Autism Now Summer 2010 volume 23, number 3

Opening Doors Gala Sponsors AUTISM SOCIETY OF AREA www.autismedmonton.org BOARD OF DIRECTORS AUTISM SOCIETY OF EDMONTON AREA AUTISM SOCIETY OF EDMONTON AREA EXECUTIVE #101, 11720 Kingsway Avenue Edmonton, AB T5G 0X5 PRESIDENT Ryan Guenter 780-453-3971 / 780-447-4948 VICE PRESIDENT Arif Khan email: [email protected] TREASURER Jackie Ryan website: www.autismedmonton.org SECRETARY Jean Ashmore DIRECTORS PLEASE PHONE THE SOCIETY FOR AD PLACEMENT AND RATES Karen Bain Marcy Henschel Mark Lynch Shane Lynch Layout by Backstreet Communications David Nicholas Alan Wagner Printed by McCallum Printing Group Inc. PM# 40020698 Articles, opinions and events in this publication do not necessarily imply the endorsement of the Autism Society of Edmonton Area and are printed for information only. The editors of Autism Now are Deborah Barrett and Roman Sokolowski.

The Autism Society of Edmonton Area is a non-profit organization founded in 1971 by a concerned group of parents and professionals. The Autism Society of Edmonton Area helps families and communities embrace and support people on the autism spectrum throughout their lives.

Summer time at last

2 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Education Matters: Differentiated Transitions what his needs were. Before sharing too much formal Karen Bain information, she made sure to ask parents what concerns they had, and what they would like from the school. This first visit Education Matters has previously addressed placement issues, was fairly brief, low-key, and set an agenda and plan with rather questions to be used when selecting schools and programs, than for these parents. The parents made their appreciation clear. transition planning, as well as many examples of the importance of individualizing programs based on unique student abilities On the other hand, larger, more formal meetings also appeared and challenges. Resources from Education and school effective for several parents. They appeared useful for parents transition planning documents have been recommended. to meet a whole team from the current and upcoming schools. However, parents and school staff continue to express concerns They provided an opportunity for consultants and current regarding transitions, especially between schools and programs. teachers to update all the participants at the same time, make This year I have had the privilege of joining a number of broad plans for dates, times and how the current teams would planning meetings, and I have seen how several schools address be set up for the next school year, and they were efficient for the transition process in quite different ways. busy people. Because notes were taken, some initial ideas were developed regarding individual program plans and purposeful This column has already reviewed effective program planning visits to the schools by students. Student needs and parent for students having exceptional learning needs on several requests were well-articulated and documented to alleviate the occasions, suggesting educators must future ambiguity which is possible during informal meetings.

1. Know the student (strengths, interests and individual needs) Parents have varying levels of anxiety and different comfort levels 2. Know the environment (physical, instructional and social when explaining their sons’ and daughters’ complexities. Very expectations in the school settings) often, they also have personal time demands. For example, many 3. Know good teaching (strategies, programs and processes initial parent meetings and school visits must be set for after that have been found effective for students having autism) school due to daily teaching demands. Parents, however, have mentioned the problem of getting child care so that they can attend these meetings, and often both parents cannot participate. Effective outcomes are based on determining what might be Some parents find large meetings overwhelming, and say it is most successful for a particular student and his or her family. difficult to remember who all the people are and what their roles This model may also be important when setting a transition will be. In spite of good intentions, therefore, the process does process or establishing a collaborative learning team for an not always result in positive outcomes. upcoming school year. Often students with autism struggle with their understanding It was refreshing to hear one school facilitator tell parents that of time, social expectations, and changes in routines. School she could explain generally how her special district classroom visits, therefore, must be carefully planned. If they are too long, operated, but that it was different each year depending on students may become stressed or confused, leading to problem the students and what they required. Rather than giving the behaviours. If the expectations are unclear, students may not impression their son would have to adjust to junior high, feel comfortable in the setting, which can increase, rather than she made the parents feel there would be flexibility related to decrease, stress. If the visit is just related to food or a preferred activity, the student may believe that is what will always happen in that setting, and when work or less preferred activities are

3 presented again problems can occur. When students are led to believe they are moving to a new school, it is possible they 5. What specific skills would enhance a smooth transition? expect to go immediately and may refuse to go back into their Using a particular lock for a locker, ordering food in the current classroom, or they may focus on the change too much, cafeteria and/or organizing and managing food to meet worrying about something they saw or a student they were upcoming expectations, or changing for gym in a particular uncomfortable with. way are all possibilities. Routines or visual schedules can often be established following an assessment of the If individual visits are planned, therefore, it is important to upcoming school. ensure students know what to do, where to go or sit, and what the expectations will be. The focus should be on creating 6. What activities and experiences might be both enjoyable natural, reasonable expectations to decrease anxiety and increase and useful for orienting to the expectations of the new class? the probability of future success. In one recent school visit, an Are there any academic or functional tasks that could be Educational Assistant organized preferred activities, snacks, and embedded into the social orientation to the new class? What a clear visual schedule with the student, then went on a well- do you want this student to know and be able to do when timed morning visit. The student knew what she was expected he or she begins school next year? to do, she had practical visual cues, and with the support of a familiar staff member, she was not only well behaved, but also Summer Reading practiced appropriate behaviours and transitions around the school she will be attending next year. If you have not read the following two books, consider them for your summer reading. Although they are not specifically In general, consider the following questions: related to autism, both capture many of the thoughts, joys and challenges shared by parents and educators of students 1. Knowing this student and these parents, what kind having autism. of a transition plan seems to be most appropriate? 2. What kind of support will the student need to have a The Boy who was Raised as a Dog by Bruce Perry and Maia positive “orienting” school visit? Go alone, with parents, Szalavitz is a series of stories about children who have faced or with a preferred staff member? When other kids are trauma. Although it is difficult to read in some ways, it is also in the classroom, or after school with no kids? Once, optimistic and powerful. or more than once? 3. Is it possible to go to a school as a group without individual The Boy in the Moon by Ian Brown relates the life experiences of stress or focus? Perhaps a lunch in a junior high or high a father of a boy diagnosed with cardiofaciocutaneous syndrome school cafeteria with current peers and staff? Perhaps deliver (CFC). This is a beautifully written, loving description of a father things to a classroom, meet the staff, or say hello to students wanting to know his son. within a group of current peers? 4. Would it be helpful to have a schedule, social story, calendar [email protected] or visual story regarding the transition or visit? A calendar for June, July and August, for example, could indicate a school visit in June, year-end events, the last day of the current school year, the number of days to check off before the first day of high school, and specific events over the three-month period to add context.

