses. Some would respond strongly, some weakly and some would not have a response at all. This is because each person is an individual with a different autism profile. We know that when one has a neuro-developmental disorder they lack understanding of social cues or they don’t respond appropriately. There are many different ways that people can interact with each other, but can that person “connect” with another person? A child who is aloof avoids all physical contact. He or she does not like to be held and may have sensory issues also. An active but odd child can engage with others but does so in a strange or inappropriate manner. They may hit or push someone because they want their attention. The child may want to sit on someone’s lap or hang on a person not realizing that it is inappropriate and then feel hurt and rejected by people when they don’t respond the way the child expects them to, in a favorable way. There may be passive children who do not reject approaches from others but do not engage in social relationships nor initiate interactions or speaking first. Oxytocin has an effect on social interactions of people on the autism spectrum. There are several studies currently being done. I could find no information or studies on the long-term effect of giving oxytocin to children, so we don’t know the effect if we start to give them this during childhood what will be the effect as an adult? There are some who propose that it may affect male fertility at a later date. Once thing we know for sure is that oxytocin reduces the activity of the amygdala resulting in a decrease of the fear response. This may help children who have a difficult time transitioning or going to new places. Oxytocin is a hormone and requires a prescription. It is given as a nasal spray and used up to three times per day. It helps with social interaction, reciprocity interaction, and understanding. Best responses are seen in socially disconnected and aloof or lack of empathy.

Debbie Mellen is a nurse practitioner who blends traditional medicine with biomedical interventions Ms Mellen... I have been reading online about Oxytocin helping children that have problems socializing, but I still don’t understand how it works. What can you tell me about Oxytocin??? Autism Spectrum Disorders are characterized by social impairment, communication deficits and repetitive behaviors. Statistically speaking, there are four boys affected to every girl. That doesn’t mean that the girls aren’t being affected at all. Some studies are pointing to the girls as being more affected by obsessive compulsive disorder (OCD) type behaviors. There is much discussion as to the cause of autism. One theory is that it is genetic. Direct genetic disorders, as the cause for autism, account for about one or two percent of the total cases of autism. Another possible explanation for autism is found in gene expression. Let’s go with the assumption that all of our cells are replicated. We grow new cells when old cells die off. So we are in a state of constant growth and destruction. Out with the old and in with the new. This new cell production is orchestrated by our DNA. The cells must replicate again and again and again during our lifetime. Think of it as copies being made and the DNA gene expression is the original copy. So picture copies being made in a copy machine and some of the copies stick together. This is called cell adhesion. What would happen in the body? Variation in gene expression within our DNA, as evidenced by cell adhesion, affects gene function. This may play a role in certain diseases and increase susceptibility to autism, psoriasis, schizophrenia, Crohn’s…. Our cells replicate so they must make copies of themselves. As the copy number increases so do the number of variations. Sometimes portions of gene expression are missing. All of this is silent and invisible to you or I, as this biochemistry is going on deep within our physical bodies, at the tiniest of size. Scientists have studied this variation in gene expression. One example that I will give you about this that relates to autism is that they have found on chromosome 15 a large deletion or a missing copy. I just explained to you that when you have a gene variation it may show up as disease so keep that in mind as I explain this further. That is, on one copy of a gene there is a part missing. This gene variation affects a hormone called oxytocin. It is a neuromodulator in the brain. It is also a neurotransmitter. How do you think that this ‘missing copy’ could affect behavior and thought process? Scientists say that it is associated with empathy and stress reactivity. (Rodriguez 2009) One out of 120 people on the autism spectrum may have this issue. Let me explain the role of oxytocin in neurotransmission. Oxytocin plays important pro-social roles in social behavior and cognitive function. It is made in the brain from an area called the hypothalamus. The role of oxytocin in neuromodulation is seen as a role in regulating emotions. It is involved with the limbic

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MOVIE REVIEW

A MOTHER’S COURAGE: TALKING BACK TO AUTISM CHARTS THE JOURNEY OF A MOTHER SEARCHING TO UNLOCK HER AUTISTIC SON’S MIND

Margret, whose ten-year-old son Keli is severely autistic, has tried a number of treatments to help her son. Consumed by an unquenchable thirst for knowledge about this mysterious and complex condition, she travels from her home in Iceland to the United States and Europe, meeting scientists and other experts, as well as other families touched by autism. The stakes could not be higher: One in 150 children is diagnosed with autism every year, with boys outnumbering girls four to one. Chronicling Margret’s journey, the moving documentary A MOTHER’S, this inspiring film follows one woman’s quest to understand autism, a neural developmental disorder. While she holds no unrealistic expectations for her son Keli, Margret worries that he may never be self-sufficient or express himself normally. Traveling from

Autism Chatter

Iceland to the United States and Europe, she learns how the brains of autistic children differ from “normal” children and discovers new techniques that could offer a promising future for children with autism, including her son. Along the way, Margret connects with families of autistic children, who share stories of their efforts to help their kids interact with the world around them. Many of their accounts echo her own struggles, including the endless doctor visits and experiments with different treatments, the complication of doing everyday tasks, and the inability to communicate with their children, perhaps the most painful and frustrating aspect of autism for them. However, many families detail innovative new therapies that might break down the wall of autism, comforting Margret with a glimmer of hope that her son may be able to communicate on a level she didn’t previously expect. After the family returns home, Margret says, “Before, we used to talk about Keli in front of him, but now we talk to him.” With new hope for the future, she adds, “I can start to get to know my own child.”

