Issue 17 / June 2014
essential reading for those who care
Autism W rld Magazine
Bindi Irwin Wildlife Warrior Supporting ASD Chantal Sicile-Kira on circles of support Working towards Employment
Diagnosis as an adult Autism World Magazine - 1
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Autism W rld Welcome to the Download version of Autism World Magazine If you are opening this on an iPhone or iPod use the “Open in iBooks” option. For all other devices please open with your favourite PDF reader Pictures labelled “Click on picture to play video” will take you to the video or download the file for playing.
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Editor’s Note As a young child growing up in the middle of England, I remember having two heroes who sparked my lifelong interest in the animal world: Jacques Cousteau and David Attenborough. Their television shows were the must watch of my very formative years. Their inspiration carried the passion for animals into my adult years. I became a scuba diver because of Cousteau and travelled Africa and beyond because of Attenborough. I even got to sit with mountain gorillas in the volcanic forests of Uganda like one of Attenborough’s most famous shows. 40 years later, here is Australia, my own children Isabella and Rafael have a wildlife hero, a true champion of the natural world that they look up to and admire. Their hero is Bindi Irwin, an Australian teen actress, television presenter and daughter of The Crocodile Hunter star Steve Irwin. And resident and icon at Australia Zoo on the Sunshine Coast in Queensland, Australia. So you can imagine the excitement at my house when I told my children that we were going to run a story this month about Brisbane’s Sensory Movie Day team who had just arranged a series of Autism friendly Sensory Zoo Days at Bindi’s home. Will you get to talk to Bindi my eight-year-old beamed? Being able to answer such a question of hope in the positive is a real coup for a parent. Suddenly my children have a new-found respect for their dad. I’m no longer the boring, balding dad with odd tastes in music and books, who is always on his computer or talking about Autism World. I'm now hip. And what a delightful interview Bindi gave us. This is the first time she has even spoken about those with special needs and ASD in particular. This young wildlife warrior is now a warrior for those on the spectrum. You can read our wonderful article about Australia Zoo and Bindi on page 14. Yes it has made me the hero of our house (for a short time, I guess) but I hope it also inspires you. This new relationship between the autism community and a wonderful zoo started with one phone call. Already we have replicated that phone call here in Perth, Western Australia, and a new Sensory Day at Perth Zoo is in the pipeline. So why not give it a try where you live? If you are part of an organisation or community group why not follow the Sensory Movie Day’ team’s lead and make the call? We’d love to know how you get on. Best wishes to you and your family,
iain iain croft editor and publisher iain@magswest.com www.facebook.com/worldautism Autism World Magazine - 3
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CONTENTS 14
14
ZOO%KIDS
Heather%Paterson
Bindi%Irwin%and%Australia%Zoo% Wildlife%and%Now%ASD%Warriors
08
CREATING%NATURAL%SUPPORTS Chantal%SicileBKira The%importance%of%your%inner% circles%of%support
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Publisher:
ISSUE 17 / June 2014
© Copyright 2014 MagsWest PO Box 99 Mosman Park WA 6912
info@magswest.com
Autism World Magazine is available digitally for iPad, iPhone, Androids, PC or portable device.
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Subscribe via the Apple Newsstand or Google Play Or CLICK HERE
Editor:
Iain Croft Website:
07 HOW%ABOUT%THEM%APPLES Chanelle'Avison
62 TOWARDS%EMPLOYMENT% Megan'HatBield
29 CELEBRATING%FATHERS% Maisie'Soetantyo
71 EMPLOYMENT%AND%BUSINEES Monica'Holloway,'and'Tom'Everill
38 TRIED%AND%TESTED Monique'Simpson
78 CAMP Andrea'Norris,'Carly'Stachwick,'and' Rachel'Wedge'
46 UNSUNG%HERO%B%DANTE by'Mary'Perryman 50 GAPS%DETOXIFICATION%IDEAS Jacinta'O’Connor 56 EMOTIONAL%CHARTS Catherine'Crestani'and'Diana'Wolf
82 EXPOSURE%ANXIETY%UNWRAPPED% Stella'Waterhouse 86 OPENING%THE%UMBRELLA Alyssa'Aleksanian
autismworld magazine.com Facebook:
facebook.com/ worldautism Front Cover Bindi Irwin
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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HOW
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ABOUT THEM APPLES
Chanelle Avison .
I have been trying to teach empathy to my 10-year-old ASD twins and today we had success. Hunter saw a year two little girl crying and she went up and put her arm around her to console her and say everything was going to be okay, only for the little girl to bite Hunter on the hand. Just at that time the bell rang and distracted her and off to class Hunter went. Hunter wasn't upset but did tell her teacher who saw the teeth indentations and sent her to get cleaned up. Now she won't want to display empathy...cos it bites…hard.
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Crea%ng(Natural(Supports
For(Those(With(Au%sm Chantal Sicile-Kira
Circles of Supports are important and need to be created
I need a circle of support to learn about life, and learning about how the rest of the world communicates to have social interaction. Nicely I need to be around neurotypical people in order to have opportunities to talk about things that people our age know from experience. Friends are a necessary part of everyone’s circle of support. New friends and new places are hard to find when you need a piece of technology to communicate. Jeremy Sicile-Kira,
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As my son has gotten older, my concerns of what would happen to him have increased. Jeremy is 24, loves painting and traveling. He also has autism, little verbal skill, and lots of sensory challenges and communicates by typing. Growing up, the only thing certain about Jeremy’s future was that he would live fully included in the community of his choosing, despite needing 24-hour supports. Ever since Jeremy could type he has made it clear he has wanted friends. Creating friendships when you have autism and require assistive technology to communicate is not that simple. Often times parents comment on the lack of friends or natural supports that exist in the life of their teen or young adult on the spectrum.
Dana Pulde Speroni and Jeremy
If a person has difficulties in initiating and establishing social relationships and in communicating with others, it is likely that their circles of supports are small and that they need expanding. Jeremy and I discussed the importance of supports, each from our own perspective in A Full Life with Autism (Macmillan, 2012). ) Most of us have naturally been creating different circles of supports, since birth.
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We’ve been creating networks of people that connect with us on different levels—some that we are very close to, others that we are just acquainted with, some who are work colleagues we like but may not be particularly close to. Judith Snow, a woman with a significant disability, explains it further and has described four different circles of relationships that everyone has in their lives: Circle of Intimacy: includes those with whom we share our secrets, have great intimacy and emotions. These are people, animals and for some, objects, that are so important to us that their absence would impact us in a major way. Family members are usually included here, but not always. Circle of Friendship: includes those who are friends or relatives that we see occasionally for dinner or a movie, but are not our closest friends that we need to see on a regular basis. Circle of Participation: includes the organizations or people you participate with in your life such as your job, your place of worship, schools, organizations—places where you participate and interact with people. This Circle contains people who may eventually be in circle two or even one.
Circle of Exchange: includes the people who are paid to be in our lives such as therapists, doctors, teachers, haircutter and so on. Almost all neurotypicals or nondisabled people have a fair number of people in all four circles. However, those with disabilities and different abilities—including autism—have practically all the people they know clustered into the Circle of Intimacy and the Circle of Exchange. Having only connections on these two levels helps create the emotional and financial strain on the family that most of us parents of loved ones on the spectrum feel. What is needed is more connections to organizations and areas of interest (Circle of Participation) where there is the possibility of meeting people who eventually become friends (Circle of Friendship). This provides more quality of life for the individual by providing more relationships with people other than family and service provider. In my next article, for the July 2014 Issue of AWM, I’ll describe some ideas for parents on expanding the Circles of Participation and Friendship for their loved one on the spectrum.
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Artwork: by Jeremy Sicile-Kira www.jeremysvision.com
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Chantal Sicile-Kira is an award-winning author, advocate and speaker on autism. She is the founder of AutismCollege.com, which provides practical information to parents and educators. The author of six books, Chantal writes regularly for Autism World Magazine. We#are#also#really#excited#that,#at#the# invitation#of#Autism#World#Magazine# and##Autism#West,#Chantal#will#be# coming#to#Australia#in#October#and# November.#Watch#this#space#for# more#information# Click on the book picture to order “A Full Life With Autism”.
Chantal’s other books: Autism Spectrum Disorders; Adolescents on the Autism Spectrum; Autism Life Skills; What is Autism? Understanding Life with Autism or Asperger's. and her newest title 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
http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/ http://autismcollege.com/book/
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BINDI IRWIN AND THE ZOO KIDS Autism World Magazine - 14
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"One%of%the%best%days%we%have%shared%together%as%a%family.” That’s%how%Sarah%Singleton%described%her%family’s%experience%at%a%very% special%day%at%Australia%Zoo,%a%privatelyBowned%zoo%and%conservation% park%in%on%the%Sunshine%Coast%in%Queensland,%Australia.% Her%words%may%seem%somewhat%ordinary%to%describe%a%fun,%family%day% out,%but%Sarah,%from%Caboolture%in%Queensland,%has%two%boys%with%ASD% so%great%days%out%are%few%and%far%between,%and%teeming%with%worry.