4 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Edmonton Cycles for Autism Roman Sokolowski

the Glenrose display gave visitors the chance to learn about cutting-edge research being undertaken to improve the lives of people with autism and their families, as well as some of the programs the Glenrose Autism Clinics offer. ASEA’s Karen Phillips and Patricia Terrett were on hand to provide information about ASEA and its programs. Outdoors, kids enjoyed the Jumpy Castle, balloons and activities organized by staff from ASEA’s Fun in the Sun summer program.

A few special guests also helped to make the day a big hit. Mike It was a beautiful, sunny day in Lake, Member of Parliament for Edmonton–– Gold Bar Park as hundreds of Beaumont and a longtime supporter of ASEA, spoke about the people walked, ran, and hopped help he received from ASEA when his son Jaden was diagnosed on their bicycles to raise money with autism, while Jaden stood at his side. Barb Traill, Co- for individuals with autism and ordinator of the Glenrose’s Autism Follow-up Clinic, emphasized their families. ASEA’s inaugural the terrific relationship between the Autism Clinics and ASEA, Cycle for Autism brought together and praised the work that ASEA does to help families cope. dozens of teams of friends, family Peter Beggs from EYE-ZON was also on hand to demonstrate members and co-workers, as well EYE-ZON’s personal tracking devices, which can help family as quite a few solo participants, to members or caregivers track down individuals who wander. Ten enjoy some fresh air and fun in the sun. Thanks to a lot of lucky participants tested the trackers while cycling, walking or generous donations and the many pledges collected by the running along the park trails, while their friends and family had participants, the event managed to raise over $26,000 for the chance to track their progress online. Others had time to talk local autism programs and services! with Peter and see the computer display inside the pavilion.

For those who needed a chance to relax after taking in Gold Thank you to everyone who made the Cycle for Autism Bar Park’s beautiful scenery on one of the easy or intermediate event a huge success, including all the participants, donors, trails, volunteers served up hot dogs, chips and drinks, volunteers, and special guests. No one should forget the hard including thirst-quenching bottled water donated by Heritage work of the CFA Organizing Committee: Event Chair Jean Safeway. Andrew from Tim Horton’s Edmonton Cruiser Ashmore, along with Deborah Barrett, Bonnelle Markham and served that terrific Tim Horton’s coffee and hot chocolate, and Roman Sokolowski. Here’s looking forward to an even bigger for people with special dietary needs, Kinnikinnick donated and better Cycle for Autism Edmonton 2011! Gluten Free Casein Free (CFCF) cookies, donuts, and other www.cycleforautismedmonton. snacks. There were also some informative exhibits at the And finally, don’t forget to visit com Resource Tent, including products from InnovAid designed to to see more photos from the event and check out the pledge help those with sensory processing challenges, and the well- totals for each team and individual! behaved service dogs from Dogs with Wings. Meanwhile,

5 Thank You to All Our Cycle for Autism Volunteers! Did you know? ASEA does not receive any United Way or government funding. The money for our programs and services comes from donations and membership fees from people like you. Please help us to help individuals with autism and their families by supporting ASEA through donations and our fundraising events like Cycle for Autism, the Opening Doors Gala, and more.

Marsha Johnston Matthew Ashmore Nicole Polard ASEA’s Teen Social Group Jordan Erin Dubyk Ashley Coté Sara Fisher Rob Coté Mark Shalala Kelly Bullee Marnie Hutchison Holly Turnbull Lisa Zhu Terri Robson Yana Rogatko Bonnelle Markham Melanie Bischoff Linden Markham Melissa Dunkley Ashton Markham Cathryn Dunkley Russ Ashmore Victoria Dunkley Lindsay Ashmore David Jones

You all helped make our inaugural Cycle for Autism a huge success— we couldn’t have done it without you!

6 Cycle for Autism EYE-ZON Trackers Make Mock Search and Rescue a Success a likely direction of travel. In a later discussion with Corps Deborah Barrett and Patricia Terrett Sergeant Major Adrian Marr of the EPS, we were told that with no clear indication of the direction of travel, the searchers could It was about 2 PM on June 2nd when Edmonton Police easily have spent 24 hours searching the area between where the Search Manager Trainees, Search and Rescue volunteers, and person was last seen and where the backpack was located. They Search and Rescue dogs and trainers started pouring into the would only have begun searching the area where the lost person upper parking lot at the Mill Creek Pool. They were responding was located on the second day. The ability to focus quickly on the to a mock call from a “family” whose autistic loved one had area the lost man was actually in, as indicated by the EYE-ZON wandered away, in a training exercise planned by the Edmonton tracking device, saved a very significant amount of time. The quick Police Service, Search and Rescue, and the Autism Society response time helped to avoid serious health problems for the lost of Edmonton Area. After organizing themselves, they quickly person, who had simulated a broken leg and would have been took information from the “family” members and learned the suffering from severe shock and exposure after 24 hours. With missing man had been wearing an EYE-ZON personal locator the coordinates available on the EYE-ZON website, teams simply device in his backpack. Police quickly brought out their Tough walked to the backpack, then searched the area for the most likely Book laptops and Blackberries to connect with the EYE-ZON direction of travel from that spot. site and find the locator. Although the firewalls that had been set up in the police electronics prevented the police from After the person was located, time was taken to debrief the connecting and getting the information (something EPS is now simulated search. Teams were able to identify the highlights, and working to correct), the Search and Rescue team had iPhones, pinpoint some additional things that could have been done to aid which easily connected to the site. As a result, they had the exact the search. Then, Corps Sergeant Major Adrian Marr took a small longitude and latitude location for the locator, which did not group aside to remind us that having just a few individuals using appear to be moving. trackers does not make a significant difference. That’s why the Edmonton Police Service is recommending that all families with Teams set off and immediately found the locator device. a person at risk for wandering consider using a locator technology Unfortunately, it was with the missing man's backpack, which for their at-risk members. This type of technology allows parents he had taken off and left by a tree at the head of a path that or family members to turn on their computers, laptops or iPhones went north into the park. At that point, teams were sent in two and see where their wanderer (or at least where the locator device) different directions the individual might have taken. Finding no is. Most of the time families will simply be able to go and pick signs in one direction, the teams guessed the man had followed up their wanderer themselves. However, they will also be able to the creek toward the river. The dog searchers moved out first phone police and give an exact longitude and latitude position if and the foot searchers followed about 15 to 20 minutes later. they see their child or loved one is in immediate danger, or if they A little way up the path, a Smarties box the individual was are unable to collect him or her. known to have carried was found. The missing man was located a few yards away. From the time of receiving the tracker’s The Autism Society of Edmonton area is sourcing the EYE-ZON coordinates and direction of travel from the EYE-ZON website, Locator technology for the Edmonton area. We have developed it took about 45 minutes to locate the missing individual. a close relationship with the company and have managed to get a special deal on the monthly monitoring and other fees. Further As they returned to the police search headquarters, search information on the EYE-ZON Personal Tracker is available at our managers and search and rescue team members and trainers web site www.autismedmonton.org or by contacting the ASEA repeatedly remarked on how much time the EYE-ZON tracker office at 780-453-3971. saved. They estimated it would have taken at least three hours searching the area around the Mill Creek Pool parking lot, where the man was last seen, before they may have found

