Issue 12 / January 2014
essential reading for those who care
Autism W rld Magazine
MEET NOAH Advocacy in Action Will 2014 be a good year? Chantal Sicile-Kira on Understanding Autism Autism World Magazine - 1
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Autism W rld Welcome to the PDF version of Autism World Magazine If you are opening this on an iPhone or iPod use the “Open in iBooks” option. For all other PDF Reader, please refer to your specific instruction manual. Pictures labelled “Click on picture to play video” will take you to the video or download the file for playing.
Hyperlinks, video and emails work when you are online. Book pictures link you straight to Amazon or similar, giving you the opportunity to buy books. Autism World Magazine - 2
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Editor’s Note
Welcome to Autism World Magazine and Happy New Year 2014. The New Year is always a time for reflection as well as looking ahead... At the beginning of 2013 we launched this iMagazine on the Apple Newsstand for iPad. Now we are celebrating our 12th issue and the magazine is available for iPad, as a text only version for iPhone and for all other computers and portable devices via our Digital Download version. And our readership is truly global. In this month’s bumper issue we meet Noah, the wonderful son of a very old friend from London. We welcome back Chantal Sicile-Kira who is one of the world most influential autism writers. This month Chantal asks if psychological assessments are a good indicator of your child’s understanding? Gayle Nobel dares us to dare. We look at dating on the spectrum, using visuals to support language learning, advocacy in action, doubt and self belief, and ask if 2014 will be a good year. And so much more. If you have any comments, please do get in touch.
iain iain croft editor iain@magswest.com www.facebook.com/worldautism
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HOW
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ABOUT THEM APPLES with Lily Holland
First day of school holidays, and look what our clever boy did with his theraputty :)
Priceless Autism World Magazine - 4
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Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute Telethon Institute mailto: autism.childhealthresearch.org.au mailto: autism.childhealthresearch.org.au mailto: autism.childhealthresearch.org.au mailto: autism.childhealthresearch.org.au mailto: autism.childhealthresearch.org.au mailto: autism.childhealthresearch.org.au mailto:
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CONTENTS ISSUE 12 / JANUARY 2014
18
12 18
NOAH”S)SCHOOL Nat$and$Noah$on$their journey$to$nursery$school.
12
UNDERSTANDING? Chantal)Sicile=Kira$$asks$if$ psychological$assessments$ are$a$good$indicator$of$your$ child’s$understanding?
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Publisher:
© Copyright 2014 MagsWest PO Box 99 Mosman Park WA 6912
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info@magswest.com
Autism World Magazine
04 HOW)ABOUT)THEM)APPLES Lily%Holland
74 18Plus Malcolm%MayHield
08 ONE)WORD Gayle%Nobel
80 ADVOCACY)IN)ACTION)
26 TRIED)AND)TESTED Monique%Simpson
82 CARING)FOR)CARERS Lily%Holland
32 EXECUTIVE)FUNCTIONING Penina%Rybak 41 NUTRITION)FOR)CONCENTRATION Paula%Tazzyman
Merryn%AfHleck%
88 VISUALS)BOOKLET)GIVEAWAY Heidi%Heeman%and%Jacqui%Little 90 THANK)YOU)SIR Kathy%Brown
is available digitally for iPad, iPhone, PC or portable device. Subscribe via the Apple Newsstand or iTunes Or via autismOz.com
Editor: Iain Croft
Website: autismworld magazine.com
Facebook: facebook.com/ worldautism
Front Cover: Nat & Noah
52 SUPPORTING)THE)GAPS)DIET Jacinta%O’Connor 60 TRANSITION)TO)SCHOOL Catherine%Crestani%and%Diana%Wolf 62 AUTISM)FRIENDLY)SCHOOLS Monica%Holloway 68 DATING)AUTISM Brian%Wisnowski
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STATEMENT OF POLICY AND DISCLAIMER ‘The views expressed in any articles included in this publication are not necessarily those of Autism World Magazine or the publishers MagsWest Pty. Ltd. Autism World Magazine and the publishers do not promote or recommend any specific therapy, treatment, institution or professional viewpoint. Please check with a doctor when changing any diet or major nutritional change.
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ONE WORD GAYLE NOBEL Autism sister, mother, writer and friend
It's that time of year again.... the last day of the old and precipice of the new. December 31 is bittersweet with anticipation of what's to come tinged with a little bit of sadness in leaving a year behind, never to have the time back again. I've had both the bitter and the sweet this year and have grown to be a better person one moment at a time because of both. I am still here plugging away at the journey of being mom to adults while also reinventing myself. I am learning a lot in my coach training program that I plan to share with you via Autism World Magazine. Many of the concepts and tools are an expansion of the attitude I've been cultivating and writing about for a long time. I'm very excited about the possibility of directly helping others with my new coaching skills. Once again, I am sharing the concept of ONE WORD as an intention for the New Year. The response to this the last three years has been very positive and inspiring. I hope your word was helpful to you if you had one. My word, challenge, was definitely a fun, and yes, "challenging", learning experience for me. I was perfectly imperfect at most of the monthly challenges I set up for myself. Then, in the summer life threw me so many challenges, I could not handle any more. When things calmed down I found it difficult to get back on track for a few months. I struggled with my commitment (or lack of) until December. I ended the year with a bang.
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Many people are thinking about or writing New Year's Resolutions. Personally, I prefer the "intention" versus the "resolution". Resolution is "the action of solving", therefore resolutions tend to focus on problems in our lives that need to be solved. Typically, what is wrong with us, and how can we fix ourselves. They usually don't lead to lasting changes and are often quickly abandoned.
"The reason most resolutions don't work is that they address only one level of your life. The DO level. It's the DO-HAVE-BE model. "I will DO this thing." (i.e., Lose weight) "So I can HAVE this other thing" (Self-Esteem) and I can BE this thing. (Confident.)
Intention is "the determination to act in a certain way". Intentions are about becoming aware of different ways that you would prefer to be in your life.
The best order for creating positive changes in your life is the BE-DO-HAVE model. This means you start from the BE level. When you begin changing on the BE level of your life, then the DO level and the HAVE level follow more easily.
Recently, someone introduced me to the idea of ONE WORD intentions. She told me she had picked "less" for herself last year. Less weight, less worrying, less rushing... you get the idea. I really like the idea of one word. Clean and simple, and potentially very powerful. I just found a great explanation on Christine Kane's blog.
The average New Year's Resolution doesn't address the core of the issue - the "BE" level.
When you start only on the DO level, then all the blocks on the BE level will often become the obstacles you can't overcome. Several years ago, my friend and I decided that, instead of making resolutions, we would pick a word that would guide us throughout the year. It would be our touchstone. It would remind us of living our lives at the BE level.
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This didn't mean that we didn't take action. It meant that our actions were inspired from the BE level. In fact, I took more action than ever with this new approach!"
Dare includes challenges, doing new things, asking more questions, and creating new habits that make life even richer. Can you tell that I am excited about DARE?
BE, DO, HAVE. I really like that! I invite you to get quiet over the next few days, go within, and pick a word for the year. Just one word. That's all. Then, hold that word in your mind throughout the year, and let your word guide you to take action. What a powerful New Year's ritual! My word for 2014? DARE. Dare has an edginess to it that I am drawn to this year. Dare is about living fully, living mindfully, versus coasting mindlessly through life. Dare is about realizing the clock is always ticking and it is time to take a chance and be willing to step out of my circle of comfort.
What's YOUR word going to be this year? Please let us know if you have chosen one. You inspire me. Farewell 2013.. you've thrown me around a bit and reminded me of what's truly important here on earth. Here's to LIFE and LIVING FULLY each day! 2014: Bring it on! Happy New Year. Gayle Nobel, Phoenix, Arizona
Gayle Nobel has a lifelong connection to autism through her brother and her son. She holds a BA in special education, is an inspirational speaker, a qualified life coach, parent mentor, and author.
Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All About Attitude Its All
Gayle Nobel’s critically acclaimed books are: It’s All About Attitude and Breathe: 52 Oxygen-Rich Tools for Loving and Living Well With Autism. Click on Book pictures to buy via Amazon.
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Artwork: The Children by Jeremy Sicile-Kira www.jeremysvision.com
Understanding? One of the difficulties of being a parent or an educator is knowing what strategies and treatments may be beneficial to a child on the autism spectrum. Perhaps when thinking about the New Year you are also reflecting on your child or student’s program and how well they are learning. In her newly revised book Autism Spectrum Disorder: The Complete Guide To Understanding Autism, Chantal Sicile-Kira discusses many different treatments, strategies and tips. In this exclusive article for Autism World Magazine Chantal Sicile-Kira asks if psychological assessments are a good indicator of a child’s understanding? Autism World Magazine - 12
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In the past many psychologists believed that the vast majority of children with autism had below normal intelligence. Those who were nonverbal were considered mentally retarded, and those who had difficulties in communication were intellectually slow. Now it is more widely recognized that autism has nothing to do with intelligence. Studies show that the IQ scores of children on the autism spectrum may not be accurate reflections of their innate intellectual potential. Often those who are performing at grade level or above in school have IQ scores that show them to have below average or even mentally deficient intelligence levels.
