Autism Now Spring 2011 volume 24, number 1

OF SERVICE

2011 OPENING DOORS FOR AUTISM GALA SPONSORS AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org BOARD OF DIRECTORS AUTISM SOCIETY OF EDMONTON AREA AUTISM SOCIETY OF EDMONTON AREA EXECUTIVE #101, 11720 Kingsway Avenue Arif Khan Edmonton, AB T5G 0X5 Jean Ashmore 780-453-3971 / 780-447-4948 Dr. Shane Lynch email: [email protected] Omair Peracha website: www.autismedmonton.org

Members At Large PLEASE PHONE THE SOCIETY FOR AD Laura Dumas PLACEMENT AND RATES Chris Kish Design by Backstreet Communications Dr. David Nicholas Layout by Ulysses Cortez Tom Shand Printed by McCallum Printing Group Inc. Bonnie Stonehouse PM# 40020698 Alan Wagner Ex-Officio Members Dr. Deborah Barrett Karen Phillips

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.

2 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org President’s Message Arif Khan volunteers who run programs and information evenings, staff tables at conferences and resource fairs, organize smaller events, and help keep the office organized. Each one of you “You make a living by what you get. makes a valuable contribution which helps ASEA serve the You make a life by what you give.” autism community. We couldn’t do it without you!

- Winston Churchill Passionate volunteers and staff with this type of dedication are hard to find. I hope you know how much all of us appreciate your amazing work. You are all truly making a difference in the In a day and age where everyone is overworked and trying to lives of the children, adults and families every day! find balance, I want to thank our volunteers and staff for all their hard work! The key to our success rests with individuals like you! Thank you for your endless hours of inspiring dedication to our Thank you for all the good you do! cause. “Love cannot remain by itself -- it has no meaning. As we gear up for our Gala, I particularly want to thank the Love has to be put into action, and that action is Gala team. We are so thankful to the caring people who make service.” our Gala one of the most well-attended events in our city. In particular, I would like to thank Gino Ferri. Gino’s dedication, hard work, and enthusiasm speak volumes. Gino, we are so - Mother Teresa appreciative of all the time that you have given and continue to give to the Autism Society of Edmonton Area.

Our caring staff continues to work hard in supporting and delivering services to our families. Thank you Dr. Deborah Barrett, Karen Phillips, Lynn Hughes, Patricia Terrett, Simonne Lougheed and Yvette Prefontaine. We are so appreciative of the endless time that you dedicate to our efforts. Your hard work and passion make ASEA’s work possible.

I would also like to thank our wonderful board. The executive members include Jean Ashmore, Dr. Shane Lynch and Omair Peracha. We also benefit from the talents of our other board members Laura Dumas, Chris Kish, Dr. David Nicholas, Tom Shand, Bonnie Stonehouse and Alan Wagner. I am so appreciative of your service to ASEA.

But there are still so many other people working together with ASEA to serve our community. Thank you to all of the

3 Education Matters Karen Bain On February 1, Dr. Shane Lynch, Behaviour Analyst, presented Part 1: Teacher Information Nights an instructive session regarding the development of Positive Behaviour Supports for students having autism. Dr. Lynch is This column typically focuses on educational issues related to highly skilful at explaining the PBS model, and especially in students having autism. I had the opportunity, however, to attend leading participants to understand the relationships between two recent Teacher Information Nights, and I wanted to ensure challenging behaviour, what precedes that behaviour, and the all readers are aware of these informative, ongoing educational negative and positive consequences that maintain it. events sponsored by ASEA. A series of sessions is currently being planned for the next school year, and you are encouraged to Dr. Lynch led the audience through six questions to directly provide suggestions related to your own interests and professional apply the steps of a functional behaviour assessment to their own development needs. students. Dr. Lynch and the group discussed the importance of the history and motivation level of behaviour, understanding On January 11, Anita Homan, Sharlyne Cheung, and Jenni the various “triggers” to that behaviour, clearly articulating what Schwetz provided three practical small group topics, followed by the student does, how staff respond, and especially selecting the larger group discussion. The informative sessions were followed skills and replacement behaviours to be taught. The audience by the main event of the evening: a celebration of the outstanding had practical experience working with a Competing Behaviour contributions of Educational Assistants. Pathway, a useful, visual way to interpret behaviour and select appropriate teaching goals as well as effective strategies. Anita presented on the topic of technology, including a demonstration of several assistive technology tools as well as Dr. Lynch is currently providing a number of workshops and software. She provided a list of applications for iPod and iPad use, professional services throughout Alberta, and ASEA is fortunate pointing out many exciting future academic and communication to have his expertise to support teachers who are attempting to opportunities to be realized through the use of technology. interpret problem behaviours. Because he is very knowledgeable about autism, Dr. Lynch can match the positive behaviour support Jenni discussed a variety of issues related to student behaviour, model to the special requirements for teaching students having actively engaging her group in discussion. She reviewed the use autism, a process that requires extra awareness and experience. of social stories, a popular strategy effective for the identification, The audience was engaged and positive about the description and positive practice of social skills. Sharlyn reviewed session, and they levels and appropriate uses of prompting and shadowing, which is a critical skill for effective teaching, especially for students who require more structure to learn. She described negative outcomes of inappropriate uses of prompting, as well as how to use physical, verbal, visual, and gestural prompts efficiently.

All three presenters are experienced educators who understand the complexity of teaching students who have autism. Audience participation was excellent, with many questions and contributions. Presenters also praised the excellent work Educational Assistants do to support students having Autism Spectrum Disorders. It was a very positive evening!