7 15% Off on EYE-ZON Personal Trackers – What Is Cognitive Testing? Available Until August 31 Shawn Reynolds EYE-ZON, in conjunction with ASEA, is pleased When children complete a psychological assessment, many to announce a limited times the psychologist will talk about doing cognitive testing. time 15% discount on What does that mean? A cognitive test is also known as an the Purchase of the EZ IQ test, but a trained psychologist uses the test to determine 100 Personal Tracker more than just IQ. for friends and families One of the main uses for an IQ test is to predict the child’s of the Autism Society of academic potential in a regular classroom setting. It is not Edmonton Area. The offer used to measure the child’s overall ability in every area. It also is only valid until August does not measure things like motivation, focus, or frustration 31, so act now! tolerance, although an experienced psychologist may learn about your child’s skills in these areas during the testing. This special applies to the purchase of the EZ 100 for An IQ score is often believed to be a single number for each $249.00 & $199.00 only. All person that never changes. In fact, a person’s IQ, or cognitive monthly service rates remain @$19.95 per month. ability, can change over time, depending on the learning opportunities they get, especially while growing up. It is Spread the word, and let's keep our children in sight. very important for children to have a wide range of learning opportunities, so that they can continue to develop and For more information, visit www.autismedmonton.org understand more about their world. These should happen at and click the EYE-ZON link in the left column. home and school. Children on the Autism Spectrum often need some opportunities that are tailored to their own learning style to help them in their learning.

When a psychologist does a cognitive test with a child (such as the WPPSI-III, WISC-IV, or Stanford-Binet), the psychologist is looking at the child’s ability to do a range of tasks. This includes some verbal tasks like knowing what words mean or knowing how two concepts are similar, as well as nonverbal or hands-on tasks where the child tries to make sense of pictures or copy a model using blocks. The test may also assess the child’s immediate memory skills, as well as the child’s ability to do simple tasks quickly. Some children have similar skills in all these areas, but many children have different strengths and weaknesses.

The psychologist should also be looking at how the child works on different tasks. Does she get frustrated easily? Can he try hard tasks without getting down on himself? Does she have a hard time focusing on a task? Is he more fidgety than most boys his age? Does she describe concepts in a way that’s typical for her age? Does he get “stuck” on certain kinds of tasks? The psychologist’s observations can give the family and school a lot more information about how the child will work on school tasks, in addition to just knowing the IQ score.

8 After the psychologist finishes the test, she or he will usually write a report. There may be a lot of technical terms in it. Parents Some Thoughts from Alan have the right to ask questions about what the report means, and Alan Wagner the psychologist usually has the responsibility to share results with the parents in a way that makes sense. We psychologists like to use technical words so we look smart! But really, it’s easier to In the past while I have had three different things on my mind use big words, and harder to describe our findings in a way that regarding people with Autism. And as luck would have it, I was makes sense to everybody. recently asked to submit an article to our fine quarterly!

The IQ score is a number that people often ask about, but it’s Since these topics are completely different, I will discuss each not really the most important number on the test. If you test a one separately. large group of people, they will have an average IQ of 100, with a standard deviation (SD) of 15. Don’t worry too much about Topic #1: Speaks4me... SD; basically, what it means is that about 2/3 of all people will have an IQ that is between 85 (that’s 100 minus 15) and 115 I was listening to a popular radio program about technology when (100 plus 15). About 95% of all people have an IQ between I heard about an aid for communication for persons with verbal 70 and 130. difficulties called Speaks4Me. The most important number for the parent to understand, When I Googled “Speaks4me”, I encountered several links with though, is the percentile. This tells you how well your child did in comparison with others his or her age. For example, if your a common thread that caught my attention. Although it had son’s IQ was at the 7th percentile, this means that he scored absolutely nothing to do with the topic of technological aid for better overall than 7 out of 100 kids his age. This number persons with limited verbal ability, I did take notice when it gives you a better sense of how he will do with many classroom came down to a topic whose relevance to my own life was quite tasks. It can also give you and his teacher some ideas about apparent: advocacy for persons with autism, and how people with the level of material that may work best for him, and what kind autism may have spokespeople from organizations dedicated to of performance you can expect most of the time. Again, it does autism speaking on their behalves. Before getting too involved, NOT, by itself, tell you how hard he will work, what motivates I wish to disclaim a bit here. I mean no malice of forethought him, or what kind of teacher he will work best with. This is against any organization, nor do I want to name any organization, where you come in, as a parent, to work with the school to but I wish to state my position of what organizations, both large find the best support for your child based on your child’s and small, do when they say they “speak for me”. unique personality! Many times a person with Autism encounters difficulty Cognitive testing is a part of many assessments for children with communicating with the “normal” world. I know this because ASD. As a parent, you can use these results to work with the I have the same difficulties, and at times need help getting my school to find the best kinds of ways to teach your child, and help her reach her full potential. point across. This is particularly true when dealing with people in positions of power whose decisions are often based on direction The author, Dr. Shawn Reynolds, is a registered psychologist with from above. If I choose to challenge those with power, I need to the Autism Follow-Up Clinic at the Glenrose Rehabilitation be able to do so without antagonizing them to the point that it Hospital. This Clinic offers consultation and medical services puts me in danger of losing my job, or making it more difficult for to over 1600 families in northern Alberta and the Territories others like me in similar positions. Not only do I wish to win the who have a child in the family with an ASD diagnosis. For battle, but I also want to win the war! information about the Clinic, please call Coordinator Barb Traill at 780-735-8285. When I was browsing the links for the Speaks4me device, the blogs I encountered focused on a major point. If some individual or organization “speaks for me”, do they really convey my true thoughts and feelings? Autism affects individuals in different ways.