Another reason why it is hard to know how much a person on the spectrum understands is that many diagnosed with Asperger’s Syndrome may do well in answering test questions, but not necessarily realize how the information relates to them personally. For example, a young man may be able to tell you what he heard in health class, but not understand or realize how this information (i.e. sex education) relates to him as a person. For this reason, it is important that parents and educators observe to see if the student really has processed the information to a personal level.
For a child to perform to their ability on a standard IQ test (the WISC-IV and the Stanford-Binet), they must be able to quickly respond to verbal questions and have well developed motor skills. But, as discussed elsewhere in the Autism Spectrum Disorder book, these are areas that are difficult for those with autism. In effect, these IQ tests do not tap the true cognitive ability of many children on the autistic spectrum, but rather tell us more about their communication and motor difficulties. Children and teens with autism spectrum disorders are impacted by sensory processing challenges, and this a swell can effect test results. A student may not be able to respond in a room with bright fluorescent lights or in an environment not conducive to someone with sensory processing issues.
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It is also important to remember that just because a person can not speak does not mean that they cannot process what they are hearing or seeing. It could be they are having challenges with the output (i.e. movement disorder) not the input. They may be auditory learners and learning from what they are hearing in class, or visual learners and learning from reading in books, but unable to verbally communicate. Conversely, just because a person sits in a class and can repeat to you what was said, does not mean he has internalized and learned it.
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Here are some suggestions from Joshua D Feder, MD, Child and Family Psychiatrist to consider when doing psychological assessments:
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Think of all the sensory processing difficulties a child may be experiencing. For one on one testing, make sure that the room is quiet, has few visual distractions, and is not too brightly lit.
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Consider the difficulties of transitions for those with autism. Sometimes, clear explanations of what you will be doing together, what comes next, and what comes after, makes a big difference. Frequent breaks may be needed.
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Pay attention to regulation and co-regulation issues. Do testing with the child not to the child. Pay attention to joint attention and engagement, and find the balance between having expectations and trying to build rapport.
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Recognize that one on one testing may not show a child’s difficulties with same tasks attempted in the classroom. Children with an ASD may have been taught the ‘right’ answers, but ability to utilize the information may is limited. This is especially true with tests of pragmatic language that ask about what to do in social situations. Careful classroom and recess/lunchtime observations are an essential part of the evaluation.
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For younger or nonverbal children, it is important to observe what they chose to play with, and what they initiate in their actions. This initiation is often the key to finding what motivates them and what we can capitalize upon to help a child co-regulate and connect and move forward in social and cognitive growth
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For more verbal children, we often do not do projective testing with these children, however, the rates of depression and other secondary mental health problems are very high, and projectives often give us a way to understand the child’s experience of the world.
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There may be a lot of scatter in the subtests, so that more refined neuropsychiatric testing may be needed
It is hard to know how much a person knows because of the communication, motor, and sensory difficulties they may have, as well as the ability some have to repeat information that has not been internalized; there are things to consider when doing psychological assessments.
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Chantal)Sicile=Kira) Chantal Sicile-Kira is a leader in the field of autism, adolescence and transition to adulthood, an international speaker and an award-winning author of five books. Having first worked with individuals with autism in California, and then raised her son Jeremy in three different countries gives her a perspective few in the field have. Recently Chantal founded AutismCollege.com
Author: A Full Life With Autism; Autism Spectrum Disorders; Adolescents on the Autism Spectrum; Autism Life Skills; What is Autism? Understanding Life with Autism or Asperger's.
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Chantal‘s newest book is the revised edition of Autism Spectrum Disorders. The new title is: Autism Spectrum Disorder: The Complete Guide To Understanding Autism (US edition, Penguin, January 2014).
Chantal Sicile-Kira is a leader in the field of autism, adolescence and transition to adulthood, an international speaker and an award-winning author of five books. Having first worked with individuals with autism in California, and then raised her son Jeremy in three different countries gives her a perspective few in the field have. Recently Chantal founded Chantal Sicile-Kira is a leader in the field of autism, adolescence and transition to adulthood, an international speaker and an award-winning author of five books. Having first worked with individuals with autism in California, and then raised her son Jeremy in three different countries gives her a perspective few in the field have. Recently Chantal founded Chantal Sicile-Kira is a leader in the field of autism, adolescence and transition to adulthood, an international speaker and an awardwinning author of five books. Having first worked with individuals with autism in California, and then raised her son Jeremy in three different countries gives her a perspective few in the field have. Recently Chantal founded Chantal Sicile-Kira is a leader in the field of autism, adolescence and transition to adulthood, an international speaker and an award-winning author of five books. Having first worked with individuals with autism in California, and then raised her son Jeremy in three different countries gives her a perspective few in the field have. Recently Chantal founded Chantal Sicile-Kira is a leader in the field of autism, adolescence and transition to adulthood, an international speaker and an award-winning author of five books. Having first worked with individuals with autism in California, and then raised her son Jeremy in three different countries gives her a perspective few in the field have. Recently Chantal founded Chantal Sicile-Kira is a leader in the field of autism, adolescence and transition to adulthood, an international speaker and an award-winning author of five books. Having first worked with individuals with autism in California, and then raised
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NOAH AND ME Natalie Schaverien
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When our daughter, Gabriella, started Nursery two years ago, she was so excited, she couldn’t wait to get on with it. We talked about it – her new teacher, which friends from pre-school would be there, learning to read. We went shopping for new shoes (pink sparkly plimsolls) and a Hello Kitty snack bag. It was a big thing for all of us and we went through it together. On her first day, she ran into the classroom, without looking behind her, or saying goodbye. She was so full of enthusiasm, joy and excitement and so independent - I knew she was more than ready to begin her school life.
The Nursery we’ve chosen for him is a Mainstream one with a Special Provision for five children with ASD. It’s too far away for us to be able to get both children to school at the same time, so a minibus picks him up and drops him off.
When her brother Noah started Nursery two weeks ago, it was quite different. Although he was present, it was as if we went through the preparations without him. Noah was diagnosed with ASD at two years old. He’s nearly four now, and is beautiful, gentle and affectionate. He’s very attached to me (lovely for me!) but he seems far younger than his chronological age. He isn’t talking yet, and like many children with Communication difficulties, particularly those who are nonverbal, Noah is a visual learner. I spent the days leading up to his start date, trying to prepare him by printing and laminating photos of the Nursery for a Social Story and countdown calendar. It’s difficult to know how much he understands – a lot of the time he’s not even looking directly at the pictures I’m showing him, so I never know what’s going in.
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I felt like I was packing an evacuee off to the country! How would he feel about going on a bus without me? Once he got there, would he understand what was happening? It is a totally new setting for him, new teachers, new fellow pupils. And for a child with sensory issues, new smells, sounds and a whole new routine. In addition to being non-verbal, Noah has severe sensory processing difficulties around food. He has an extremely heightened sense of taste and smell, and he hasn’t eaten any solid food for almost a year, and now only drinks milk. How would he cope with snack time, when even opening a bag of crisps near him can make him gag? My husband told me to stop worrying – he pointed out that we can’t not send him to school, and that if we stuck to a strict morning routine and to using visuals,
Noah would be fine. He was right. Two weeks in and Noah was doing brilliantly. Firstly, going on the bus has been very successful. He loves buses, so it’s a good distraction when saying goodbye, and it bridges that separation from home. If I took him myself, the staff would probably have to deal with 20 minutes of crying for Mummy, but by the time he arrives on the bus, he’s all ready for his Nursery day. The staff are brilliant – they are hugely experienced with ASD kids and have seen everything before. They weren’t phased at all when we told them about Noah’s food issues. Each child has an Individual Education Plan and individual visual timetable. The morning is carefully structured, with a mix of Outside Play (alongside the Mainstream children) and attention groups (including snack time) OT, “free” and sensory play.
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“it’s been hugely rewarding and positive”
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Communication with parents is through a home/ nursery diary, which we and the teachers contribute to daily. They also arrange regular visits to meet the Speech and Language Therapist, Occupational Therapist and the Educational Psychologist, who will help us to choose his Primary school.
And am I allowed to say I am loving my five free mornings? I have joined a boot camp, so am finally getting some regular exercise, which has made me feel so much better, both physically and psychologically. I’ve met friends for coffee. One morning I spent the entire time crocheting a blanket for my daughter. Heaven.
They have a Viewing Panel, so we can see Noah in the setting without him seeing us, and we’re going for our first consultation in a couple of weeks.
He’s exhausted when he comes home, but so happy to see me and we really enjoy our time together in the afternoon. I feel there’s less pressure on me to do “improving” activities. The afternoons are his downtime and are for fun.
I couldn’t be more happy, knowing he is not only being stimulated each morning, within a happy environment and with his peers, but being helped on his way to greater independence – being a “big boy”.
The Nursery experience with Gabriella was a family event – we were all involved and it was quite joyful. Noah’s was more fraught with anxiety (mine, not his), but it’s been hugely rewarding and positive.
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TRIED AND TESTED WITH MONIQUE SIMPSON Speech Pathologist Ba.App.Sc (Sp Path)
The HOW TO GUIDE on using visuals to support language learning (Part 2)
Monique Simpson As the founder and speech pathologist at Connect Therapy in Sydney, Monique Simpson has specialised in the field of autism for 12 years, treating only children diagnosed with ASD. Through the diversity and volume of clients under her care she has developed an enormous wealth of knowledge and practical experience on effective ways to treat children with ASD, Asperger’s and PDD-NOS. Monique brings Tried and Tested solutions to those across the autism spectrum.
www.connecttherapy.com
I have way too much that I would like to share with you on this topic. I could actually chew your ear off talking about how important it is to facilitate children’s development with visual learning.