4 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org appreciated the focus on supporting students to acquire skills they need to be socially and academically successful in their school programs. teaching – have all been previously described in this column.

Given the complexity of developing more effective inclusive Part 2: A Focus on Professional Development practices, therefore, perhaps it would be useful for staff teaching and supporting students with autism spectrum disorders in In addition to Teacher Information Nights, I have recently inclusive classrooms to focus on two strands of professional attended several district and provincial professional development development. One strand would address understanding autism sessions, and I have read a set of new articles and resources related in general, as well as a review of evidence-based practices for to “inclusion”. I have also observed a number of “included” teaching. This would include at least basic awareness of diagnostic students in typical classrooms over the past month, and I continue information and characteristics, Positive Behaviour Supports, to be intrigued with the complexity of helping various teachers and Discrete Trial Teaching techniques, functional communication educational assistants examine their own competencies with regard training, pragmatic social language, general procedures, and to building “inclusive practices”. It seems particularly challenging theoretical knowledge of Applied Behaviour Analysis. Perhaps the for schools to promote opportunities for academic and social use of Evidence-Based Practice and Autism in the Schools (National interaction between students having autism spectrum disorders Autism Center) or Book 9 of Programming for Students with Special and their classmates, a necessary step toward social independence. Needs, Teaching Students with Autism Spectrum Disorders, could be used to select competencies and expectations regarding this strand Often, although school staff are increasingly aware of the need of staff development. to promote independence and social engagement, there is not sufficient structured teaching to ensure this actually happens. The other strand would focus more specifically on inclusive Furthermore, much of the recent focus on “inclusion” has practices and differentiated instruction. Teaching age-appropriate related to the philosophy of inclusion, the use of technology, social competencies, developing school “skills for learning”, and a focus on literacy – all important, but each only one aspect use of technology that can directly assist individual students of a comprehensive approach to inclusion. General effective based on their personal learning needs, development of inclusive teaching strategies such as reducing prompting, fading extrinsic learning plans for students requiring a modified curriculum, reinforcement, prompting students to “ask a peer” or “pick a literacy instruction at different grade levels, collaborative friend to go with you”, promoting the use of visual prompts, learning strategies, and many other school-based topics could teaching problem-solving, and increasing self-checking are be addressed to facilitate the teaching of necessary academic and often recommended as essential to promote independent communication skills to all students, with an applied recognition effort. Opportunities to work collaboratively with peers, build of autism. If an instructional coach is available to teaching staff, friendship skills, and reduce social isolation, although frequently these topics could well be supported by a cycle of presentation recommended, are not always embedded consistently in daily sessions and direct classroom observations with discussion and activities. individual case applications.

Education Matters in the past has addressed a number of This focus would increase the probability staff would do a instructional areas that are related to social competence, and they “discrepancy analysis”, comparing typical peers and expectations remain important to consider when deciding how to support of the environment and curriculum to the strengths and learning independence within an inclusive school environment. Executive needs of individual students. Then a specific focus on those skills functioning, emotional regulation, pragmatic social language, could be put in place, using direct instruction, and especially prompting and direct instruction – especially discrete trial discrete trial formats, to ensure teaching is maximally effective. It cannot be assumed that independent social participation

5 and comfort in an inclusive classroom will result simply from experience and opportunity alone. It cannot be assumed that skills for attending, motivation, higher-level thinking skills and Call for Nominations: academic achievement will automatically result from placements in age-appropriate courses, even for students who imitate well and Employer of the Year 2011 and/or develop language abilities. For students with more severe learning Workplace of the Year 2011 challenges, the need for clear goals and direct teaching is even greater. Has your loved one with autism had a particularly good experience with an employer? Does your son or daughter When planning for next school year, consider the following work in a place that is supportive and helps build questions: community? Then submit a nomination for ASEA’s 2011 Employer of the Year or Workplace of the Year Award! We 1. In what ways could my school enhance professional want to recognize employers and workplaces that provide development opportunities for staff supporting students with accommodation, access, support and equal opportunities for autism spectrum disorders? employees with autism. Nomination forms are available from the ASEA office at 780-453-3971 or on the ASEA website 2. What professional development options are available for staff www.autismedmonton.org. Deadline for nominations is to increase their knowledge of both autism and effective Friday, May 20, 2011. Awards will be presented at the Autism inclusion prior to September 2011? Awards Evening on June 8, 2011.

3. How can an increase in the use of technology facilitate professional development, as well as facilitate learning for individual students? We Are Now on 4. What resources and materials would be helpful to increase “positive inclusion” in my school? and !

5. What are my school’s priorities with regard to including all Now there's a new way to keep up with the Autism Society's students both socially and academically? latest news and events – you can visit our new Twitter (www.twitter.com/autismedmonton) and Facebook (www.facebook.com/autismedmonton/) pages! Our [email protected] Facebook and Twitter pages will also be a great way to meet and connect with other members of the Edmonton autism community, so why not check them out now?

