UTISM PECTRUM EWS TM A YOUR TRUSTEDS SOURCE OF SCIENCE-BASED AUTISM EDUCATION,N FALL 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 7 NO. 2 Exploring Relationships and Social Skills

A Developmental Map to Social Success

By Alyson H. Sheehan, PhD valleys (Baron-Cohen, 1988; Bhatia, Ra- and Monica Arevalo, MS, MHC jender, Malhotra, Kanwal, & Chaudhary, ASPIRE Center for 2010; Orsmond, Krauss, & Seltzer, 2004; Learning and Development White, Keonig, & Scahill, 2007). However, conceptualizing the interpersonally-based impact of ASD as stemming from differ- nusual, strained, or scarce so- ences rather than deficits serves to thwart cial interactions often constitute obstructive myths, facilitates realization of many of the visible and distinct individual strengths, and serves as a primer indicators of Autism Spectrum for applying evidence-based strategies to UDisorder (ASD). Formal diagnostic de- promote social learning. scriptions, professional resources, and An individual’s profile of assets and firsthand accounts delineate innumerable challenges must be assessed, construct- examples of ASD-associated interperson- ed, and integrated within the frame of the al behavior. Yet, if prompted to synthesize dynamic social world so that skills may the general challenges faced by individu- be cultivated in a way that consistently als on the spectrum throughout the years matches potential. For example, social mo- leading up to adulthood, responses from tivation varies immensely across children, caregivers, service providers, and indi- adolescents, and adults with ASD. The viduals with ASD would inevitably reflect common perception that individuals on the stark variations. In the absence of a uni- spectrum are invariably devoid of empathy form trajectory to guide expectations and and experience minimal desire for social interventions, how might one gauge the so- Furthermore, is it even possible for indi- Across levels of language development, connectedness is misleading, if not out- cial implications of ASD when it comes to viduals with ASD to acquire the founda- cognitive ability, and age, the journey of right inaccurate. Differentiation must be daily functioning, educational attainment, tion of social understanding that precedes social development within the context of career aspirations, and overall wellbeing? meaningful interactions and relationships? ASD is riddled with pronounced peaks and see Developmental on page 20

Autism Spectrum News to Honor Dr. Joseph Buxbaum and Alison Singer at Annual Leadership Awards Reception

¶¶ You Are Cordially Invited to Attend! See page 36 for Details ¶¶ Staff Writer be a networking cocktail hour and a silent event, which will help us raise the funds techniques of molecular genetics and neu- Autism Spectrum News auction. Proceeds will go towards en- needed to expand the reach of Autism Spec- robiology to identify, and ultimately char- hancing autism education and awareness trum News and continue to provide vital acterize, genes that contribute to autism by expanding the free print distribution autism education to the community. I want susceptibility. His laboratory has identi- ollowing on the success of last of Autism Spectrum News and providing to give a special thanks to EmblemHealth fied common and rare genetic variants that year’s first annual event, Autism free access to the Autism Spectrum News for donating the event space and also to our underlie autism spectrum disorders and Spectrum News is very pleased online library of science-based autism ed- indispensable Event Committee Members has developed model systems in which to announce the honorees of this ucation, information, advocacy, and vital who include Susan Cortilet-Jones, Judith novel therapeutics can be tested. In addi- Fyear’s Annual Leadership Awards Recep- resources in the community. Please con- Omidvaran, Theresa Pirraglia, Patricia tion, Dr. Buxbaum has taken a lead in sev- tion. Please join us on Thursday, Decem- tact David Minot with any questions at Rowan, and Dianne Zager, all of whom eral international consortia, most recently ber 4th at 5:30 PM at the EmblemHealth [email protected] or (508) 877-0970. are also dedicated members of the Autism the Autism Sequencing Consortium aimed Building located at 55 Water Street in New According to David Minot, Publisher of Spectrum News Editorial Board.” at sequencing 20,000 exomes, dedicated York City as we honor Joseph D. Buxbaum, Autism Spectrum News, “We are so excited Dr. Buxbaum is the G. Harold and Lei- to advancing research in autism spectrum PhD, Director of the Seaver Autism Center to be honoring such outstanding leaders of la Y. Mathers Professor of Psychiatry, disorders. Dr. Buxbaum is the author of at the Icahn School of Medicine at Mount the Autism community at this year’s Lead- Neuroscience, and genetic and genomic more than 200 publications, and he is co- Sinai and Alison Singer, MBA, President of ership Awards Reception. The positive Sciences, the Head of The Laboratory of editor-in-chief of the journal Molecular the Autism Science Foundation. For more impact that Alison Singer and Dr. Joseph Molecular Neuropsychiatry, and the Vice Autism (www.molecularautism.com). information and to register, please visit Buxbaum have made in the areas of autism Chair for Research in the Department of Alison Singer is Co-Founder and Presi- www.mhnews-autism.org. science, advocacy, education and philan- Psychiatry at Mount Sinai. Dr. Buxbaum dent of the Autism Science Foundation, a In addition to the awards presentation thropy cannot be understated. We hope is the Director of the Seaver Autism Cen-

and remarks from our honorees, there will everyone will come out and support this ter, and his research focuses on using see Awards Reception on page 30

PERMIT NO. 137 NO. PERMIT

Effort, PA 18330 PA Effort, MONROE, CT MONROE,

460 Cascade Drive Cascade 460 U.S. POSTAGE PAID POSTAGE U.S.

Mental Health News Education, Inc. Education, News Health Mental ORGANIZATION NON PROFIT NON PAGE 2 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014 Autism Spectrum News Mental Health News Education, Inc. Editorial Board Board of Directors