Many people might think that visuals are less important to use with children with more language.
In my opinion the use of visual learning strategies should be used more extensively with ALL children....but that’s a discussion for another time.
In fact I tend to use them even more with these kids and that is what I would like to share with you today.
In our last issue I spoke about how to use visuals to support children with ASD that understand limited language.
BUT IN MY EXPERIENCE THIS IS DEFINITELY NOT THE CASE.
There are so many different visual teaching strategies that you can use.... I could not possibly cover them all.
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However the key questions to ask yourself when creating visuals for your child are: 1) What visual learning strategies really motivate my child? (e.g. photos, line drawings, written words, stories, videos etc) 2) What am I trying to teach my child? (making sure that it is developmentally appropriate) 3) Do I think that my child would benefit from some extra visual support to help them learn a new concept?
With kids that understand quite a bit of language my favourite pieces of equipment to support visual learning are very simple. They are: 1. A magnetic whiteboard 2. Paper and pen 3. Scrapbooks 4. Digital camera. Below I will share a few of my favourite ways that I like to use these therapy tools...
By answering these questions it means that you are really thinking about the individual differences of YOUR particular child and tailoring the visuals accordingly. I would love to be able to teach you everything that I know about visuals in one article... but unfortunately it is not possible. However what I CAN do is hopefully inspire you to be creative and to continue on your quest to discover more about the use of visual supports.
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“a much greater sense of calm”
Scheduling Boards I love, love, love scheduling boards. This is actually not that surprising really considering that most of us can’t survive a day without a diary. I often think about how frustrating it is for kids to just be led blindly throughout their day, not really knowing what their day holds for them. It is amazing how scheduling can bring a much greater sense of calm and happiness to the child’s day.
Two part photo sequence
They can then get excited about the things that they know they will enjoy and have a greater chance of responding more appropriately when it is time to do the things that they do not like so much. Scheduling is especially important if your child has an ability to think about things out of the present moment. Scheduling also involves being able to understand sequences of information. So as children are ready we can gradually increase their understanding of 2,3,4,5 part visual sequences.
Four part photo and drawing sequence
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There are many different scheduling Apps available, however I don’t find that they work very effectively, because the moment the kids see the iPad they want to play their favourite games.
Four part photos sequence
Instead I often love to get families to use a magnetic whiteboard (pictured below). They can then use a combination of photos (with magnetic tape), drawings or writing, depending on what symbols that their child understands. When the child is ready they can then just use a piece of paper, diary or calendar which is very quick, easy and portable.
Four part written word sequence
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Talking about past experiences Typically developing 2-3 year olds start talking about things that have already happened, rather than just conversing about the here and now. It is really exciting when this happens. This can often not be quite as easy for children on the autism spectrum because they have challenges in being able to shift attention and use their working memory. When the child is developmentally ready I love to get families taking a few photos of things that their child enjoyed throughout the day. It is important that the photos are of something that was very motivating (emotional) and meaningful for the child. So let’s just say that you went to the park with some friends and the child had a fabulous and memorable time getting all wet with the drinking bubbler, then that is the photo that you take. You personally might have enjoyed the moment when they had a little interaction with another child on the swing, but for them the bubbler was so much more energising. Below I have included some video footage of myself with a client, Lucy. You will see me using the camera as a way of helping her recall what we played in our session. I am also drawing things out on the whiteboard to help Lucy maintain focus and participate in the conversation.
CLICK ON THE PICTURE BELOW WHEN ONLINE TO VIEW THE VIDEO
Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from wo rkshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Foot age of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rolla son f rom workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from work sh op Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lu cy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from wo rkshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Foo ta ge of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rol lason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from work shop Fo otage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Foo tage of Lucy Ro llason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from w orkshop Footage of Lucy Rollason from workshop m workshop Footage of Lucy Rollason from wo rkshop Footage of Lucy Rollason from work shop Footage of Lucy Rollason from workshop Footage of L ucy Rollason from workshop Foo tage of Lucy Rollason from workshop Footage of Lucy Roll as on from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from the endw orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orks
Video Footage of Lucy during a workshop Autism World Magazine - 28
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Gaining a deeper understanding My whiteboard sure does get a workout throughout the day. Anytime that I would like to help my clients gain a more in depth understanding of something I will start drawing on my whiteboard. For example the other day one of my clients Peter, wanted to know where rubbish went after the garbage truck came to collect it. I knew that in order to help support Peter’s ability to understand the language and concepts it was going to be important to draw the explanation out for him. As a result Peter was able to maintain focus, gain a deeper understanding, keep looking at the pictures for as long as he needed to in order to create meaning and he was able to ask some great questions to keep clarifying.
It can also be a great idea to draw the explanations in a scrapbook because then you can keep reflecting back over the teachings, whereas drawings on the whiteboard are erased. I will often have my whiteboard close by when I am doing stories with my clients as there will be many opportunities to take a deeper look at something from someone else’s perspective. Here is some video footage of my client Joshua and I having a discussion using the whiteboard. I have found the visual strategies, mentioned above, to be so enormously powerful in the development of my clients. It is seriously amazing what a difference that they can make. Often the simple things in life (i.e. pen and paper) are the best. Have fun being creative and discovering what works best for your particular child.
CLICK ON THE PICTURE BELOW WHEN ONLINE TO VIEW THE VIDEO Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from wo rkshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Foot age of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rolla son f rom workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from work sh op Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lu cy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from wo rkshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Foo ta ge of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rol lason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from work shop Fo otage of Lucy Rollason from workshop Footage of Lucy Rollason from workshop Foo tage of Lucy Ro llason from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from w orkshop Footage of Lucy Rollason from workshop m workshop Footage of Lucy Rollason from wo rkshop Footage of Lucy Rollason from work shop Footage of Lucy Rollason from workshop Footage of L ucy Rollason from workshop Foo tage of Lucy Rollason from workshop Footage of Lucy Roll as on from workshop Footage of Lucy Rollason from workshop Footage of Lucy Rollason from the endw orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orkshop orks Footage of Peter
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www.connecttherapy.com Autism World Magazine - 30
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1300 222 777 (Australia*Only)
The Autism Advisory and Support Service (AASS) runs a 24-Hour Autism Hotline which is staffed by parent volunteers who have children with Autism. You can call any time of the day or night, from anywhere in Australia, to chat to someone who can offer service and guidance from a parent's perspective. Whenever you call AASS you are speaking a parent of a child with Autism so you know that you are talking to someone who understands what you are experiencing. Parents and carers waiting for a formal assessment and diagnosis, looking for the right intervention and joining the long waiting lists can be extremely overwhelmed, confused and frustrated. AASS will help with unbiased advice, encouragement, guidance and support. If you get the answer-phone please leave your number and a message. We will call you back. Autism World Magazine - 31
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The ABC’s of Executive Functioning Skills in Young Children with Autism: by Penina Rybak MA/CCC-SLP, TSHH Speech-Language Pathologist and Educational Technology Consultant
The DSM V was
published at the end of May 2013. A shift in focus, based upon new definitions and guidelines, has now emerged in the educational and healthcare industry, especially for children with Autism. There is also an increased focus on more methodical assessment and treatment of social communication challenges, using a variety of frameworks, including a neuropsychological one; Executive Functioning. Executive Functioning, a term coined by neuropsychologists, essentially describes a set of meta-cognitive abilities that control and regulate other abilities and behaviors. It enables us to sustain our focus, switch between tasks flexibly, inhibit responses, and carry out actions in a sequential, organized fashion. Executive Functioning is necessary for goal-directed behavior, which is what socialization is all about. This includes the ability to initiate and stop actions, to monitor and change behavior as needed, and to plan future behavior when faced with novel tasks and situations. It allows us to anticipate outcomes and adapt to changing situations, i.e. resiliency. It allows us to problem solve and negotiate, when things don’t go as planned.
This is the pinnacle of social communication development, which so many of our children have difficulty achieving, let alone mastering. What is the impact of impaired Executive Functioning skills on social communication development? How can parents/service providers developmentally and methodically assess both Executive Functioning and social skills proficiency, in young children at risk, such as those with Autism? How can we better treat these young children at risk, and affect more positive outcomes? We all know that our task is to effect change and growth, so that there is a decrease in situation-specific learning, splintered carryover, and inconsistent performance; three frequently used descriptions in special education evaluations and progress reports. To do so, we need to adopt a team approach. We need to stop thinking of Executive Functioning as the domain of neuropsychologists and psychologists alone. Speech-language pathologists, special education teachers, occupational therapists, and parents all need to collaboratively address Executive Functioning skills in a more practical and concrete manner, by “thinking outside the box”. Starting with changing the way we assess both Executive Functioning, and social communication proficiency. How? Through Play. Autism World Magazine - 32
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A= Assessment Social Skills Sheds Light on Executive Functioning Competence: Informal assessment of play skills has proven to be a valuable contribution to the overall evaluation process for social skills, involving parental collaboration and a shift in focus re: Real Time outcomes and performance. Informal observation of play skills can shed light on a young child’s developmental, sequential acquisition of specific neuro-cognitive and psycho-social milestones needed to develop Executive Functioning, social skills proficiency, and literacy skills later on. These are some common areas to assess: • Early Cognitive Based Social Skills (ex: joint attention, communicative intent) • Early Communication Based Social Skills (ex: initiation of greetings, requesting help) • Early Play Based Social Skills (ex: social smile, object permanence) • Introductory Social Skills (ex: active listening, verbal rejection) • Intermediate Social Skills (ex: asking questions, transitioning) • Advanced Social Skills (ex: expressing feelings appropriately, problem solving).