6 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org ASEA Membership Fees Volunteering and the Good Life When was the last time you paid your ASEA membership Sandra Konrad fees? Was it last year? The year before? A few months ago, or does it just feel that way? If you’re not sure, it’s We all want “the Good Life”, and work hard to create it in our time to check with the ASEA office. Effective June 1, ASEA own unique way. But how do we know that what we're doing to members whose fees are not up to date will no longer create the Good Life will actually provide it? receive e-mail bulletins or Autism Now. They will also no longer be able to access the “Members Only” section of the My curiosity about what the Good Life is has led me to study ASEA website. recent research on the topic. It turns out there are universal qualities of the Good Life, and that what we know about it today If you don’t know your membership number, if you aren’t a is not much different than what philosophers have known for member yet or if your membership has expired, now is the thousands of years. But recent research by psychologists and time to join or renew. Luckily, becoming an ASEA member philosophers curious about what makes us thrive or flourish is is now easier than ever: just call us at (780) 453-3971, fill out creating a more comprehensive understanding of some long- and mail the membership form at the back of this magazine, known truths. The Good Life has three levels, they say. That's what or visit www.autismedmonton.org and renew or join online this article lays out, and volunteering can be part of what we do to using your credit card! If you’re not sure whether you are live the Good Life. still a member, call us up and confirm. Before you go on, think about these questions. Does the Good Life just happen to you? Do you get it through good luck? Or do you create it, or cultivate it, like a garden?

Pleasure

The life of pleasure is the first level of the Good Life. We experience pleasure through our senses, so it's about what we smell, see, taste, feel and hear. At times pleasurable things just happen to us: the sun streaming in your kitchen window on a cold winter morning as you make coffee. The sounds of robins in the dawn of early spring. Smelling the roses, feeling the earth crumble through your fingers, or a piece of velvet against your skin. It's about stopping... and spending a moment to appreciate the sensory experience.

At times we rush around so fast that we miss the pleasurable things that just happen. But we can build in instances of pleasure each day. Put on a favourite piece of music, tune out everything else, and let its sounds fill our spirit.

7 We can only pay attention to one sense at a time. A movie can be so engrossing that we miss that marvellous butter-and-salt-on- popcorn taste we had hoped to enjoy. Happiness We can't keep repeating an experience and still feel the same level of pleasure, although we might try. The first bite into a chocolate At the third level of The Good Life we experience happiness. chip cookie may register high on my built-in pleasure. A second Pursuing happiness directly doesn't bring us happiness. Rather, cookie right after the first and my meter registers a lower reading. happiness is the side benefit of engaging in a goal-directed activity A third cookie and we've hit sensory overload. A fourth cookie (accomplishing something) in the service of something larger than might even make us feel nauseous. ourselves. It's when we use our highest strengths and experience flow in personally meaningful work. Engaged in a cause that we Each of us has our preferences for what gives us pleasure. It's care deeply about, we have the opportunity to be happy – whether useless to debate: classical music is just as pleasurable as country; we are paid or volunteer. a gourmet dinner gives as much pleasure as a juicy burger. We can increase how often we feel happy by engaging in Pleasure is priceless. Money only helps us experience different meaningful activity more often, even making meaningful things. endeavour the centre of our lives. One meaningful cause, helping the Autism Society of Edmonton Satisfaction Area, brought volunteers to ASEA's Volunteer Appreciation event on February 27. Helping the Society achieve its mission, Do you ever get so involved in what you're doing that you're volunteers explore, exercise and build strengths, perhaps even oblivious to what's going on around you? Have you ever been so adding balance to their hectic, challenging lives. into a project at work, a hobby, or a recreational or family activity that when you stop and check back into your surroundings, you The Good Life – a life of pleasure, a life of engagement and find that the day has slipped by without you knowing it, and satisfaction, and a life of meaning and happiness – is available to more importantly, that you're enveloped by satisfaction? each one of us. A life of engagement in activities that suit our individual strengths is the second level of The Good Life. It's the life in which we experience flow, also called being in the zone, that is followed by satisfaction when we are done. What leads me to flow and satisfaction is different than what leads you. It might happen from gardening, hammering and sawing, drawing pictures or painting the house, designing a bridge or a birthday cake, writing computer programs or letters, cooking, cleaning or counselling, playing a musical instrument or playing with children, taking care of animals or catching fish. Knowing our individual flow strengths and using them are crucial to The Good Life. Some of us make flow activities our jobs, but we can build flow activities into our leisure time. (This isn't the same as zoning out, or vegging out, in front of the TV, when time disappears).

8 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org

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10 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Thank You to All of Our Recent Donors!