9 Every one of us has strengths and weaknesses that affect how we fit in the “smart” world, and one cannot decide what our needs and wants are without asking us first. This is a big challenge for Topic #3: Club Quirk those more severely affected, and even people considered “normal” are often mute when asked, “Are there any questions?” Before Four o'clock on a Saturday afternoon is a perfect time to “speaking for me”, be sure that you're conveying my thoughts meet at the WEM location of the Old Spaghetti Factory: it’s precisely, whether you are a large or small organization, or even a early enough that there is no waiting. Food, folks, and fun – single person. that's why I go! I have always liked meeting for coffee, and an occasional meal is what pleases me most. Every meeting with Topic #2: Autism vs. Autism friends or family reminds me of being on vacation. There are other venues, of course – Boston Pizza, Bronx Bowl, and more In the ten years that autism has become a preoccupation in my – but The Old Spaghetti Factory is my favourite. life, I have seen people become adversarial toward one another. Autism is a topic on which I do not feel people should be taking This is not only my article, but it can be my monthly report as up such strongly opposed positions. I have seen instances where well! Have a good summer, folks! people make an effort to undermine the efforts of others whose views they oppose (e.g. vaccines, therapy methods, etc.). I know that my views on some aspects of dealing with this condition are not shared by all. However, I respect others' points of view, and that is a difficult thing to do when it is a position that I consider wrong or out-of-place. We are dealing with something that affects the most innocent among us. Whether it comes down to money or questions of what works for us and our kids, we need to put our differences aside once and for all.

Thank You To Our Autism Now Contributors! Karen Bain Karen Phillips Deborah Barrett Shawn Reynolds Linda Dowell Roman Sokolowski Marcy Henschel Tanna Somerfield Sandra Konrad Patricia Terrett Treva Lunan Carla Villar Shane Lynch Alan Wagner Cynthia Mackenzie

Your talent and hard work have made this issue of Autism Now possible!

Communication is key

10 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Putting AAC Strategies for Promoting the Development of LAMP Communication for to Work Individuals with Autism Language Acquisition through Motor Planning (LAMP) is a therapeutic approach based on neurological and motor learning principles. e goal is to give individuals who are nonverbal or have limited verbal abilities a method of independently and spontaneously expressing themselves in any setting.

LAMP focuses on giving the individual independent access to vocabulary on voice output AAC devices that use consistent motor plans for accessing vocabulary.

Topics covered will include: Q Communication processes in ASD & benefi t of LAMP approach Q Overview of LAMP approach Q Readiness to Learn Q Shared focus Q Consistent & unique motor patterns Q Auditory signal Q Natural consequences Q Language Connections Q Core vocabulary and language representation Q Implementation goals and activities 9:00 am - 3:30 pm Calgary - Oct 12 Edmonton - Oct 13 REACH I CAN Centre, Glenrose Rehabilitation Hospital Location: 5505 4A St. SW, Calgary AB Location: I CAN Centre, 10230-111 Avenue, Edmonton AB Register with Elaine Holtham Conference Room A [email protected] Register with Audrey Synowec [email protected] Vancouver - Oct 14 Aroga Location: CNIB Building Auditorium, 5055 Joyce Street, Live. Learn. See. Communicate. Vancouver BC Register with Elaine Holtham [email protected] Aroga www.aroga.com 11 The Supports Intensity Scale: What Is It, and What Is It For? Rating each item across the three scales gave a sense of Deborah Barrett how intense the supports were. A verbal prompt may be needed several times a day, but each occurrence may take It has families of adults with autism who qualify for PDD only a few minutes. On the other hand, other supports (Persons with Developmental Disabilities Edmonton needed hand over hand, or complete verbal or physical Community Board) services and funding worried. What will it assistance. My husband David, Anthony’s support worker be like? What will it be used for? What is it? It’s the Supports Christian and I realized that, in Anthony’s case, several of Intensity Scale – an assessment tool PDD has put time and those items would each take over four hours of support energy into learning about and training staff to use in order to for each occurrence, over many days or weeks or months, assess the needs of our adult children. before we would ever begin to approximate the response of the average person Anthony’s age. What was interesting to PDD is currently hoping to finish assessments of its first group us was that we discovered that there are several areas where of approximately 250 adults by the end of June, 2010, and has reasonably minimal support would likely bring Anthony plans to assess all adults with developmental disabilities in the up to average functioning. In other areas, however, helping province over the next two years. The assessment instrument Anthony achieve an average degree of independence would has been used and tested across North America and shows fairly require so much support that we would never seriously consistent results. It does seem to help quantify the needs of consider it. We have simply assumed responsibility for adults with developmental disabilities. these areas of Anthony’s life. The SIS made us more conscious of how much support we give Anthony on a But what’s it like? Our son was recently assessed on the SIS, daily basis. and, despite our misgivings, the process was actually quite interesting. As we understood it, the SIS attempts to quantify As an assessment tool, then, we found it interesting to the amount of support an adult would need to function as an find a consensus among our various viewpoints. The average person of his or her age in the community. The scale bigger concern, however, is what PDD will do with the looks at eight different areas of life and has the family and information. Originally, the thought was that quantifying selected others rate their loved one along three dimensions. the need for support would justify PDD’s budget by showing the government the degree of need of PDD’s The first scale rates the type of the support. Supports may range clients. That was before the change in the economy. from nothing, to verbal or gestural prompts, to hand over Now, families wonder what types of decisions will be hand, to basically doing the talking and the moving entirely made by the funders who have no personal contact for the individual. The second scale rates the frequency with or understanding of individuals with developmental which the support is needed, ranging from never through disabilities or their families. monthly, weekly, daily and hourly. The last scale rates the length of time the support would be needed to get a response Our experience is that most families do not quarrel with similar to that of an average person of the same age. The PDD, and have respect for their workers and the way the choices range from no time, to under half an hour, all the Edmonton Community Board supports families. The way up to four hours or more. concern however, is what types of decisions the Minister, the Government or those who control the funds will make.