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B= Bridging Gaps Play Development Fosters Both Social Communication and Executive Functioning Competence:
Executive Functioning skills can be compared to the train tracks underneath the train of social skills, on which all human beings sit, and use, to cross over into each other’s “zones”. Its activation is the brain’s way of making sure that a child’s social skills “performance” happens without a hitch. Executive Functioning competence involves taking one’s Theory of Mind AKA TOM (perspective/ empathy) and merging that with episodic memory (the ability to recall one’s actions and vocabulary associated with those actions), to formulate intent and a course of action, make good choices, adjust direction/trajectory in a split second, and be resilient (bounce back, adapt, laugh it off etc.) when things don’t go as planned. Each area of social communication proficiency that we target in special education contains categories and skills that correlate to these specific areas of Executive Functioning: • • • • • • • • • • •
Response Inhibition Emotional Control Task Initiation Organization Flexibility Goal-Directed Persistence Working Memory Sustained Attention Planning/Prioritization of Goals Time Management Metacognition Autism World Magazine - 34
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All of these categories of Executive Functioning skills have readiness indicators, which can be addressed by facilitating both receptive and expressive language skills in children with Autism. How? Through play! Play bridges gaps between a child’s comprehension of the rules, roles, and vocabulary of his/her environment, and imitation and execution of them. Play bridges gaps between a child’s readiness to learn, and actual performance, with the help of intact Executive Functioning skills. Play thus helps children nurture and hone these skills, preparing them for future “whole body” academic tasks such as reading and writing, and socio-emotional tasks such as tolerating delayed gratification, easily transitioning from a Me to a We by sharing, turn taking, and expressing feelings verbally (instead of acting out), and negotiating and problem solving (instead of fighting). To learn more about the importance of facilitating play skills in children with Autism, please click sociallyspeakingllc.com/the-importance-of-playl and www.friendshipcircle.org/blog/2013/11/14/ Or watch the video below from Kathy Hirsh-Pasek on the Importance of Play.
CLICK ON THE PICTURE BELOW WHEN ONLINE TO VIEW THE VIDEO playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo playvideo Kathy Hirsh-Pasek - Importance of Play
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C= Charting a Course of Action Methodical Goal Planning Targets Both Social Communication and Executive Functioning Competence: A child’s generalization of learned skills hinges on the team’s ability to pinpoint goals and concrete lesson plans/materials to teach those goals, which are important for a child's successful adaptation and performance in real-life situations. Information gleaned from both assessment of social skills and play development, allows the team to change both the nature and trajectory of treatment. Methodical goal planning is all about facilitating the child’s ability to initiate and complete tasks, in a timely manner, and to persevere; intra-personally and inter-personally, in the face of life’s challenges. Life, and one’s environment, can be unpredictable, and one must react accordingly. Executive Functioning is thus vital to a person's ability to recognize the significance of unexpected situations and to make alternative plans quickly, when unusual events arise and interfere with normal routines. In this way, Executive Functioning contributes to success in work and school and allows people to manage the stresses of daily life. It also enables people to inhibit inappropriate behaviors. That is why children with poor Executive Functioning, due to cognitive and neurological deficits, such as Autism Spectrum Disorders (ASD), often have difficulty interacting with other people in a socially appropriate manner.
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They have difficulty with Theory of Mind (TOM) and transitioning, because of underdeveloped neurocognitive processes such as: • Flexibility • Emotional Control • Time Management • Metacognition The implications are such, that children with ASD, who usually need intervention to develop Executive Functioning Skills on their own, can have difficulty with self regulation and social communication proficiency due to: Disorientation to person/place/time Splintered play skills development Delayed problem solving (especially negotiation) skills, since there is difficulty transitioning from thinking as a Me instead of a We in communal/group situations The practical implications here are that documentation and implementation of goals for these children, need to practically and developmentally account for the connection between Executive Functioning and social communication proficiency. It is time for everyone on the team to “think outside the box” about social communication proficiency. It’s the most important skill we can teach children with Autism! It is time to be more accountable about facilitating progress and generalization of learned skills, by adopting a more methodical, collaborative approach to assessment and treatment.
CLICK ON THE PICTURE BELOW WHEN ONLINE TO VIEW THE VIDEO VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY VIDEOPLAY Executive Functioning: Definition and Strategies for Success Autism World Magazine - 37
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Conclusion:
Suggested Books:
Starting points for remediation of social communication challenges for children with Autism needs to be more sequential and holistic, to counteract splintered skills acquisition and situation specific learning.
Dawson, Peg, and Guare, Richard (2009). Smart But Scattered: The Revolutionary Executive Skills Approach to Helping Kids Reach Their Potential. New York, NY: Guilford Press
It involves so much more than a Behavior Plan, to foster compliance and self regulation. The incorporation of developmental, methodical, and collaborative goals to facilitate practical Executive Functioning skills, is still a missing piece of the puzzle of intervention that more of us need to be aware of. Informal evaluations to update baseline data, through user-friendly checklists such as the The Socially Speaking™ Social Skills Assessment Protocol and the The Dawson-Guare Executive Functioning Skills Questionnaire Checklists can be beneficial for the team to share common language, common goals, and “get on the same page” regarding treatment.
Dawson, P., Guare, R. (2010). Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention, Second Edition. New York: Guilford Press.
This in turn can lead to more consistent generalization of learned skills, and more consistent behavior management and social communication proficiency overall.
Suggested Assessment Protocols: • The Socially Speaking™ Social Skills Assessment Protocol © 2010 by Penina Pearl Rybak MA/CCC-SLP, iPad App launched in 2012 • The Executive Functioning Skills Questionnaire Checklists ( for Parents, for Teachers, and for Students) © 2010 by Peg Dawson EdD, and Richard Guare PhD
Greenspan, Stanley, and Weider, Serena (2006). Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think. Cambridge, MA: Da Capo Press/Perseus Books Group Hirsh-Pasek, Kathy, and Michnik Golinkoff, Roberta (2003). Einstein Never Used Flash Cards: How Our Children Really Learn, and Why They Need to Play More and Memorize Less. New York: NY, Rodale Books Hirsh-Pasek, Kathy, Michnik Golinkoff, Roberta, and Singer, Dorothy (2006). Play=Learning: How Play Motivates and Enhances SocialEmotional Growth. New York: NY, Oxford University Press. Westby, Carol (2000). A Scale for Assessing Development of Children’s Play. Play Diagnosis and Assessment, Second Edition, 131-161. New York, NY: Wiley Pres Whitten, Elizabeth, Esteves, Kelli, and Woodrow, Alice (2009). RTI Success: Proven Tools and Strategies for Schools and Classrooms. Minneapolis, MN: Free Spirit Publishing Inc.
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Suggested Websites:
About the Author:
http://www.ncld.org/types-learning-disabilities/ executive-function-disorders/what-is-executivefunction
Penina Rybak, MA/CCC-SLP, TSHH, CEO Socially Speaking LLC, is an Educational Technology Consultant and an Autism Specialist. She is also a practicing, pediatric speech-language pathologist, who earned her master’s degree from New York University. She has been practicing for two decades, and has provided treatment to young children with Autism/special needs, in home-based early intervention, center-based preschool intervention, self-contained school-age classrooms, and private practice. Penina participated in the 1995-2000 NY TRAID Project, in conjunction with the Westchester Institute of Human Development, which worked to integrate Apple™ technology into special education classrooms. She also spearheaded The Boardmaker™ Initiative, from 2008-2010, which worked on customizing curriculum needs and implementing behavior management strategies at a charter school in New York. It resulted in her launch of her Socially
http://learningdisabilities.about.com/od/eh/a/ executive_funct.htm http://www.schoolbehavior.com/disorders/executivedysfunction/ http://cbirt.org/tbi-education/executive-functions/ executive-function-strategies-organization/ http://www.autism-programs.com/articles-on-autism/ improving-executive-function.htm http://www.hindawi.com/journals/aurt/2012/146132/ http://www.edutopia.org/blog/brain-based-teachingstrategies-judy-willis http://sociallyspeakingllc.com/my-mission-forsocially/free-pdfs/executive_functioning_memo.pdf http://pinterest.com/rkulman/apps-for-autismimproving-executive-functions/ http://pinterest.com/robertdenis/executivefunctioning-strategies/ http://pinterest.com/search/boards/?q=executive +functioning http://adayinourshoes.com/implementing-executivefunctioning-strategies-in-your-iep/
Speaking™ Social Skills Curriculum, seminars, and iPad App. Penina lectures nationally and internationally, about customizing social communication strategies, the developmental integration of iPad Apps into treatment of Autism/Special Needs, and Early Childhood play based assessment and intervention. For more information, visit her website: www.sociallyspeakingLLC.com.
