100 Useful Sites, Networks, and Resources for Parents of Autistic Children

By Meredith Walker

It is difficult to read the news or watch TV today without hearing about autism. What many believe has become an epidemic has brought autism to the forefront of society as scientists scramble to understand it and parents reach out for ways to help their children. The following resources include organizations, social networks, informational sites, helpful articles, blogs from parents and science-based writers, and even ways to help with the financial burden that autism can place on a family.

Organizations and Groups

The following organizations and groups all promote education, research, and support for families touched by autism and all have plenty to offer.

1. Autism Society of America. Find out about research and programs, get tips, learn about living with autism, autism news, resources, and even sensory-friendly film showings. 2. Autism Speaks. This organization is promoting public education as well as research for a cure. They include information on early signs as well as other information, autism in the news, sponsor walk events, and offer family support through social networks and outreach. 3. TalkAutism. With a database of professionals, a place for those seeking help to reach out with their requests, and online presentations offering information on a variety of topics this group offers support for parents and caregivers. 4. Organization for Autism Research. This group was organized by parents and grandparents with autistic children and focuses on educating parents, teachers, and caregivers about autism through applied science. 5. Unlocking Autism. Working to speak for those with autism by getting information to the public as well as providing parents with information about legislation, biomedical research, and more, this group is a great resource to stay on top of what’s going on behind the scenes. 6. National Autism Association. Educating and empowering families while funding research for autism are the goals of this organization. Learn about research projects, find help for families, and more. 7. Autism Research Institute. This organization is the home to the Defeat Autism Now! approach that believes autism can be cured through biomedical intervention that moves the focus of treatment away from psychotropic drugs as a primary means of treatment. This site offers tons of information on autism. 8. Easter Seals: Help, hope and answers. The resources here include results from the Easter Seals’ Living with Autism Study, state-by-state profiles and services, and their autism blog. 9. The Arc of the United States. This national group offers information and support for families and adults living with intellectual and developmental disabilities with local chapters that can offer services such as advocates to attend ARD meetings at your child’s school, case management services, and respite care. 10. Autism Network International. This organization is run by adults with autism with the goals of self-help and advocacy for those with autism. 11. Families for Early Autism Treatment (FEAT). This specific group is based out of Northern California, but they have chapters in many other cities across the US and focus on scientifically-based intervention and treatments for children with ASDs. 12. The National Autistic Society. This organization from the UK offers support, information, news, events, and more. Support and Social Networks

These groups are specifically created for support and networking opportunities for parents, educators, and caregivers working with those with autism.

13. Autism and PDD Support Network. Find forums and message boards, links to resources, and their new community–Moms Fighting Autism. 14. Parent to Parent USA. This nationwide organization has local chapters that link parents with other parents who have children with similar medical or behavioral issues. They have a section specifically for autism spectrum disorders. 15. Moms Fighting Autism. Create your own profile to meet others or just browse through the posts on this social network of moms fighting autism. 16. Autism Speaks Social Network. This social network sprung from the larger organization by the same name and offers groups, forums, blogs, profile pages, and more for members. 17. Autism Support Network. Find a group, connect with other members, or read what others have to share about their experiences with autism and Asperger’s. 18. Model Me Kids Social Network. The members here include parents, caregivers, educators, and people with autism and Asperger’s. 19. WeAreAutism.org. This social network is for those living with ASDs and allows opportunities for social connection and sharing. 20. Autism Parents. This site is specifically for single parents who have a child or children on the spectrum and offers a place for support and social connection. 21. The A-N Social Network. Create a customized profile page, post photos and videos, or talk with others on the forums at this social network designed to connect those dealing with autism. 22. Grandparent Autism Network. This organization serves a dual purpose with articles and videos to help inform and support grandparents of grandchildren dealing with autism and also providing face-to-face support for grandparents and their families in southern California.

Understanding Autism

From recognizing early signs of autism to understanding communication and autism, the following resources will help you learn more about autism.

23. Learn the Signs. Act Early. Get plenty of information about child development from the information here that is designed to help parents, educators, and caregivers recognize developmental disorders in children from birth to 5 years. 24. American Academy of Pediatrics Developmental Stages. You can rely on this information to provide you with developmental stages of typically-developing children. Use this as a general guideline to recognize if your child is developing according to this schedule. 25. First Signs. This resource offers information on recognizing autism, screening and referrals, treatment options, and more. 26. Autism A.L.A.R.M.. This fact sheet is specifically designed for physicians, but provides helpful information on recognizing the potential of ASDs. 27. What are the Autism Spectrum Disorders?. This article offers a good overview of the various autism spectrum disorders and their similarities and differences. 28. Your Child: Autism, Autistic Spectrum Disorders (ASD) and Pervasive Developmental Disorders (PDD). From the University of Michigan Health System, this resource provides basic information about the various types of autism spectrum disorders. 29. CDC Autism Information Center. Find early warning signs, learn about screenings and diagnosis, learn about treatment and therapy options, and read research about the suspected relationship between vaccinations and autism. 30. Autism Research at the NICHD. Learn about the autism research going on at the National Institute of Child Health and Development. 31. NIMH – Autism Spectrum Disorders. This resource offers a close look at ASDs, including diagnosis, treatments, and research. 32. Autism and Communication. Learn about autism and communication with the information here from the National Institute on Deafness and Other Communication Disorders. 33. MedlinePlus: Autism. This resource offers links to many articles and publications offering information on everything from the basics about autism to diagnosis and treatment to coping to clinical trials. 34. AutismWeb: A Parent’s Guide to Autism and PDD. This site provides several links to everything from warning signs to treatment options to finding support.

Treatments and Therapies

Learn about various treatments and therapies used with children on the spectrum with these resources.

35. Lovaas Institute. Dr. O Ivar Lovaas is a pioneer in the treatment of autism and began using his method of Applied Behavior Analysis (ABA) over 40 years ago. Learn more about this treatment therapy and find help in your area here. 36. ABA Resources for Recovery from Autism/PDD/Hyperlexia. This page is run by a father with a child with autism and provides information about ABA therapy. 37. The Interdisciplinary Council on Developmental and Learning Disorders Floortime Overview. Founded by Stanley Greenspan, MD, and Serena Wieder, PhD, this project helps parents, educators, and caregivers connect with children on the spectrum by focusing on social, emotional, and intellectual abilities. 38. The PLAY Project. The focus of this project is to provide opportunities for parents, caregivers, and educators to learn interventions appropriate for young children with ASDs based on the work done by Dr. Stanley Greenspan. 39. Autism Treatment Center of America. This organization is the home of the Son-Rise program, which approaches treatment through embracing what the autistic behaviors communicate about children with ASDs and working to discover and incorporate what motivates them into the treatment plan. 40. Sensory Fun. This website offers a quick glimpse at Sensory Integration Dysfunction as well as provides ideas for activities and tools to help your child. 41. Social Skills. With plenty of links and examples for teaching social skills, this is a good place to start if you are working on teaching social skills to an autistic child. 42. ANDI – Autism Network for Dietary Intervention. Learn about dietary intervention and find support and resources too at this site. 43. The GFCF Diet. This site will help you learn about implementing and maintaining a gluten and casein-free diet to help treat autism.

Articles Discussing Autism Issues From tips for traveling with an autistic child to helping a fussy eater to understanding new genetic discoveries, these articles offer information you may want to know.

44. Researchers Find First Signs of Autism Even in Infancy. Learn how researchers are discovering what signs to look for in young infants to recognize the potential for autism. 45. Six Tips for Traveling with an Autistic Child. If you decide to take a family vacation or need to go out of town for any reason, read this article for great suggestions to minimize the disruption that may be difficult for your child to manage. 46. Interview with Dr. Temple Grandin. Read what Dr. Grandin has to say about her experiences living with autism and her views on the current issues surrounding autism. 47. Finding and Fighting Autism Early. With the importance of early detection and intervention, this article looks at how practitioners are working to improve detection so that children with ASDs don’t get overlooked. 48. Guide to a Low Cost Intervention Program. Learn how you can start early intervention at home without investing in expensive therapies. 49. Is the Autism Epidemic a Myth?. This article explores the possibility that the rate of autism hasn’t risen, just society’s awareness and recognition of it. 50. Fussy Eaters and Autism. Discover why many autistic children are such fussy eaters and learn strategies to get your child to eat a wider variety of foods. 51. New research brings autism screening closer to reality. Learn about the controversial issue of screening during pregnancy for autistic traits. 52. Step Forward in Autism Genetics. This article explores a discovery scientists have made bringing them closer to understanding a genetic predisposition to autism. 53. New Theory of Autism Suggests Symptoms or Disorder May Be Reversible. Science Daily reports how scientists are working with a new theory that says autistic brains may be disregulated and may possibly be regulated to reverse symptoms.