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CIBC Children’s Foundation Vicki Prinsen Title Sponsors Edmonton Strathcona Lions Club • Cameron Developments Ltd. Park Paving Ltd. Aspie Moments are my own personal incidents of embarrassment, • South Edmonton Common and Cameron Homes United Way of Alberta Capital Region discomfort, strangeness, anger, or other assorted social awkwardness invariably precipitated by my Asperger Syndrome. Platinum – $25,000 Kaleidoscope Sponsors – $500-$999 Of course, these “moments” could happen to anyone, even non- • B & B Demolitions Ltd. autistic people, but for those of us with Asperger Syndrome, the Atco Gas frequency, severity, and resulting fallout merit a distinct category. Gold – $10,000-$24,999 Canada Helps So, in this article I present the second in what I hope will be a • Shores Jardine LLP Deborah Barrett & David Jardine regular series of Aspie Moments. • A. Clark Roofing and Siding Inc. Tiffany Sponsors – $100-$499 Silver – $5,000-$9,999 Aspie Moment #2 • Russ Renneberg Barbara & Andrew Belch Clair Elson Situation: • Collins Industries Canada Helps Terry Harris • Patricia Boersma/Gino Ferri Ben & Kari Hofs Shirley & Stanton Hooper • Whitemud Ironworks Group Inc. For my first full-time job I worked as a cook in the kitchen of Carol Jamieson Laricina a busy fast-food restaurant. Early in the morning every day, we New Asian Village Qualimet Inc Bronze – $2,500-$4,999 Victoria School for the Performing Arts made delicious onion rings from scratch. Before the onions were • Stuart Olson Dominion battered, preparations involved a multi-stage process of trimming • Khan Communication Services Inc. Collage Sponsors – $0-$99 the top-and-tail ends, slicing them into disks, then finally • The Condo Store Inc. separating them into individual rings. • Hemisphere Engineering Inc. Atco Gas BMO Employee Charitable Fund Brook Belik Claudette Comeau Even though I was considered a very fast cook in most areas of the Supporter – $1,000-$2,499 Cindy Dew & Ian Buchanan Nicole & Ken Gour kitchen, I was notoriously slow at preparing onions, especially the • You could be listed here! Canada Helps Ling Huang final step of separating them into rings. My pace was so incredibly Jonathan & Sandra Hryhirchuk Donald Shaw & Christine Kozak slow (2 or 3 times slower than workmates) that I was rarely asked Friend – $500-$999 Dr. Margaret Mackay Carla Martin & Hectoir Herazo to do this prep work unless a supervisor was desperate for help. • Vector Industries Inc. Carol Mattie Shankland Mavis • Wayne Rutherford Ronald Murray Serina Mah Sidney Pougnet United Way of Winnipeg After I had been working in that position for about a year, a supervisor finally noticed that I was belabouring the onion ring Media Sponsors The following donations were made in separation with an extra step. Each onion slice is lined with a memory of Peter Marples: thin membrane, which sometimes pulls slightly apart from the separated onion during processing. As I separated each slice into Atco Gas Beacon Heights Elementary School separate rings, I was also peeling off the membrane from every Betty Ann Dick Bob & Gail Disler single slice. William & Marion Duff Chris & Val Ekstrom Ron & Marilyn Funnell HSBC Bank of Canada My supervisor was befuddled as to why I was wasting so much Harold & Frances Lema Esther Macdonald time by pulling off the onion membranes from every ring. Maureen Pozerniuk Leana & James Gordon Smith Joanne Thomson Lillian Townsend The answer was simple: my original trainer had stated that the Florence Wallace membranes should be removed. That trainer reasonably thought I

11 would be able to logically deduce that the membranes should only be removed if the membrane was already peeling away or coming Thank You To Our Autism Now off on its own, but I mistakenly thought she was telling me to remove the membrane in all cases. Contributors! Jean Ashmore Karen Bain When the trainer first demonstrated the procedure, all of the Deborah Barrett Anita Ferri onions she happened to separate required this special treatment, so Arif Khan Lynn Hughes my mind could not make a leap in judgement to understand that Sandra Konrad Simonne Lougheed certain exceptions would apply. Although I did observe coworkers Karen Phillips Carley Piatt doing the work differently, I assumed they were doing the job Vicki Prinsen Roman Sokolowski incorrectly. Shirley Williams This incredible waste of time was further compounded by the fact Your talent and hard work have made this that over the year, before my errors were noticed, I trained at least 10 new coworkers on that same task – incorrectly, of course. issue of Autism Now possible!

Discussion Cycle for Autism Edmonton 2011: Fun and Fresh Air for a Good Cause! I tend to take instructions literally. When I am learning a new task I need to know when to apply certain rules or procedures, The Autism Society of Edmonton Area hosts its 2nd Annual and as I become proficient I need to know what exceptions or Cycle for Autism this Father's Day, June 19, at Gold Bar variations may apply. Exceptions to any rule do not occur to Park. You can cycle, run or walk to help people with autism me automatically, and I may need several explanations before I and their families. Here's how: internalize which procedure applies to which situation. 1. Bring together a team of your friends, family or co-workers. Even though it may cause me some anxiety or discomfort in the 2. Sign up online at www.cycleforautismedmonton.com short term, in the long run it can be very helpful to have a trainer 3. Start collecting pledges on paper or online. observe my work so that I can be certain that I am performing 4. Make a difference! any new task correctly and efficiently. When I am in the learning stage, it is ineffective for me to have a trainer demonstrate a Funds from this year's Cycle for Autism 2011 support task and then leave me alone to attempt to accomplish the job the Summer Respite Camp for kids with autism. Help unsupervised. ASEA provide the programs and services that make a big difference to kids with autism in our community. Supportive observation during the learning process can help me to Join us at Gold Bar Park on Father’s Day, Sunday June 19th improve my performance so that I can make corrections before the (9 AM to 1 PM). It's your chance to have fun and make a wrong procedure becomes a habit. Intervening early in my training difference! is preferable, as it can be difficult for me to switch gears once I become used to doing things a certain way. To get started, visit www.cycleforautismedmonton.com!