Cindy Alterson, PhD, BCBA, Principal and Program Director Chairman Devereux Millwood Learning Center Jorge R. Petit, MD, President Joel Bregman, MD, Medical Director and Director of Psychiatry Quality Healthcare Solutions Group The Center for Autism Vice-Chairman Joseph D. Buxbaum, PhD Barry B. Perlman, MD, Director, Department of Psychiatry Director, Seaver Autism Center Saint Joseph’s Medical Center Icahn School of Medicine at Mount Sinai Secretary Susan M. Cortilet-Jones, MS, LMHC Peg Moran, LMSW, Vice President, Operations, Center for Regional Healthcare Innovation Life Skills and College Coaching Specialist/Consultant Westchester Medical Center Discovering Your World Treasurer Stephen E. Freeman, LCSW The Freeman Group Debra Pantin, MSW, Associate Executive Director VIP Community Services Lynda Geller, PhD, Founder Members of the Board Spectrum Services, A Cooperative of Independent Practices and Organizations, New York, NY Peter D. Beitchman, DSW, LMSW Behavioral Health Advocate Ami Klin, PhD, Director Marcus Autism Center Constance Y. Brown, MPA, Vice President, Community and Government Relations ICL Harold S. Koplewicz, MD, President Carmen Collado, LCSW Child Mind Institute ICL Cecelia M. McCarton, MD, Founder and Executive Director Jonathan P. Edwards, LMSW, Training Specialist, Parachute NYC The McCarton Foundation NYC Department of Health and Mental Hygiene The McCarton School (for Autism) Alan Eskenazi, MA, CPHQ, CASAC, Senior Associate Executive Director Department of Psychiatry, Woodhull Hospital Judith R. Omidvaran Autism Parent Advocate, New York Mary Hanrahan LCSW, Behavioral Health, Clinical Services Management New York Presbyterian Theresa Pirraglia, Co-Founder and Board Member FECA, The Foundation for Empowering Citizens with Autism Joseph Krasnansky, LCSW, Vice President and Chief Program Officer Lower Eastside Service Center John C. Pomeroy, MD, Founding Director Judith R. Omidvaran Cody Center for Autism and Developmental Disabilities Autism Parent Advocate, New York Stony Brook University Medical Center Theresa Pirraglia, Co-Founder and Board Member Patricia Rowan, LMSW, Consultant and Advocate FECA, The Foundation for Empowering Citizens with Autism Kid’s Connection Janet Z. Segal, LCSW, Executive Vice President Emerita Four Winds Hospital and President, Four Winds Foundation Pat Schissel, LMSW, Executive Director Asperger Syndrome and High Functioning Autism Association Alan Trager, LCSW, Chief Executive Officer Westchester Jewish Community Services Alison Singer, President Autism Science Foundation Naomi Weinstein, Director, Center for Rehabilitation and Recovery Coalition of Behavioral Health Agencies Richard Swierat, Executive Director Kimberly Williams, LMSW, Vice President, Integrated Policy and Program Solutions ARC of Westchester Mental Health Association of New York City Fred Volkmar, MD, Director Dianne Zager, PhD, Michael C. Koffler Professor in Autism Yale Child Study Center Dyson College of Arts and Sciences, Pace University Dianne Zager, PhD Executive Staff Michael C. Koffler Professor in Autism Ira H. Minot, LMSW, Founder & Executive Director Dyson College of Arts and Sciences, Pace University Mental Health News Education, Inc. Carey Zuckerman, President David H. Minot, BA, Associate Director and Publisher Autism Society of America, Manhattan Chapter Mental Health News Education, Inc.

Autism Spectrum News is a Publication of Mental Health News Education, Inc, a Nonprofit Organization. 460 Cascade Drive, Effort, PA 18330 • (508) 877-0970 • [email protected] • www.mhnews-autism.org Mental Health News Education, Inc. does not endorse the views, products, or services contained herein. We are not responsible for omissions or errors.

Mental Health News Education, Inc. is not responsible for articles submitted to us without the final approval of the organization’s Executive Director, CEO, or Public Relations Department. All articles and Advertisements are subject to final approval by our Editorial Board. We reserve the right to edit any article sent to us.

Letters to The Editor should only be sent to Autism Spectrum News and not to other publications. We do not publish open letters or third-party letters Letters for publication should be no longer than 150 words, must refer to an article that has appeared in our last issue, and must include the writer’s address and phone numbers. No attachments, please. We regret we cannot return or acknowledge unpublished letters. Writers of those letters selected for publication will be notified prior to press date. Letters may be shortened for space requirements. Send a letter to the editor by emailing: [email protected]. Copyright © 2014 Mental Health News Education, Inc. All rights reserved. Content contained in this publication may be reproduced for one-time personal use. However, anyone wishing to reproduce and distribute any content from within this publication for purposes other than personal use must request this intention in writing directly to the publisher. Failure to do so will be in violation of the copyright held by this publication. AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 3 Table of Contents

Exploring Relationships and Social Skills

1 A Developmental Map to Social Success 18 Tell Me About the Last Time You Were Embarrassed

1 Autism Spectrum News Annual Leadership Awards Reception 19 Places for Persons with Asperger’s to Meet People

4 Remaking Recess: A School-Based Social Engagement Intervention 21 Someone I’m With Has Autism

6 From Research to Practice: Social Skills Training in a Clinical Setting 21 The Importance of Socialization for Individuals with Autism

8 I Finally Feel Like I Belong 22 Humor is Important to Your Child’s Social Development

10 Teaching Social Skills – A Key to Success 22 Building a More Inclusive Community, One Person at a Time

12 A New Niche in the Economy for Individuals on the Spectrum 23 Why Breaking Up with Siri is Necessary for Those with Autism

13 College Students Empower Students on the Autism Spectrum 24 Help Your Child Date Smarter and Feel Less Frustrated

14 Using Media as an Effective Tool to Teach Social Skills 25 Autism and Mental Health Services in the South Asian Community

15 14 Practical Strategies for Marriage with Autism and Asperger’s 26 The Social World of Work

16 Asperger’s Skill Building Network: Strategies for Transition & Change 27 Just Friends - A Father’s View of His Son’s Relationships

17 Friendship Among School-Aged Boys with ASD 36 Register and Learn More - Annual Autism Leadership Reception

Autism Spectrum News Autism Spectrum News Thanks Our Sponsors for Their Support 2014/2015 Theme and Deadline Calendar

Gold Sponsor Winter 2015 Issue: The YAI Network “The Importance of Scientific Research” Deadline: December 12, 2014 Silver Sponsor Spring 2015 Issue: The Daniel Jordan Fiddle Foundation “Addressing the Challenging Behaviors Associated with Autism” Jewish Child Care Association’s Deadline: March 5, 2015 Compass Project Summer 2015 Issue: “The Changing Landscape of Autism Education” Help Support Our Nonprofit Mission Deadline: June 5, 2015