Blogs

Read about current news and trends in autism research or follow along as parents write about their experiences living and loving a child on the spectrum.

54. Child Psychology Research Blog. This blog brings research-based news with a heavy emphasis on autism and ASDs. 55. Autism Vox. Posts here are written by both the mother and father of a child with autism and include insight to their lives as well as some of the latest news and suggestions for others. 56. Autism Blog. Written by a mother of a child with autism, this blog offers tips and support to those working with or living with people affected by autism. 57. Social Skills for Kids. Specifically for parents of children with autism, Asperger’s, or ADHD, this blog includes great posts touching on important social skill issues such as providing down time, helping kids understand subtle emotions, and tips for school success. 58. Autism Watch: 2007. Parenting her autistic son since his birth in 2000, this mom writes about news, research, her experience, and opinions on the current trends. 59. What We Need. This mom shares her experience rearing a son with high-functioning autism. 60. Interverbal: Reviews of Autism Statements and Research. This blog written by a special education grad student takes a critical look at the world of autism. 61. Asperger-blog.com. Find links to books, resources, and news or get first-hand reports of what it’s like having a son with Asperger’s with this blog. 62. Hoping, Not Coping. Spreading the word about autism and sharing their family’s journey, this blog strives to educate others about autism. 63. Action for Autism. From the UK, this father of a son with Asperger’s is also an educator and writes books and speaks about autism. 64. Vaccine Blog. This blog takes a scientific approach to the pro-vaccine stance. 65. Vaccine Awakening. Striving to support parent rights to vaccine choices, this woman blogs about legislature and news surrounding parents’ rights. 66. VaccineEthics.org Blog. This bioethics research organization focuses on ethical practice of medicine. Their blog reports the latest news on the vaccine and bioethics front.

Regional Resources

These resources are aimed at helping those in specific geographic locations, but also often provide helpful information on their websites no matter where you live.

67. Families Together. Families in Washington, Idaho, and Maryland can benefit from the workshops designed for parents and typically-developing siblings of those with disabilities as well as Family Enrichment Weekends. 68. Families Together, Inc.. This organization offers support for families in Kansas who have a child with special needs, including autism. 69. Southwest Autism Research & Resource Center. Families in the Arizona area will benefit from the services offered through this organization. There is also a Spanish version of this website. 70. Thoughtful House. Located in Austin, TX, this center focuses on recovering those with autism spectrum disorders through a combination of diet, therapies, and medical care. 71. The Help Group. Founded in 1975, The Help Group has seven campuses in the Los Angeles area offering specialized day schools to children on the spectrum from Kindergarten through high school. 72. Fay J. Linder Center for Autism. This center provides services for children and adults with autism in the Long Island area. 73. Douglass Developmental Disabilities Center. Families in the New Jersey area can take advantage of the ABA services provided by Rutgers. 74. McCarton Foundation. This foundation in New York offers a school that incorporates ABA, peer interaction, and speech and language therapy as well as research done in conjunction with Rutgers and a training facility for parents, educators, and caregivers. 75. TEACCH Autism Program. Located in Chapel Hill, NC, this program offers clinical services, training, and current research to help those on the autism spectrum. 76. Koegel Autism Center. A part of the University of California, Santa Barbara, this center focuses on research and treatment of ASDs with a specific interest in Pivotal Response Treatments (PRT). 77. Autism Center – University of Washington. Not only can those located near this university participate in research studies, this site offers lots of links to information about autism spectrum disorders.

Financial Assistance Resources

Having a child with autism is expensive. Many couples discover that one partner must stay home with their child as child care is not available and the treatments and interventions are often expensive and frequently not covered by insurance. Use these resources to help lessen the financial burden autism may create for your family. 78. Helping Hand. This grant is funded through National Autism Association and provides a one-time opportunity for those families in serious financial need. 79. Family First. Another grant from NAA, this one is a one-time grant for couples seeking marriage counseling to help prevent the alarming rate of divorce among couples with a child on the spectrum. 80. Aid for Autistic Children Foundation. This organization provides financial assistance to families who are burdened with the expenses associated with caring for someone with autism. They typically provide assistance for therapies or services already paid by the family. 81. Direct and Indirect Financial Support for Families. This resource offers suggestions for finding financial help grouped by the country in which you live. 82. Mesa Angels. This organization provides financial assistance to those experiencing catastrophic experiences, including medical issues. 83. Financial and Medical Assistance for Families with Autistic Children. Learn how to apply for Social Security assistance with medical expenses related to autism treatment. 84. ModestNeeds.org. This organization works to help those who are employed and trying to stay afloat financially an opportunity to connect with donors in order to fund their modest needs. Several of those seeking funds are doing so for ASD-related issues. 85. Autism Assistance Resources and Information. Started by a mom with two children on the spectrum, this blog offers places that families coping with autism can turn to for financial assistance. 86. Grants for Families Living with Autism. This About.com article offers resources for families to find financial aid when dealing with autism.

Shopping Resources

The following resources offer online shopping for items specifically geared toward making life easier or treating autism.

87. Autismshop.com. Parents and educators can find books, software, sensory chewables, time timers, visuals, music, and games and toys all specifically designed for those with autism. 88. ABA Educational Resources Ltd.. Find flashcards, videos, books, and other tools to help you with your ABA therapy at home. 89. Natural Learning Concepts. This store offers educational materials, therapy tools, and sensory toys for children with special needs, especially autism. 90. DreamCatcher Weighted Blankets. Shop the selection of weighted blankets available at this store run by parents of a son with classic autism who designed the blankets around their son’s needs. 91. Giving Greetings. Parents and educators can find visual support material to help promote communication. 92. OZMO. Find fun toys, books, puzzles, and more specially designed for those with autism.

Pervasive Developmental Disorders (PDD), Asperger’s Syndrome, and Nonverbal Learning Disorder

Typically considered higher functioning types of autism, these resources offer information on PDD, Asperger’s, and NVLD.

93. Childbrain.com – PPD/Autism. Find out what PDD is and how it relates to autism, how it’s diagnosed, and more from this site. 94. The Eli & Edythe L. Broad Asperger Center. Read publications, find out about current research projects, and discover presentations occurring on the topic of Asperger’s from this center out of UCSB. 95. Weird Not Stupid. This website is run by a sibling with an older sister and a younger brother who both have Asperger’s Syndrome. You can find plenty of helpful information about Asperger’s and NVLD here. 96. O.A.S.I.S.. This site has a wealth of information for those learning about Asperger’s and related disorders or seeking support. 97. MAAP Services for Autism and Asperger Syndrome. This group offers regional resources as well as information and news for families dealing with ASDs–especially those higher functioning individuals. 98. Asperger Syndrome. From Family Village, this page offers tons of resources for those seeking information on Asperger’s and related disorders. 99. Asperger’s Syndrome. The Yale Child Study Center provides this overview of Asperger’s as well as two PDFs that provide guidelines for assessment and diagnosis as well as treatment and intervention. 100. Nonverbal Learning Disorders. While the debate continues whether NVLD is a milder form of autism, a part of Asperger’s, or a completely different disability altogether, this article offers a close look at what NVLD is and how it can be handled in school.