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Wrestling the croc statue
The special day at the zoo that Sarah and her family experienced came about after a chance phone conversation.
That call ended with Australia Zoo offering to put together a customised ‘zookeeper for a day’ experience for children with ASD and their carers.
Alison Lyons, the voluntary Resource Officer for the Sensory Movie Day group and a mother of two boys with ASD, rang the zoo to ask for stickers and prizes for an event.
Alison, from Moreton Bay, spoke to Australia Zoo about the challenges children with ASD and their carers face when going to public events, and the fact that, in Australia, many live below the poverty line.
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“There are so many kids and adults who, due to a range of circumstances and conditions, are not able to interact in the way most of us can.” Bindi Irwin is one of the world’s most famous 15-year-olds. She is the granddaughter of Bob and Lynn Irwin who opened a reptile park in Queensland in 1970. Their son, Steve and his wife Terri took over the growing park in the 1990s and renamed it Australia Zoo. Steve became an international superstar known as ‘The Crocodile Hunter’. He was a conservationist and enthusiastic educator who died after being pierced by a stingray barb while filming a documentary. It’s one of the reasons that Australia Zoo’s Bindi Irwin is behind the project. “Here at Australia Zoo, we love wildlife and want everyone to be able to meet our beautiful animals,” Bindi said in an exclusive interview with Autism World. “It's so easy to take for granted the opportunities that we have available to us every day to engage in new experiences.
By then, his family had joined him on screen. Bindi made her television debut at the age of three in ‘The Crocodile Hunter Diaries’ and has continued her father’s legacy with a list of television series, movies, guest appearances and international awards behind her. She has inherited her parents’ love of wildlife and their passion for conservation.
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Best day ever! Part of that passion is to ensure that all people have the chance to interact with animals. The ‘Sensory Zookeeper for a Day’ program her zoo designed for families with autism and other special needs is part of that, and, as Bindi says, gives those with special needs the opportunity to experience “the wonderful connection between animals and humans.” “We want to ensure that everyone has the opportunity to experience this first hand. Our ‘Sensory Zookeeper for a Day’ programs are custom designed and facilitated by our special education team to ensure participants will have a life changing experience,” she said.
The first ‘Sensory Zookeeper for a Day’ program did just that. Deb Shaw, from Strathpine, North Brisbane, wrote, on the Sensory Movie Day Facebook page, “Best day ever! Well planned and the zoo staff were lovely. Couldn’t fault the day.” Further testament to the day’s success came from Kelsey Nipperess, a child on the spectrum: “Look at me mum, I’m older now, a zookeeper.” The highlight for Kelsey, also from Caboolture, was brushing the tortoises; it’s the experience that is the highlight for many with sensory issues.
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“Igloo and Goliath love a good shell massage”
“Our animals are like family to us and we always make sure that, above everything, they are happy and comfortable in any situation,” Bindi said.
“Our lovely Aldabran Land Tortoises are definitely one of the all-time favourites. These two boys are top of the list with our ‘Zookeepers for a Day’’” Bindi said. “Igloo and Goliath love a good shell massage and that's exactly what they get when the kids get in with these ancient giants and scrub their shells and rub their dinosaur- like skin.”
“Our experienced keepers work with our wonderful animals every day and have a fantastic understanding of their individual needs and requirements. Our animals love meeting people; it’s their favourite part of the day.”
To ensure the program would be suitable for children with autism, the zoo called on specialists to design the day and the events, in consultation with zoo staff. Like the children, the animals had individual needs which needed to be considered. Autism World Magazine - 19
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The families that attended the first ‘Sensory Zookeeper for a Day’ fed kangaroos, watched the crocodiles, brushed the tortoises’ shells and learned how to pat a very prickly echidna. There were breaks, time for lunch and a gift pack containing a photo of the child with an animal, a cap and a drink bottle for all of the zookeepers. Chanelle Avison, the coordinator of ‘Sensory Movie Day’ says she is overwhelmed by the response from members of her organisation.
Since posting this on our Sensory Movie Day Facebook page, it has gone crazy,” Chanelle, from Moreton Bay, said. “Our members get a discount so instead of the day costing $85, they only need to pay $60 and that covers both child and carer. “Australia Zoo understands the needs of our children and the situations their families are in.”
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Underlying the ethos at Australia Zoo is Bindi’s determination to do what needs to be done to make conservation inclusive. “People want to save the things they love and we want people to learn to love our wildlife and wild places.” Bindi does not attend every event at Australia Zoo as she has to do what every other 15year-old has to do. There’s school, hanging out with friends and homework. However, she says she hopes to stumble across the sensory zookeepers whom she describes as “wildlife warriors”. “I think it’s inspiring to talk to them, and I always try to take time to say ‘hi’ because it’s really special to get to share my home, Australia Zoo, with them,” Bindi told Autism World. “There is an undeniable connection between children and animals – it's truly magic.
“We had one little boy say the word ‘koala’ for the first time when he met one of our adorable koalas. With tears in her eyes, his mum said that he barely spoke and was absolutely amazed that he even knew or could say the word ‘koala’ - so extraordinary,” she said. “I believe that animals are also infinitely more aware than many people give them credit for. They demonstrate incredible patience and awareness around children, as well a sense of trust with kids. “The experience of getting to meet and touch our beautiful animals is unbelievably special for both the children and adults – their mums, dads and carers. It’s beautiful to see so many smiles and giggles. Some are just speechless with excitement and wonder. “The delight on their faces is gorgeous; it’s a whole new world – most have never seen, let alone touched, some of these amazing animals.”
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Bindi is an amazing young woman who has done so much to protect endangered species and conserve wildlife in her short life. She has also educated children around the world through her books and television series. Recognised as a leader in conservation, Bindi was asked by US Secretary of State Hillary Clinton to write an essay to be published on the former first lady’s e-journal. The feisty Australian took the opportunity to write an essay urging society to address overpopulation, a subject she feels is integral to conservation of our planet. But when Mrs Clinton’s office returned it for final approval with most of it edited out, Bindi withdrew it.
It’s this holistic approach to conservation that drives Bindi. She says that caring for those with special needs is also part of the equation. “This is a unique and beautiful planet that we all share and it's through compassion and understanding that we can make a difference in the world. We all need to help each other and be the change we wish to see in the world,” she said. “I believe that we all need to do everything in our power to make this world a better place for both humans and wildlife. Conservation isn’t just about little woodland creatures; it’s ultimately about us, people. We all want a beautiful future for our children and grandchildren, so it’s time to start creating positive change today.
To watch Bindi’s unedited essay click picture below when online
http://youtu.be/lYbNbJG3-1k http://youtu.be/lYbNbJG3-1k http://youtu.be/lYbNbJG3-1k http://youtu.be/lYbNbJG3-1k http://youtu.be/lYbNbJG3-1k http://youtu.be/lYbNbJG3-1k Autism World Magazine - 23
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“There are so many brilliant initiatives being implemented by many zoological facilities and I know that Australia Zoo, along with others, will continue to create opportunities to build on the trust and connection between wildlife and mankind.”
“Until one has loved an animal, a part of one’s soul remains unawakend.” – Anatole France
To find out more about Sensory Movie Day and the Sensory Zookeeper Program with Australia Zoo email: sensorymovieday@hotmail.com Members get a discount so instead of the day costing $85, they only need to pay $60 and that covers both child and carer.
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IS RDI FOR YOU?
with Maisie Soetantyo
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Celebrating Fathers around the World Maisie Soetantyo Last night I was reading a bedtime story to my five and a half-year-old son, Colin, and he was curious about something. Our conversation went something like this: Colin: Mom, I have a question. How does a helicopter work? Me: What do you mean, how does it fly? Colin: Yes, how does it fly? Me: Hmmm, well, it has an engine like other vehicles. Colin: Yes, but how does the engine make the helicopter fly? Me: Well the engine makes the propeller move. Colin: YES, but HOW does it work??? Never mind I will ask Dad tomorrow… Me: Good idea.
Nowadays we have many more conversations that begin with the question “Why”, which often leaves me in a state of confusion, and probably making my son even more confused in the process. Thank goodness for Daddy who is the go-to-person for questions that Mommy does not know the answer to! We often take it for granted that our husbands assume many special roles in our family. Not only they work hard to provide for the family, but they also do their best to be there for us and the children. June is a celebration month for Fathers in America and England, where we get to show our appreciation for everything they do for us.