12 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Research on How Children with Autism Learn: A Progress Report ASD show pronounced differences in abilities across domains like Carley Piatt reading and math, but there may also be substantial differences within a domain, as well. For parents, teachers, or service First, I would like to extend a heartfelt thanks to the families providers, being aware of the potential for large differences within who participated in this research, and to ASEA for providing a certain domain like math speaks to the importance of carefully me with financial support and general encouragement. Research identifying particular strengths and needs in order to design and into how children with autism learn is a surprisingly unexplored implement effective interventions for children with ASD. area, and securing large research grants in a new area can be difficult. For that reason, I appreciate ASEA’s willingness to fund Two additional areas have emerged as being worth more research into fairly unexplored but critically important territory investigation. First, I collaborated with another graduate student – research which may help improve interventions and education in the department of psychology to explore the relation between for individuals with ASD. The hope is that local research in gestures and the ability to solve math problems. In typical this field will lead to greater interest by other researchers and, development, specific gestures, such as a sweeping gesture to subsequently, provincial and national funding agencies. indicate that two numbers are conceptually grouped together, are related to better performance on math problems. In addition, After collecting data from ten children with ASD aged 4 to 14, teaching children these gestures can be useful for improving two findings and several avenues for further exploration stand their performance and understanding of a math concept. Four out. First, as reported in the last edition of Autism Now, all of of the ten children in the study completed a few problems that the children in the study used numbers to help structure their can be quickly solved by recognizing the principle of inversion world. Calendars were mentioned as helping provide structure where a + b – b must equal a. We observed that the three for all ten children and, for a few children, numbers were a children who pointed to the numbers as they explained their useful way to communicate about more abstract concepts such as well-being. Further research in this area might explore the usefulness of using numbers to help individuals with ASD understand the subtleties of social interactions, or as a tool for explaining and regulating stress, pain, and happiness.

A second finding is in the area of variability of cognitive skills. Cognitive ability is often measured in terms of the “level” at which a child functions. Often, though, a child’s cognitive ability is better characterized by noting a profile of scores, where there can be “peaks” or “dips” in particular areas of development, such as math or reading, relative to overall cognitive ability. My research demonstrates that children with ASD also show relative peaks and dips within one domain such as math. For example, although a child may show average performance on a test of performance on arithmetic, he or she may show a relative dip (or a peak) on a test of broader mathematical concepts. This finding is important because it shows that not only do children with

13 reasoning on this type of problem performed better than the one child who did not gesture at all while explaining his answer. It may be that just as in typically developing children, children spend some time observing their child’s gestures – particularly with ASD may benefit from learning or being encouraged to use when the child is asked to explain his or her own reasoning. For gestures associated with complex concepts such as those found in instance, in the case of math, if a child is trying to explain his math. More research into gestures associated with the principle reasoning about why 12 plus 4 is 16 and he makes a sweeping of inversion and the usefulness of assessing gestures as a way to gesture between the 12 and 4 or some other kind of grouping measure and teach greater understanding of math concepts in gesture, this might indicate, that, even if he has trouble explaining ASD is needed. in words his thinking, that he does have what researchers sometimes call a “pre-verbal” understanding of the concept of Finally, in typical development, we know that children move addition. This is important because if we are trying to teach to or through multiple solution processes, or strategies, as they learn understand the thinking of children with ASD, who in some cases new skills. For example, when learning to add, as children gain struggle with verbalizing their thinking, we might be able to look more experience or develop their skills, they move from using less at their gestures as a way of assessing if they are or are not showing sophisticated solution processes like guessing to more sophisticated understanding of a concept in a different way. This suggestion is solution processes like counting on their fingers and, finally, based on reports of how gestures have been found to be indicative recalling arithmetic facts. It is unknown if children with ASD of mathematical understanding in typically developing children. In move through similar progressions of changing their solution our data, with only four children, we have observed what may be a processes as they gain experience. Similarly, there may be more similar relation between gestures for abstract concepts in math and and less sophisticated strategies used to estimate numbers on a conceptual understanding in ASD. More research in this area is number line. For example, guessing the answer to where 48 falls needed in order to understand this relation better and to generate a on a number line from 0 to 100 would be a less sophisticated better idea of how this could be relevant in practice for individuals strategy than estimating a landmark number such as 50 and then with ASD, their families, and the community. moving the estimate slightly down. By observing how children place numbers on number lines, it is clear that children with ASD use a variety of more or less sophisticated solution processes. More research is needed with both typically developing children and children with ASD to ascertain whether and how children with ASD compare to typically developing children, and to each other, in their generation and use of various solution processes on number lines and other tasks. Insight into how children with ASD learn is critical because it may help us understand if and how the mechanisms associated with learning in typical development vary or are the same in ASD.

This exploratory research included just a few children, so it is impossible to generalize what has been observed to all children or individuals with ASD. The findings do, however, offer the opportunity for parents and caregivers to consider some of the observations noted above within the context of their individual situations. For example, in addition to considering the possible communicative function of numbers (e.g., as a way to express abstract concepts on a scale), parents and caregivers might also

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

Casino Volunteers Needed! Date: Friday Sept 16 & Saturday Sept 17 Call for Nominations: Where: West Edmonton Mall Palace Casino Time: Each day includes two shifts ‒ Adult Keyworker of the Year 2011 First shift - Approx. 11am to 6pm Have you been blessed by someone who really knows how Second shift - Approx. 6pm to 3am to support your favourite adult with autism? We want the The casino will raise almost $70,000 for ASEA in just two days. world to know about them! Individuals who enrich the lives It's a big piece of the funding that we get for our programs and of adults with autism make the way forward easier for all of services! It's also a great oppor tunity to make new friends, us. renew acquaintances and catch up. If you know someone who excels at helping adults with To volunteer or if you have any questions, contact Greg autism at a workplace, in a group home, a post-secondary Morrison at [email protected] or (780) 436-3875 (home). institution, or as a keyworker in another capacity, ASEA If you want to volunteer, make sure to mention your preferred would like to celebrate their contribution at this year’s shift, and whether you have any previous casino volunteering Autism Awards Evening. ASEA members are invited to experience. nominate keyworkers for this annual award. Nomination forms are available from the ASEA office at 780-453-3971, For all positions except for chip runners and count room or on the website www.autismedmonton.org. Deadline workers, you will need to fill out a security clearance form. The for nominations is Friday, May 20, 2011. Awards will be form can be downloaded at presented at the Autism Awards Evening on June 8, 2011. http://www.aglc.ca/pdf/gaming/gaming_forms/5400.pdf We hope to see you there!