AGGRESSIVE TOYS

EXPRESS ANGER AND FEAR AND EXPLORE ISSUES OF POWER AND CONTROL

ACT OUT AGGRESSION SYMBOLICALLY

PROTECT THEMSELVES SYMBOLICALLY FROM DANGER

Rubber Knives

Hammer and Nails

Toy Soldiers

Punching Bag/Bop Bag

Dart Gun

Swords

Military Vehicles

Small Pillows

Rubber Bat

Plastic Shield

Handcuffs

Printable Emotions Game Autism - Free Printable Fun for Everyone Page 1 of 4

Home Free Printable Stuff Special Needs Contact

Tuesday, April 29, 2008

Printable Emotions Game Autism Search Me! Autism Teaching Materials Children with Autism often have Social stories, lesson difficulty recognizing and identifying Search plans, sensory activities, and more. emotions. They often miss the facial www.autisminspiration.com cues that other people rely on to Printing Online Autism gauge the moods of others. This Instructions Research printable emotions game is Linking the Autism designed to help identify emotions on Community And Most FreePrintableFun Researchers. Join Our the faces of others. Research. designs are best saved www.IANProject.org to your computer and The Original Autism How to use this game: printed from your DVDs Print one copy of Emotions Bingo graphics program. Our DVDs have Helped from either the PowerPoint or PDF file Printing from the Thousands of Kids you downloaded. Cut out the blue with Autism Speak, circles on the last page. Call out the browser might result in Don't Delay www.AutismDVD.BabyBumble name of an emotion and challenge images that are larger your child to place the blue circle in or smaller than Autism/ Teacher the correct spot. The child wins when intended. Training either all of the emotions are covered or when three Comprehensive emotions in a row are covered (your choice.) training for teachers in the field of autism. Blog of the day www.disabilitytraining.com Other Uses: Print one copy of emotions Bingo. Cut apart the game and use the squares as flash cards. Have the child draw various Emotions Clip Art faces (happy, sad, disgusted) on the blue circles and ClipArt - Pictures match them with the flash cards. Emotions Clip Art Print one copy of Emotions Bingo. Cut apart the game and www.Bing.com use the squares to play "memory." Place all the cards face down and have the children turn the cards over to find a matching pair of feelings (two sad people for example.) If the cards do not match turn them face down again. Get one Continue until all cards are paired. Thanks for dropping Links I would not consider this a beginning game for a child with your Entrecard. • Webliography of Autism. I would suggest introducing emotions in the form Visit the blog of the day. Jamie Sue Austin of PECS first. This game serves to bridge between PECS and real life interpretation of emotions. • Creative Spectrum • Mes English Printable Emotions Game for Autism PowerPoint Pritnable Emotions Game for Autism PDF • Autism Games

• PictureSET FYI: Images were obtained from Flikr under the Creative Commons, • File Folder Fun modify, adapt, build upon, and commercial licenses where ever possible. If an image belongs to and you would like it removed please • File Folder Heaven contact me.

http://freeprintablefun.org/2008/04/printantable-emotions-game-autism.html 2/18/2010 Printable Emotions Game Autism - Free Printable Fun for Everyone Page 2 of 4

• Making Friends RESOURCES ONLINE: • FrugalMummy

• Companies that hire ABCTEACH: Has a nice collection of free printables for that homeworkers would be useful in teaching emotions to autistic children available in several languages. My favorite flashcards on • TLSBooks worksheets their site are here.

Austim-PPD.net: Has an active and wonderfully educational Who Am I? forum devoted to autism and PPD. Many great members work hard to provide each other with the resources they find. Here is a fabulous post giving links to emotion games I AM JAMIE and learning activities. SUE!

When I'm Edupics: Has some cute printable coloring pages focused on emotions. A lot of the pages have an Anime feel and not working would be suitable for a slightly older child. I enjoy making crafts and writing. I'm the Do2Learn: I can't say enough about Do2Learn and their AWESOME printables. But, have you checked out their mother of a awesome games? The "Feelings Game" is an awesome companion to Autism/ Teacher five year old boy with FreePrintableFun's Emotion Bingo and "Facial Expressions" Training autism. I try to focus is a great way for kids to learn how to identify a person's Comprehensive training for part of my creative emotions. teachers in the efforts on finding and This interesting printable from TeacherVision has children field of autism. www.disabilitytraining.com making learning material draw a face to match the feelings described in the for autistic children. You sentence below. These flashcards from Happy Discipline Emotions Clip are a quick print. Art can Contact Me. ClipArt - Pictures Emotions Clip Art VIEW MY COMPLETE Enchanted Learning: Is a subscription site, but they do have nice printables. The printables are very well done, www.Bing.com PROFILE but I come across so many free printables that I haven't found justification for subscribing. However, if you are low Autism Toys Best toys, games, on time this might be the one stop shop you've always Dedicated to sensory items, dreamed of. DVD's and more Daaks for kids with MES-English: Again, this site, which was originally design autism to teach English as a second language, shows how well www.nlconcepts.com designed their learning materials really are. They are perfect for teaching autistic children!

PictureSET: Actually, I couldn't find PECS for emotions on here, but I bet they are. There are SO MANY AWESOME visual aides that would work great for autistic children on this site, for free, that it's really unbelievable and deserves We'll solve the puzzle a special mention. together.

at 3:55 PM Grab My Button! Labels: Free Printable Learning Activities for Autistic Children, Printable Free Stuff Downloads

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• Printable Free Stuff Downloads (41) • Free Printable Dolls

Puppets

Doll Supplies (Blanket, Bottle, Cradle)

Kitchen Set

Tea Set

Animal Families

Stuffed Toys

Sandbox

Pots and Pans/Play Food

Source: Katherine Arkell

."'1iI EIIiI"""'. Engagement and Assessment i!\",/liI~kre..f""oiIf"'b.llf Six to Sixteen Family, Group

Gather information about the client and family/group Increase open communication Identify areas of change or improvement to addressed

Packs of candy with assorted colors such as SKITTLES® or jelly beans

Distribute 10-15 candies to each group or family member. Have each member sort their candy by color with instructions not to eat them. Ask one member to pick a color and tell how many they have (Le., two greens). Ask them to give two responses to the following questions or make up ones more relevant for current family/group goals or issues (i.e., anger management, social skills, etc.):

Green: Words to describe self Purple: Ways you have fun Orange: Things you'd like to change/improve about yourself or family Red Things you worry about Yellow: Good things about your family

After one person has answered a question, have them choose the next person to answer the same question based on the number of candies that person has. The activity is complete when each person has answered all questions. If a person does not have a particular color candy, they use the number of candies the person who went before them had. Candies can only be eaten after a question is answered.

Be sure each person has the floor when speaking and there is no interrupting or side conversation. Open the floor for discussion after each person has responded to all questions. Possible discussion questions are as follows:

What did you learn? Did anything surprise you? How will you work towards making changes/improvements?

4 This activity facilitates open communication and provides insight into individual and family dynamics. The family can be encouraged to try the activity at home with questions they generate either in session or on their own. A variation is to use colored beads or Leggo® than candy.

Katherine Arkell, MSW, LCSW, works as an outpatient therapist Vista Health in Bentonville, Arkansas, serving children ages 6 to18 their families. She is a Registered Play Therapist Supervisor v"ith the Association for Play Therapy. Her practice areas of interest include anxiety, depression, grief, and blended families.

5 Books - Recommended Basics .\"p.L1 ... :.::.: Asperger's Syndrolne: A Guide for Parents and Professionals Tony Attwood AutisIn: Handle with Care! Understanding and Managing Behavior of Gail Gillinghaln Children and Adults with Autism Autistic Spectruln Disorders: Understanding the Diagnosis & Getting Mitzi Waltz Help AutisIn TreatInent Guide Elizabeth K. Gerlach Biological Treatlnents for Autisln & PDD William Shaw, PhD The Challenging Child Stanley Greenspan Children with Autism: A Parent's Guide Michael Powers Children, Youth and Adults with Asperger Syndrolne: Integrating Edited by Kevin P. Stoddart Multiple Perspectives Crossing Bridges: A Parent's Perspective on Coping After a Child is Viki Satkiewicz-Gayhardt, Diagnosed with AutisIn/PDD Barbara Peerenboom and Roxanne Calnpbell, RN The Explosive Child: Understanding and Helping Easily Frustrated, Ross W. Greene "Chronically Inflexible" Children Ian's Walk: A Story about AutisIn (good book for siblings) Laurie Lears; illustrations by Karen Ritz Incentives for Change: Motivating People with AutisIn SpectrUlTI Lara Delmolino and Sandra Disorders to Learn and Gain Independence L. Harris Keys to Parenting the Child with AutislTI Marlene Targ Brill, Med Laughing and Loving with AutislTI: A Collection of"Real Life" Warm & Wayne Gilpin HluTIorous Stories Let Me Hear Your Voice: A FaITIily's TriuInph over AutisITI Catherine Maurice News frOITI the Border: A Mother's MelTIoir ofHer Autistic Son Jane Taylor McDonnell and Paul McDonnell The Out-of-Sync Child Carol Stock Kranowitz Without Reason: A falTIily Copes with Two Generations ofAutislTI Charles A. Hart A Parent's Guide to AutisIn: Answers to the Most COlnmon Questions Charles A. Hart Parent Survival Manual Eric Schapler Sensory Slnarts: A Book for Kids with ADHD and Autisln SpectrUlTI Chara and Chara Disorders Struggling with Sensory Integration ProblelTIs A Slant of Sun: One Child's Courage Beth Kephart Solving Behavior ProblelTIs in Autisln Linda Hodgdon, MEd, CCC-SLP Teaching Children with Autisln Robert Koegel Teaching Children with Autism: Strategies to Enhance COlTImunication Kathleen Ann Quill, EdD and Socialization There's a Boy in Here Judy and Sean Barron Thinking in Pictures and Other Reports from My Life with Autism Temple Grandin, PhD The UltiInate Stranger: The Autistic Child Carl H. Delcato Unraveling the Mystery ofAutislTI and Pervasive Developlnental Karyn Seroussi Disorder: A Mother's Story ofResearch & Recovery Visual Strategies for IITIproving Communication Linda Hodgdon, MEd, CCC-SLP Without Reason: A falnily Copes with Two Generations ofAutism Charles A. Hart The Curious Incident ofthe Dog in the Night-TiIne (Fictional Book) Mark Haddon Tilt: Every Falnily Spins on Its Own Axis (Fictional Book) Elizabeth Burns