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To celebrate this special month, this article spotlights all of the unique roles that Fathers do best. ASD is now considered the most frequently occurring developmental disability in the United States with one in eighty-eight children, and one in fifty-four boys, being diagnosed (Vacca, 2013). The higher incidence in boys is also seen in other types of learning disorders. Because of its prevalence in boys, more researchers are now studying fathers’ perspectives on early intervention, parenting approach, education, stress level, communication style and future appraisal. One of the most common concerns we hear from mothers of special needs children is that they wish their husbands were more involved in their child’s interventions. And from fathers, we learned that they actually do want to be more involved. However, many feel left behind in the therapeutic assignments and methodologies prescribed to their child by multiple professionals. To add to this challenge, fathers are not usually present during therapies and team meetings, and it is difficult to understand many of the objectives without seeing a demonstration from a therapist. Thus mothers tend to take on the responsibility of day to day implementation of therapeutic goals.
This discrepancy in parenting expectations is often a source of contention for couples trying to do their best coping with the daily challenges in raising a child who is developmentally behind. According to Kayfitz, Gragg, and Orr (2009), positive experiences from both parents are critical to reduce the overall stress level in raising a child with special needs. What do fathers do best, and how do we encourage them to be more proactive in day to day guiding process?
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Fun and Games Most Dads enjoy playing tag, being the tickle monster, throwing ball, building legos or watching TV with their kids after a long day at work. They do like a bit of chaos to release some energy after a stressful day of making work-related decisions. While all of this excitement is not always preferred by Moms, it is indeed an excellent opportunity for Dads to connect with their children at many different levels; emotionally, socially and physically. Fun and games are one of the best ways that Dads can be a therapeutic coach to their child.
In our clinic we often ask fathers to video tape what they do after work with their children, and it can be any activity or opportunities. By doing so we can slowly show fathers how to slow down and insert certain objectives to practice. We also encourage Dads to be themselves and include their child in what they enjoy doing during their leisure time. We advise Moms to let their spouse figure out what works for him instead of criticizing his parenting ways. It’s okay for Dads to implement an objective in a slightly different way; in fact, for an individual with Autism who tends to be inflexible, he/she needs to learn in a variety of ways.
Take a look at these short clips of a dad guiding his son to think of a solution in two simple activities.
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Dynamic Thinking Let’s admit it, men and women think differently, especially around problem solving skills. According to Heitler (2012), a Clinical Psychologist who has written many articles on the differences in men’s and women’s thinking and communication style, men love to generate solutions while women tend to explore relevant concerns. Men and women have different strengths and special needs children benefit greatly from sharing experiences with both parents! Fathers could include their children in any ‘Honey Do List’ that needs to be done on weekends. Moms might be able to support Dads by choosing the simplest step to begin with, keeping in mind that both father and child need to feel successful in order to try more novel activities.
For example, one of the fathers we worked with started taking his ASD son along while running errands he usually completed alone on weekends. Instead of taking his son out to run 3 errands in a row, he started with one stop followed by a trip to Chuck’s Donuts to create a positive memory. Gradually it would not matter where they went on weekends, because the time they spent together had become the most important and meaningful part. Learning opportunities are embedded in small moments, and the more Dads spend time with their special needs child, the more they are able to find these opportunities. Notice that this dad did not instruct his son on how to exactly fix the problem for him, and by doing this he was working on developing his son’s dynamic appraisal, resilience and communication skills.
http://youtu.be/0z-mbpRYtUU! http://youtu.be/0z-mbpRYtUU! http://youtu.be/0z-mbpRYtUU! http://youtu.be/0z-mbpRYtUU! http://youtu.be/0z-mbpRYtUU! http:// Library Returns Autism World Magazine - 33
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Setting Good Examples To help Dads understand a current objective, Moms can provide real life examples by implementing the objective into day to day situations. Model a new objective as much as possible and only work on one objective at a time. Moms can ask for feedback or observations from their spouse, to make him feel included but not pressured. In a Relationship Development Intervention (RDI) program, we ask parents to video tape each other on
weekends and to take the time as a couple to analyse each other’s videos. Videotaping is a powerful way to learn from past mistakes and plan for better implementation of objectives in the future. In addition, we also try to include fathers as much as possible in team meetings, and ask for their observations of a current objective. An RDI consultant can also help to make a list of Dad’s potential activities to try at home.
Spotlighting Dads’ Competence Praising our children for their competence has become second nature for us parents, and the same thing needs to happen between parents. Family lives are hectic enough, and at the end of the day it’s difficult to take the time to appreciate what we could not have done without the presence of our spouse. In RDI we say “competence builds motivation”, and if dads feel competent while spending quality time with their special needs child, then they would be motivated to do more. One way we could do this of course, is to give them positive feedback in the moment. We could also take pictures or make video clips for later review to help fathers remember how far they have
come in contributing to their child’s remediation journey. We recommend parents to go back to earlier photos and video clips from time to time to appreciate how far the whole family has come. In addition, during our team meetings, we often ask both parents to take turns using positive phrases such as “I notice that…” or “I am glad that ….” to spotlight each other’s progress. I would like to conclude this article with this saying: “Mothers nurture, Fathers prepare”. Happy Father’s Day to all Dads, Papas, Babas, Haakoros, Apas, Ayahs, Bapaks, Bappos; who are always there when we need them. Thank you for all you do. The world would not be the same without you all!
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References Kayfitz, A.D., Gragg, M.N. & Orr, R. (2010). Positive Experiences of Mothers and Fathers of Children with Autism. Journal of Applied Research in Intellectual Disabilities, 23(4), 337-343. Doi: 10.1111/j. 1468-3148.2009.00539.x
Heitler, S. (2012, February). How gender differences make decision-making difficulties. Psychology Today. Retrieved from http://www.psychologytoday.com Vacca, J. J. (2013). The Parenting Process from the Father’s Perspective: Analysis of Perceptions of Fathers about Raising Their Child with Autism Spectrum Disorder: Best Practice in Mental Health, 9(2), 79-93. Autism World Magazine - 35
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Maisie Soetantyo
Maisie Soetantyo has been providing RDI supervision and training for families in California and South East Asia. She firmly believes that through daily mindful engagements parents can make a difference in their special needs children’s long term outcome. Maisie and her husband, Pete Dunlavey, are both seasoned certified RDI consultants who run ‘Destination 4 Day RDI Parent Trainings’ all over the world. For additional questions or comments, contact Maisie at: catchmaisie@comcast.net or
My Baby Can Dance: Stories of Autism, Asperger's and Success Through the Relationship Development Intervention (RDI) Program http://www.amazon.com/ gp/product/B00IRD9RME/ ref=as_li_qf_sp_asin_tl? ie=UTF8&camp=1789&cr eative=9325&creativeASI N=B00IRD9RME&linkCod e=as2&tag=autismoz-20 http://www.amazon.com/ gp/product/B00IRD9RME/ ref=as_li_qf_sp_asin_tl? ie=UTF8&camp=1789&cr eative=9325&creativeASI N=B00IRD9RME&linkCod e=as2&tag=autismoz-20 http://www.amazon.com/ gp/product/B00IRD9RME/ ref=as_li_qf_sp_asin_tl? The RDI Book ie=UTF8&camp=1789&cr By Steve R. Gustein, Ph.D. eative=9325&creativeASI CLICK ON THE LINKS OR BOOKS TO ORDER VIA KINDLE Autism World Magazine - 36
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sensorymovieday@hotmail.com
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TRIED AND TESTED WITH MONIQUE SIMPSON Speech Pathologist Ba.App.Sc (Sp Path)
repetitive play what can I do 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 clearly remember watching my three-year-old daughter Siena playing with her dolls house. Back then she would put each of her little people precisely into bed with their blankets neatly folded before taking them all out to repeat the idea again and again. Siena does not have ASD but she used to be quite an anxious child. Her need to play repetitively and predictably was merely a reflection on her internal world and needing to control her outside world. She felt comfortable, safe and motivated by playing in this way especially since so many other aspects of her day were not as black and white. Take this example and then multiply it by hundreds for children diagnosed on the autism spectrum. There is SOOO much about life that does not make sense to them and this will certainly be reflected in their play on lots of different levels.
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Many of the families that I treat understandably can be ‘driven nuts’ by the repetitiveness of their children’s play because at times it can be an ‘in your face’ reminder of your child’s challenges and basically because it can get boring. There are so many things to consider when building the variety in play of children diagnosed on the autism spectrum. I have tried to simplify this into three key steps: Step 1- Identify the ‘ideas’ that motivate your child Observe your child and write a list of ALL the objects, characters, actions and attributes that motivate ‘them’ in play. For example: Objects - mirrors, water, umbrellas, balls, mango, trucks. Characters - Minnie Mouse, Wiggles, Tinker Bell, Toy Story. Actions - collecting, pouring, running, blowing, connecting. Attributes - fast, wet, dirty. I refer to this list before every client I see so that I am tapping into the unique ideas that motivate them.