15 The 2011 ASEA Summer Program • Teen or young adult must be returning to school in the fall of For Children and Teens: Fun in the Sun 2011 • Junior Youth Leaders, under the supervision of a Job Coach, • Community recreation for children, and respite for parents will supervise children attending ASEA’s “Fun in the Sun” • Community activities include: swimming, water parks and Summer Program playgrounds, Our Lady Queen of Peace Ranch, picnics, • The job coach will work alongside the Junior Leaders walks, hikes in the river valley, bowling, summer festivals, as needed, teaching them skills while allowing increasing TELUS World of Science, etc. independence as the Junior Leader becomes ready for it • For children between the ages of 6 and 17 years • Expectations will be based upon the strengths, gifts and • Parents may register their children for up to three full days needs for support of the Junior Youth Leader to ensure a per week from July 4th to Aug 26th! safe, enjoyable and confidence-building experience • Daily hours are 9:00 am to 4:00 pm • Applicants will be assessed for suitability. • Minimum staff ratio: two youth leaders for each three children (one to one supervision is available if approved) • Two locations: east central and west central Further Information: Information sessions on all programs will be held during the second week of May. Dates and times of sessions will be For Teens and Young Adults: Summer Program Youth emailed to those who have expressed interest, and will be Volunteer Experience posted on ASEA’s web site (www.autismedmonton.org) by mid-April. • An opportunity for teens and young adults across the Autism Spectrum, aged 16 to 22 years, to volunteer and Registration: make a contribution to their community • Registration materials will be available May 10th, 2011. • Volunteer placements suited to the individual skills and Interested applicants may contact ASEA and leave their abilities of the youth contact information, including email address. Registration • With support from our team of summer volunteer coaches materials will be emailed the week of May 10th. and community partners, participants will gain valuable • Contact ASEA by e-mail at [email protected] or hands-on experience, learning about the demands and by phone at (780) 453- 3971. benefits of volunteering • Placements will be confirmed, once all registration • Our aim is for participants to enjoy an individualized and requirements have been met, on a first come, first served practical summer experience, and for families and friends basis. Enrollment is limited. to gain new insight into the strengths and capabilities of their loved ones with ASD. We are looking forward to an exciting summer of supporting our children, teens and young adults to be actively involved in For Teens and Young Adults: Summer Program Junior their communities! Youth Leader

• Paid summer jobs (part-time) for teens or young adults who have ASD, who are between the ages of 16 and 22 years, and who enjoy working with children

16 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org ASEA Celebrates 40 Years of Service Roman Sokolowski that first diagnosis, the challenges of school selection and program planning, and the uncertain and difficult transition from child Forty years ago, a group of concerned parents came together in a to adult services. That’s why we need your help. Please donate, shared vision and purpose. They wanted to form an organization volunteer, or support our special fundraisers like the Opening to improve the lives of individuals with autism and their families Doors for Autism Gala, Cycle for Autism Edmonton, and Casino. in Edmonton. But even though the mission remains the same To learn more, read the event announcements in this issue of 40 years later, it’s hard to believe how much ASEA has changed Autism Now. Everything you do will make a real difference for the and grown: what started out with a few volunteer-run programs lives of people with autism and their families. has now become a sizeable organization with six staff and a team Please join us in celebrating 40 years of service, and join us as of committed, talented volunteers. The phones in our office are we strive to serve the community better each day. We can't do it ringing off the hook with people inquiring about our programs without your help! and services. Each month we serve dozens of families, often providing urgent help in emergency situations. Support groups for parents and individuals with autism give our members the MLA Fred Horne Shares Parents’ chance to share and network. Our acclaimed Parent and Teacher Concerns with Legislature Information Evenings have attracted leading autism professionals. Roman Sokolowski And events like the Opening Doors for Autism Gala and Cycle for Autism Edmonton help raise both crucial funds and community This past February, a group of parents of children and adults with awareness, and have become something that many people look autism met with Fred Horne, MLA for Edmonton-Rutherford. forward to. The parents shared their concerns about the difficult transition from child to adult services, the lack of affordable housing for But there is still so much left to do. The population of individuals adults with autism, and the Multi-Disciplinary Teams (MDTs) with autism in the Edmonton area continues to grow, and so does that determine children’s eligibility for FSCD funding – sometimes their need. Parents and families still have to cope with the stress without even meeting the children themselves. They talked and uncertainty of about their frustrations in navigating a confusing array of service providers and government programs.

On March 16, Mr. Horne brought the parents’ concerns to the provincial Committee on Health. He did an excellent job of sharing parents’ frustrations and describing possible areas for improvement in government programs and services. The Hon. Yvonne Fritz, Minister of Child and Youth Services, responded to Mr. Horne’s concerns by explaining some of the lesser-known options for transition planning, and how the MDTs are working to be fair and accountable to the needs of children with disabilities and to the community. At the same time, she acknowledged that there is room for improvement, and talked about recent efforts to make the MDT process more transparent and easier to understand.