If we want the government to use this information to make good decisions for our adult children, it is essential that our

12 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org MLAs get to know our kids and our families. ASEA is encouraging all families of children of any age to make evening. Aidan delivered an insightful presentation of his own a point of getting to know your MLA and helping him or experiences, both at school and with community organizations. her know your child (however old), your circumstances and He offered many good suggestions for supporting students and your concerns. The more of us who do this on a regular basis, young adults who have autism. During the evening, several other the more likely our MLAs are to make enlightened decisions young people with autism also spoke to the audience, providing when looking at matters that affect our children and adult sincere gratitude to the recipients of the awards. children. This year the following people were honoured: For more information about joining a group of families who will be getting to know their MLA’s and helping them Workplace Award: Mark Birkland, Selections understand the issues families face, please feel free to contact Support Worker Award: Anoop Dhaliwal Deborah Barrett at [email protected] (please put Keyworker Awards: April Montieth and Ta-ee-a Bryce “Family Network” in the subject line). Teacher Awards: Heather Taschuk, Harry Ainlay, Edmonton Public ASEA Awards Night Recognizes Kathy Goldberg, Mayfield School, Edmonton Public Iona Thomas, NorQuest College Excellence in the Community Lynn Johnston, Bev Facey School, Elk Island Public Karen Bain Educational Assistant Awards: Kristen Graham, Broxton Park, Parkland Shannon Flanagan, Father Kenneth Kearns, Elk Island Catholic Diane Booth, Allendale School, Edmonton Public Diane Mochnach, Georges P Vanier, St Albert Catholic Diane Japuncic, Neil M Ross, St Albert Catholic Sandy Leirer, Harry Ainlay, Edmonton Public Marina Colbert, Father Kenneth Keirns, Elk Island Catholic

A sincere thank you to the 15 families who took the time and effort to nominate, speak about and celebrate staff who support their children and young adults. The ASEA Awards Night on June 8th was a wonderful opportunity to meet and hear about the wide variety of supportive people who teach, assist, enjoy and appreciate their students and clients who have autism. The stories and successes were wonderful to hear – a Please remember that Autism Society of Edmonton Area true celebration! calls for nominations to recognize staff in several categories in April of each year. This is an opportunity to express thanks for It was especially impressive to hear Aidan Guerra, a young man the ongoing efforts of a variety of individuals who positively with Asperger’s Syndrome, who was the guest speaker for the influence the lives of children and adults with autism.

13 Have Your Say: ASEA’s 2010 Annual General Meeting To Our Outgoing Board Members Help ASEA build the future and review the past year’s successes by attending the 2010 ASEA Annual General For the past year, ASEA has been served by an energetic, Meeting! The Autism Society is holding its 39th AGM on committed, inspired Board of Directors. As the AGM September 14th at 7:00 PM in the AACL Meeting Room, draws nearer, some members will be leaving the board, 11724 Kingsway Ave, Edmonton. while others will be standing for re-election. To everyone who has served ASEA so well on the board during the The AGM is a chance for members to stay updated on past year, thank you for your time, effort and dedication! ASEA’s past and future activities and get to know the people who help run the Society. Members will also get to Ryan Guenter, President have their say in ASEA’s future by helping to elect a new Arif Khan, Vice President Board of Directors. Send in your nominations to ASEA by Jackie Ryan, Treasurer September 1st (see below), and then come down to the AGM Jean Ashmore, Secretary on September 14th to cast your vote! ASEA is a volunteer- Karen Bain run organization. Contributions from people like you – our Holly Brown members and community – are what make ASEA effective. Marcy Henschel Please join us in making our AGM and our Society a success! Mark Lynch Shane Lynch Call for Nominations: David Nicholas Terri Robson ASEA’s Board of Directors Alan Wagner

Members can influence ASEA's future by putting names forward for consideration by the nominations committee. ASEA's board includes four executive positions including President, Vice-President, Secretary and Treasurer, as well as eight board members-at-large. If you are interested in serving on the board or in nominating someone else, please contact ASEA at [email protected] by September 1, 2010. All nominations are welcome, but our board could especially benefit from members with fundraising, accounting, event planning or marketing skills. When nominating, please confirm that the nominee has been contacted and has allowed his or her name to stand. Interested individuals will be contacted by the nominations committee, who can provide further information.

14 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Please return your completed form and/or donation to: Autism Society of Edmonton Area #101, 11720 Kingsway Avenue, Edmonton, AB T5G 0X5

Disability: What Is It? Tanna Somerfield Thank You to All of Our Recent Donors! I am not a scientist. But I do often wonder about Please note that this list does not include donors for the things, like a philosopher, or maybe just a really nosey, Cycle for Autism event. obsessive, irritating person. No matter; let’s talk about pre-natal screening. Mosaic Sponsors – $1000-$4999 So, pre-natal screening can pick up FAS, Down’s Syndrome, M.S, and other things, too. But my question is this: if Edmonton Strathcona Lions Club something cannot be picked up on a prenatal screening, can it still be defined as a disability? Kaleidoscope Sponsors – $500-$999

Atypicality does not show up on a pre-natal screening. Gray Office Furnishings (For that matter, neither does prejudice or discrimination CBM Office Automation (Glenn Mudryk) – those are socially inbred diseases and disabilities). So if the condition is not environmentally shaped or nurtured Tiffany Sponsors – $100-$499 (not, for example, caused by being hit by a truck or drug overdose), and if the condition does not show up on prenatal Wayne Rutherford testing, then what is it? Susan & Silvan Zorzut United Way of York The Ugly Duckling comes to mind. Divinity never crowns Atco Electric United Way of Fort McMurray its head as king – less the messiah, more the pariah. Divinity BMO Employee Charitable Foundation often presents itself as a ragged peasant, a shrouded social, Teresita Lynch scientific barometer or thermometer sent to measure the Marni McClinton health of the human condition and balance of nature and social justice. In other words, divinity shows itself in the Collage Sponsors – $0-$99 presence of the ostracized. Divinity is the incidental act of kindness and understanding through the unconditional act Sandra Weeks of inclusion of the marginalized, because they deserve no less Paul & Wilma Pretz than our dignity and respect. Penny Peterson Norman & Eleanor Kubish So what is the definition of disability, and what prenatal Mary & Don Gray information is available to expectant mothers? Can we call Jacqueline Glasglow in our order like we’re at Wendy's and screen for a blond, Terry & Ruth Harrold Douglas MacNeill blue-eyed boy who will be 6 foot 4 with superior intellect Helen Underwood and leadership skills? What are the future directions and Lorrie Sitler implications of prenatal screening? Inquiring minds want to know. Your generous donations make ASEA’s work possible!