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“Observe your child”
Step 2 - Respect your child’s ideas and allow them to control the thoughts that they want to develop It is critical that we focus on building the child’s ideas and not ours so that each new thought that they develop is meaningful and well connected with their other ideas. The first step is allowing the child to take the lead and helping them understand that we respect and value their ideas. We can let them know that we acknowledge and like their ideas in play by; Copying/mirroring their actions; Commenting on what we see them doing (commentating) Using appealing facial expressions and tones in our voice that suggests that we are enjoying their ideas. For example if Joshua is pouring water from one cup to another then I might grab another couple of cups and do the same action. In addition, using an interesting tone in my voice, I may sing a song about pouring or make a noise that reflects the action (eg “weeeeee,” “ooooooo.” “splash”) or tell him what he is doing “Joshua is pouring”. Basically doing whatever it takes to share some attention with him and make him feel that his ideas are valid. By adopting this approach you will also be helping your child to remain as calm as possible in the play because you are not forcing but rather allowing the ideas to grow naturally. Autism World Magazine - 40
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Step 3 - Develop your child’s desire for exploration of ideas Once step 1 and 2 have been established our aim is to see what new ideas can evolve in the play. This can develop in the following ways: The child accidentally stumbles upon ideas through their own exploration; You suggest an idea that is very closely related to their own idea. For example with Joshua I might pour the water down a funnel rather than into a cup, or perhaps pour the water down a tube. In this example I am still sticking to the main theme of pouring but varying it slightly. I would not push Joshua to have to carry out the idea but instead just entice him and build his curiosity for novelty ever so slightly. Being highly aware of Joshua’s motivators list can also help me in suggesting ideas. Let’s assume he also loves umbrellas. I may decide to pour water into an opened umbrella because there will be a pretty good chance that he will like that idea and possibly imitate it. Various studies, including one done by Ingersoll and Schreibman (2002), similarly found that children with autism learn imitative play by an adult copying the child’s actions to elicit an imitative response. Building upon your child’s ideas in play can be likened to a growing tree with multiple interconnected branches. Loving and supporting this tree along its journey will eventually lead to a healthy and natural outcome.
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WATCH
Watch Monique Simpson explain how to Improve Repetitive Behaviours in Children With Autism
http://youtu.be/_gwBlIE0R_4 http://youtu.be/_gwBlIE0R_4 http://youtu.be/_gwBlIE0R_4 http://youtu.be/_gwBlIE0R_4 http://youtu.be/_gwBlIE0R_4 http://youtu.be/_gwBlIE0R_4 click on the image above when online to play video
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http://www.connecttherapy.com http://www.connecttherapy.com http://www.connecttherapy.com http://www.connecttherapy.com
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www.connecttherapy.com/register www.connecttherapy.com/register www.connecttherapy.com/register www.connecttherapy.com/register Autism World Magazine - 44
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Autism W rld Magazine
Then please spare a few moments to write a review about us on iOS or Google Play CLICK HERE TO REVIEW
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Dante Violette, Houston, Texas 'With his new glasses!'
Unsung Hero - Dante Violette by Mary Perryman My 'Autism Hero' is actually my seven-year-old grandson, Dante. Diagnosed at three years of age, he has struggled to become verbal, self sufficient in proper bathroom routines (toilet training, tooth brushing, and bathing), and learning proper socialization skills. It has ALL been a strenuous task for him! You see, he is on the 'severe' end of the spectrum; we even worried he might never speak. However, his aggression is currently our strongest area of concern, yet his greatest area of improvement! He works hard to calm himself when frustrated and wanting to lash out at someone. His parents have (nearly) successfully trained him to put himself into a calm location (usually sitting on his bed), count to ten calmly, take several slow deep breaths, and tell himself he is feeling better. Amazingly enough, he has latched onto this routine, realizing it helps! I couldn't be prouder! We thought tantrums were the only end for a frustrating moment for him; we were WRONG. He has learned and is continuing to LEARN. He just has to be shown. He proves to us daily that he has 'super' Hero determination and he will succeed! He is MY hero!
CLICK HERE TO NOMINATE YOUR UNSUNG HERO Autism World Magazine - 46
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Need$someone$to$talk$to?
24-Hour Autism Hotline
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 - 48
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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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GAPS% Detoxifica/on% Ideas Jacinta'O’Connor' Jacinta O’Connor Nutritionist Naturopath Certified GAPS Practitioner MINDD Practitioner Additive Alert Presenter Kardinya, Western Australia
Many%people%following%the%GAPS%Protocol%spend%a%great%deal%of%8me%scouring%farmers% markets%and%whole%food%stores%for%organic%meats%and%vegetables,%raw%milk%and%cream,%raw% honey%and%organic%eggs%etc.%This%is%followed%with%‘quality%8me’%in%the%kitchen%crea8ng%all%the% meals%from%scratch%with%those%healthDgiving%ingredients.% Many%hours%are%spent%pondering%how%we%can%sneak%more%stock%into%our%children’s%foods,% camouflage%fish%oils%in%a%smoothie%and%fill%their%lunch%boxes%with%fermented%foods%without% them%realising%it!
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What%is%some+mes%forgo/en'are%other%ways%we%can%support%our%detoxifica8on% processes,%outside%of%food. The%GAPS%Nutri8onal%Protocol%itself%will%gently%and%effec8vely%allow%our%bodies%to%detoxify% through%the%consump8on%of%good%fats,%juices%and%foods%that%are%easy%to%digest.%There%are% other%simple,%important%and%effec8ve%detoxifica8on%protocols%to%help%us%along%the%way. Lemon'water%–%Squeeze%the%juice%of%half%a%lemon%into%a%glass%of%filtered%water%first%thing%in% the%morning.%The%water%should%be%room%temperature,%or%warmer.%This%is%also%helpful%to%shiN% cravings%for%sweet%things. Dry'skin'brushing%–%On%dry%skin,%use%a%natural%bristle%brush%before%you%shower.%Start%at%the% boPom%of%your%feet%and%work%towards%your%heart%with%minimum%pressure.%Move%the%brush% in%a%circular%mo8on%over%your%abdomen.%
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Baths%–%Enjoy%a%daily%detoxifica8on%bath,%or%foot%bath,%with%one%of%the%following%addi8ons%to% nice%steaming%water:D • 1%cup%of%Epsom%salts%(1/2%cup%for%a%child) • ½%cup%of%Epsom%salts%with%½%cup%of%(aluminium%free)%bicarb.%(1/4%cup%of%each%for% a%child) • 1%cup%of%seaweed%flakes%or%granules%(1/2%cup%for%a%child) • Detoxifying%mud% You%can%also%add%a%few%drops%of%lavender%essen8al%oil. For%those%without%a%bath,%you%can%make%your%own%Epson%salts%spray%(1%part%Epson%salts%to%8% parts%filtered%water%in%a%spray%boPle).%Spray%this%solu8on%over%your%body.%Wait%for%20% minutes%and%shower%off.%Alterna8vely%you%can%leave%it%on%your%skin%as%you%go%to%bed.%There% are%also%magnesium%sprays%you%can%purchase.% Nutri;onal'bath%D%Enjoy%a%nutri8onal%bath%once%a%week,%or%when%you%feel%the%need%for%a%liPle% nourishing.%The%bath%should%be%just%above%body%temperature.%Not%too%hot.%%Heat%the% bathroom%if%possible. Ingredients: • 1'organic'egg'(yolk'only) • 1'cup'of'raw'milk'(if'not'available'use'nonChomogenised'organic'milk) • 1'tablespoon'of'honey Add%the%raw%egg%yolk%and%honey%to%the%milk%and%s8r%gently.%%Add%to%the%bath%and%gently%s8r% into%the%bath%in%a%figure%eight%mo8on.%Stay%in%the%bath%for%10%to%15%minutes.%On%leaving%the% bath%gently%pat%yourself%dry.%Wrap%yourself%in%a%warm%dressing%gown%and%lie%down%for%30% minutes%to%an%hour.%It%is%best%to%rest%aNer%taking%this%bath.%%
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Lemon'foot'bath%–%This%is%brilliant%for%calming%children%down%or%for%when%you%think%you%or% your%child%may%be%‘coming%down%with%something’.%%In%a%tub%of%warm%water,%run%the%back%of%a% knife%repeatedly%along%the%skin%of%two%lemons,%to%release%the%limonene.%This%must%be%done% under%the%warm%water%of%the%tub,%as%otherwise%the%limonene%escapes%into%the%air%rather%than% staying%in%the%water.%You%can%also%cut%the%lemons%in%half%and%squeeze%the%lemon%juice%into% the%tub.% It%is%important%to%keep%the%water%in%the%tub%warm.%You%may%need%to%top%up%the%tub%with% some%warm%water%during%the%foot%bath.% To%keep%young%children%s8ll,%you%can%add%rose%petals%for%them%to%play%with%in%their%foot%bath.% Plas8c%fish%also%work%well,%as%does%a%game%of%cards!