17 ASEA thanks Mr. Horne for bringing the concerns of parents to the Committee, and Mrs. Fritz and the Department of Children and Youth Services for their ongoing efforts to provide better services to individuals with Autism in Alberta. ASEA and Call for Nominations: Gateway Association are working to ensure parents’ voices will Administrator, Teacher and Educational continue to be heard. If you would like to make your voice heard, Aide of the Year 2011 please contact Deborah Barrett at 780-453-3971. Did your child have a good year at school in 2010/11? Was To read a full transcript of Mr. Horne’s comments, visit there a teacher, educational assistant or principal who made a www.autismedmonton.org/Fred-Horne-Hansard.pdf and read big difference to your child’s learning and school experience? from the bottom of the first column on page 18. Now you can recognize their efforts by nominating the staff – administrator, teacher and/or educational assistant – who Community Spirit Grant Creates New made school the positive, enriching experience it should be Spaces at ASEA for children with autism spectrum disorders. Educational Deborah Barrett placement is not restricted – district sites, community school placements, colleges and home schooling are all acceptable. Been to the ASEA office lately? If not, you will be surprised Nomination forms are available from the ASEA office at when you get there. Gone are the days when ASEA had only one 780-453-3971, or on the website www.autismedmonton.org. employee and one program. Today, ASEA has six core full- and Deadline for nominations is Friday, May 20, 2011. Awards will part-time employees. But there was a problem: we had no office be presented at the Autism Awards Evening on Wednesday, space for these hard-working and enthusiastic individuals. June 8, 2011.

Community Spirit came to the rescue. The roughly $10,500 grant helped ASEA renovate to create badly needed office space and a pleasant meeting room that can be used by individuals with autism, family members, students, professionals, volunteers, board members and staff. In addition, funds were used to network computers so that services can be delivered more efficiently. To make the spaces even more inviting, ASEA is displaying artwork from Grant Kurtz and photographs from Ben Kurtz, both young men with severe autism.

The Community Spirit Grant makes it possible for not-for- profits like ASEA to capitalize on individuals’ donations. The Community Spirit Grant matches every dollar individuals donate to ASEA, according to a formula. ASEA has been the recipient of Community Spirit Grants since the beginning of the program two years ago, and an application has been submitted for a third grant, based on fiscal 2009-2010.

We sure like our new space, thanks to Community Spirit. We hope you will enjoy it, too.

18 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Joe’s Grad: Celebrating Success Shirley Williams

him to be at ease so that he wouldn’t get up and run away if things got too overwhelming He was so happy to get his diploma that he patted the Principal on her back as he was leaving! Everyone chuckled, because it was so unexpected and cute.

We returned three hours later for the grad banquet and dance. We enjoyed a tasty meal, and once the grande marche was over at 9:00 PM, Joe was tired and went home with his dad Dave to enjoy a quiet evening. The rest of us danced the night away. Joe had invited extended family and two of his long-time aides to join us, and we had a blast!

During different times of the events, and especially during the waiting periods, Joe used his special earplugs that block out loud noises, but allow you to hear regular sound levels, and also used his headset and iPod to watch DVDs. It all came together very well.

His cousin Jacquelyn kindly offered to be Joe's escort. She did an awesome job of Joe Williams, a young man from Barrhead who has autism, distracting Joe during the graduated from high school this past June. We are so happy that long waits backstage and we feel like we have graduated along with him! It has been a long during other parts of the and trying 14 years of school (including two years of kindergarten, ceremony. She has grown and the last two years spent in a combo high school and home up with him and knows schooling program), but God has been so good to help us through how to relate to him, and everything. that made all the difference. Our big thanks go out to Grad was a wonderful day for Joe and for us, but it involved a lot this amazing girl who helped of preparation: rest, supplements, earplugs, headphones, practice make the evening work so and pre-planning. We planned where to walk during the grande that Joe could go through marche, where to sit for the banquet (farthest away from the band his routines smoothly – too noisy!), and a lot more. There was lots of waiting backstage, and with no problems. and plenty of noise and crowds – after all, the event included 130 Ultimately, we thank God, who helped with every detail, because grads and their families. But luckily, it all went off without a hitch! without taking care of all the details, Joe would not have been able to participate – it would have been too overwhelming for him. Joe Joe and his fellow grads sat for a two-hour grad ceremony in the received a “Recognition of Personal Accomplishment” Certificate. afternoon. We got special permission to sit in the front row during We are so thankful and proud of Joe! this time, so that Joe could see us and feel reassured. We needed