Resource Directory for Families of Children with Autism Spectrum Disorders 48 Fraser Child & Family Center®, www.fraser.org.printed 1/21/2009 3:45 PM RAISING KIDS WHO CAN SERIES - PARENT STUDY GROUP LEADER'S GUIDE

The Crucial Cs and RudolfDreikurs' Short-Range Goals ofMisbehavior

Amv., Lew.. Ph.D. and Bettv", Lou Bettner.. Ph.D

Child's beUef Child feels Child's Adult feels Adult's Cbildts response Crucial Cs Constructive Child's Child feels Child's positive negative goal impulse to correction Alternatives belief goal

I only count insecure ATTENTION irritated REMIND "temporariIi' CONNECT Replace negative attention I belong secure COOPERATION when I'm being noticed alienated annoyed stops with positive attention. What, again? Plan activities together. DonJt ignore the child; ignore the misbehavior. Teach self-sufficiency.

;

My strength is in inadequate POWER ~gry FIGHT misbehavior CAPABLE Don't try to win. Give I can do it competent SELF- showing you dependent challenged intensifies opportunity and choices so self- RELIANCE "you can't make me others are I insist that child can display power control and you can't stop in control you do as 'I say constructively. MeJIl Maintain friendly attitude~

I knew,. you were insignificant REVENGE hurt or PUNISH wants to get COUNT Avoid anger and hurt I matter significant CONTRlBUTION against me. . wants to even feelings. Maintain. valuable NoonereaJly get back punish How could you makes self appreciation in relationship. likes me. get even do thi's to me? disliked Offer chances to help. I'll show you us? them? Seek support and help how it feels. r II teach you a in identifYing positives. lesson~ (Don't give up.)

I can't do anything inferior ,AVOIDANCE despair GIVE UP passive COURAGE Notice only strengths I can hopeful RESILIENCY right so I won't try. useless I give up .. no change and ignore the negative. handle willing to IfI don't try, my hopeless display hopeless It's no use more hopeless Set up steady exposure to what try failures won't be so ofinadequacy displays manageable tasks that have comes obvious. inadequacy a guarantee ofsuccess. No criticism. Remember: Misbehavior is a symptom ofthe child's discouragement about being able to feel the Crucial es. Use encouragement and training through natural and logical consequences. Consider and agree on choices together.

Copyright <0 1998 Amy Lew and Betty Lou Beltner The authors grant permission to copy this chart for educational purposes only, provided that the authors are cited. Connexions Press 10 Langley Rd., Stet 200, Newton Centre, MA 02159 (Tete: 6t7-332-3220; Fax: 617-332-7863 e-mail: [email protected].). or I Old State Rd., Media, PA 19063 (Tele & Fax: 610-566-1004). .~ .

! I Teacher/Parent Notes: Kids Ma,tching

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Levels 1 & 2: Shared Attention & Level 5: hared Meanings Engagelllent (Birth to 8 Dlonths) (18 to 36 Dlonths)

• Can pay attention to, tolerate and/or enjoy lilt Communicates ideas through words brief interaction • Simple pretend play with adults • Evidence of attachment

It Responds to comforting & attention • Simple pretend play with children Allows at least brief interaction without leaving Understands facial expressions Enjoys SENSORY-MOTOR PLAY

• Limited receptive language. Ex. Turns to • Responds to 1 & 2 step commands name some times • Emerging self concept (mirror, body parts) Brief or inconsistent 1-3 sequence circles of • Sense of humor communication • Spontaneously greets familiar people ,. Still prefers Comfort-zone activities

Level 6: Elllotional Thinking Levels 3 & Two Way (3-5 years) COllllllunication (6-18 Illonths)

• Expresses & identifies own and others • More sustained engagement with evidence of feelings reciprocation and imitation

Seeks attention / comforting / imitates Recognizes relationship between simple gestures feeling, behavior and consequences • Receptive language more consistently emerging .. More complex social dramas/play with themes • Initiates interactions based on needs and wants Combines gestures. Increasing numbers of • Takes someone else's view words • Aware of social norms lilt Understanding of ~asic emotional themes • Aware of safety, time, the past, sequences (approval, safety, admiration) • Multiple sequences of interactions • Enjoys sensory motor playas GAMES (wrestling, songs, rhymes) • Talks in pa:ragraphs

I I I I I I I I The list of Super Duper® products below may be helpful when, working with children who have I I special needs. Visit www.superduperinc.comorcaIl1-800-277-8737.Click the links below to see the I product description. I I I I All About You, All About Me Fun Deck® I Ask for Item #FD-80 http://www.superduperinc.com/products/view.aspx?pid=FD80&stid= I I I "Say and Do,fB> Positive Pragmatic Games I Ask for Item #GB-93 http://www.superduperinc.com/products/view.aspx?pid=GB93&stid= I I I Social Skills Chipper Chat® I I Ask for Item #CC-88 http://www.superduperinc.com/products/view.aspx?pid=CC88&stid= I I TopicTalk™ I I Ask for Item #GB-192 http://www.superduperinc.com/products/view.aspx?pid=GB192&stid= I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I © 2009 Super Duper® Publications" www.superduperinc.com Using Music and Art with Children with Autism or Other Learning Disabilities By Becky L. Spivey, M.Ed.

Music and art can help increase learning for children, particularly those who have autism or other learning disabilities, since these activities provide unique sensory input and stimulation to the mind and body. Music and art can engage physical and mental focus for tasks. When children have success with music and art, you may see an increase in self-confidence, in the use of proper social skills, and in overall communication (McCord, ,-} 7).

Singing and dancing to music helps children develop proper voice control, motor planning/control, and fine and gross motor skills. Repetition through song can help children with autism or other learning disabilities learn to anticipate words, rhythms, and concepts. This can help them participate more easily in music-based classroom activities since they know what to expect.

Art activities, ranging from drawing to acting, require different levels of complex thinking and problem solving. Art allows children to show thoughts and feelings in a creative way, often through nonverbal communication. Children with autism or other learning disabilities can express emotions through art that they may not otherwise be able to state.

Recent studies show that children with autism can be more eager to listen to music than their peers. These same studies indicate that children with autism are more likely to be able to differentiate variations in pitch. Music-themed lessons can help increase patience, voluntary attention, memory, social interaction, eye contact, and the enjoyment of learning (Evans, 2007, ~ 8). Through music, children can work on sound imitation and speech production skills as well. However, even though many children with autism, or other learning disabilities, show improvements in learning by participating in music-related activities, there is still a need to gather more evidence to document the long-term effects of music as an intervention. At this time, there is no recommendation for the "clinical effectiveness" of "music therapy" for children with autism or other learning disabilities, nor is there a report to deny that it makes a difference for some students (Bell, 2003, ~ 2).

Art can also playa huge role in the development of language, expression, confidence, motor planning, and fine motor skills. For students who have difficulty learning, art can open up a new way to access the curriculum. Art provides a creative outlet for the proper expression of rage, sadness, excitement, and other feelings. In therapy, art can provide healing. The creative process can trigger a

© 2008 Super Duper® Publications Ii www.superduperinc.com sense of achievement and an increase in self-esteem. For children with autism or other learning disabilities, art can provide a nonverbal outlet for feelings and emotions.

Wl1afArE}$oI11Ell\flusic Activities. I Can •. Use? Play soft, soothing music as children are working in class or playing quietly at home.

Play/sing songs with repetitive words or choruses that make learning fun (alphabet songs, songs that teach math facts, songs that give direction: "Head, Shoulders, Knees, and Toes," "Hokey Pokey," "I'm a Little Teapot").

Sing songs with an echo microphone or "pretend microphone."

Make simple musical instruments with things you find at home: rice tambourines, spoons with pots and pans, plastic milk cartons with small pebbles inside, paper towel rolls, etc. Be creative!