Run the back of the knife over the skin of the lemon, underwater, to release the limonene
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Castor'Oil'Rubs%–%Liberally%massage%castor%oil%onto%your%liver%and%abdominal%region%in%the% evenings.%Place%a%towel%over%the%massaged%area%and%then%a%heat%pack%or%hot%water%boPle.% Leave%this%in%place%for%15%–%20%minutes%or%as%you%fall%off%to%sleep.%Castor%oil%contains%linoleic% oil%and%ricinoleic%acid%which%are%both%an8Dinflammatory.%%The%castor%oil%aids%diges8on%and% increases%blood%and%lympha8c%circula8on.%It%also%increases%assimila8on%of%nutrients%and% excre8on%of%toxins. Enemas'D%Cons8pa8on%is%harmful%for%our%body.%It%produces%a%large%amount%of%various%toxins% which%poison%our%body.%Enemas%are%an%effec8ve%way%to%clear%out%faecal%compac8on%from%the% bowel%which%reduces%the%amount%of%toxins%coming%from%the%putrefac8on.%Most%people% cringe%at%the%thought%of%performing%an%enema.%Once%they%have%performed%an%enema% though,%and%felt%the%relief%from%cons8pa8on,%they%become%advocates!%Enemas%can%be%used% to%relieve%cons8pa8on%and%repopulate%the%bowel%with%beneficial%microbes.%ANer%several% water%flushes%to%relieve%the%toxic%build%up%that%cons8pa8on%causes,%a%reten8on%enema%can% be%performed.%Included%in%the%reten8on%enema%can%be%¼%cup%of%yogurt%or%kefir%and%an% opened%capsule%of%a%probio8c,%either%a%soil%based%probio8c%or%a%probio8c%that%predominantly% contains%the%Bifidobacteria%species.%This%will%repopulate%the%bowel%with%beneficial%microbes% and%sooth%inflamma8on%that%may%be%present%in%the%bowel.%Enema%kits%are%available%from% pharmacies%and%online.% Oil'Pull'(Not'for'children'as'they'may'swallow'the'oil!)'C'Take%a%mouthful%of%organic%cold% pressed%oil%(olive%oil%and%sunflower%oil),%or%coconut%oil%and%keep%it%in%the%front%compartment% of%your%mouth%(between%lips%and%teeth)%for%15%minutes,%slightly%swishing%it%about.%Spit%out% the%oil. This%is%an%ancient%Ayurveda%detoxifying%procedure.%%Try%to%do%this%daily.%The%mucous% membranes%in%the%mouth%have%very%ac8ve%circula8on.%The%oil%absorbs%and%removes%fatD soluble%toxins%from%the%blood,%the%gums,%facial%bones%and%root%canals. Swimming'in'natural'waters%–%If%you%do%not%feel%like%swimming,%walking%in%the%water%or% sihng%on%the%edge%of%a%lake%with%your%feet%in%the%water%is%also%beneficial. Rebounding%–%Gently%jump%on%a%mini%trampoline/rebounder%for%10%minutes%each%day.%This% increases%lymph%fluid%circula8on,%increasing%detoxifica8on.%%
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Far'Infrared'(FIR)'Sauna%–%Removes%toxins%via%sweat.%Ensure%you%drink%at%least%500ml%of% water%before%you%step%in%the%FIR%Sauna.%Start%slowly%with%a%5%minute%session%and%gradually% build%up%to%20%–%25%minutes.%It%is%really%important%to%con8nue%to%drink%water%during%and%aNer% your%FIR%Sauna%session.% It%is%just%as%important%to%support%our%detoxifica8on,%as%it%is%to%provide%the%foods%that%allow%for% detoxifica8on%to%occur%on%the%GAPS%Protocol. Jacinta
Jacinta O’Connor runs GAPS workshops and support groups in Kardinya and Nedlands, Western Australia nutritionmatters@ozemail.com.au
GAPS™ is the registered trademark of Dr Natasha Campbell-McBride.
Each month in Autism World Magazine Jacinta O’Connor takes 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
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Emotional Charts with Catherine Crestani and Diana Wolf
(
Emo+onal%charts
can%be%used%for%children%with%Au8sm%Spectrum%Disorder%to%help%
them%regulate%their%emo8ons,%but%also%as%a%behaviour%chart.%You%can%make%general%charts% with%a%range%of%emo8ons%or%speciďŹ c%charts%for%one%emo8on%(e.g.%happy,%sad).%It%can%help%to% create%an%emo8on%diary%for%your%child%where%they%ďŹ nd%things%that%make%them%happy,%sad,% angry‌%and%either%write%it%down%or%put%a%picture'there.'
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Emo8onal%charts%can%be%used%to%explain%what%makes%a%child%feel%a%certain%way.% Children%can%oNen%find%it%difficult%to%express%and%recognise%how%they%are%feeling.%By% crea8ng%a%visual,%it%can%help%them%iden8fy%what%their%feelings%are.%Some8mes%it%is%up% to%us%as%adults,%to%be%able%to%iden8fy%the%emo8ons%and%explain%this%to%the%child Emo8onal%charts%can%also%be%used%to%help%a%child%deal%with%difficult%emo8ons%that% may%cause%them%to%respond%inappropriately.%The%main%emo8on%is%anger.%Iden8fying% ways%to%deal%with%the%anger%(e.g.%thinking%about%dinosaurs,%coun8ng%to%10…)%and% discussing%these%strategies%with%your%child%can%help%reduce%their%frustra8on%and% outbursts.%
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Emo+onal%choice%boards,%like%the%one%opposite,%can%also%be%created%to%help%
your%child%iden8fy%feelings.%This%can%be%helpful%to%both%your%child,%you%and%their% teacher%as%it%provides%a%means%to%communicate%how%they%feel.%This%can%help%reduce% frustra8on%and%also%improve%everyone’s%understanding%of%what%is%going%on.%This%is% par8cularly%good%for%children%who%do%not%have%the%verbal%skills%to%explain%how%they% feel.%%How%many%emo8ons%you%place%on%the%board%depends%on%your%child.% Catherine'&'Diana
Next'month'we'will'bring'you'our'Tips'for'improving'your' child’s'vocabulary.'
Catherine Crestani and Diana Wolf are Principal Speech Pathologists at Nepean Speech and Language Services, in Penrith NSW, Australia. Diana has more than 21 years of experience and continues to thrive on learning new ways to provide intervention to children. Catherine’s passion is for early intervention, including supporting children with ASD. ' www.nsls.com.au
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DOWNLOAD OUR FREE BOOK OR ACCESS IT FOR FREE VIA YOUR APPLE OR ANDROID APP
VISUAL COMMUNICATION AIDS AND RESOURCES Non or Semi Verbal child or adult? Our good friends Heidi Heeman and Jacqui Little from the Resources for Special Needs Facebook Group have created this wonderful booklet to make life easier. It's all about Visual Communication, Ideas, Websites/links, Schedules, Product info, FREE downloads for PCS/PECS etc. TO DOWNLOAD THIS FREE BOOKLET FROM THE AUTISM WORLD MAGAZINE WEBSITE SIMPLY CLICK HERE Please feel free to share around.
THIS IS GREAT INFO THAT WE WISH TO SHARE WITH AS MANY AS POSSIBLE
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Reach Your Target Audience ADVERTISE IN
Autism W rld Magazine
Click Here For Details of our Great Rates Autism World Magazine - 61
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Naviga%ng(the(Complex(Pathway(towards'
Employment Megan Hatfield
Teens with Autism Spectrum Disorder (ASD) often find the transition into employment very difficult. Unfortunately this means that a lot of people with ASD who are more than capable of working don’t have jobs. Luckily, this is now being recognised as a big priority, and there is some exciting new research that will start to address this issue.
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The'current'dilemma… As%much%as%we%enjoy%complaining%about% work,%employment%provides%us%with% financial%independence,%social% opportuni8es,%and%a%sense%of%iden8ty%and% purpose.%Unfortunately%people%with%ASD% have%difficulty%finding%employment,%and% this%may%have%nega8ve%effects%on%their% quality%of%life.%People%with%ASD%are%oNen% very%capable%of%carrying%out%job%tasks,%but% struggle%to%get%employment%because%of% social%or%emo8onal%challenges.%Common% workplace%hurdles%for%people%with%ASD% include%having%social%conversa8ons%and% understanding%emo8onal%and%social%cues% in%their%colleagues,%regula8ng%their% emo8ons%and%sensory%needs%in%the%work% environment,%and%adjus8ng%to%changes%in% the%job%tasks.