Penina Rybak,
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eat play Learn
Essential thinking on food, education and play from the most respected minds across the Autism world.
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Welcome' to'2014 As'kids'get'ready'for' another'year'of' learning'Au:sm'World' Magazine’s'resident' nutri:onist'Paula% Tazzyman'shares' some'simple':ps'to' boost'a@en:on'and' focus.
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Ten%,ps%to%Help%Concentra,on PAULA TAZZYMAN Accredited Practicing Dietitian BSc Ma Nut & Diet (Sydney Uni)
Concentration tip #1 Keep up fluids. Dehydration affects brain structure and function as the brain shrivels in size. Research has shown that a dehydrated brain has to work harder. Mental fatigue and a drop in concentration and memory have been reported. Look out for dehydration signs: Dry, sticky mouth Sleepiness or tiredness Thirst Decreased urination Few or no tears when crying Dry skin Headache Constipation Dizziness or lightheadedness
Concentration tips # 2 The brain needs a constant supply of fuel to keep it ticking along effectively. To do this ensure that kids eat every 2-3 hours or so.
Concentration tip # 3 Aim to have a protein rich breakfast to give the brain a boost. For example eggs, salmon, quinoa, yoghurt, nuts/seed butters, LSA, baked beans, hummus....
Concentration tip # 4 Aim to have a low G.I carbs. This will mean that the brain will get a slow and steady release of glucose over the day and keep concentration sharp. Good info at: http://www.glycemicindex.com/index.php
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Concentration tip # 5 Get 11 hours of quality sleep. Lack of sleep is a common reason why kids can't concentrate. Talk to your Doctor if sleep is an issue. You can read more on my blog: www.paulatazzyman.com.au/ 2012/09/26/sleep-help/
Concentration tip # 6 Ensure the brain has plenty of iron. If the brain has low iron levels it cannot make the chemical dopamine. Low Dopamine = Poor concentration. Make sure iron deficiency is not at the core of inattention.
Concentration tip # 7 Ensure the brain has plenty of iodine. Iodine is vital to help the brain function. Be sure to use iodized salt. Iodine is also found in fish, seafood and seaweed. It is also found in milk products and since 2009 it has been added to wheatbased bread (in Australia). If your child is following a milk free/gluten free diet be very mindful of the importance of iodine.
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Concentration tip # 8 Ensure the brain has plenty of Omega 3 fish oils. In 2011 the American Academy of Child and Adolescent Psychiatry reviewed the studies that looked at fish oil supplementation and ADHD symptoms. They concluded that formulas high in DHA omega 3 had little effect in supporting concentration. Studies that used a high EPA omega 3 formula (“Eye q�) were shown to be more effective in supporting concentration, learning and behaviour.
Concentration tip # 9 Ensure the brain has plenty of magnesium. Research has shown that increasing magnesium by 200 mg per day gives the brain a real boost. Eat a magnesium rich dietoats, quinoa, nuts, seeds, legumes, dark green leafy vegetables and wholegrains are good magnesium sources. If you are thinking of supplementation, magnesium citrate is well absorbed.
Concentration tip # 10 Ensure the brain has plenty of zinc. Research shows that the lower the zinc levels the more difficult it is to focus. Zinc rich foods include red meat, oysters, pumpkin seeds and wholegrains. . If you are thinking of supplementation, zinc picolinate is well absorbed. Discuss with your health care provider.
Happy Learning. In wellness Paula www.paulatazzyman.com.au Autism World Magazine - 44
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S T A E R T Y TAZZ s t a e r t y a holid
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I%love%having%more%,me%to%get%the%kids%involved%in%cooking.%Ge>ng%your%kids%to%help% you%cook%is%not%only%fun%but%it%will%expose%them%to%new%sensory%experiences%and%lead%to% beCer%ea,ng. Happy%cooking.
Tazzy Treats Mango Pops If#you#are#in#the#throws#on#mango# season#here#is#a#yummy#idea Ingredients Pulp of 2 ripe mangos 1 cup coconut milk if avoiding dairy or 1 cup Greek yoghurt/ A2 yoghurt if having dairy 1 tablespoon of pure maple syrup (optional) Method Blend the ingredient together in a mixer and pour into moulds. Freeze for about half an hour then insert ice cream sticks into the individual moulds. Freeze for 3 hours. To serve, remove from freezer and unmould after a few minutes.
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Directions
Tazzy Treats Everyone loves a dip. This dip is one of my favourites from my colleague Mandy De Santos at www.littlepeoplenutri tion.com.au Ingredients 2 fresh beetroots 2 cloves of garlic 1 cup of unsalted macadamia (can use other nuts) 4 Tablespoons of oil of choice
1. Peel and chop the beetroots and steam them for about 5 minutes until tender. 2. In a hot pan, pan fry the nuts until golden brown. 3. Let the beetroot lightly cool and then pop these two plus the garlic and oil into a blender. Blend until desired texture. Store in fridge for 3-4 days. Can be frozen.
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Tazzy Treats Blueberry and almond pancakes Ingredients 2 organic free range eggs 50g almond meal 20-25 fresh blueberries or raspberries Coconut oil to fry Optional: spices like cinnamon and nutmeg, vanilla
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Tazzy Treats Yoghurt and a drop of pure maple syrup to serve as not sweet. Directions 1. Lightly beat eggs. 2. Add almond meal. 3. Add blueberries. Mix well. 4. Heat coconut oil in a large pan until very hot. 5. Spoon in the batter with large spoon. 6. Keep to 3-4 berries per pancake. 7. Once all the batter is in turn the heat down and cook on both sides until golden brown.
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Paula’s Wellness Tips e-Handbook It has been a treat to have spent the last six months compiling an easy to read reference for families to support their nutritional health I have gathered all my knowledge and put together"Wellness Tips: A Practical Guide For Family Health" to support many of the common concerns families grapple with; concentration, constipation, mental health issues, behaviour, sleep, digestive distress, food intolerance and food additives are all covered. This e-Handbook accompanies the free “Food for the Brain” report on my website, which covers nutritional deficiencies that influence brain function concentration and learning. There are also many free blogs and video post that your clients can access. This project has being a labour of love for me. My aim is to support as many families as I can especially those that may not be able to see me privately. It is my sincere hope that you and your family will benefit from my insights.
The endless hours that have gone into this document have all been made worthwhile by comments like this:
"I have just finished reading your e-book. Thank you so, so much for writing it. It contains so much information and helpful advice, that as parents we usually aren't given. When reading about certain deficiencies I just gasped and went OMG that's ME, others a light came on and I thought of my boy!!! After a child has just been diagnosed as having ASD or another developmental delay, the paediatrition should hand them the child’s report and a copy of your book. That way every mother can have a copy, which will give her the information necessary to raise a happy, healthy little tot! Thank you Paula " Hayley.
To purchase Paula Tazzyman’s e-Handbook go to: www.paulatazzyman.com.au
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Gemmill Gemmil GemmillGemmill
Killarnee Killarnee Killarnee Killarnee Killarnee Killarnee Killarnee Killarnee
Variety WA Variety WA
Variety WA Variety WA
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Supporting the
GAPS Diet ™
''%with%Jacinta%O’Connor% Cer:fied'GAPS'Prac::oner''
re-inoculate the gut with probiotic (fermented) food Autism World Magazine - 52
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GAPS™ is the registered trademark of Dr Natasha Campbell-McBride. The GAPS Journey is made easier with the support of others. Over the months in Autism World Magazine Jacinta O’Connor will take you through some of the practical steps to help GAPS work for you and your family. And if you are using GAPS send us an email and let us know how you are going. support@magswest.com
Jacinta O’Connor Nutritionist * Naturopath * Certified GAPS Practitioner * MINDD Practitioner * Additive Alert Presenter Autism World Magazine - 53
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Stock' v Broth'
Are'you'confused?
Two very common questions asked by people starting out on the GAPS Nutritional Protocol are ‘What is the difference between stock and broth?’ and ‘Should I be having stock or broth?’ AWM’s Resident Certified GAPS Practitioner Jacinta O’Connor offers some advice. Autism World Magazine - 54
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Beef Broth - Start
Meat and fish stocks and broths form a significant part of the foundation of the GAPS Nutritional Protocol. They provide the building blocks for the rapidly growing cells of the gut lining and they have a soothing effect on areas of inflammation in the gut. They aid digestion and have been known for centuries as healing folk remedies for the digestive tract. The stock and broths are highly nutritious and easy to digest, assisting in healing and sealing the lining of the gut. The significant difference is meat stocks are not cooked for as long as bone broth. Fish meat stock is cooked for around 1.5 hours, chicken meat stock around 2 hours and beef meat stock for 3 to 4 hours. After this time you, you remove the bones (debone and reserve the meat to consume) and strain the stock. Meat stock and bone broth can be made from the same bones.
To make bone broth, after straining the stock and deboning, add purified water to the reserved bones and continue cooking. To make fish bone broth, simmer for an additional 4 hours. For chicken bone broth, simmer for 12 to 24 hours. For beef or lamb bone broth, simmer for 36 to 48 hours. Meat stock is used in the beginning stages of the GAPS Nutritional Protocol, especially during the Introduction Diet where the primary focus is on healing the gut. Bone broth is ideal for consuming once gut healing has taken place. Meat stock is particularly rich in gelatin and free amino acids such as proline and glycine. These amino acids, along with the gelatinous protein from the meat and connective tissue, are very beneficial in healing and strengthening connective tissue.