Enroll your child in music programs at school or in the community.

Provide materials for drawing or painting. Ask the child to draw a picture of his/her day, the playground, a trip to the store, etc. and have them explain the scene.

Display art projects at home. Have the child title the projects or explain them. Not only does this instill pride in his/her work, but you are creating keepsakes, too.

Move art to the outdoors by choosing and planting flowers in arrangements of different colors and garden shapes, or filling large pots with a variety of plants to create a beautiful arrangement.

Use sidewalk chalk to color driveways and sidewalks.

Visit your local craft stores and ask someone to direct you to crafts that are age-appropriate and fit the needs of your child.

Resources

Bell, C.M. (2003). Music therapy for children with autistic spectrum disorder. Wessex Institute for Health Research and Development, University of Southampton, 11. Abstract retrieved December 3, 2008, from National Library for Health: Learning Disabilities Specialist Library.

Evans, R. (2007). The relationship between music and autism: Understanding the benefits. Retrieved on December 4, 2008, from http://ezinearticles.com/?The-Relationship-Between-Music-and-Autism---Understanding-the-Benefits&id=643361

McCord, K. (n.d.). Adapting music technology for students with learning disabilities. University of Northern Colorado. Retrieved on December 3,2008, from http://music.utsa.edu/tdmllconf-IV/IV-McCord.html

© 2008 Super Duper® Publications" www.superduperinc.com The list of Super Duper® products below may be helpful when working with children who have special needs. Visit www.superduperinc.comorcaIl1-800-277-8737.Click the links below to see the product description.

"I Have Autism" A Child's First Look at Autism Ask for item #BK-329 http://www.superduperinc.com/products/view.aspx?pid=BK329&stid=

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Sensory Diet Cards Ask for item #CRD-33 http://www.superduperinc.com/products/view.aspx?pid=CRD33&stid=

Webber® Photo Cards - Emotions Ask for item #WFC-264 http://www.superduperinc.com/products/view.aspx?pid=WFC264&stid=

© 2008 Super Duper® Publications e www.superduperinc.com Below is a list of Super Duper® products that may help your student with social skills and character building. Visit www.superduperinc.comorcaIl1-800-277-8737.Click the links below to see the product and description.

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Social Inferences Fun Deck® with Super DupefID Secret Decoder Ask for item #FD-92 www.superduperinc.com/F-G_Pages/fd92.htm Ask & AnswefID Social Skills Games Ask for item #808-62 W\lvw.superduperinc,com/S_Pages/sos62.htm 204 Fold & Say® Social Skills Ask for item #BK-293 www.superduperinc.com/B_Pages/bk293.htm Focus on Manners Fun Deck® Ask for item #FD-1 03 www.superduperinc.com/F-G_Pages/fd103.html

Say and Do® Positive Pragmatic Games Ask for item #GB-93 www.superduperinc.com/F-G_Pages/gb93.htm

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Say and Do® Positive Pragmatic® Game Boards Fun Sheets Ask for item #BK-308 www.superduperinc.cOtl1/B_Pages/bk308.htm

Social Skills Chipper Chaf Ask for item #CC-88 www.superduperinc.com/C_Pages/cc88.htm

Say and Oo® Social Scenes for Home, School, and Community Ask for item #BK-316 www.superduperinc.com/B_Pages/BK_316.htm

Communicate™ Junior Ask for item #TPX-4401 www.superduperinc.com/TUV_Pages/tpx4401.htm

Go-To Guide for Social Skills Ask for item #TPX-29401 www.superduperinc.com/thinkingpublications/productasp?pid=TPX29401

As parents, teachers, or therapists of children with language disorders or children with autism, it is easy to understand the importance of maintaining a daily routine. This allows the child to participate in a number of scheduled activities while decreasing the feeling of unfamiliarity or stress sometimes involved with change. It is important to teach the child these routines and to do this at a young age to allow carryover into the classroom setting. Routines in the HORne Developing routines in the home prepares a child for school and promotes a sense of security. Even if your child does not have a diagnosed language disorder or autism, using visual aids to reinforce daily routines is beneficial to the child. Since a child understands long before he/she can express himself, using visual aids allows a child to make choices at an early age. * Breakfast, Lunch, Dinner, and Snacks: Keeping a child on a routine for meals helps to establish a sense of order and aids in digestion. Try not to change meal times frequently and try to give snacks at the same time each day. If your child needs visual reinforcement, make a large schedule from poster board and use Velcro® to attach symbols for meals and snacks. If the time changes, be sure to move the symbol and discuss the change with the child.

* Bedtime and Naptirne: Keeping a child on a schedule will make these (sometimes trying) times easier on both you and your child. Incorporate symbols for each onto the timeline. If you need to change these times, be sure to move the symbol on the schedule and disc~ss the change with the child.

* ~lIliI::""II~II.""'1II Make realistic icons (pictures) or use commercially available sets to represent your child's favorite activities and/or television programs. * nornevvorK: When a school visually scheduling homework will help a child adjust this task. Schedule a time when both you * Weekend Changes: Weekends are full of activities that will change the child's schedule. It is important to prepare the child for these changes. One way to do this is to change the color of the scheduling board (Le., change from white to colored poster board). Just like during the week, change the pictures to closely resemble the day's activities. Incorporate in trips, visits, and bedtime changes. * Unexpected Events: Of course things will happen that don't fall into the schedule! Handle these changes two ways. If you can change the schedule before the event, do so while explaining to the child what is going to happen. If this is not possible, change the schedule after the event and, explain the change to the child what he/she will miss from the original schedule.

Routines at School If your child's teacher doesn't incorporate a visual routine, you can supplement your schedule to include the school week or make an additional schedule out of different color poster board. If the child relies on or enjoys looking at the schedule each day, then an easily carried, notebook-sized schedule could work well for the child. The way to effectively do this is to work closely with the teacher and get a class schedule, including any special events like class pictures, assemblies, or field trips. You should include any disruption in the normal routine and discuss it with the child at the start of the school day. Use different pictures to illustrate each subject and/or activity, but don't change these pictures frequently. Using the same picture every time helps promote a sense of stability and familiarity for the child. Many children don't need visual schedules to help them throughout the day. Some children, however, benefit from the visual reinforcement and the announcement of any changes in the daily routine.

Call Toll Free 1..800..277-8737 Online! Fax Toll Free 1 ...800-978...7379 www.superduperinc.com Helpful Strategies for Teaching Children How to Play Board Games by Julie A. Daymut, M.A., CCC-SLP

Children enjoy playing board games-they have fun! In addition to the fun factor, board games can be a great, interactive learning tool. When children play board games, they learn valuable skills such as turn taking and being a good sport, and they gain knowledge of basic concepts as they practice good listening, following directions, and responding appropriately. Specifically, many educational board games target answering "WH" questions, categorization, color identification, providing information, sentence repetition, counting skills, describing skills, grammar/syntax, increasing sentence length, and letter recognition. Children also get to work on fine-motor control as they manipulate and move game board pieces.

Board games range from simple to more complex. Some board games have only a few pieces, a few spaces, and a few prompts. Other board games are more complex and have many pieces, many spaces, and many prompts. You can choose a board game that matches the child's abilities. You can also modify a board game to meet the needs of the child. Modifications include using the prompts or cards without the actual game board, using fewer prompts/cards, having fewer players in the game, taking breaks during the game, and using dice with written numbers (1, 2, etc.) versus dots.

Some children, including those with autism spectrum disorders, may find board games to be overwhelming. There are many game pieces, bright colors, special spaces, and all those questions to answer! Here are some step-by-step tips for teaching children how to play board games. Once a child is familiar with how to play the game or the game's setup, he/she can then focus on the prompts/cards or the content of the game.

1) Introduce the game board. Explain what you see on the board. This includes any graphics or writing on the board. Identify the start and end points on the game board. Note any special spaces such as "Move Ahead 2." Have the child trace the path from start to finish with his/her finger.

2) Introduce the game pieces. These include items such as a spinner, a die (or dice), pawns, and tokens. You may have to explain what each game piece is by describing its function. For example, when explaining dice, you could say: These are dice. They have six sides each. Each side has dots on it. There will be one, two, three, four, five, or six dots on a side. You put the dice in your hand. You can shake your hand to make the dice turn over. Then you open your hand and gently drop the dice onto the game board.

© 2009 Super Duper® Publications" www.superduperinc.com You look at the sides that face up. Count the number of dots you see on each die and add those numbers together. This is the number ofspaces you move on the game board.