Become an Honored Sponsor Fall 2015 Issue: of Autism Spectrum News “The Criminal Justice System and First Responders” To Discuss Our Sponsorship Opportunities, Deadline: September 5, 2015 Please Contact David Minot, Publisher (508) 877-0970 • [email protected] To Submit an Article or Advertisement or visit www.mhnews-autism.org/sponsor.htm Call us Today: (508) 877-0970 or email [email protected] PAGE 4 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Remaking Recess: A School-Based Social Engagement Intervention for Children with Autism

By Jill Locke, PhD, livered by study personnel (Kasari, Mark Kretzmann, PhD, Rotheram-Fuller, Locke, & Gulsrud, Tristram Smith, PhD, 2012; Kretzmann, Shih, & Kasari, 2014). David Mandell, ScD, In this study, we are evaluating whether and Connie Kasari, PhD we can obtain similar outcomes when Remaking Recess is delivered by school personnel for children with ASD included he Centers for Disease Control in K-5th grade classrooms. and Prevention estimates that 1 in Remaking Recess was designed to trans- 68 children in the United States fer skills from the research team to school have an autism spectrum disorder personnel using consultation and in vivo T(ASD). With the rising cost of education- coaching to change the playground and al services for these children and fiscal cafeteria contexts to be more supportive challenges that school districts face, it is and inclusive of children with ASD (Kretz- imperative to identify cost-effective au- mann et al., 2014; Locke et al., 2014). The tism-related interventions that are easily consultation sessions included modules on implemented and sustained in schools. So- how to: cial impairment represents the most chal- lenging core deficit of ASD and greatly • scan and circulate the cafeteria/play- affects children’s school experiences; how- ground for children who may need ad- ever, few evidence-based social engage- ditional support ment interventions have been implement- ed and sustained in school settings. The in large, urban, under-resourced public are their typically developing classmates • identify children’s engagement states Autism Intervention Research Network school districts to implement a promising (Chamberlain, Kasari, & Rotheram-Fuller, with peers in Behavioral Health (AIR-B) is a multi- social engagement intervention called Re- 2007; Rotheram-Fuller, Kasari, Chamber- site research network that focuses on the making Recess. lain, & Locke, 2010; Kasari, Locke, Gul- • follow children’s leads, strengths, and deployment of effective and sustainable Remaking Recess was developed to ad- srud, & Rotheram-Fuller, 2011; Kasari, et interests evidence-based interventions to improve dress the significant difficulties that chil- al., 2012; Locke, Kasari, Rotheram-Fuller, outcomes for children with ASD in com- dren with ASD encounter on school play- Kretzmann, & Jacobs, 2013). • provide developmentally and age ap- munity settings. Currently three network grounds. Children with ASD consistently In two previous studies, Remaking propriate activities and games to scaf- partners (i.e., University of California, Los are less engaged with peers on the play- Recess was found to be efficacious in fold children’s engagement with peers Angeles, University of Pennsylvania, and ground and are more often on the periph- improving children’s peer engagement the University of Rochester) are working ery of the classroom social networks than and social inclusion at school when de- see Recess on page 29 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 5 PAGE 6 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

From Research to Practice: Social Skills Training in a Clinical Setting

By Meir Flancbaum, PsyD, Mark Cooperberg, PhD, and Rory Panter, PsyD Behavior Therapy Associates

he ability to develop and maintain interpersonal relationships is a cornerstone of successful child de- velopment and among the greatest Tchallenges for children with autism spec- trum disorders (ASD; Church, Alisanski, and Amanullah, 2000). Effective interper- sonal relationship skills are important for social and familial functioning, academic performance, and workplace success. Chil- dren who experience significant difficulty in their interpersonal relationships are at risk for a variety of negative outcomes. In particular, these children are more likely to experience social isolation or rejection, academic underachievement, and mental health problems (Tantam, 2000; Welsh, Meir Flancbaum, PsyD Mark Cooperberg, PhD Rory Panter, PsyD Park, Widaman, and O’Neil, 2001). Ad- ditionally, the lack of social relationships intervention aimed at fostering social skills Gresham and Elliott (1989) distinguished Addressing skill deficits requires teach- constitutes a major risk factor for poor gen- by teaching specific skills (e.g., initiating between skill deficits and performance ing the child specific skills. Just as children eral health outcomes (House, Landis, and conversation) or social problem solving deficits. A skill deficit occurs when a child are taught how to complete math problems, Umberson, 1988). (i.e. a framework to help make more inde- lacks sufficient knowledge to execute a students with ASD require direct instruc- Improving children’s social skills is one pendent and appropriate decisions in novel particular skill, while a performance defi- tion on social skills development. But un- of the most powerful predictors of a posi- social situations) through the use of behav- cit is when a child possesses knowledge of like teaching math, where two plus two tive outcome for children with ASD (Paint- ioral and social learning techniques (Coo- how to utilize a skill, but fails to perform always equals four, social skills instruction er, 2006). Children with adaptive social per, Griffith & Filer, 1999). the skills in a given situation (Gresham and is more challenging due to the dynamic na- skills will be better equipped to successful- Effective social skills training is pred- Elliott, 1989). This distinction has import- ture of social interactions. Promoting skill ly navigate the complex and dynamic world icated on accurately understanding and ant implications for how social skills inter- in which we live. Social skills training is an identifying the specific areas of need. ventions are conducted. see Clinical on page 34 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 7 PAGE 8 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