Stock Autism World Magazine - 55
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Bone broth is usually introduced towards the end of the Introduction Diet as gut healing has advanced. Some people with chronic gut issues find that if they introduce the bone broth too early, they have reactions to the free glutamates that result from the longer cooked gelatin. Those that are sensitive to MSG will generally be sensitive to these free glutamates until their gut is healed. The timing on when a person following the GAPS Protocol is ready to progress to broth differs. Those who are on the Autism Spectrum, have ADHD or ADD or experience seizures or tics are among those that should avoid free glutamates until their gut is healed.
Finished beef broth
Uncomfortable die-off reactions, as well as nervous system agitation, are signs that your digestive tract is best served by staying with meat stock. Die-off reactions can include diarrhoea, vomiting, constipation, skin eruptions or rashes and overwhelming tiredness. Making a slow transition from meat stock to bone broth is advisable. The meat stock and bone broths will keep well in the fridge for at least seven days or can be frozen. Where histamine issues are present, it is advisable to keep a day’s worth of stock in the fridge once made, and freeze the remainder in ‘one day’ batches. Take a batch out the freezer the night before its intended use and consume it within 24 hours.
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Some%ideas%on%how%to%get%stocks%and%broths%into%your%children: • Use it as the base for all your soups, stews, sauces and casseroles. • Freeze it in ice cube trays for children to munch and crunch on in hot weather. (Use unsalted stock)
• Make stock icy. (Use unsalt poles ed stock) • Add to a smoothie. (Use unsalted stock) • Make GAPS Jellies. The recipe below uses gelatin powder which you can make yourself or purchase.
• Make gravy by reducing the stock or broth. • Cook vegetables in it. • Replace milk with stock in pancake recipes. • Enjoy some chilled soups on hot days.
Broth-Stock Ice Cubes Autism World Magazine - 57
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Chilled ‘ish’ Soups • Warm'some'stock'very'slightly.'Place'it'in'a'blender'and'add'avocado,'tomato,'yogurt'and'lime' with'some'sea'salt.'''
• Boil'beets'and'beet'tops'in'stock'to'make'chilled'borscht.'ATer'cooling'in'the'fridge,'add'yogurt,' chopped'cucumber'and'garnish'with'dill.'
• Pureed'Fennel'Soup'–'Sauté'two'large'fennel'bulbs'in'a'generous'amount'of'bu@er.'In'a'blender' or'food'processor,'add'sea'salt'and'slightly'warmed'chicken'stock.'Cool'a'li@le'and'blend'well' with'fresh'cracked'pepper'and'sour'cream.
Chicken/Pheasant/Turkey/ Duck%Meat%Stock% 1'whole'chicken,'pheasant,'turkey'or'duck 2L4'chicken,'pheasant,'turkey'or'duck'feet' (op:onal) 1L2'chicken,'pheasant,'turkey'or'duck'necks' (op:onal) Water'L'filtered 2'Tablespoons'of'raw'apple'cider'vinegar 1'L2'teaspoons'of'Cel:c'sea'salt Ground'pepper'(op:onal) Method Rinse'chicken,'feet'and'necks'in'filtered' water,'and'place'in'a'pot. Add'remaining'ingredients.' Bring'to'the'boil'and'then'simmer'for'1.5'–'2' hours. Remove'the'chicken'and'other'large'parts.' Debone'and'reserve'the'meat'for'ea:ng.' Put'the'stock'through'a'sieve'and'store'in' glass'containers'in'the'fridge. Set'aside'the'remaining'ingredients'if'you' are'intending'to'make'bone'broth.
Beef%or%Lamb%Meat%Stock 2.5'kg'of'stock'bones'and/or'marrow'bones 1'kg'of'meaty'ribs'or'neck'bones Water'L'filtered 2'teaspoon'of'Cel:c'sea'salt 4'Tablespoons'of'raw'apple'cider'vinegar Ground'pepper'(op:onal) Method For'extra'flavour,'you'may'roast'the'meaty' bones'in'a'pan'in'an'oven'at'180C'for'30' minutes.'Place'the'bones,'meat'and'joints' into'a'large'pot.'Cover'with'water. Add'remaining'ingredients'and'bring'to'the' boil.' Reduce'the'heat'to'a'simmer'and'cook'for'3' to'4'hours. Remove'the'beef'and'other'large'parts.' Debone'and'reserve'the'meat'for'ea:ng.' Strain'the'stock.'Set'aside'the'remaining' ingredients'for'preparing'beef'or'lamb' bone'broth.
Addi:onal'ingredients'to'consider'would'be' rosemary,'lemon'rind,'fresh'thyme,'bay' leaf,'parsley,'garlic'and'ginger'to'name'a' few.'
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GAPS Jellies 1¼ cup pomegranate tart cherry juice or plain cherry juice 175ml freshly squeezed and strained orange juice Juice of 1 lemon ½ cup fermented sour cream (if dairy free use coconut cream) 1 tablespoon of raw honey (or more to taste) 8 tablespoons of Great Lakes or Bernard Jensen’s gelatin powder Pinch of sea salt Ice cubes tray/moulds Method Pour juices into saucepan and sprinkle the gelatin over the top and let it ‘bloom’ for a couple of minutes. Using a whisk over low heat keep stirring until the gelatin is dissolved and mixed through. Add the honey, fermented cream and salt and continue to stir until everything is thoroughly incorporated and heated through. Pour into a jug with a spout. Then fill your ice block/chocolate moulds with the mixture. Place in the freezer to set for at least one hour.
GAPS Jellies
When ready, pop out of the moulds and store in the fridge. Note: if you prefer it sweeter you can use additional honey. They will keep out of the fridge stored in a glass dish. On warmer days it is best to keep them in the fridge. Thank you to Kitsa Yanniotis for sharing this recipe.
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Transitioning to school Catherine Crestani and Diana Wolf
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With a lot of children starting school or new classes it is important to assist in their transition. This time can be more challenging for children with Autism Spectrum Disorder. We’ve listed some useful tips to help with this tricky time. Catherine Crestani and Diana Wolf, Principal Speech Pathologists from Nepean Speech & Language Services in Sydney offer some tips.
For children starting Kindergarten 1.Create a social story that includes pictures of the school or any teachers the child may have this year. You can read your child the story each night and begin helping them understand the school routine. 2.Practice the school routine. Time and practice the school route as well as practice putting on your child’s school uniform and getting ready in the morning. This will help decrease any anxiety in the morning. 3.Practice using lunch boxes and opening food. A lot of pre-packaged foods and lunch boxes can be tricky for little hands. Practice opening lunch boxes, drink bottles and any packaging of your child’s favourite foods that might end up in their lunch box. 4.Enrol your child in a transition program – Services may be running transition to kindergarten/school programs that help prepare your child for commencing the school year. For any child starting a new class/school 1.Create a student profile. It is often helpful for any new teachers to know your child’s sensory preferences, likes/dislikes, and any other information you might feel might be useful for their participation in the classroom. 2.Find out information about their class. If you can find out who your child’s teacher will be it can help prepare your child for a new school year. 3.Do a school inventory. Make sure your child has everything they will need for the first day of school. Pencil cases, lunch boxes, drink bottles as well as all the parts of their uniform they will need for day one. 4.Use a visual timetable – Having visuals up can assist all children starting school. This may include having visuals for the morning routine, getting dressed, and/or their school day. You can find some great resources on Sue Larkey’s website www.suelarkey.com.au with books and ideas for helping your child transition.
Catherine Crestani and Diana Wolf Principal Speech Pathologists Nepean Speech & Language Services
www.nsls.com.au Autism World Magazine - 61
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What’s your school? Top ways schools provide autism inclusion By Monica Holloway, author of bestselling autism memoir Cowboy & Wills As a mother to a child with autism, my family and I have been very positively impacted from sending my son Wills to autism-friendly schools with inclusion programs. Neal Wrightson, Director of Children's Community School, welcomed Wills in kindergarten, saying, "It is not an act of charity to admit a child with a disability. It enriches the entire school." We've witnessed how schools have evolved over time, offering much more teacher-specific autism education and training, presenting learning materials in ways that our kids can process the information, attending to the sensory needs of our kids, and it is so encouraging to see inclusion for our kids continue to emerge over time.
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Learning can be difficult, especially for those with autism, but we overcame this adversity with the help of many wonderful autism-friendly schools, programs and educators. Here are qualities I’ve found in autism-friendly schools: •
Enthusiasm about autism. Trained, professional educators and staff understand the characteristics of autism and enjoy pursuing strategies to help our kids reach the best success.
•
Inclusion. Inclusion and socialization of those with special needs can promote good understanding and acceptance for all involved. All children in the academic setting acquire new and desired qualities through inclusion, not just the child with special needs.
•
Personalization. No two children are the same. Schools with special education programs know that each child learns differently, with his or her own individual needs, strengths and challenges.
•
Team approach. Parents and professionals work together towards goals and have open lines of communication, including collaboratively sharing progress at home and in school.