3) Practice moving the game pieces around the game board. You can use hand-over-hand assistance (putting your hand over the child's hand and moving together) if necessary.

4) Practice playing the game without the prompts/cards from the game. Instead, play the game but ask the child questions he/she knows to help learn the game format. You can ask questions like "What is your name?" "Do you, have brothers or sisters?" "What is your favorite color?"

5) Read the game directions. Have the child repeat the directions back to you to make sure he/she understands how to play.

6) Play Away!

~~ Helpful PrQgucj~ ~ The list of Super Duper® products below may be helpful when working with children who have special needs. Visit www.superduperinc.com and type in the item name or number in our search engine. Click the links below to see the product description.

Magne TalJ<8> Turns & Topics™ Pirate Talk™ Board Game Item #GB-46 Item #GB-39

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by Megan-Lynette Richmond, M.S., CCC-SLP

Sensory stimulation kits can be a tool for children with sensory integration disorders, seizure disorders, or for coma stimulation after experiencing a traumatic brain injury. Parents, speech-language pathologists, occupational therapists, and teachers can use items to encourage responses from children, expose them to a new feeling (sensation), or decrease a dislike, to a particular sensation. The kit should include a variety of items to stimulate all 5 five senses: sight, sound, touch, taste, and smell...... Using a sensory stimulation kit with toddlers and preschoolers also helps them explore their world. A parent or therapist can use the items to encourage movement and/or language. A teacher may use one item from the kit as a writing or expressive language prompt in school-age children (e.g., "Describe this item." "How would you use it?" "What is its function?"). A therapist can use a sensory stimulation kit as a screener to see if a child is developing appropriately.

Before using sensory stimulation kits for therapeutic purposes, I recommend that you always consult a speech-language pathologist or occupational therapist first. Ask the therapist how long to expose the child to the stimulus and the appropriate level of intensity. Inappropriate stimulation can be dangerous for children with disorders. For example, if a child experiences difficulty swallowing thin liquids, exposing him/her to sour tastes may cause an increase in saliva and may create a choking hazard. Or, if a child overreacts (is hypersensitive) to touch, using a massager on its highest setting may cause a negative (aversive) behavior. Remember, always consult a therapist before initiating a sensorystimulation program.

• Loud noise makers (e.g., whistle, cow bell, cymbals) • Familiar voices and conversation • Music • Auditory feedback device • Environmental sounds

Temperatures (e.g., hoUcold) • Textured fabric (e.g., soft and hard side ofVelcro®, feathers) • Massagers (with varying speeds and/or textured attachments) Textured balls Textured foods (e.g., crackers, pudding, licorice) Modeling clay Sand Brushes

Present smells while child's mouth is closed. • Familiar scents (e.g., mother's perfume, shower gels, air fresheners) • Contrasting scents (sweet vs. pungent) • Odors of foods (e.g., citrus, coffee, onion, garlic) • Oils (e.g., peppermint, lavender, eucalyptus, citrus)

Present new tastes on a swab, small sponge, or Toothette®. • Pure lemon juice • Sugar • Salt / Soy sauce • Suckers • Vinegar • Tongue depressors .. Spicy foods

Tips for Sensory Stimulation Kit Use Do not allow a child to concentrate on or become distracted by a stimulus for too long. • Try to assign meaning and function when using the stimulus items. Tell the child why you are using it or playing with it. (e.g., "We are going to see if you like the taste of new things today." "Let's see if we like how this sounds.") • Use the stimulus items to encourage fine or gross motor movements and/or communication. Present noises intermittently. Noises should not be continuous. (The brain will drown out continuous sounds.) • Expose children to text labels on pictures to encourage language skills.

~Websites

·ww:w:.~autism_.~Qrg (Center for the Study of Autism)

·W1NW.~autism::soJ:ie1:}L.nrg(Autism Society of America)

ewww._autislIl--c-QmlariLc-

l!Iwww.nimh.nih.gay: (National Institute of Mental Health)

ewww.angelfiLe.~QmLtY2LautismLiDdex.html(My website with other links)

~Books

·Children with Autism (A parenfs guide) by Michael D. Powers

• Autism & Pervasive Developmental Disorders by Karyn Seroussi

CIt Behavioral Intervention for Young Children with Autism

(A Manual for Parents and Professionals) by Catherine Maurice

II Visual Strategies for Improving Communication by Linda Hodgdon

IISolving Behavior Problems in Autism by Linda Hodgdon

>-- Support Groups and Services

-Saginaw/Bay Autism Society (989) 781-3755

-Guardian Angel Adult Day and Respite Care (989) 753-0824

-Children's Therapy Corner (989) 835-6333

Child Psychology 11 http://www.play-therapy.com/professionals.html#toykits http://cwis.marywood.edu/departments/psychology/students/playtx/play therapy page.htm http://www.homestudycredit.com/pdfmagic.php http://www.homestudycredit.com/courses/contentRCF/secRCF28.html http://www.handyhandouts.com/search.aspx?searchstr=Autism http://www.handyhandouts.com/default.aspx hi·.....,...... _...... ocial Skills? By Becky L. Spivey, M.

What are Social Skills?

Having good social skills allows individuals to have positive relationships with others. The term "social skills" includes your child's communication, problem-solving, decision-making, self-management and control, and relationships with classmates and friends. Difficulties with social behaviors may interfere with learning, teacher acceptance, and/or exclusion from school activities.

Poor social skills are comrnon in children with learning disabilities. Social skills are especially difficult for children with nonverbal learning disabilities. Professionals use the term "pragmatic communication deficits" to describe people who have difficulty with social skills. How do I know if my child has pragmatic communication deficits?

Pragmatic communication skills develop with age. Young children usually exhibit physical communication difficulties very early, while verbal difficulties appear later as children begin to talk. In addition to difficulties with verbal communication, these children also have trouble thinking through social situations. A child with pragmatic communication difficulties tends to display the following characteristics.

Physical difficulties:

Poor eye contact (usually the first sign of a communication difficulty) Cannot maintain appropriate conversational distance Body language does not match speech (stares into space; emotions are too strong or too unenthusiastic for the situation; no body language to reinforce emotion) Facial expressions do not match the topic or situation (forgets to smile; does not nod to show understanding) Verbal difficulties:

• Talks constantly about random topics or may not speak at all; interrupts conversations of others; does not know when/how to interrupt someone; shares too much information in conversation (to the point of irritating the listener) • Poor turn-taking-does not acknowledge that it's someone else's turn; consistently interrupts without regret; insists on being first when playing games, or having another turn if he/she has not been successful (do-over) • Speaks too softly or loudly without regard for others feelings; or speaks in a monotone voice (sounds like a robot) • Does not know how to give or receive a compliment and may insult someone unintentionally ("You're a lot fatter than you used to be!') • Does not know how to introduce himself/herself to individuals or groups; avoids groups and gatherings; does not like to shake hands, give hugs, or show affection; or does not acknowledge others when entering a room

Thinking difficulties:

• Does not consider someone else's emotional state before speaking ("Can I see where you buried your dog today?") • Takes jokes, sarcasm, and irony literally; laughs or talks at inappropriate times and in inappropriate places • Forgets to take his/her turn in conversation; does not pick up on cues to continue a conversation • Does not consider his/her words before speaking and how it may impact someone's feelings (in front of friends at a party he/she says, "I like this gift better than all the others.")

Most of us learn to use many of our social skills automatically. We do not have to think a lot about what we do and say; it just seems to come naturally. Some people, however, do not know which social skills to use in a particular situation or how to best apply them.

Children with pragmatic communication deficits have difficulty understanding other people's nonverbal behaviors: The ability to understand and relate to other people's feelings and emotions is called empathy. A large number of children and young people with learning disabilities have very little empathy. This lack of empathy is what prevents them from being successful communicators.

Use the following Social Skills Checklist as a guide to work on and practice appropriate responses with your child at home, in the community, and among your child's friends and classmates. Remember, some social skills will develop later as your child grows into a teenager. Social skills build on each other one at a time. For example, your child needs to learn to deal with losing without yelling or showing physical aggression before he/she can learn to show good sportsmanship (like congratulating others on a "good game" after they lose a contest).