I Finally Feel Like I Belong

By Emily Kushner smallpox than doing the project. With For instance, before attending the group, Intern and Alumnus heavy hearts, the two of us worked in our I didn’t care about or understand why I Asperger’s Skill Building Network respective groups for the rest of the day. needed to make a good impression on oth- YAI NIPD/NJ The next day we were sent to the school ers. At the time I thought: “Why bother fit- library to do research with our groups. Some ting in when I know they’re just going to 10 minutes into the period I saw Allison get tease me about what I like? That, or they’ll was one of the unpopular kids. I was up and seamlessly join the group of girls. just ignore me. Talking to others is not never invited to birthday parties or “Finally,” I thought to myself. “The per- worth the inevitable rejection.” sleepovers. I had no friends, and no fect chance to get away from this stupidity And I saw nothing wrong with this one wanted to hang out with me. I and be part of a group where I fit in.” thinking. It never occurred to me that not Iwas a social leper and I hated every sec- Confident that I had just been handed my taking an interest in others meant they had ond of it. High school was supposed to first chance to start fresh, I walked up to no reason to take an interest in me. revolutionize my life. the group of girls and sat down in an empty If I wanted friends, I learned, I had to put “Students are more mature in high school.” seat just as I had seen Allison do moments myself out there and tell people my inter- “There will be new kids; you’ll have a before. I had done it! This was great! I was ests while looking them in the eye. I had to chance to start fresh.” so proud of myself for having the cour- listen to their problems and opinions rath- “No one cares if you were popular be- age to break out of my shell and do what I er than immediately decide that they were fore because you’ll make new friends.” wanted. Best of all, it’d been so easy. wrong and I was right. These were just some of the things almost “Emily, isn’t your group over there?” I learned that I needed to make eye con- every teacher, counselor, and television show said one of the girls, gesturing vaguely to- tact with whomever I was speaking to so told me. These words gave me hope, a dream ward my previous group. The message was they would know I was listening and inter- that I’d finally see the inside of another peer’s Emily Kushner clear: High school wasn’t a fresh start; it ested rather than bored or lost in my own house so we could talk about the boys we was the same old “shunning” I’d dealt with little world. Then, I was able to figure out liked. No more would classmates give me Mr. Brady, split us into three groups, one all my life. I was crushed; I went back to whether I was supposed to respond with a candy they’d stuck gum-tack in, “helpful- for each civilization we were studying. my group in tears. smile versus a frown. Making eye contact ly” suggest I use de-tangler for my hair, or All of the girls in class, except two, were I didn’t get it. What had Allison done can be difficult and uncomfortable to do, say I was a teacher’s pet because I got along assigned to one group, while the second that I hadn’t? but I learned tricks to make it easier. For with adults better than my classmates. and third groups consisted of all guys plus Ten years later, I get it. I’ve come a long instance I learned that you don’t have to For the first time in my life I thought I one girl. I, of course, was one of the girls way from the social leper I felt I had no look into a person’s eyes, you can look at would be a “Somebody.” who got stuck with the boys. The other was choice to be. Thanks to the National In- their nose or forehead so as not to feel off- First period, 9th grade history class was a girl called Allison. stitute for People with Disabilities of New put by having to look someone in the eye. when I learned just how wrong everyone As one might imagine, she and I weren’t Jersey’s Asperger’s Skill Building Network I realized that I needed to face people with was and how foolish it was to hope. We too happy with our assigned groups. The (NIPD/NJ is YAI network member) I’ve a smile when I spoke with them because were studying ancient civilizations and boys were annoying as they were more learned the skills needed to relate to others, were given a group project. The teacher, concerned with killing off the Aztecs with and, as a result, I finally feel like I belong. see Belong on page 30

We don’t raise grades. We raise expectations.

UNDER CONSTRUCTION: A NEW HOME FOR MSA

YAI is thrilled to announce its school age program will be expanding thanks to a beautiful new facility at 180 Amsterdam Avenue on the Upper West Side. For more information please contact [email protected] | 212.420.0510 x225

Photo courtesy of Theresa Genovese for Cetra/CRI Architectural PLLC. AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 9 PAGE 10 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Teaching Social Skills – A Key to Success

By Elise Hahn Felix, LCSW Learning to Self-Regulate and Dennis Feurestein, LCSW JCCA Compass Project • Taking cues from the environment and situation

s young adults with autism • Learning to initiate transition from high school to college, work or independent • Moderating time living, they need to have good Asocial skills in order to make friends, en- Understanding of Timing, gage colleagues and succeed on many lev- Respect and Concrete Life Skills els. When a young adult has a disability, planning ahead is particularly helpful in • Using menus and incorporating health making a transition. concerns JCCA’s Compass Program offers a wide range of services for young adults on the • Budgeting skills and problem-solving Autism Spectrum and other neurological- skills ly-based learning disabilities. It is part of Jewish Child Care Association, a compre- • Accepting the environment as non-con- hensive child and family services organi- trollable zation that helps 16,000 people of all back- grounds every year. Our approach is based on the under- One of our core programs teaches JCCA Compass Project participants attending a Mets game standing that we learn best in a natural “soft skills:” “The cluster of personality environment. Incidental learning is a traits, social graces, communication, lan- is characterized by social impairments, Peer-Based Learning Model positive intervention to help focus appro- guage, personal habits, friendliness and communication difficulties and restrictive priate structured supports for naturally optimism that characterize relationships types of behavior. These young adults miss • Learning to develop a sense of empa- occurring social behavior. We have, for with other people” (http://en.wikipedia. important cues in social situations that are thy and acceptance of the perspective example, weekly dinner groups (Compass org/wiki/Soft_skills#cite_note-1). These evident to others. Social skills are crucial of others Eats) that meet in Long Island, Queens and skills are particularly important for young for success, whether in a learning envi- Westchester and have grown from a small people with Autistic Spectrum Disorders ronment like college, a job opportunity or • Conversation skills group to 20 or more members at numerous (ASD) as they learn to work and interact when trying to make new friends. locations. Participants meet to discuss and with others. Our program allows for growth by de- • Development of the soft skills that are decide on dinner locations; while dining, ASD impacts a person’s ability to “read” veloping a sense of comfort within the not quickly identifiable, but are mirrored body language and facial expressions. It youth’s peer group. The goals are: and emulated by incidental learning see Teaching on page 23 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 11 PAGE 12 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Green Goods and Services: A New Niche in the Economy for Individuals on the Autism Spectrum