•
Routine. Knowing that many children with autism need or like to follow a routine, many special education programs establish clear timelines for students’ activities and transitions.
•
Visuals. Visuals can be essential for those with autism, for understanding, learning and expression. Autism-friendly classrooms often use many visuals for schedules, labeling of items, and for learning words and letters. Here is an example of a visual schedule from Autism Community.
www.autism-community.com/transitioning-within-and-between-activities/] Autism World Magazine - 63
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•
Reinforcement. Those with autism benefit from positive reinforcement to encourage the desired behaviors. When in a classroom setting, reward with praise or prizes, or delayed gratification with star or sticker charts provide motivation and increase chances of the behavior or action happening again in the future.
•
Empowering. Autism-friendly schools empower our children to learn, express themselves, to be independent and lead fulfilling lives.
As a resident of Southern California, schools I like in my area that provide inclusion for those with autism include The Frostig Center, New Roads School, and Children's Community School. What’s your school? On my Cowboy & Wills Facebook page, I invite YOU to share an autism-friendly school or special education program you like in your area. We would love to hear from you about your experiences and any excellent programs your child has participated in. Love$Monica$xx Author$of$autism$memoir$Cowboy$&$Wills$ www.monicaholloway.com
COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS
Click on the book picture to order via Amazon
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Enriching the lives of people affected by Autism in Western Australia
www.autismwest.org.au
CLICK ON THE PICTURE WHEN YOU ARE ONLINE TO PLAY VIDEO
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Become a Full or Professional Member of Autism West and, on top of our fantastic Centre, Support and Resources, get the Digital Edition of Autism World Magazine FREE each month. For iPad, iPhone, PCs, Desktop and all portable devices. You get so much more with Autism West. Autism West offers the following Membership Options:
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Dating on the Autism Spectrum
Brian Wisnowski National Autism Network
Dating can be an uncomfortable and frustrating part of life for any individual, but the difficulty of initiating a relationship with someone can be enhanced for individuals with Aspergers syndrome. People with varying degrees of Aspergers tend to be introverted and awkward in social situations, which clearly make getting close to someone a great challenge. Fear of rejection and humiliation may cause dating to seem like an unwanted societal burden. However, the tribulations of dating process are well worth it when a relationship blossoms into love. As a parent, introducing your child with Aspergers to the world of dating can be a challenge. The following are some tips to help introduce your child to the ups and downs of the dating world:
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Seven Steps to dating success 1. The strongest relationships are built on friendship. Initiating a friendship may seem like an overwhelming and uncomfortable experience for some individuals with high functioning autism. Seeking out someone with common interests can help build the foundations of a budding friendship. 2. One of the hardest parts about dating is the process of asking somebody out on the initial date. Educate your child on what is an appropriate time and place to ask out someone. Also, be sure they are asking an appropriate person, one who is in their age group and is nice to them on a regular basis. It may help to engage in role-playing scenarios to educate your child on the best response if the person they are asking says yes or no. 3. Group dates are a great way to prepare someone for the transition into the dating world. Parents should encourage their child to go on group dates before going on a “one on one� date with somebody. This process may not be necessary for each new relationship, depending on their experience, but can help alleviate some of the pressures felt on the first date.
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“Talk to your child” 4. Talk to your child about his or her new feelings. Getting to know someone on a personal level can bring about all types of feelings, some good and some bad. It helps to talk these feelings out with somebody they trust and to learn the most appropriate ways to express these feelings. It may help to watch television shows illustrating various social situations or read books detailing social interactions to pick up on some of the characteristics of relationships as well as social cues. 5. Talk to your child about expressing to his or her date things that make them uncomfortable. Some individuals might not be ready for physical contact or may wish not to talk about their diagnosis. Some individuals may decide they are not ready for a relationship at all, and may need to be to explain that they wish to remain friends after a date or two.
7. Be sure to mind your manners! Conforming to societal expectations may seem difficult, or even pointless, to your child, but his/her date will surely appreciate the gesture. Explain to your child the simple things they can do to cut down on embarrassing situations and help win someone’s heart, like pulling out the chair for their date, offering their coat if she appears uncomfortable, turning off their cell phone to avoid unwanted interruptions, being on time, and listening to what their date has to say with interest. - See more at: http://nationalautismnetwork.com
8.
6. Be aware of proper topics of conversation. Explain to your child that on a date, they will want to keep things as lighthearted as possible, especially for the initial getting to know a person phase. It may help to have a couple of topics in mind or to ask personal questions about not so serious subjects. For example, “What makes you really laugh?” or “What do you want to do after high school?” Autism World Magazine - 70
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National Autism Network seeks to unite parents, providers, family members and individuals on the autism spectrum by providing a forum to share stories, support and victories. The National Autism Network works to provide the most comprehensive and updated information and news related to Autism. We strive to inspire hope and community by promoting advocacy, outreach and by celebrating the success and triumphs of our families, providers, researchers and legislators. We are all in this together and are one community! Join us and together we can make a difference! nationalautismnetwork.com/index.php? app=membership&module=register&section=register
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18 + 1
What happens to your child once they turn 18? This is the question troubling
many families. Autism World Magazine hopes to answer some of your concerns in our 18 PLUS Section.
73
Perfection by Malcolm Mayfield
Future Employment: - Reframe the parameters of success and failure. We need to rethink our doubts and self belief.
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Future Employment:
Part 4: Self belief
Malcolm Mayfield
Managing Director Autism STAR Pty. Ltd
This part four of the future of autistic employment explores lack of self belief as one of the causes behind the recent AJ Drexel Autism Institute research findings that individuals with autism spectrum conditions have worse employment and independent living outcomes than people with other disabilities.
Doubt and lack of self-belief affect everyone to varying degrees and have no bias towards disability, ethnicity, gender or age. We experience doubts from the moment we are born to the time of our death; they are with us for the whole of our lives. But then so is breathing, yet how many people do you see paying any attention to their next breath?
There have been many things that I could have achieved in my life and in my career that have never come to pass because of my doubting my ability to succeed. Then there are many more things that I have achieved because I did the necessary actions in spite of my doubts.
Doubting and lack of self-belief affect us because we pay them too much attention. We make doubts more valuable than truth and spend a great deal of our lives worshipping our doubts instead of getting off our collective buts (sic) and doing something.
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Does this mean that I believe it is wrong to doubt? Certainly not. I believe the value of a doubt is in finding an error. It is a tool to be used for one purpose and then to be put aside ready for the next tool to be used. This is where most intentions come undone as most people will instead use their doubt to beat the error with, and then turn on others and beat them as well. Last month’s future of employment article focused on the fear of getting it wrong. Where do you think this very fear comes from? Doubt and lack of self-belief.
So then, if you follow the blame path further back, where does doubt come from? It is not an easy question to answer because doubt is what I call a box word; it cannot be directly defined. A wise man once said that doubt is knowledge, wisdom and intelligence in an anaemic state, where anaemic means lacking power, vigor and vitality. Doubt lacks momentum. Therefore to tackle doubt with reflection is an exercise in futility because reflection also lacks momentum. Doubt is tackled at the point of action, not reflection.
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Picture courtesy: Danny O’Connor http://docart.bigcartel.com
Our doubts are traitors, and make us lose the good we oft might win, by fearing to attempt William%Shakespeare
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So how does all of the above relate to the Drexel findings on autistic employment? A lack of self-belief is opportunity buried under a mountain of doubts. Most of those doubts have been piled on through the expectations and opinions of others. For example, I have many clients who believe that they cannot be helped. Why? Because they have been told as much directly and by inference by their parents, their peers and their teachers, bosses and other professionals. Why have my clients been told these things? Because all of those other people doubted that the individual could succeed, promoting the individual to buy into that doubt as their own. How could these people possibly know that the individual could not succeed? Is there a crystal ball out there that can give the scryer 100% certainty of another’s future? I certainly doubt it? So why masquerade a doubt of a person’s potential as truth? If you are going to lie to that person, make it one that empowers rather than one that disheartens. My first focus with any of my clients is to reinstall their belief in their own ability. How do I do that? Through action, namely my action of demonstrating my belief in my client. I help them to lift the first few doubts off of their mountainous pile and then watch with pride as momentum topples the rest away.
In Measure for Measure, William Shakespeare wrote, “Our doubts are traitors, and make us lose the good we oft might win, by fearing to attempt.” It takes one positive action to start an avalanche that will bring that mountain of doubts toppling down. Make that positive action be your first step towards success? Which way do you step? Any direction at all, because before this you have been hunkered down under a mountain of inactivity – to move will be a success. To keep moving will be a victory. Do not fear to attempt. Allow your doubts to test and not to torment. Believe that you can do and set yourself goals that you can achieve. Then build on those successes a little at a time until you have a mountain of success. Then go and climb that mountain and, when you reach the summit, you will begin to realise that your achievement is but the first of many.
Part five of this series next month will address the labels of autism.