15 Gluten-Free and Me Cynthia Mackenzie

“Yes, thank you, I have heard about that – but that is not going to work for our family right now.”

That or something similar was my standard brush-off whenever a well-meaning associate would inquire if I had considered removing gluten from my autistic son’s diet. A dietary intervention was too overwhelming to undertake, I decided, so Healthy Happy Lives I dismissed the notion at every opportunity. Besides, what could an elimination diet really do?

When our son with autism was 4 1/2 years old my husband and I made the decision to begin treatments using alternative health strategies. Our son had continued to digress, and conventional Experimenting with lunch and dinner was more challenging, treatments seemed only to be producing mediocre results. and I ended up with many failed creations. My first attempts The physician who we chose to assist us required a 3-month at GFCF pizza dough from scratch was a flop (luckily you can trial of a gluten and casein elimination diet prior to pursuing buy a mix). It took me a few tries to get the hang of the GFCF any further interventions. recipes, since cooking without wheat flour demands some method adjustments. Gluten and casein are the proteins found in wheat and milk, respectively. Many problems can be associated with a food Finding something that my son would eat was a constant battle sensitivity to gluten and casein, including bowel issues, stomach for the first few months. Yes, it took months! I remember pain, disturbed sleep patterns, lack of attention, poor behaviour, holding my breath when I tried to pass off the rice pasta with hives, infections, eczema, and more. Since food sensitivities spaghetti sauce. On my second try he ate it. Hooray! I started cause a delayed or hidden physical reaction to certain foods, to believe I could really do this! the condition may remain undetected. I took a GFCF cooking class from Continuing Education, and I started my journey with a fact-finding mission to the local used the Internet to get ideas and support. I was also not above organic grocery store. I was a little uncomfortable since I had bribery to encourage my son to finish or at least try a new food never ventured into such a place before, but no one seemed or my latest cooking experiment— luckily, GFCF cupcakes are to stare, so I quickly relaxed. I bought a few items to try. pretty good, and they turned out to be quite persuasive!

I started with cleaning up my son’s snacks. I figured that was the Outings were another adjustment for our family. Extended easiest, since he liked plain potato chips. I had one gluten and family gatherings usually meant finding out what we were eating, casein free option right there! bringing something for our son, and trying to keep him from stealing his cousin’s hot dog bun. I moved on to breakfast. Since you don’t need a lot of breakfast options, this transition was actually not too bad. After four months of effort and adjustment I was positive my son’s diet was totally GFCF. I had been sure that after the

16 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org required 3-month trial period we would see no changes, and then we could go back to normal. Well, I was wrong. downs, but support for our efforts has steadily grown as others note the same results. Three or four weeks into the diet we did notice some improvement in his coloring; he seemed happier, and We have been using the diet for our son for four years now. We more active. His eczema also improved. But even our son’s are not perfect, but for the most part we have kept his diet clean, improvement with his bowel issues did not sway me, since I and have enjoyed watching him grow and develop. Any slips thought our focus on healthier eating could be producing that produce a quick reminder of the benefits for him and our family effect. It was a specific event that happened 5 or 6 weeks in that when he follows the diet. He still has many autistic symptoms really changed my attitude. that we support in a number of ways, and we continue to use educational and alternative health therapies. We try to keep an One night after dinner, while my son was nursing a small GFCF open mind, and we are grateful for the success we have had. cupcake that he had earned for successfully eating another one of Since the success of the diet for our family has enriched our my new creations, something odd happened. He looked directly relationship with our son, we sincerely feel the diet is something at me, and smiled. He was smiling with his whole face, and I felt we get to do rather than something we have to do. So even with a real emotional connection with my son for a moment. Our the obvious challenges, we are happily sticking with it! son was 5 years old at the time, and I realized it had been over 3 years since I had gotten a look like that from him! I thought that Quick Tips for Going GFCF capacity was long gone, another casualty of his autism. But there it was – I was thrilled! • Get Healthy Buy lots of veggies, fruit, whole grains, and consider organic Aside from the GFCF diet, there had been no other changes in options to avoid extra dyes, chemicals or filler in your food! our son’s routine, nor was there a new therapy that I could credit for this improvement. All along, I had not really been sure what • Take an inventory I was hoping for or expecting from this intervention. For me the Make a list of all the foods your child already eats that are positive health changes helped, but it was the return of my son’s GFCF. It will help you build some confidence to get started. smiling eyes that provided both the motivation, and the evidence I needed to be satisfied. • Be a Team Get educated and talk about what the diet would mean for As the months and years have gone by on the diet, our son has your family. You will be guaranteed to succeed if you are continued to have similar positive social interactions, meaningful united in this decision. eye contact, and improved health. We do have some ups and • Be patient Dietary changes take time, but they can be accomplished with a little persistence. Allow yourself 4 to 6 months to implement a new diet.

• Get support Go online, take a class, join a local parent group – you can do this! Be confident; many families have successfully managed this diet, and you can too!

17 9 – 12 year olds Saturday, Sept 11 10:00am – 2:00pm Workshops for siblings of children with #363322 $30.00 special needs! 6 – 8 year olds Saturday, Oct 16 1:00pm – 3:30pm Join us! These workshops will provide opportunities for John Walter Museum (next to ) brothers and sisters of children with special health, mental #363323 $25.00 health and developmental needs to obtain peer support and education within a recreational context. 13 – 15 year olds Saturday, Nov 20 10:00am – 2:00pm Sibshops are lively, pedal-to-the-metal celebrations of the 9626 – 96 A St many contributions made by brothers and sisters of kids with #363324 $30.00 special needs. Sibshops acknowledge that being the brother or sister of a person with special needs is for some a good thing, for others a not-so-good thing, and for many others somewhere inbetween. They reflect a belief that brothers and sisters have much to offer one another, if they are given the chance.

The Sibshop model intersperses information and discussion To Register call 311 or visit www.edmonton.ca/ereg activities with new games (designed to be unique, offbeat, Registration begins July 15, 2010 and appealing to a wide range of abilities), cooking, art and recreational activities, and special guests.