Employees'with'ASD'have'a'lot'to'offer Individuals%with%ASD%who%manage%to% overcome%these%obstacles%and%find%work% are%oNen%highly%valued%by%employers%for% their%trustworthiness,%reliability%and%low% absenteeism.%People%with%ASD%also% demonstrate%excep8onal%strengths%in% their%focus%and%me8culous%aPen8on%to% details.%The%specialised%skills%of%individuals% with%ASD%are%becoming%more%widely% recognised,%and%some%companies%have% begun%seek%out%employees%with%ASD%to% work%on%tasks%that%are%an%ideal%match%to% their%characteris8cs.%For%example,%the% company%SPECIALISTERNE%in%Denmark% employs%a%majority%of%people%with%ASD% due%to%their%proficiency%at%performing% soNware%tes8ng,%which%is%repe88ve%but% very%difficult%and%requires%great%accuracy.
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This'is'an'exci;ng';me.% Employees%are%star8ng%to%realise%that% people%with%ASD%have%fantas8c%assets%and% skills%to%bring%to%the%workplace. Despite%this,%we%s8ll%see%that%the% employment%rate%among%people%with%ASD% is%lower%when%compared%to%both%the% general%popula8on,%and%people%with%other% types%of%disabili8es. Where'do'we'start? The%problem%starts%in%high%school.% Planning%the%transi8on%into%postDschool% ac8vi8es%is%very%stressful%for%teenagers% with%ASD%and%their%parents.%As%the% characteris8cs%of%ASD%are%dis8nct%from% any%other%disability,%generic,%planning% tools%do%not%meet%their%specific%needs.%At% the%moment%there%is%no%ASDDspecific% transi8on%planning%tool.%
So'what'are'we'going'to'do'about'it? We%are%planning%on%filling%this%gap.% We%are%developing%a%tool%to%assist% adolescents%with%high%func8oning%au8sm% or%Asperger’s%Syndrome%with%planning% what%they%are%going%to%do%when%they% leave%school.% This%tool%is%named%the%Educa8onal%and% Voca8onal%Assessment%Protocol%(EVAP).% The%EVAP%tool%will%be%for%teenagers%with% high%func8oning%au8sm%or%Asperger’s% Syndrome%to%use%when%they%are%in%high% school.%It%will%consider%their%strengths%and% interests,%and%then%assist%them%to%work% out%a%plan%for%how%they%best%can%reach% their%goals%for%what%they%are%going%to%do% when%they%leave%school.%This%may%include% voca8onal%training,%university,%work% experience%or%volunteering,%with%the% overall%goal%of%gehng%them%into%WORK!% We%are%passionate%about%helping%these% teenagers%get%jobs%that%they%enjoy%and%are% good%at,%and%in%a%workplace%that%values% them%for%their%special%skills.
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We'need'your'help! We%are%looking%for%adolescents%in%Year%10% or%Year%11%who%have%high%func8oning% au8sm%or%Asperger’s%Syndrome%to% par8cipate%in%the%process%of%developing% the%EVAP%tool.% We%are%also%looking%for%people%who%are% involved%in%the%postDschool%planning% process%for%adolescents%with%high% func8oning%au8sm%or%Asperger’s% Syndrome.%This%could%include%high%school% teachers,%career%guidance%officers,% university/VET%sector%staff,%therapists,%or% disability%employment%service%providers.
What'does'it'involve? Par8cipants%have%the%choice%of%being% involved%in%a%number%of%phases%of%the% project.%This%may%involve%comple8ng%a% once%off%survey%or%comple8ng%a% ques8onnaire%at%three%separate%8mes% over%the%period%of%one%year. What%might%the%benefits%be? The%EVAP%tool%will%assist%adolescents%with% high%func8oning%ASD%or%Asperger’s% Syndrome%to%make%informed%choices% about%what%they%will%do%when%they%leave% school.%We%an8cipate%this%will%lead%to%an% improvement%in%the%rate%of%employment% amongst%people%with%ASD.
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The'Au;sm'CRC This%project%is%a%part%of%the%Coopera8ve% Research%Centre%for%Living%with%Au8sm% Spectrum%Disorders,%otherwise%known%as% the%Au8sm%CRC.%The%Au8sm%CRC%is%a% na8onal%coordinated%research%effort% looking%at%improving%the%lives%of%people% with%ASD%at%all%stages.%It%is%a%collabora8on% between%four%states;%Western%Australia% (WA),%Queensland%(QLD),%New%South% Wales%(NSW)%and%Victoria%(VIC).%
This%project%falls%under%Program%3:%Finding% a%Place%in%Society%which%focuses%on%adults% with%ASD.%It%is%the%first%na8onal%research% project%of%its%kind%to%comprehensively% address%postDschool%outcomes%in%adults% with%HFA/AS.%In%the%past,%less%than%1%%of% all%research%investment%in%ASD%has% targeted%postDschool%ini8a8ves.%Not%only% is%this%a%series%of%stateDofDtheDart%studies,% but%it%will%also%have%enormous%benefits%for% people%with%ASD,%their%families,%and%for% the%broader%Australian%community.%
http://youtu.be/cTLPULk6ugw http://youtu.be/cTLPULk6ugw http://youtu.be/cTLPULk6ugw http://youtu.be/cTLPULk6ugw http://youtu.be/cTLPULk6ugw http://youtu.be/cTLPULk6ugw
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For'more'informa;on'about' the'Au;sm'CRC'Website':
www.au;smcrc.com.au/
Would%you%like%to%ďŹ nd%out%more? Contact%Megan%Ha>ield% Tel:%(+61%8%)%%9266%3600% Email:%% megan.ha(ield@cur0n.edu.au1
Megan Hatfield
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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.
71
Eploying People with ASD by Monica Holloway, and Tom Everill Why inclusion in the workplace can be more than just benevolence..
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Top Benefits to Businesses Employing People with Autism By Monica Holloway, author of bestselling autism memoir, Cowboy & Wills and Tom Everill, President and CEO of the Northwest Center.
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Inclusion in the workplace can be more than just a “benevolent compromise.� Businesses truly thrive and succeed with a workforce that includes those with disabilities and those with autism. Northwest Center CEO Tom Everill says in The New Competitive Edge, " The neurodiversity of our workforce has become a significant competitive advantage that enables us to astonish customers, most of them well-known global brands, with a level of quality and innovation they rarely experience."
Northwest Center is a shining beacon for our families, demonstrating that there is a real way to positively utilize people’s strengths of all abilities in the workplace, and that by doing so, businesses become more successful.
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The Huffington Post reports a growing movement in hiring employees with disabilities "not out of charity, but as a business decision." Companies like Walgreens, Procter & Gamble, GlaxoSmithKline, Iron Mountain and IBM hire employees of all abilities not to fulfill "social responsibilities," but, instead, to "make their companies more competitive."
Northwest Center uses a business model called “Social Enterprise� and uses its businesses not only as a source of jobs for people who experience the world differently, or as a source of income for its pioneering work with inclusive early childhood education and natural environments early intervention therapy, but also as a demonstration platform that proves the power of neurodiversity to improve the performance of any business.
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Here are some of the benefits businesses report after hiring people with autism and other developmental conditions: Increased Sales. Many businesses like stores and restaurants report increased sales as a direct result of their diverse workforce and its positive effect on customer experience. Improved Productivity and Innovation. Celebrating and leveraging the unique qualities of individuals can pave the way to innovations in the workplace, better workflows, and more creative problem solving. Improved Quality. Some employees with autism can be very meticulous and are able to perform quality control procedures and repetitive detail work much better and faster than a person without a developmental condition. Improved Morale. Having employees on the team who love their jobs and love getting it right is a morale-booster for the entire organization, yielding better cooperation, lower absenteeism, better teamwork and a greater sense of pride, ownership and belonging.