By Ernst O. VanBergeijk, PhD, MSW ployment in the United States which Every community in the United States Associate Dean and Executive Director translated into 3.4 million jobs in 2011 will need to deal with the issue of e-waste. New York Institute of Technology (U.S. Bureau of Labor Statistics, 2013b). This provides individuals on the autism Vocational Independence Program The handling of e-waste is a fast growing spectrum an opportunity to find mean- sector of GGS that could employ thou- ingful employment at a living wage. Each sands of individuals on the autism spec- stage of the e-waste process will provide hat is the Green Goods and trum. E-waste refers to electronics such employment opportunities that will capital- Services (GGS) Industry? as cell phones, computers, and televisions ize upon their strengths, interests and apti- If you guessed it has some- that Americans throw away. This incred- tudes. The first stage of the e-waste process thing to do with recycling ibly wasteful practice is harmful to our involves assessing an asset that is discard- Wyou are partially correct. Green Goods and environment. By volume e-waste only ed or donated. Individuals at this point in Services is a broad category of our econ- represents 2% of our landfill, but because the process will need to have a healthy set omy defined by the U.S. Department of of the materials used in the construction of computer skills. They will need to be Labor Bureau of Labor Statistics (BLS). of their components (including batteries), able to use software to catalog and track “The BLS definition of green goods and e-waste accounts for 70% of the overall the asset. They will also need to be able services includes jobs in businesses that toxic waste in our country (Do Something. to determine whether or not the asset can produce goods and provide services that org, 2014). According to the Environmen- be refurbished and re-sold. They will also benefit the environment or conserve nat- tal Protection Agency (EPA), e-waste need to be able to determine which parts ural resources. These goods and services is the fastest growing waste stream in of the computer or electronic device could are sold to customers, and include re- the United States. Globally, society pro- be refurbished and re-sold, if the device in search and development, installation, and duces 20-50 metric tons of e-waste each its entirety cannot be put back into service. maintenance services” (U.S. Bureau of year (Do Something.org, 2014). Much of These individuals (often referred to as au- Labor Statistics, 2013a). Green Goods and this waste is not waste at all. It does not ditors), then determine the next step of the Services include one or more of the five Ernst O. VanBergeijk, PhD, MSW need to be relegated to a landfill. People process: disassembly or de-manufacturing. following categories: discard 80-85% of their electronics (Do The de-manufacturing process requires an 4. Natural resource conservation Something.org, 2014). Some of these de- individual who has good manual dexterity 1. Energy from renewable sources vices can be refurbished and resold or do- and attention to detail. The de-manufactur- 5. Environmental compliance, education nated in their entirety. Other devices can ers turn over the parts to the materials han- 2. Energy Efficiency and training, and public awareness (U.S. be disassembled and their components dlers who sort the pieces and send them to Bureau of Labor Statistics, 2013a). can be refurbished or re-sold. Electronics various other entities that may meltdown 3. Pollution reduction and removal, use a great deal of precious metals includ- the plastics and precious metals for their greenhouse gas reduction, and recy- The Green Goods and Services (GGS) ing gold, silver, copper, and palladium all cling and reuse industry accounts for 2.6% of total em- of which can be harvested and reused. see Green Goods on page 24 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 13

College Students Empower Middle/High School Students on the Autism Spectrum with a Foundation for Self-Expression and Social Skills

By James Lawler, DPS helped by the undergraduate students in the Pace University process of researching any of the subjects and Christina Muccioli through internet search systems and the Li- AHRC New York City brary system of the university. The process is enhanced with mobile computing filming technology and innova- t the AHRC New York City tive multimedia studio tools furnished by Middle/High School in Brook- the high school staff or by the instructor lyn, New York, students on the and the undergraduate students – exciting autism spectrum are benefiting and fun technology for self-expression Afrom a community engagement program needs of young adults and teenagers. called Catching a Dream at Pace Univer- The process of storytelling is easy and sity, as part of the outreach goals of the fairly flexible. The undergraduate students university. are guided by the instructor in a program The program consists of engaging the of storytelling through Digital Storytelling high school students on exciting projects in the Classroom: New Media Pathways to with students of the university, in which Literacy, Learning and Creativity (Ohler, they explore dreams, hopes, interests and 2013). They are free, however, to pursue life opportunities. Each fall and spring se- the process of the storytelling with the high mester they are helped by largely liberal school students at their own pace. arts undergraduate students without dis- AHRC New York City Middle/High School students The merits of the program are evident abilities on the projects. The middle/high together with Pace University students in the positive response of the high school school students are mentored by and one- student teenagers to be in new and pro- on-one partnered with the undergraduate Exploratory Process in Relationships about myself; what am I proud of; what are ductive relationships with the undergrad- students in the semesters. my strengths; and what would I like to do uate students who are similarly teenagers. The program culminates in multimedia The high school students are helped by - interpreted if not prompted by the under- The technique of storytelling has encour- presentations of the dreams and interests the undergraduate students in an incremen- graduate students. The process is also one aged the high school students to engage of the high school students. The desired tal learning process, in attempting to ad- of personalized projects (e.g. gaming, his- more with their fellow students and their outcome of these projects is to increase the dress deficits of the high school students. tory of the calculator, jobs for the future, teachers as well as with the undergraduate students’ potential for employment oppor- The process is an interactive one with sto- history of monster racing, inquiry into the students. They have had such a liking for tunity as a result of the increased pride and rytelling projects, in which the high school solar system) produced by the high school multimedia storytelling that the technique sociality they learn and develop during students are attempting to clarify the fol- students and their teachers for follow-up this process. lowing: what am I good at; what do I like by the undergraduate students; and they are see Empower on page 31 PAGE 14 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Using Media as an Effective Tool to Teach Social Skills to Adolescents and Young Adults with Autism Spectrum Disorders