Sibshops seek to provide siblings with opportunities for peer support. Because Sibshops are designed (primarily) for school-aged children, peer support is provided within a lively, recreational context that emphasizes a kid’s-eye-view.

Sibshops are not therapy, group or otherwise, although their effect may be therapeutic for some children. Sibshops acknowledge that most brothers and sisters of people with special needs, like their parents, are doing well, despite the challenges of an illness or disability.

For more info, contact Debi Currie at 780-496-7318 or [email protected]

Sibling love

18 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org First Impressions Volunteers: Making a Great Impression “This is where my heart is,” says Charlene, a Computer Analyst Sandra Konrad by profession. She’d like to see a small team of parents who have gained knowledge by navigating the complex world of programs “We want to increase our reach into the community, to and service providing other parents with emotional support and let more parents and professionals know what we do,” says coaching about how to advocate for themselves. The priority Deborah Barrett, ASEA’s Director of Community Awareness now is for FI volunteers to make call-backs to parents of young and Development. It’s a superb goal, but not one ASEA children recently diagnosed with autism, the largest number of could undertake until more people were available to answer callers. In the future, volunteers could provide information and the calls that an outreach campaign could generate. So First support to help parents negotiate the transition to PDD and Impressions (FI) volunteer positions were created, and an adult services when their child turns 18. appeal for volunteers was launched in the fall of 2009. The name, First Impressions, refers to the aim of help being FI volunteers will also be ASEA’s eyes and ears in the community, delivered with compassion and in a timely fashion by trained identifying issues and trends as they occur, says Deborah Barrett. and knowledgeable volunteers – people who will give a That front-line view has already prompted Charlene to write a good first impression. resource sheet aimed at helping parents navigate through the school systems. Depending on what parents want, where they By January several people had indicated their interest in live, and whether there have been budget cuts or staff transfers, volunteering, but a change in circumstances obliged all but the availability of services makes the process different for almost Charlene Prochnau to opt out, at least for now. Charlene every parent, she says. She’ll have the resource ready in time for knew the job was something she wanted to do when she read fall school registration. It will be posted on the ASEA website, or about it in Autism Now. parents can call the office for a copy to be mailed to them.

“Experience is the best teacher. It’s given me the ability to ASEA’s Board of Directors adopted policies for the Volunteer help people get past the hurdles they face, from PUF1 to Program in the fall of 2009, but changes in funding programs FSCD2 contracts and more,” she says. Charlene’s expertise meant the volunteer-driven Society couldn’t hire a volunteer was developed over eight years of securing services for her coordinator this year. Patricia Terrett supervises the FI program, son, Brayden. She recalls the turmoil she felt eight years ago and Sandra Konrad, a volunteer, is helping Patricia to launch it. when she and her husband learned that their son had autism. She wants to help ease other parents’ strain so they don’t feel “We want ASEA to be a place where people can get support, they’ve been left hanging, as she did then. One unexpected information, and referrals, not only for their needs right now, benefit of her volunteer work is that she’s been getting a but throughout their lifetime,” says Deborah Barrett. First heads-up about situations she might encounter in the future, Impression volunteers are one more link in an organization and how to best support Brayden down the road. striving to create a full-service community for people with autism and their families. Since beginning to answer calls in April, Prochnau has returned calls to fewer people than she anticipated – only six Call Patricia Terrett at 780-453-3971 if you’d like to learn so far. But she’s called parents who live outside Edmonton, about becoming a First Impressions volunteer. too, if they were the ones who needed support. If she doesn’t know the answer to their concern or can’t find it in the 1 pUF stands for Early Childhood Services Program Unit Funding, available for children 2.5 to 6 years of age, for a maximum resource binder that came with the job, she’ll turn to Patricia of three years. Terrett, ASEA’s Family Support Worker, or Karen Phillips, ASEA’s Program Director, or any parent she knows who has 2 Family Support for Children with Disabilities faced a similar situation. 3 persons with Developmental Disabilities

19 Thank You to Our ASEA Volunteers! Belmead Interactions Program: Adapting Curriculum to Meet the Needs Shawn Reynolds Dr. Shirley Dobrofsky Jeff Belch Sandra Konrad of All Students Mike Kay Jessica Peck Carla Villar and Treva Lunan Amelia Duplessis Rachel King Anita Ferri Saada Affan David Jardine Cheryl Kerr Janet Houle Christian Hansen Anthony Barrett Simonne Lougheed Sharon Siu David Lougheed Kelly Sheehy Sara Petersen Claire McCurdy Janelda Cornfield Jaspreet Rai Bonnelle Markham Sara Symington Rachel K. Bailie Eric Oggletree Joshua Lam Neil Mikalonis Andrea Robson Belmead is an Edmonton Public Elementary School close to Gail Wyatt Eva Roadhouse . There are approximately 240 students Tracee Baird Cynthia Wagil from Kindergarten to Grade 6, including two Interactions Charlene Prochnau andie Bence classes for students who have been diagnosed with autism. Anita Homan Jenni Shwetz The division one Interactions class currently has 10 students Roma Kurtz Eugena Rempel-Witten working at academic levels ranging from pre-kindergarten to Marnie McClinton greg Morrison Grade 2. When choosing from the curriculum, we plan for this Fay Morrison Marshall Morrison wide range of abilities in various ways. One way of doing this Yvette Prefontaine Dr. Deborah Barrett is to work with a theme. This spring, we chose an author study Linda Dowell Terry Harris and planned our theme around Robert Munsch. We designed Homa G. Sakhi Greg Hembroff several cross-curricular activities which involved Language Arts, Joanne Boothby Elizabeth Johnston Math, Art, Health and Cooking classes. Donna Middaugh Mark Middaugh Terri Robson Nan Edmond The reading abilities of our students range from matching Dr. David Nicholas Jean Ashmore letters to reading at a Grade 2 level. As you can imagine, this Mark Lynch Shane Lynch sometimes makes planning Language Arts a challenge for Jackie Ryan Karen Bain Interactions teachers. We picked Paper Bag Princess by Robert Marcy Henschel Alan Wagner Munsch because it is an imaginative story with interesting Ryan Guenter Arif Khan characters, has a somewhat repetitive nature, and could be used to teach our phonics letter “P”. We visited the official web site of Robert Munsch and found it very helpful, since students could hear the author himself read many of his books aloud. Another option was to have the teacher read the story or to watch the animated version on Tumble books, another great website that even includes games to go with the stories.