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ABOUT MONICA HOLLOWAY: Monica Holloway is the bestselling author of Cowboy & Wills, a Mother's Choice Award's Gold recipient, and the criticallyacclaimed author of the memoir Driving With Dead People. Holloway lives with her son and husband in Los Angeles. www.monicaholloway.com/ www.facebook.com/cowboyandwills twitter.com/monica_holloway Click on the book picture to order Cowboy & Wills, via Amazon
COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS COWBOY & WILLS
ABOUT TOM EVERILL AND NORTHWEST CENTER: Tom Everill is President & CEO of Northwest Center, a leading social enterprise organization whose fundamental purpose is to foster inclusion and justice for people with developmental disabilities. Each program and business it operates not only provides world-class education, training and services, but also demonstrates the powerful benefits of people of all abilities learning and working together. Through its inclusive schools and workplaces, Northwest Center creates a model of a better society —one that embraces neurodiversity. Northwest Center proves that inclusion is not a compromise, but a smart strategy that makes all organizations stronger and more successful. www.nwcenter.org/ www.facebook.com/nwcenter twitter.com/nwcenter
CLICK ON THE BOOK
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THE AUTISM WORLD NEEDS
YOU Do you have a story to share to help the next generation of ASD families. Please contact us at Autism World Magazine: Email: story@magswest.com Facebook: www.facebook.com/worldautism Website: www.autismworldmagazine.com
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Email: contact@magswest.com Autism World Magazine - 77
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Camp Sharing(our(love(of(camping(with(kids(with(au7sm. Andrea Norris, Carly Stachwick, and Rachel Wedge
About the Authors: Andrea Norris, Carly Stachwick, and Rachel Wedge (pictured above) are 10th graders and Senior Girl Scouts in San Diego, California. They started the He & Me camp for kids with autism in 8th grade as their Girl Scout Silver Award Project and have grown it into an annual program sponsored by the National Foundation for Autism Research. They are currently training younger Girl Scouts to plan and run the camp so it may continue once they graduate from high school. Autism World Magazine - 78
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“camp is a valuable childhood experience” Going to camp is a valuable childhood experience that provides an opportunity for children to interact with one another in an outdoor environment and become more independent. Children with Autism Spectrum Disorders are often unable to attend traditional camps. As part of a Girl Scout service project we decided to create a weekend camp designed specifically to accommodate the needs of these children. We proposed this idea to the National Foundation for Autism Research (NFAR) Dad’s Group. This resulted in the creation of the “He & Me” camp. During the annual “He & Me” camp, 25-30 children with autism plus an important “he” in their lives attend a camp where they can experience camp activities that are enjoyable to a variety of ages and ability levels. While planning the camp, we made the schedule accommodating. We created a “challenge by choice” environment where campers were encouraged to try new activities, but were not required to if they were uncomfortable.
We geared most of the activities towards boys since more boys than girls are diagnosed with autism. The activities were also designed to have a variety of sensory stimuli. Additionally, we took into consideration common allergies and food restrictions of people with autism, such as a glutenand casein- free diet. We chose a scenic local camp that would allow us access to the entire camp and its facilities. The campers and dads shared cabins with other campers and ate in the dining hall. The weekend was designed to be a traditional camping experience that children with autism and their dads would enjoy. There were activities such as a petting zoo, hiking, campfire, a hayride, and crafts. By breakfast on the second day, the dads were asking for a second camp. We recently completed our third He &Me camp weekend and have seen tremendous growth in our campers.
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For example, the first year one of our campers was unwilling to leave his car. His dad drove to the activity area right in the middle of camp, opened the door and the boy refused to leave the car, but watched the activities. The second year, the camper briefly left the car to participate in some activities. By the third year, he spent the weekend outside of his car, participating in nearly all activities. In addition to several returning campers, we’ve also seen many new campers. One girl camper felt so welcome that when several volunteers left the dining hall to prep the next activities, she asked her father if she could go with her new friends. A weekend of He & Me camp was also great for the dads and our volunteers. The dads were able to spend time with their child and other parents in an accepting camp environment. Our volunteers gained significant understanding toward our campers.
They have enjoyed the experience and learned valuable inclusion skills they can use in everyday life. Attending camp is part of childhood for many kids. But for children with autism, the traditional camp environment can be overwhelming and a poor fit for their needs. We created the He & Me camp to share our love of camp with kids with autism in a fun, yet flexible environment. He & Me camp has proven to be an opportunity both for the volunteers and campers to grow and gain confidence in themselves. Making crafts, playing games and singing campfire songs together surrounded by nature helps us find common ground. We believe this camp could be a model for others to duplicate so more kids with challenges and their parents can experience the joys of camp. Autism World Magazine - 80
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https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay https://www.facebook.com/SensoryMovieDay
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TRAPPED!
Exposure Anxiety Unwrapped by Stella Waterhouse
Some children on the autistic spectrum may also have Exposure Anxiety (EA) too. Identified by Donna Williams in her book Exposure Anxiety - The Invisible Cage this is similar to social anxiety - where any attention from others feels threatening. This can give rise to a range of effects from trembling, nausea, stammering to panic attacks. For children with EA such anxiety is so intense that he may develop a variety of 'coping. Stella Waterhouse is a writer and therapist who has worked children and adults with autism and other learning differences since the late 1960s putsExposure Anxiety into context for Autism World Magazine readers.
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Children with Exposure Anxiety may: feel unable to do things for himself if other people are around - and use other people to do things for him - like using his mum's hand to open a door or pick something up. only do things/help himself/sing when he feels unobserved have selective mutism so that his speech is: non existent; used only when he feels unobserved or limited to a few ‘safe’ words or phrases. avoid using personal pronouns have panic attacks retreat into his own world have an temper tantrum/outburst which seems totally unrelated to the situation. They may try to ‘block out’ the triggers by ignoring the people they like most or respond to direct praise by losing interest - or even destroying achievements. Thus even if he/she wants to do something they won't be able to ask for help so you need to help by trying an indirect approach. This is where a dog or cat can be particularly good as you can talk to it - and through it.
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Indirect approaches include: Asking him to do things for another person - e.g. if you think he needs the toilet, suggest he takes his brother there - or ask him fetch something you left there - so he may use the toilet while there. Discussing a particular situation by talking quietly to yourself or to someone else about it or talking to a non-existent person on the phone or even the family pet - as long as he is within hearing distance. So if mealtimes are difficult you can talk to your partner or another child about letting him eat by himself until he can cope at the table. If he decides to join you at the table accept it without comment - but don't expect it to happen every time. NB Some children find mealtimes hard because of the noise - in which case provide earplugs or something similar for use during the meal. Playing hard to get – so if he is enjoying playing with you or his sibling take a break, so that he is left wanting to return to the activity. Intriguing him by avoiding eye contact with him - this will also let him know that you realise that he finds eye contact difficult or even painful. Modeling. Don't show him how to use things directly as he may reject them - just use the things yourself while he is around - e.g. use the DVD player to play/ watch/rewind something yourself. * Discovery learning. Introduce new toys or equipment by simply leaving them in his room or around the house for him to find. Such items could include: a tape recorder, a talking toy that can record voices, a video, a computer, a relaxation tape, games, crayons, paper, a dictionary, books etc.
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The next two ideas are particularly good for the child who uses you to carry out his actions for him. Sloppy teaching. Begin by doing things for him but then gradually remove your support - leaving him to take some action in order to complete a task. Examples of this are: - Turning the handle and leaving the door slightly ajar - before wandering off - leaving him to push it open if he wants to go out. - Fetch the biscuit tin for him but only partially open the lid. - Put food on his plate and then ignore him totally Topsy Turvy! Turn the indirect way of working totally upside-down by swapping roles, so that you use his hand to open a door, draw a picture in the sand, bang a drum etc. Praise Unlike most children the child with EA may find praise inhibiting. Comment on his successes indirectly - praising the items he used rather than him, for example, 'those crayons drew that picture well' etc, or alternatively use a star system which focuses on the achievement rather than on him. Without praising him directly, work out what he likes most and use as a reward when appropriate - whether it be a special DVD, playing on a trampoline/ swing, going to the park, time to himself etc.
More information and ideas can be found at www.positiveapproachestoasd.com
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Opening the Umbrella %Alyssa1Aleksanian
Diagnosis as an adult
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Early%in%life%I%recognised%the%different%tune% humming%through%me,%out%of%synch%with% other%children%my%own%age.%Not%with%nature,% not%with%the%rhythms%of%the%planet;%those% songs%I%understood.%But%with%the%world%D%the% ‘peopled%world’D%those%harmonies%were%a% constant%clash.%
As%a%school%teacher,%I%come%across%a%lot%of% children.%One%given%year%I%had%a%child%arrive% my%class%who%had%been%diagnosed%with% Aspergers%Syndrome.%Wan8ng%to%be% prepared%and%give%this%chid%the%best% opportunity%to%learn,%I%decided%to%do%some% research.%
It%has%been%said%oNen%that%many%people%with% AS%iden8fy%with%the%unpeopled%world,% whether%it%be%nature,%machines%or%the%arts.% Take%the%unpredictability%of%‘humanity’%out% of%our%life’s%equa8on%and%our%ASD%anxiety% drops%to%a%mere%murmur.