Do not expect that your children will accomplish these skills on their own. Parents and caregivers must model examples, talk about behaviors and expectations, and make these skills part of their daily routine whenever the opportunities present themselves. Social Skills Checklist Says "please" and "thank you" while making appropriate eye contact • Deals with anger and frustration appropriately; does not yell or physically act out

Asks questions appropriately even though the subject may be difficult for the other person to talk about ("Why did your dog die?") • Accepts responsibility for his/her own mistakes and decisions

• Deals with losing without yelling or showing physical aggression; shows good sportsmanship; apologizes for wrongdoing

• Starts a conversation with others or interrupts appropriately when joining a group discussion/conversation already in progress Accepts "no" for an answer and accepts praise from others without gloating • Greets others (familiar and unfamiliar) appropriately (with eye contact) • Follows simple and conditional directions • Understands feelings of others by showing empathy or giving a compliment • Seeks attention in an appropriate manner; waits for his/her turn • Listens; respects the opinions of others; makes friends

Resources

Cooperative Learning Network Teaching Resources, Social Skills, retrieved Sept. 2007, http://home.att.netl-clnetworklsocialsk.htm

Teaching Social Skills-Special Education, About.com, retrieved Oct. 2007, http://specialed.about.com/cs/behaviordisorders/a/social.htm

Encouraging Social Skills in Young Children: Tips Teachers Can Share With Parents, retrieved Sept. 2007, http://www.humsci.auburn.edu/parentlsocialskills.html

Children with autism often have difficulty focusing on tasks, adapting to changes in routine, and expressing themselves in an effective manner. Pictures may help them improve their communication by providing a visual image for their feelings, thoughts, wants, or needs. When a child uses, or is shown, pictures of routines/ schedules, transitions may be easier since the child can see what is happening now and what comes next. Overall, using pictures for communication can help increase a child's memory skills, understanding of the world, and social communication abilities.

• Pictures are especially meaningful to children with autism because pictures can help them to express themselves more easily. Pictures relating to the child's environment provide opportunities for functional (everyday) communication.

• Pictures (in combination with written words) can help build language and vocabulary skills. .. Picture communication can help minimize behavioral problems by providing a consistent way to communicate feelings, thoughts, wants, or needs.

Here are some easy steps to follow when using pictures: 1. Show the child the picture, and point to and name the object/action. Then have the child practice on his/her own. Give prompts, models, and cues as needed. 2. Show the child how to give the picture to someone or place the picture in a communication book to express feelings, thoughts, wants, or needs. Then have the child practice on his/her own. Give prompts, models, and cues as needed. Reinforce a child's understanding of a picture and how to use it by giving a clear description of the picture as well as how to use it. This helps the child learn to use pictures for effective communication in the classroom and at home.

Generally, use simple pictures (few items/few colors) for younger children or children who function at lower levels. As the child has success with using the pictures for learning or communicating, you can increase the complexity of the picture (more items/more colors) or add pictures. Following are different kinds of pictures to choose from based on the child's visual and comprehension skills:

Black and white line drawings-Eliminates many of the distracting background colors and details which exist in more complex pictures. Children who have limited or no verbal output and/or are establishing introductory communication skills may benefit from these simple drawings.

Cartoon drawings-Introduces aspects of color with illustrations of objects/actions. Use these pictures to teach basic items/activities and advance to more realistic drawings of common items/activities. In particular, use these with children who do not find detailed drawings to be distracting or overwhelming.

Photos-Provides actual images of items with real color and detail. Use photos to identify objects/locations in the child's natural environment. Use these for developing personal meaning and motivation.

, ~' : Tl1ings fa Cansider!

• Keep in mind that each child will have a different skill level when using pictures.

• Note that students with autism generally have more success with pictures that appear on a white background, which allows the focus to be specifically on the image(s).

• Use more colorful and detailed pictures as the child improves his/her understanding of different concepts/topics.

• Observe a child's preferences for pictures and use what is most effective for increased communication and function with daily living skills.

Resources

Autism. Retrieved December 11 , 2008, from http://kidshealth.org/kid/healthproblems/brain/autism.html

Autism Speaks. What to do about it, treatments for autism. Retrieved December 11, 2008, from http://www.autismspeaks.org/whattodo/index.php

Healing Thresholds. Connecting community and sciences to heal autism. Retrieved December 11, 2008, from http://autism.healingthresholds.com/therapy/visual-schedules

The list of Super Duper® products below may be helpful when using pictures with children who have autism. Visit www.superduperinc.comorcaIl1-800-277-8737.Click the links below to see the product description.

"Ask and Answer"® Social Skills Games Ask for item #808-62 http://www.superduperinc.com/products/view.aspx?pid=80S62&stid=

Webber® Functional Communication Game Ask for item #8B-146 http://www.superduperinc.com/products/view.aspx?pid=GB146&stid=

Webber® Photo Cards - Around the Home Ask for item #WFC-06 http://www.superduperinc.com/products/view.aspx?pid=WFCO6&stid=

Webber® Photo Cards - Emotions Ask for item #WFC-264 http://www.superduperinc.com/products/view.aspx?pid=WFC264&stid=

Webber® Photo Cards - Food Ask for item #WFC-04 http://www.superduperinc.com/products/view.aspx?pid=WFCO4&stid=

Webber® Story Time Communication Boards Ask for item #8B-267 http://www.superduperinc.com/products/view.aspx?pid=GB267&stid=

Raising KidS Who Can: Become Respo!lsi~I~:J Self-Reliant:J Resilient, ContributingAdults and· How to·Us·e Family Meetings to Make It Happen 005~ .(2 1989, "1.9927 1996) .. . Price: $ 12.00 (ISBN to: 0-9624841-2-1)

Responsibility in·the Classroom:.A Teacher's Guide to Understanding and Motivating Students (1998, 1995) . Price'$'8.00 '(ISBN-O-9'624841-8-0)

A'Parent'.s Guide ~o Understanding and Motivating Children (2000, ~996) Price $8.00

Cinderellathe ·Seque1: When the Fairy Tale Ends andRealLife Begins (1996) . ~rice: $12,.00 (ISBN-O-9624841-9-9)

" Raising 'Kids Who, Can Series: Parent Study Group Leader's Guide (1998, 1996) Price: $25.00 (ISBN-O~9624841-1-3)

Please call for shipping and .h~ndling.

Quantity discounts are available for 'Parent Study Group Leaders-.

Boo'ks can be ordered through: Connexions Press 10 Langley Road, Suite 200 1 Old State Road Newt'on Centre,.MA 02459 Media, PA 19063 Tel.: 617/332-3220 .Tel.: 610/566-1004 Fax: 617/332-7863 Fax: 610/566-1004 Elllail: [email protected] Email: [email protected] www.connexionspress.com

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107 by Ann Stensaas, M.S., OTR/L

Does your child get upset by tags in clothing, the sound of the vacuum cleaner, or certain smells in the environment? If so, your child may be showing signs of sensory defensiveness. Sensory defensiveness is a negative reaction to one or more types of sensations (such as touch, movement, sound, taste/texture, or smell), often requiring you to control his/her daily routine to avoid such things.

- f'« ,- Se~sory Defen~J'lenes~ J Types of, _

There are different types of sensory defensiveness including tactile (touch), gravitational (movement and balance), auditory (hearing), and oral defensiveness (taste, smell, texture).

Tactile Defensiveness (Touch)

The tactile system is our sense of touch. It protects us from danger and helps us identify different objects in the environment. A child showing signs of tactile defensiveness may:

• Overreact to ordinary touch experiences (e.g., touching play dough or being touched by someone).

• Avoid daily activities (e.g., washing face/hands or brushing hair).

• Avoid light touch (e.g., a kiss) but seek out deep touch (e.g., a bear hug).

Vestibular Insecurity (Balance/Movement)

The vestibular system is our sense of movement and balance. It tells us where our head and body are in relation to gravity and other objects and supports our vision, posture, emotions, and coordination skills. A child showing signs of gravitational insecurity may:

• Have an excessive fear of falling during ordinary movement activities (e.g., swinging, riding a bicycle, or climbing).

• Become overwhelmed by changes in head position (e.g., being upside down).

• Have difficulty socializing with peers and will avoid group activities.

• Prefer sedentary (minimal movement) activities (e.g., reading a book or watching television).

© 2008 Super Duper@ Publications • www.superduperinc.com The auditory system is our sense of hearing and listening. It processes the sensations of movement and sound and helps us respond appropriately to the sounds we hear. A child showing signs of auditory defensiveness may:

• Show extreme sensitivity to common sounds (e.g., toilet flushing or a motor). Frequently cover his/her ears to block out the "loud" noises. • Demonstrate anxiety and discomfort in noisy environments.

l .... . • Avoid activities that most children enjoy (e.g., eating in the ~ lunchroom or going to birthday parties). T. .... ,.:f . .i.. . . Oral Defensiveness (Taste/Smell/Tactile) The olfactory system is our sense of smell. The gustatory system is our sense of taste. These systems work together to identify scents and odors. They are strongly linked to our emotions and memory. Our sense of taste also helps us identify texture (smooth, lumpy), flavor (spicy, bland), and temperature (cold, hot) of foods we eat. A child with oral defensiveness shows unusual sensitivity to taste, smell, and texture, and may:

• Be a "picky" eater (e.g., eat the same food items over and over). Gag from certain textures, tastes, and/or smells during meals.