By Caroline Melcer, LCSW media as models for social skills has been movie Adam, made in 2009 and starring Clinical Social Worker instrumental in positively engaging young Hugh Dancy, presents a story about a Outpatient Services for People with adults on the spectrum. character with Asperger’s Syndrome and Developmental Disabilities One television show we use often in his relationship with a woman. The mov- Westchester Jewish Community Services our curriculum is The Big Bang Theory. ie explores how his intelligence, special Sheldon, one of the show’s main charac- interests and sensory needs all impact his ters, exhibits many personality traits of a relationship with a woman. We use these edia is a powerful educa- person on the autism spectrum. Discourse examples to look at how Adam’s behavior tional tool for adolescents about his behavior, actions and reactions in his relationship may be different than and young adults in general; has been a powerful method of identifying others. This movie serves as an important however, for individuals with the appropriate and inappropriate ways to platform to begin a conversation among MAutism Spectrum Disorders (ASD) it pro- respond in a conversation. Parents and ed- our clients about their own fears surround- vides a unique opportunity to learn social ucators can use clips from shows like this ing dating and how their special needs may skills. Popular television shows, movies, to help individuals with ASD learn how to affect their dating. YouTube clips, and other social media sites relate to peers, engage in relationships and The recent MTV reality show Catfish: are a vehicle to model both appropriate and identify suitable behaviors. The TV Show demonstrates how easily inappropriate social skills related to friend- We also use The Big Bang Theory to fa- individuals can become victims on the ships, relationships and sexuality. Iden- cilitate conversations about relationships Internet. This show displays real people tifying non-verbal communication, body in a WJCS group for young adults with chatting with others online, and believing positioning and gestures in videos helps ASD. Participants watch the show togeth- they are engaging in a relationship with a individuals with ASD learn how to recog- er and discuss the conflicts they observed. picture they have seen online. The show nize interest, indifference or dislike in rela- Group members offer insight into the char- creators arrange for the individuals to meet tionships, areas that are often challenging acter’s behavior, their relationships and and the show exposes how often the indi- to individuals on the spectrum. Using these different ways they would act in those sit- viduals are not as they are pictured online. cues, we can work to translate these skills Caroline Melcer, LCSW uations. We have explored body language, After discussing the act of “catfishing” in into real life interactions with individuals sarcasm and slang terms that often arise on one WJCS group, a 13-year-old male cli- with ASD and their peers. dynamics presented in different shows and nighttime television shows that may not ent admitted to chatting with a woman on- Westchester Jewish Community Ser- dissect how scenarios shown may happen be obvious to all viewers. It has been an line and engaging in sexual conversations. vices (WJCS) runs groups on Healthy Re- in real life. Situations that may be realistic effective instrument in creating a dialogue He expressed how she reported to like the lationships and Sexuality for Individuals in the client’s daily life are highlighted and between the different participants and en- same activities and games as he did, but on the Autism Spectrum and has started we explore together how they could handle couraging them to share their opinions. then the conversation turned sexual. to utilize media as an educational tool in the social interactions in a more effective Details about relationship nuances also our broader curriculum. We focus on the way. Using television, movies and social can be explained through movies. The see Media on page 34 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 15

14 Practical Strategies for Marriage with Autism and Asperger Syndrome

By Eva Mendes, LMHC, NCC groups focused on ASD relationships. In- 5. Managing Depression, Asperger/Autism Specialist dividuals with ASD can have some highly Anxiety, OCD, and ADHD and Couple’s Counselor desirable traits. They can be loyal, honest, intelligent, hardworking, generous, and People with AS are at increased risk for funny. Understanding the positive and depression, anxiety, obsessive-compulsive he Asperger/Autism Network challenging traits of both partners can paint disorder (OCD), or attention deficit disor- (formerly known as the Asperg- a more balanced picture of the marriage. der/attention deficit hyperactivity disorder er’s Association of New England) (ADD/ADHD). It is vital to diagnose and (AANE) has been offering the 3. Staying Motivated treat these mental health issues with med- TPartner/Spouse and Couples Support ications and therapy, as untreated mental Groups for ten years. The couples we It is helpful if both partners are motivated health issues can have serious negative see typically consist of a man with au- to address the issues in their marriage and consequences for both partners. tism spectrum disorder (ASD) or Asperg- commit to its long-term success. In some NS spouses can often experience their er Syndrome partnered with a non-au- cases, however, the NS partner may be own mental health issues such as anxiety, tism-spectrum partner (NS). In my work depressed, angry, lonely, and very discon- depression, Affective Deprivation Disor- as a couple’s counselor in private practice nected from her ASD partner, that salvag- der, and Post-Traumatic Stress Disorder and in the groups at AANE, I saw recur- ing the marriage is not an option. In such (PTSD), as a result of being in a relation- ring challenges in neurodiverse couples a situation, the couple can work with a ship with an undiagnosed ASD partner. In and developed the following strategies to couple’s counselor or mediator towards an these cases, the NS partner should also re- address them: amicable divorce. ceive treatment.

1. Pursuing a Diagnosis 4. Understanding How 6. Self-Exploration and Self-Awareness ASD Impacts the Individual While an ASD diagnosis is not required for Eva Mendes, LMHC, NCC In many ASD marriages, the NS partner a couple to begin applying the strategies Understanding that ASD is a biological- may be a super nurturer, manager, orga- outlined here, it can be an important step cian’s diagnosis includes an interview with ly-based, neurological difference vs. a nizer, may have ASD traits themselves and in understanding and acknowledging that the spouse. psychological problem is key. Psychoed- their own relational issues. Self-exploration ASD traits might be causing marital prob- ucation is an important part of sorting out and self-awareness are important parts of lems. A diagnosis can significantly lessen 2. Accepting the ASD Diagnosis the challenges in ASD marriages. Learning understanding why she chose her partner or remove the blame, frustration, shame, about ASD through books, movies, coun- with ASD, taking responsibility and making depression, pain and isolation felt by one While re-evaluating the relationship in seling, and workshops can help the both changes in her own behavior. Self-aware- or both partners. light of the new diagnosis and learning to partners. They can also discover and imple- ness for the NS spouse can also help to re- A diagnosis of ASD can be obtained from understand and accept ASD, it is helpful ment ASD-specific strategies to their rela- build her self-esteem and reintroduce a clinician experienced in identifying adult to seek information, see a clinician experi- tionship. Due to its complex nature, learn- ASD. It is especially helpful if the clini- enced with adult ASD, and/or join support ing about ASD can be a lifelong process. see Marriage on page 32 PAGE 16 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Asperger’s Skill Building Network: Practical Strategies for Transition and Change