In%my%quest%for%informa8on,%I%remember% picking%up%Rudy%Simone’s%book%Aspergirls%at% a%bookstore.%I%casually%flicked%through%a%few% pages;%paused%here%and%there,%read%just% enough%to%raise%an%eyebrow.%I%shut%it%a%liPle% too%quickly,%put%it%down%and%walked%away.%A% few%moments%later%I%was%drawn%back%to%the% book.%I%flicked%through%a%few%more%pages,% swallowed%hard,%put%it%down%and%again% walked%away.%When%I%was%pulled%back%to% that%bookshelf%for%third%8me,%as%I%picked%up% the%8tle%and%stared%at%the%cover,%I%heard%a% dis8nct%voice%inside%my%head%say%Buy%this% book.%%
For%years,%all%those%quirks%(which%on%a%bad% day%I%called%my%‘random%defects’%and%on%a% good%day%I%called%‘just%being%me’)%I%kept% 8ghtly%under%wraps.%I%had%learnt%early%on,% that%to%say%certain%things%got%me%stared%at,% stone%silence%or%edged%out%of%a% conversa8on.% I%thought%that%when%I%reached%that%magical% and%elusive%age%called%‘adulthood’,%all%would% fall%into%place%and%I’d%finally%hit%my%stride,% somehow%catch%up%to%everyone%else%and% work%out%what%they%were%all%on%about.%I% would%gesture,%laugh%and%par8cipate%with% ease%D%just%like%I%saw%others%do.% However,%no%elusive%age%arrived%and%the% eventual%catalyst%for%apprecia8ng%my%own% rhythm%came%in%a%very%different%guise;%a% diagnosis%of%(what%was%then%called)% Aspergers,%well%into%my%thir8es.% My%diagnosis%seemed%to%happen%by%chance;% but%if%truth%be%told,%I’m%a%big%believer%that% nothing%happens%by%chance.
I%did.%I%read%that%book%and%as%I%did,%I%realised%I% was%reading%about%myself.%And%I%cannot%tell% you%the%relief%that%washed%over%me.% I%know%such%an%idea%sounds%strangeD% suddenly%discovering%one%has%a%recognised% medical%dysfunc8on%and%feeling%relief,%but% allow%me%to%elaborate. For%too%many%years%I%had%had%ques8oned% and%agonised%over%why%life%felt%so%baffling% and%people%so%impenetrable.%The%cards%that% life%deals:%work,%rela8onships,%health,% tragedies,%happiness%D%all%seemed%to%me%like% thorny,%oversized%pills%to%swallow.%
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Yet,%how%did%other%people%seem%to%sail% smoothly%through%these%aspects%of%life?% While%I%felt%uPerly%ill%equipped,%many% seemed%to%thrive.%Was%I%was%missing%a%vital% tool%or%piece%of%informa8on%that%everyone% else%had? And%here%I%was%in%a%bookstore,%reading%in%a% stranger’s%book,%all%my%thoughts,%reac8ons% and%emo8ons%D%a%carbon%copy%of%my%inner% life%D%secrets%that%I%had%never%told%a%soul.% Within%those%pages%I%found%a%profound%relief% that%someone,%somewhere%actually,%finally,% understood.%%%%%%%%%%% ANer%some%ini8al%research%and%a% recommenda8on,%I%made%an%appointment% with%a%doctor%of%clinical%psychology.% Why%the%Big%Beau8ful%Umbrella? Being%in%that%psychologist’s%office%D%the% wai8ng,%the%interview,%the%assessmentD% although%I%was%at%first%acutely%nervous,% turned%out%to%be%a%fairly%painless%process.% For%the%first%8me%in%many,%many%years,%I%felt% I%could%actually%be%myself.%As%I%relaxed%back% into%the%couch,%the%tense%mask%I%had%worn% each%and%every%day%began%to%slip%away.%For% once,%I%didn’t%have%to%remind%myself%to%look% the%psychologist%in%the%eyes.%I%could%take%my% 8me%to%speak.% It%didn’t%maPer%if%I%stumbled%over%my%words% or%didn’t%understand%her%ques8on.%I%could% ask%her%to%repeat%it;%ask%her%to%be%clearer.
The%privilege%of%being%oneself%is%a%giN%many% take%for%granted,%but%for%someone%with%ASD,% being%allowed%to%be%oneself%is%the%greatest% and%rarest%giN%of%all.% As%she%explained%my%newly%acquired,% tailoredDforDme%diagnosis%of%Aspergers% Syndrome,%the%psychologist%drew%a% sweeping%arc%on%her%whiteboard.% This,%she%explained,%was%to%represent%the% au8sm%spectrum%under%which%there%were% many%manifesta8ons,%Aspergers%being%just% one.%And%under%ASD%there%could%be%over%150% different%manifesta8ons,%each%combina8on% of%traits%as%unique%as%the%individual.% As%I%listened,%staring%at%the%whiteboard,% sihng%in%that%office,%I%remember%a%clear,% striking%thought:%That’s%my%umbrella. At%that%very%moment%a%longDheld%pressure% value%deep%at%the%core%of%me%just%gave%way.%% ReliefD%I%suddenly%had%an%answer,%a%name%for% it:%Aspergers.% Finally,%someone%else%sees%me. The%Aspie%Invisibility%Cloak Officially,%I%come%under%the%banner%of%‘%The% Invisible%Aspie’.% I%wasn’t%diagnosed%un8l%my%late%thir8es.%I% knew%nothing%about%Aspergers%–%I%hadn’t% heard%of%the%word%before%I%became%a% teacherD%even%then%I%had%just%a%vague% understanding.%
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For%these%people,%a%diagnosis%in%middle%age% may%mean%great%upheaval%but%also%that%life% suddenly%begins%to%make%sense.% Growing%up%I%learned%to%watch%others.%Girls% with%ASD%are%more%capable%of%observing% social%norms%than%boys,%and%they%are%more% likely%to%imitate%these%norms%even%though% they%can’t%decode%or%truly%understand%them.% Any%girl%naviga8ng%their%way%through%the% teenage%years%does%everything%possible%to%fit% in.%Girls%with%ASD%can%do%this%to%an%extreme% and%become%excellent%mimics,%imitators%and% actors.
I%had%been%to%psychologists%before%when%I% was%younger.%The%subject%of%Aspergers%was% never%raised. So%how%did%a%diagnosis%of%ASD,%with%all%of%its% blindingly%obvious%traits,%pass%me%by%for% almost%forty%years?%There%are%many%possible% reasons.% Diagnosis%of%ASD%twentyDfive%years%ago,%was% in%its%infancy.%Looking%back%in%the%literature,% diagnosis%of%boys%was%prevalent;%diagnosis%of% girls%was%extremely%rare.%It%is%only%recent% news%that%girls%with%ASD%can%manifest%very% different%traits%to%their%male%counterparts.% As%a%result,%mistakes%were%made%and%many% children%were%overlooked.% A%fair%few%adults%today,%aged%40%plus,%are% just%now%being%diagnosed%with%ASD.%
Taking%into%account%these%factors,%it%was% easily%to%be%invisible. With%any%unmasking%in%life%there%comes%a% con8nental%shiN%–%both%for%the%one% diagnosed%and%their%loved%ones.%%From%my% personal%experience,%although%drama8c%and% ini8ally%confron8ng,%the%diagnoses%of%ASD% was%an%illumina8ng%experience.% What%if%everyone%D%parents,%teachers,%health% professionalsD%all%started%seeing%the% diagnosis%of%ASD%as%a%giN?% ANer%all,%a%diagnosis%gives%one%permission%to% be%one’s%truest%self;%why%spend%years%being% something%that%you%are%not?%Finally%finding% your%stride,%your%true%rhythm,%can%be%the% key%to%unlocking%great%crea8vity%and% purpose. And%with%such%direc8on,%such%freedom%of% expression,%one%can%not%only%survive%but% thrive.%
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Diagnosed% at% 39% with% ASD,% Alyssa% Aleksanian% is% a% primary% school% teacher% in% Sydney,%Australia For% the% past% few% years% Alyssa% has% been% a% strong% advocate% for% listening.%As% a% primary%school%teacher,%she% makes% it% her% priority% % to% listen% to% those% children% with% ASD% in% her% care,% not% just%observe. Alyssa% says,% “I% personally% find% those% ar8cles% wriPen% f r o m% t h e% ' i n s i d e r s% perspec8ve'% as% it%were,%are% far% more% accurate% and% helpful% to% carers% and% loved% o n e s% t h a n% t h o s e% c o n s t r u c t e d% f r o m% t h e% observa8on% of% researchers.% All%theses%children%with%ASD% a r e% n o w% g r o w i n g% u p ,% becoming% adults.% Let's% ask% them% what% it% is% like% being% them!% What% a% mine% of% informa8on% to% draw% and% learn%from!”
She%holds%a%Masters% degree%in%Teaching,%as%well%as%a%BA%in%Conserva8on%of%Cultural%Materials% and% a%BA% in% Visual%Arts% (yesD% like% most%with% ASD% it%has% taken% me% a%while% to% figure%out%what% employment%worked%for%me!).%You%can%see%more%of%Alyssa’s%art%at%alyssaaleksanian.com
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Autism World Magazine - 91
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