Our next step was to explore the story itself. We looked at identifying characters, settings, important events, as well as the feelings each character may have had. For students with autism, emotions of other people can be a difficult thing to

20 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org understand. We find that using characters from stories is challenging, but beneficial. One way to explore these themes is by verbally discussing the story, as well as completing Events at a Glance comprehension booklets. For each Robert Munsch story, we For a complete, up-to-date listing of events from ASEA and make comprehension booklets in which our students can show within the autism community, please see ASEA’s web site. their learning. Because each student is at a different level, Just visit www.autismedmonton.org and click the “Events” the comprehension booklets are tailored to the needs of each individual student. For example, while some students answer button at the top of the screen! Special events will continue questions in written form, others may cut and paste pictures, to be sent to members via e-bulletin. circle the right answer, colour a picture, match pictures to individual words, fill in the blanks, or some combination Do You Have A Story To Share? of these techniques. Students could also show their learning during the story-telling by providing verbal answers to the Autism Now would love to hear your stories - about your kids, teacher’s questions, by pointing to a particular spot on the your concerns, your family. If you have time to write, please page, or by choral reading. Our letter “P” in phonics was email your articles to [email protected]. explored through painting, drawing in sand, making letters (All submissions must follow the submission guidelines with clay, wiki sticks, and on Magnadoodle. posted at http://www.autismedmonton.org/autism-now- submission-guidelines/.) If writing isn’t your thing, send us While our main academic focus is on literacy and numeracy, an email or give us a call— we will be happy to talk with you our students always enjoy exploring the stories through other subjects. During Cooking class we made a Princess P Party and write an article based on your experiences. Autism Now Mix, which included pretzels, pumpkin seeds, pineapple, would love to include a full spectrum of stories about living popcorn, peanuts, etc. In Art we made Painted Pebble “P’s”, with autism. decorated Prince and Princess Paper bag clothing, and made crowns. As we finish a unit, our favourite way to show learning is to display some of the work we have done. Below is a picture of our bulletin board. We hope you have gained some insight into our program!

21 MIKEȱLAKE,ȱM.P.ȱ EDMONTONȱȬȱMILLȱWOODSȱȬȱBEAUMONTȱ

You’reȱinvitedȱtoȱourȱȱ PancakeȱBreakfastȱ inȱsupportȱofȱtheȱAutismȱSocietyȱofȱEdmontonȱAreaȱ

ȱȱȱȱȱȱȱWHEN:ȱȱȱȱSaturday,ȱAugustȱ21stȱ ȱ ȱ ȱȱȱȱȱȱ9:00amȱȬȱ11:30amȱ ȱȱȱȱȱȱȱWHERE:ȱȱMillȱWoodsȱTownȱCentreȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱProfessionalȱBuildingȱParkingȱLotȱ ȱ ȱȱȱȱȱȱȱ ȱȱȱȱȱȱ6203ȱȬȱ28ȱAvenueȱ ȱ Forȱmoreȱinformation,ȱcallȱtheȱconstituencyȱofficeȱatȱ780.495.2149.ȱ ȱ Weȱlookȱforwardȱtoȱseeingȱyouȱthere!ȱ

MillȱWoodsȱTownȱCentreȱProf.ȱBuildingȱ 780.495.2149ȱ #212,ȱ6203ȱȬȱ28ȱAvenueȱ [email protected]ȱ Edmonton,ȱABȱȱT6Lȱ6K3ȱ Twitter:ȱ@MikeLakeMPȱ www.MikeLake.caȱ

Fun in the Sun

22 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Please return your completed form and/or donation to: Autism Society of Edmonton Area #101, 11720 Kingsway Avenue, Edmonton, AB T5G 0X5

MEMBERSHIP APPLICATION 1. THANK YOU FOR YOUR ASEA MEMBERSHIP Thank you for joining ASEA. Membership fees contribute directly towards the Society’s ability to provide informational resources and services to families and professionals who support individuals with Autism Spectrum Disorders.

2. Name & Contact Information All information gathered will not be sold, traded or used for any purposes not directly related to ASEA Dr. / Mr. / Mrs. / Ms. (First)______(Last)______Dr. / Mr. / Mrs. / Ms. (First)______(Last)______Mailing Address:______City______PC______Telephone: (h)______(w)______(c)______E-mail:______2nd/work e-mail:______Occupation / Workplace:______Occupation / Workplace:______I am: ❍ an individual with autism ❍ a parent ❍ a relative: ______❍ a teacher/teacher’s aide ❍ an agency ❍ a professional 3. About your children Knowing the ages, situations and schools of your children helps us notify you about programs available and scholarships for siblings. Your child’s name______DOB______dd/mm/yy ❍ School______Your child’s name______DOB______dd/mm/yy ❍ School______Your child’s name______DOB______dd/mm/yy ❍ School______Diagnosis (Optional) 1) ______2) ______3) ______

4. Type of Membership ASEA has simplified its membership offerings for your convenience ❍ $50 New family membership ❍ $100 professional / agency membership ❍ $50 renewing family membership ❍ $50 teacher / teacher’s aide membership ❍ *$0 assisted family membership * ASEA recognizes that some families are unable to afford annual fees. ASEA will consider requests for assisted family membership on a case by case basis. All inquiries will remain confidential. I would like to receive Autism Now by ❍ email ❍ by mail 5. Payment Memberships are renewed annually. Donors and volunteers play an vital role in sustaining services and creating new programs. ❍ Visa ❍ MasterCard ❍ AMEX ❍ Cheque (mm/yy) Card number______Expiry date______Please consider giving Signature______of your time or financial resources in addition Yes! I’d also like to make a donation to ASEA to your membership. ❍ $25 ❍ $50 ❍ $100 ❍ $200 ❍ Other______All donations over $10 are eligible for a ❍ Yes! I’d like to volunteer for ASEA – please contact me! charitable tax receipt.

Please return your completed form and/or donation to: Autism Society of Edmonton Area #101, 11720 Kingsway Avenue, Edmonton, AB T5G 0X5 23 E-mail: [email protected] www.autismedmonton.org

Return undeliverable Canadian addresses to: Autism Society of Edmonton Area #101, 11720 Kingsway Avenue, Edmonton, AB T5G 0X5

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