By Manina Urgolo Huckvale, EdD, emotions, conversation skills, and coping Irene Van Riper, EdD, with stress) to more complex social skills and Alex Gitter, MS (e.g., conflict resolution, making, keeping, and deepening friendships, dating, and navigating romantic relationships). Also ue to social skills deficits, the included in the year-long curriculum are transition into life after school social skills related to obtaining and keep- can be especially difficult for ing a job. PROFESSIONAL ETHICS IN BEHAVIOR ANALYSIS individuals with autism spec- Program evaluation results from ASBN’s Dtrum disorders, particularly those high- first year of implementation revealed that er functioning individuals who required the program served 41 individuals with fewer supports in high school. With the Asperger’s syndrome, high functioning prevalence of autism spectrum disorders autism, or related conditions. Participants November 4, 2014 increasing rapidly (U.S. rate: 1 in 68, New ranged in age from 21 to 61 with a mean Jersey rate: 1 in 45; Centers for Disease age of 27; 88 percent were male; 83 percent Control and Prevention, 2014), the needs were identified as Caucasian, 10 percent as 9:30am-12:30pm | Penn Club of this population require immediate atten- Hispanic, 5 percent as Asian, and 2 percent tion. There are several curricula for social as African American. The average length 30 West 44th Street | New York, NY 10036 skills instruction targeting children and of time in the program was 5.3 months, Cost: $125 adolescents with high functioning autism with a range from two weeks to 1 year. and Asperger’s syndrome (e.g., Baker, Using self-assessment and observation- 2003, 2006; Garcia-Winner, 2007; McA- al ratings at the beginning of participation fee, 2002; Myles, Trautman, & Schelvan, and at three-month intervals, results indi- 2004). However, with the exception of cated that participants experienced signifi- In conjunction with the Verbal Behavior Institute, Services Jed Baker’s work (2005), programs tar- cant improvement in social skills, emotion geting young adults and adults are sparse. regulation, and executive functioning (i.e., for the UnderServed (SUS) will present a workshop on ethics Furthermore, little research exists evalu- perspective-taking, empathy, time man- ating the effectiveness of these programs agement) and job-readiness skills (see for Behavior Analysts, featuring educator and seasoned (Koning, Magill-Evans, Volden, & Dick, Chart 1). Not surprisingly there was some Behavior Analyst Lisa Rinaldo, BCBA. Ms. Rinaldo is well 2013; Myles & Simpson, 2001). Based attrition in the program due to transporta- on the same principles as those interven- tion problems, jobs, dissatisfaction with known in the Hudson Valley for her practice in tions used with children, namely cognitive the program, or other conflicts. Of the 41 behavioral skills training, the National initial participants, eight left before the educational and home community settings and she Institute for People with Disabilities of first progress evaluation at three months. brings a wealth of practical applied experience to the New Jersey’s (NIPD/NJ) Asperger’s Skill The remaining 33 participants were re- Building Network (ASBN) additionally duced to 15 members of the group at the field of behavioral analysis. incorporates alternative strategies, such as end of six months. About half of that num- acting (Davies, 2004), cartooning (Gray, ber left within the next few weeks, leaving 1994), and yoga (Betts, 2006) to facilitate just seven group members from the orig- This three-credit course is recommended for BCBA-D, growth in social skills. NIPD/NJ is a YAI inal 41 to take the final evaluation after network member. nine months of study. BCBA and BCaBA level behavior analysts, and meets the The Asperger’s Skill Building Network The results of the first evaluation com- requirements for recertification for Behavior Analysts. (ASBN) is an intensive and comprehen- pleted at the end of the initial three months sive social skills instruction and support were very encouraging as participants program for post high school individuals showed significant progress in all evalu- with Asperger’s syndrome/autism spec- ated areas. The participant’s self-evalua- Disclaimer: The Behavior Analyst Certification Board trum disorders and those with similar tions of growth in job readiness over the (BACB) does not sponsor, approve or endorse SUS or traits. Groups of up to 12 participants meet first trimester showed little improvement, with two master’s level clinical staff, twice only 2 percent. But it is worth noting that Verbal Behavior Institute, the materials, information or per week, for five hours per day. During a focus on vocational skills would not be these five hours, participants receive sup- introduced until the fourth month. sessions identified herein. port, acceptance, and practical feedback Staff observations estimated participant from peers and staff while learning and growth in those first three months at 31 practicing various social skills ranging from basic social skills (e.g., recognizing see Skill Building on page 28 TO REGISTER Please visit www.verbalbehaviorinstitute.com/workshops Spectrum Services

A Cooperative Private Practice Offering an Array of Specialized Services TO LEARN MORE Spectrum Services provides child and adult diagnosis, family and couples Please contact Maria Napoleone at (917) 408-5347 or at therapy, social seminar and social skills groups, specialized individual skill- [email protected]. building therapy, cognitive behavior therapy (CBT), trauma focused therapy and EMDR, dialectical behavior therapy approaches, mindfulness work, college coaching and transition support, psychoeducational, neuropsychological, and speech & language testing, vocational support, family support, and educational consulting for individuals and families affected OPPORTUNITY FOR ALL. by Autism Spectrum Disorders and related conditions. WWW.SUS.ORG Lynda Geller, PhD, Founder www.spectrumservicesnyc.com • [email protected] 303 Fifth Avenue, Suite 1003, New York, NY 10016 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 17

Friendship Among School-Aged Boys with ASD

By Jenna L. Mendelson, MA, LPA, HSP-A, events, including parental divorce and bul- University of North Carolina-Greensboro lying (e.g., Hartup & Stevens, 1997), and and Matthew D. Lerner, PhD is associated with lower rates of depres- Stony Brook University sion and anxiety overall. The inexplicable nature of reciprocal friendship is a tricky thing to pin down, but erhaps the area of challenge most research to date among TD boys aged 8-12 commonly associated with an ASD points to a feature called “affective shar- diagnosis is difficulty with social ing” as a central component of reciprocal interaction. Individuals with ASD friendship. Affective sharing is defined as Poften struggle to understand and respond the use of gestures, facial expression, vo- to the perspectives of others, and demon- cal intonation, verbalizations, and body strate differences in their experience of posture to express affect. For TD boys, pleasure from social relationships (APA, affective sharing plays such a central role 2013). Research literature and clinical in reciprocal friendship that the degree of report indicate that these difficulties are affective exchange during interaction has readily apparent when it comes to making been found to differentiate between friends reciprocal (i.e., shared, two-way), lasting and non-friends as well as between recip- friendships. Here, we provide a summary rocal vs. unilateral friendships (Newcomb of what is known about how friendships & Bagwell, 1995). Friend interactions have emerge in children (specifically, school- been found to be higher overall in shared aged boys, ages 8 - 12) with and without laughter and silliness (Howes, 1996), as ASD, how features of ASD may impact well as in the use of eye contact, touching, the development of friendships, as well as Jenna L. Mendelson, MA, LPA, HSP-A Matthew D. Lerner, PhD and verbalizations to communicate affect positive outcomes commonly associated (Foot, Chapman, & Smith, 1997). with friendships (Mendelson & Lerner, ASD. The school-aged period is a time which contributes to social functioning under review). when children learn key social skills and across the life span. For TD boys, recip- Friendship and Boys with ASD Aged 8-12 develop a sense of self-image that can last rocal friendship serves as a forum for de- Friendship and School-Aged into adulthood. TD boys use friendship as velopment of a sense of self, with positive Taking into consideration the difficulties Typically Developing Boys a forum for developing a sense of what is friend relationships associated with more individuals with ASD experience in terms appropriate (Dunn, 2004). Moreover, in positive self-image, higher self-esteem, of the understanding and communication Considering research from among typi- addition to learning social “rules,” friend- and greater academic achievement (e.g., of their own and others’ affect, it becomes cally developing (TD) boys aged 8-12, dif- ship allows children to develop the more Vandell & Hembree, 1994). Thus, friend- readily apparent why friendship-formation ficulty forming reciprocal friendships may subtle and fluid ability to take on others’ ship plays a crucial role in overall well-be- have lasting implications for boys with perspectives (Hughes & Leekam, 2004), ing. It acts as a buffer against negative life see Friendship on page 27 PAGE 18 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Tell Me About the Last Time You Were Embarrassed