My son’s point of view

Hello everyone, my name is Luciana and I want to share the story about my son, Jordan (4 years old) and his best friend Mateo (5 years old) Jordan and Mateo are the two little boys in the cover of this issue.

Jordan sees Mateo as who he is, and who he can be. Jordan never label Mateo as autistic, because his eyes can see pass that label. I always answered all the questions that Jordan makes me regarding Mateo, that helps him understand Mateo and get to know him They met one year and a half ago and since then, they become super better. best friends. Communication was not a barrier for them, even Jordan acquired many values that not even an adult may have though Mateo is non-verbal. Jordan interprets Mateo’s body learned yet by meeting Mateo. Mateo’s mom and I have learn many language and expressions, he is always making sure Mateo is ok. things about our children by seeing their friendship grow and grow They understand each other so well. Jordan takes care of Mateo each day. and vice versa. When it comes to Mateo... Every time he sees I think that we have to let children be children instead of separate Jordan, even if it is in a picture, his face illuminates with a big smile. them by labels. We have to let our children reach their own He copies Jordan and learns many things from him, even though it potential by giving them the tools that they need, and by never may seem that he is not aware of what is going on. When it comes underestimate them. The sky is the limit!!! to Jordan... He looks up to Mateo. He wants to learn how to climb and swim like him. Every time I buy something for him, he makes me buy an extra one for Mateo, and despite the fact that Jordan has many other friends at the park and in school... The one that he is always talking about and always bringing as a partner of adventures is Mateo. Jordan knows that Mateo doesn’t talk, but still he is able to understand his needs and what he wants... Jordan always tells me that Mateo talks to him without words. He also knows that Mateo learns things in a different way and at a different pace, and that Mateo will learn to talk in the future. Jordan knows that there are many things that Mateo can not eat because they are bad for him, just as he can not eat peanuts or almonds because he has allergies. He is always looking up making sure that Mateo doesn’t eat things that he is not supposed to, or that he is not getting intro trouble. One time, I was looking at pictures with Jordan and one family member saw a picture of Mateo and made a comment: “he is autistic?” Jordan turned around and answered: “He is not autistic, he is Mateo and he is my best friend!!!!”

Jordan and Mateo in our last trip to Animal Kingdom, Orlando. April 2010.

Recipe of the Month

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Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ

Tortilla chips Veggie Chips GFCF Pretzels Plantains Yuca or Tapioca Chips Regular potato chips — Most plain/unflavored chips are GFCF (like Lays) Popcorn — NOTE: all microwave popcorn is NOT GFCF. Get a large, lidded pan, some oil and kernels, and prepare your own! You can sprinkle the popcorn with cinnamon sugar or salt. Dried fruit (raisins, cranberries & apricots) Roasted Nuts (Cashews, almonds, etc) Homemade popsicles – Add frozen juice concentrate to coconut milk, mix and freeze in molds. A rice cake topped with jam (nitrates free) or plain Homemade “trail mix” made with GFCF cerals (like Gorilla munch), dried fruit and GFCF chocolate chips Rice crispy treats made w/ GF rice crispies and GFCF margarine or Spectrum non-hydrogenated shortening. GFCF cookies Organic and nitrates free hot dogs cut up and cooked (you can put it in a thermo to send it as snack for camp) Lunch Meat (GFCF and nitrates free) slices rolled up Cooked organic and nitrates free bacon pieces. Organic ham, turkey, or chicken in slices, chunks, strips Small carrots and celery with dip sauce, peanut butter or, black bean dip. Apples with peanut butter Peanut, almond or cashew butter sandwiches with rice bread (or any other bread allowed in your child’s diet) Rice crackers with hummus. Roasted Chickpeas: Place chickpeas on a well-oiled cookie sheet sprinkled with sea salt, garlic, onion powder and a dash of sugar. Bake for 25 minutes in a 400 degree oven.

2nd Annual Autism Resource Fair June 6th, 2010 At the Sheraton Hotel in Dania, Fl

1825 Griffin Road Dania, Florida 33004 Booth Exhibitions and Workshops Start at 10am Sponsored by

South Florida Autism Newsletter

The purpose of this fair is to increase awareness through education by giving parents the necessary tools and information to help them make decisions for their child’s well being. This event will be an excellent opportunity to learn about the many autism related programs, services, and providers. There will be more than 40 exhibitors and free workshops on many topics related to autism through the day.

Free Admission with Early Registration: www.autismresourcefair.org

For more information regarding the event or for Booth Spaces (954)584-3198 or visit our website www.autismresourcefair.org 11