Malcolm'Mayfield Managing&Director Au/sm&STAR&Pty.&Ltd. www.au/sm;star.com Adelaide,&Australia
MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL Malcolm Mayfield is co-author MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL of MAL “The Hidden Curriculum of Getting MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL and Keeping Job: Navigating the MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL a MAL MAL MAL MAL MAL Social Landscape of Employment.” MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL Click on book MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL picture to order MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL MAL
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Click Here To Enquire Autism World Magazine - 79
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ADVOCACY IN ACTION Merryn Affleck
Choosing to work with an advocate is indeed a BIG decision. Choosing the right advocate can help you to secure a brighter future for everyone. Merryn Affleck Executive Officer of Autism Northern Territory has over 20 years experience providing Autism Advocacy services to parents struggling to meet the needs of their autistic child.
An advocate, in the most pure sense, is someone who speaks for you when you are unable to speak for yourself. As parents, we do that for our children all the time, especially when we have a child with special needs. But there are times when life can be so overwhelming, there can be so many things to attend to, that we can have trouble even speaking for ourselves, let alone our child. And this is when the services of an advocate are invaluable. Choosing to work with an advocate is indeed a BIG decision but do not hesitate to reach out. Choosing the right advocate can help you secure a brighter future for not only your child but your entire family. People hire an advocate for a variety of reasons. Sometimes it is to support them in their first meetings with school personnel and to help with the creation of the important documents that are designed to support our kids in school. Many parents recognise that there is just so much to learn and do and they don’t want to mess up their child’s education.
Merryn Affleck
A good advocate will not only streamline these meetings but will also teach you about the process and how you can best prepare yourself in the future. Other parents hire an advocate when things are obviously going wrong. Most often they have tried their best to fix the situation but soon find that nothing has changed or it has got worse. An experienced advocate should be able to enter an often volatile situation and remedy it. Autism World Magazine - 80
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Each situation, each family, each child is different and it takes an experienced advocate with the ability to think under pressure to create a truly wonderful educational plan and team.
Advocates can help to open doors to community services that you might not even know exist, and by doing so, can reshape the future not only for your child, but for your family.
The best advocates brings a supportive and collaborative approach to every meeting. The main goals should be to have well written documentation as well as the creation of an amazing team atmosphere where YOU are a recognised and valuable member of that team.
So look for someone with experience, knowledge of the systems and negotiating skills in order to create a whole environment that will work for the benefit of you and your family for many years to come.
Every team member needs to feel they are working on behalf of the child and that they are supported and appreciated. Without this, any team will quickly collapse.
Merryn
Best wishes,
Darwin, NT, Australia
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CARING FOR THE CARERS
with Lily Holland Lily Holland is a Sydney-based Counsellor/ Psychotherapist. Her son Lewis was diagnosed with an Autism Spectrum Disorder in 2006. Lily provides both a mother's perspective and counsellor's listening ear and support.
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CARING FOR THE CARERS
was a good year because...
(No it’s not a typo. I meant to write
Within these discussions, the subject of
2014.)
Maslow’s Hierarchy of Needs inevitably seems to arise.
“Was A Good Year Because...” is a little goal-setting game I used to play
For those of you who have never heard of
with a fellow psych student years
him, Abraham Maslow (1908-1970) was a
ago. We’d pretend that it was the end
psychologist who developed the Hierarchy
of the year, and we would each list
of Needs model for psychological health;
why it had been such a good year.
he believed that we human beings have an
The power of positive thinking,
innate motivation to fulfil growth needs.
visualisation and all. Unlike his contemporaries who were Whatever your goal-setting style; it is the start of a new year, and many of us begin with resolutions; goals; or at the very least, new hopes. Sure, we’re often preparing our child’s
focusing on human failings, Maslow wanted to explore success; specifically to prioritise the various conditions that needed to be in place for an individual to succeed.
year by discussing learning plans with teachers, and setting schedules. Some kids are starting school for the very first time; some transitioning to high school or even TAFE or similar. But... what do you hope for yourself: as mothers, fathers, carers, wives, husbands, siblings, employees or employers? As families and as individuals?
Reaching the top of the pyramid was what Maslow called “a peak experience”. This could mean studying for an exam and getting a high score. Training for a marathon and winning. Saving for a holiday and going. Working towards a promotion and getting it.
As a counsellor, I’m always discussing
It’s all pretty intuitive stuff; but like a lot of
aspirations with my clients; how their
simple things, there’s profundity at its
hopes fit in with family obligations and
heart.
their children with such big needs. Autism World Magazine - 83
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CARING FOR THE CARERS
So, what has this got to do with us?
How the hell are we supposed to have a peak experience when we’re stuck at the
Well, an Autism diagnosis can undermine
bottom of Maslow’s Pyramid?
our pyramid. Sleep and homeostasis (“health balance”) are often disturbed for
Add “other big life issues” like house
protracted periods of time. Our sense of
renovations or relocation– maybe even
security can be ripped from under our feet
marriage problems or job loss– and you
when we’re dealing with the ambiguity of
can start to get a sense of why it’s easy to
autism. Time with friends and family can
feel stuck.
become a distant memory.
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CARING FOR THE CARERS
I use the Hierarchy of Needs model to help
She said “what are we doing all this for?
clients try to take stock, and acknowledge
Why are we actually here and where are
that we all need to allow ourselves to
we going?” I told her these feelings were
aspire. It’s one thing to get the bills paid
actually a very positive place to come to,
and make sure everyone’s needs are met
because they acknowledge the need for
but what is it all for, if we can’t reach for
more. Once we know what we’re aiming
something more: to dream, to build and to
for, it becomes easier to set the direction.
achieve? Maslow’s Pyramid is another way of contemplating how we can best look
This doesn’t mean we should expect
after ourselves and our needs - not just the
numerous peak experiences. The model is
basic, but also the higher needs.
in the shape of a pyramid for good reason. But neither are we supposed to spend all of
Maslow’s self-actualisation could be seen
our time and energy stuck at the base,
as the sense of having achieved; once all
dreaming of the top. I can’t think of
the lower levels are stable, we are free to
anyone I know of who appears to have a
create, solve, attempt, dream, and aspire.
permanent seat up there; I guess the point
The top of that pyramid is a very good
is that when we aspire, dream, and reach
place to be - I have known it when I’ve
higher... it makes all the rest more
completed a painting, a project, or
worthwhile.
succeeded at meeting a goal. However, I also know the feeling of going around in
I know when I set out on a hectic few
circles, stuck in the catacombs. Just
months, that it all seems somehow more
existing, and not much else.
do-able with the knowledge there’s a weekend away booked at the end of it.
One client recently expressed that she and her husband were feeling frustrated by the
As Maslow stated, all human beings have
endless cycle of sleep deprivation, chaos
an innate need and ability to fulfil their
and exhaustion that comes from raising
potential. So... let’s imagine that it’s the
small children whilst juggling business and
end of 2014.
life in general. tasks map example Autism World Magazine - 85
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CARING FOR THE CARERS
And let’s imagine that it has been a very,
Whatever is on your list - I wish it for you.
very good year... what happened, and what
Your children, your partner, the whole
are the things that brought you to self-
family will benefit if you strive to nourish
actualisation?
yourself with the things that make you feel well and happy.
Get a pen and paper right now and write them down. Get your partner/family/ friends to do the same. Talk about those
Happy New Year to you all.
goals, and plan how you can help each other get there.
Lily X
Lily Holland Counsellor/ Psychotherapist. Lily practices in Randwick, Baulkham Hills or via Skype Contact: lily@lilyholland.com or 0402 888 097 www.lilyholland.com
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CARING FOR THE CARERS
Got a question for Lily? Or a subject you’d like her to discuss? An experience to share? Email us at support@magswest.com
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VISUAL COMMUNICATION AIDS AND RESOURCES Our friends Heidi Heeman and Jacqui Little have produced this terrific booklet of Resources for Visual Communication - great links/ websites, ideas on PCS, PECS and so much more. TO DOWNLOAD THIS FREE BOOKLET FROM THE AUTISM WORLD MAGAZINE SITE SIMPLY CLICK HERE
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And finally...
THANK YOU SIR
by Kathy Brown
Lovell Thompson deserves a shout out. Lovell was running the Music Express ride at the Coastal Carolina Fair and he deserves to be applauded for his compassion. Autism World Magazine - 90
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Mr Thompson saw my family standing in line, my eight year old son with special needs dancing beside me while I had his stroller near by, and motioned for me to come over to him. I did and he told me to bring "that boy" to the front of the line. I told him we had a group of four riding together, and he said "y'all come to the exit". We went up to the front of the ride, to the exit gate, and he let our group get on ahead of the crowd. This way my son didn't have to wait longer, and he didn't have to climb the stairs to enter the ride. When the ride was over, he told my nephew who was riding with my son, to stay seated until everyone else had exited the ride. He then "drove" my nephew and son around to the exit area so my son didn't have walk around the entire ride track. This one small gesture made our day so much brighter! You see, my son is one of only 800 people in the entire world with Phelan-McDermid Syndrome, a rare chromosome deletion. this chromosome deletion causes mental retardation, low muscle tone, autism, sensory issues, etc. Thank you, Sir, for making my son's first time ever riding the "big" rides a success. Kathy, mom to a totally cool dude with Phelan-McDermid Syndrome, Ring 22, 22q11.1 duplication and Autism.
Mr Thompson, from Miami, said he remembered the incident, but didn’t make much of it at the time. “I was just doing my job. It made me feel like I was just doing my job…it felt good,” he said.
Autism World Magazine - 91
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Autism World Magazine - 92
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