19 What is he up to now, you ask? We are keeping Thank You to Our ASEA Volunteers! him busy with finishing up a High Susan Angus David Angus School Art 30 Jean Ashmore Karen Bain Correspondence Tracee Baird Anthony Barrett course (87% average Deborah Barrett Tara Bell in Art 10-30). Joanna Boothby Chris Brown He also has three Marilyn Carr Charlene Cheung great aides who do Alicia Desjarlais Mallory Doucette community activities and 24-hour respite with him. He goes to Erin Dubyk Laura Dumas Judo, works on his comic books and animation, movie making, Melissa Dunkley Amelia Duplessis developing story books, hunting, shopping, watching movies, and Julia Emmelkamp Gino Ferri developing friendships. He also is active at home with his chores Anita Ferri Cathy Girard and treadmill. We still have him on biomedical treatments and Kristine Goetz Keith Goulden Jodi Griffiths Aiden Guierra special diets (no drugs), and hope that in a year or two he will be Marcie Henshel Shane Hewitt able to attend Animation Film College. We also hope that he will Anita Homan Lynn Hughes be able to take a part time job. Primrose Igonor David Jardine Marsha Johnston Mike Kay Overall Joe is doing very well, Arif Khan Chris Kish and is functioning at a high Sandra Konrad Seada Koralic level. We have high hopes for Ben Kurtz Roma Kurtz his future because even though Grant Kurtz Don Kwas he still has some challenges Cathy Lameraux Simonne Lougheed and gaps in his education and David Lougheed Treva Lunan social skills, he has come a Mark Lynch Shane Lynch long way and always surprises Adrian Marr Wendy Mitchell us with his unique timeline Jordan Morgan Greg Morrison Kirsten Nadeau Tina Naqvi – Rota of development and progress. David Nicholas Dee Pankiw We will do whatever it takes Omair Peracha Karen Phillips to help him live his dreams. Meredith Porter Yvette Prefontaine With faith, hope, love, hard Charlene Prochnau Jaspreet Rai work and patience, we trust Sharon Glover Terri Robson that Joe will have an awesome Leslie Schmidt Tom Shand future! Congrats to all of Kelly Sheehy Jenni Shwetz you and your children who are graduating this year! Enjoy and Desirae Staden Nicholas Steblyk celebrate their success and achievement, and keep looking ahead to Pete Steblyk Bonnie Stonehouse a positive future! Andrew Sung Sara Symington Patricia Terrett Karen Tran Tammy Tunski Alan Wagner Danielle Wasiluk Stephanie Wu Gail Wyatt Lonnie Zwaigenbaum

20 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Events at a Glance For a complete, up-to-date listing of events from ASEA and the local autism community, please see ASEA’s web site. Just visit www.autismedmonton.org and click the “News and We Want Your Pictures! Events” button at the top of the screen! Special events will Do you want to see your child or family member in the pages of continue to be sent to members via e-bulletin. Autism Now and on ASEA’s web site? Send us your favourite pictures so we can fill our magazine and web site with the Do You Have A Story To Share? faces of real people with autism. ASEA reserves the right to Autism Now would love to hear your stories - about your kids, reproduce the pictures electronically or in print publications, your concerns, your family. If you have time to write, please and will not identify any of the individuals in the photos. email your articles to [email protected] (All submissions must follow the submission guidelines posted at To submit your pictures, just e-mail them to submissions@ http://www.autismedmonton.org/autism-now-submission- autismedmonton.org. Make sure your e-mail includes guidelines/). If writing isn't your thing, send us an email or the words “I allow ASEA to use the pictures submitted in give us a call— we will be happy to talk with you and write electronic and print publications for the purpose of promoting an article based on your experiences. Autism Now would ASEA programs and services” so we know you accept the love to include a full spectrum of stories about living with terms of submission. (If that takes too long to type, visit autism. http://www.autismedmonton.org/we-want-your-pictures and copy the text from the web page into your e-mail.)

21 In Case You Don’t Know, Here’s What ASEA Does For You ASEA offers a wide range of programs and services to http://www.autismedmonton.org/our-programs-and-services improve the lives of people with autism, their families, and our entire community. Some of these programs and services But Wait! There’s More: Services You May Not Know About are only available to members. If you aren’t one yet, you and your whole family can join for as little as $50 a year— just While ASEA has many programs and services, we also work fill out the membership form on the next page, or visit www. behind the scenes to increase community awareness about autismedmonton.org to sign up online! autism and provide information to families who suspect or have just received a new diagnosis. ASEA sends speakers ASEA relies on people just like you for the funds that keep us to a variety of organizations to help them learn about autism. working in the community. We don’t receive any money from We also try to get media coverage for various issues, the United Way. All our revenue comes from memberships, concerns and programs that are related to autism. ASEA donations, and fundraising events like our Opening Doors is involved in initiating and promoting research projects to Gala and Cycle for Autism. We hope you will make use of benefit persons with autism and their families, as well as our programs and services, and if you do, please consider spreading the information these studies bring to light. making a donation or volunteering at our next fundraising event. Perhaps one of ASEA’s most important – but unseen – functions is our work with community partners, government ASEA’s Programs and Services include: and families to ensure that quality programs and services will be in place for children and their families throughout • The Summer Program provides safe, supported their lives, from childhood into adulthood. You may not recreational and social opportunities for children with realize it, but until only a few years ago, the Glenrose did not autism, while simultaneously offering families much- provide services to children of school age. ASEA worked to needed respite. change that. Today, we are focusing on creating appropriate • Social Groups for Children, Teens and Girls give kids aged community options for older children, teens and adults. 9 – 17 opportunities to participate in community activities and make some friends. • The Supported Work and Community Experience and Work Experience Placement programs give teens and young adults with ASDs the chance to participate in employment situations and community activities. • Discussion Groups and Support Groups for parents of individuals with autism, with separate groups for parents of individuals with Asperger’s, give parents the chance to share their experiences, network, and watch informative presentations on parenting issues. • The Drama Group gives young adults with ASDs the chance to write and perform plays about their experiences with autism. Club Quirk and the Adults with Asperger’s Syndrome Support Group are a chance for adults with AS to share experiences and support, and just hang out For a complete listing of ASEA’s programs and services, please visit

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 other: ______

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 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 $25 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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