• Avoid messy tactile play (e.g., finger foods or finger paint.) • Dislike brushing his/her teeth or washing his/her face.

If You Suspect Sensory Defensiveness...

The world is a confusing and overwhelming place for children whose sensory systems routinely overreact to the sensations they receive from the environment. If left untreated, this disorder can result in the avoidance of daily routines as well as an overall delay in a child's social, emotional, and motor development. If you are concerned that your child may be demonstrating signs of sensory defensiveness, contact a pediatric occupational therapist trained in addressing sensory-integration issues.

Resources Kranowitz, C.S. (1998). The out-at-sync child. New York: Penguin Putnam.

Sensory Processing Disorder. (2008). Retrieved June 3, 2008, from: http://www.sensory-processing-disorder.com/oral sensitivities.html

The list of Super Duper® products below will help your child with sensory defensiveness. Visit www.superduperinc.comorcaIl1-800-277-8737.Click the links below to see the product and description.

Sensory Diet Cards Ask for Item #CRD-33 http://www.superduperinc.com/products/view.aspx?pid=CRD33

Yogarilla™ Ask for Item #OTSC-8609 http://www.superduperinc.com/products/view.aspx?pid=OTSC8609

WebbefID Neon Pressure Brushes Ask for Item #OTS-365 http://www.superduperinc.com/products/view.aspx?pid=OTS365

Play Therapy Ideas • Continuing Education • Supervision • Certifications

In Filial Therapy, parents eventually hold play sessions with their children on their own at home. We recommend that they use a separate set of toys for these sessions to help communicate the "specialness" of the play sessions to the child. This brief article discusses ways to help parents develop a separate toy kit for this purpose.

Early in Filial Therapy, I provide parents with a list of toys similar to the one above. I ask them to try to assemble these toys over the next several weeks. I explain that they needn't get everything on the list, but to try to obtain toys from each of the various sections. As they near the point where they will be conducting play sessions on their own, I then remind them again of the need for a separate kit of toys. It's fine if there are a few "cross-over" toys, i.e., toys which children use in everyday play, but it's best to minimize this. Common "cross-over" toys might be a dollhouse or other fairly costly items that can't easily be duplicated. I suggest that parents keep the toys in a bag or box in a location that will not be tempting for curious children.

Although the cost of a "starter" play kit is probably about $150, that's a great deal of money for some. Indigent families need alternatives to purchasing lots of brand new toys. Parents and workshop attendees with whom I've worked have suggested many creative ways to assemble these toys. Their ideas and some of my own are outlined below.

Low- or No-Cost Toy Substitutions

Dollhouse: • Box with dividers from a grocery store • 4 shoeboxes glued together to form 4 rooms • Large box top, piece of cloth, or paper divided into quarters, or rooms Doll Family: • Clothespins with features drawn or glued on • Sculpey figures Dollhouse Furniture: • Plastic pizza "stabilizers" (white object used to prevent "slides") can be used as tables • Small blocks of wood • Other common household items - think creatively! Puppets: • Socks with yarn hair, button eyes, etc. • Socks with magic marker features drawn on • Specialty wash cloths • Specialty oven mitts Bop Bag: • Pillow with face drawn on cover Kitchen Set: • Margarine tubs of different sizes • Divided plastic dishes from microwave or frozen dinners

For homemade items, it's fine to have the parents and children work on creating their play session toys together. For example, the parent and child could jointly color the box that will be used as a dollhouse, or draw the features on sock puppets. With filial therapy groups, it can be fun to have a toy-making night. It's a nice way to draw out parents' creativity while developing the toy kit.

Other Sources of Inexpensive Toys It can also be useful to create some toy kits to loan to parents for their home sessions. It's nice if parents contribute some of the toys, but the rest can be loaned to them and returned after they've finished having home sessions. Toys for these kits can be obtained quite inexpensively from yard sales and flea markets. You can also circulate a list of needed toys among coworkers (and other family members' coworkers) and collect needed items. Some child- or toy-related businesses are willing to donate toys for such purposes. I've also approached charitable organizations, presented a brief "seminar" about play therapy and filial therapy, and then asked them to consider a donation for these toy kits to be loaned to indigent families. For example, when I worked in a community mental health center, I gave a talk to a local charitable business organization that resulted in much interest about play therapy and a $2000 check for toys for our in-home filial therapy program!

Ideas for developing toy kits are bounded only by your own and your clients' creativity. I've found that the more you keep

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an eye out for ideas for toys, the more creative you become!

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Copyright Statement: Photographs are classified as intellectual property that is protected by United States copyright laws and internationally by the Berne Convention. Unauthorized use of copyrighted material is illegal and an infringement of copyright laws. This web site and all photographs contained within this web site are copyrighted and may NOT be used, reproduced and/or copied in any form, including electronic (scanning, altering, etc.), without written permission from Family Enhancement & Play Therapy Center, Inc./Play Therapy Press which represents the photographic and written work of Risë VanFleet, Ph.D.

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Here is a list of Links to other good Play Therapy Web pages:

Association for Play http://www.IAPT.org Therapy Play Therapy Ideas http://www.play-therapy.com/ideas.htm Information about http://www.snowcrest.net/kidpower/play.html Play Therapy A good article http://www.counseling.org/enews/volume_1/0122a.htm about play therapy

For further reading on play therapy check out books by these authors:

z Melanie Klein

z Carl Rogers

z Virginia Axline

This webpage was designed by Debbie Loch for Multimedia Applications in Psychology

at Marywood University Spring Semester 2000

to view other student web pages, go to http://www.marywood.edu/departments/psychology/students/students.htm

http://cwis.marywood.edu/departments/psychology/students/playtx/play_therapy_page.htm 2/18/2010

PRETEND/FANTASY TOYS

EXPLORE RELATIONSHIPS AND PRACTICE NEW BEHAVIORS

EXPERIMENT WITH ALTERNATIVE BEHAVIORS AND ACT OUT SITUATIONS

COMMUNICATE FEELINGS, ATTITUDES, AND EXPERIENCES

Masks

Doctor Kit

Zoo and Farm Animals

Building Blocks

Jewelry

Dress-Up Clothes

Purses

Cars/Trucks

Airplanes

Magic Wand

Telephone

SCARY TOYS

EXPLORE MISTAKEN BELIEFS, PERCEIVED THREATS AND PAST TRAUMA

DEAL WITH REALITY-BASED AND FANTASY-BASED FEARS

Plastic Monsters

Snakes

Rats

Dinosaurs

Insects

Dragons

Shark

Alligator

Wolf

Bear

Play Therapy: Section 24 Page 1 of 3

Healthcare Training Institute - Quality Education since 1979 Psychologist, Social Worker, Counselor, & MFT!!

Section 24 The Squiggle-Drawing Game

Question 24 found at the bottom of this page Answer Booklet | Table of Contents Get PRINTABLE format of this page

The mechanics of the game are introduced after ascertaining that the child is interested and willing to draw. The child is asked if he would like to play a "fun drawing game-the squiggle-drawing game."

The game is explained as follows: "Each of us will have a piece of paper and a pencil. I will draw a squiggle and you will make any kind of drawing you like out of it, then you'll make up a story about your drawing, and I will ask a few questions about it (your drawing and story). Then you will draw a squiggle which I will make a drawing out of, tell a story about it, and you can ask me questions about it." Thus the game. involves making a drawing out of a squiggle, telling a story, asking and being asked questions and taking turns. A squiggle is any variation of a straight, curved, wavy or zigzag line. Skill in drawing is unimportant, and there is mutual interaction and sharing of thematic material. After the explanation, or while giving it, the therapist and child sit down side by side at a table or desk. The therapist provides the child and himself with paper and pencil for drawing. He also provides himself with a piece of paper for taking notes. The therapist initiates the game by drawing the first squiggle on which the child is supposed to build. It is desirable for the child to develop the first story so that the therapist is better able to decide what theme to use on his turn. If the child does not understand the directions, the order may be reversed and the child draws the first squiggle. Once initiated, the game is continued as long as it is therapeutically productive and interactively enjoyable. The following examples illustrate the child's response in playing the game:

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