By Lucas Steuber, MA-T, MS SLP/CF Superheroes, by definition, have su- in this context, phrased that way, is in any Founding Partner perpowers. Some of them can even read way diagnostic of Autism Spectrum Disor- Portland Language Craft minds. In comics, magic waves can shoot der. However, when it comes to translating from the superhero’s brain to represent this theoretical concepts into clinical practice, power as the superhero stares intently at sometimes the best information can come n 1985, Simon Baron-Cohen pub- the his nemesis, the archvillain, to deter- from the simplest things. If you ask a child lished his now-famous study of mine what nefarious plans have been set in about the last time they were embarrassed, emotional perspective-taking among motion. As readers, we look at this ability they might not have an answer because they children with Autism Spectrum Dis- and see it as enviable, as fantastic. The fun- don’t know the word, don’t want to answer, Iorder1. In it, he and his coauthors found ny thing is, we attempt to read each other or genuinely don’t remember. No matter that children on the Autism Spectrum minds with every single social interaction, what, their response gives you a data point were unable to impute beliefs to puppets every single day. Having read someone’s that can contribute to planning your ther- in pretend play. They saw this a failure of mind successfully can result in a positive apy. All of the information coded into the “Theory of Mind,” which can basically social interaction - but it also can result in potential answers above (lack of theory be described as the knowledge that other embarrassment, as you come to realize how of mind, knowledge of vocabulary, social people have thoughts and feelings of their some flaw or failure is perceived by others. anxiety, etc.) is therapeutically relevant for own. Subsequent research has spported I’ve been using that question - Tell me Speech-Language Pathologists and other their argument, elaborated upon it by pro- about the last time you were embarrassed - special educators. If you get a great answer posing other emotional problems in ASD2, with the kids I work with recently, and I’ve about a specific time your student was em- and provoked some people to disagree3 - found out something very interesting: The barrassed, that will also give you a ton of and those links only constitute a very, very kids who are diagnosed with Autism Spec- information about that kid’s social motiva- small percentage of the number of words trum Disorder frequently don’t have an tions that you can use when working toward spent discussing it. answer. If they do, it feels mechanical, as goals. It’s a mutual gain no matter what. Recently, I spoke to a seasoned clini- though they’ve been trained to identify and Embarrassment is one of many feelings cian with 40 years of experience working describe emotions - as, of course, they often that lie across the vast spectrum of human in special education in public schools. She Lucas Steuber, MA-T, MS SLP/CF have. Embarrassment, perhaps more than emotions. We don’t talk about embarrass- has been assessing and treating children any other emotion, relies upon our ability to ment much – probably because reliving with Autism Spectrum Disorder since be- trum. This is partially because of Michelle take the perspective of others, identify their those moments is uncomfortable. Embar- fore that term was even conceived. I asked Garcia Winner’s SuperFlex curriculum4, feelings, and reflect upon ourselves. In the rassment involves a complex analysis of her what her most powerful clinical tool which sees widespread use in the schools, absence of this “Theory of Mind,” there’s our behavior and how it does not match was, and she told me the one question she but of course also because children like no understanding of others’ thoughts and the social expectation of a specific setting. asks every kid on her caseload: Tell me talking about superheroes. It’s only fitting feelings - and no motivation to learn. Even the memory of embarrassment can about the last time you were embarrassed. that when we start talking about embar- This, of course, is all a dramatic over- trigger a powerful physical reaction that We spend a lot of time talking about su- rassment, we should talk about superhe- simplification. I have no research evi- perheroes with kids on the Autism Spec- roes too. dence to support whether this question, see Embarrassed on page 25 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 19

Places for Persons with Asperger’s to Meet People

By Sybelle Silverphoenix den Plank, a fellow Aspie, in Brentwood. range from martial art lessons, to sketch Actress, Mother and Advocate There are also a variety of organizations lessons, to movie and dinner nights, at that have programs for ASD populations. no expense to the spectrum women. This Adaptations at the JCC, YAI (Manhattan group is facilitated by Sharon Valencia, here are many places where per- and Bronx), and AHRC are three such or- who can be reached by email at: svalen- sons with Asperger’s can meet ganizations. Adaptations have hosted a [email protected] people, but too often they don’t speed dating event, outings, and other so- The internet has a plethora of resources. know where they can comfortably cial events. There are also some classes Online dating and social networking are Tand satisfactorily do this. Bars, cocktail specifically for people on the spectrum, becoming more common, even for employ- parties, and other such events work well like yoga, periodically available, at YAI, on ment. Facebook features several online in the neurotypical culture, but those with 34th street. YAI also has an East Bronx di- groups and pages just for autism/asperg- Asperger’s desiring to meet new friends vision, AHRC is similar. (Similar with the er’s. Sites like GRASP.org (by Michael or significant others too often are disap- Yoga class or with an East Bronx division?) John Carley), WrongPlanet.net (by Alex pointed and even depressed by these envi- ASAN (Autism Self Advocacy Net- Plank), and TheAutcast.com (by Landon ronments. In an effort to break this vicious work) group meets once a month on the Bryce) are designed to be informative and cycle, a list of suitable social events and first Sunday of every month at 2pm in the encourage social networking and expres- websites has been compiled. Sony Atrium at 56th and Madison. This is sion among spectrumites and their support- Aspies for Social Success is an unstruc- also social in nature. ers. Dating sites like AspieAffection.com tured social group that meets 2 times a GRASP’s official meeting is once a are intended to assist in the search for sig- month. The meetings usually take place month at the ARE (Association for Re- nificant others, but some complain about on weekends; announcements are usually search and Enlightenment) Edgar Cayce the male-female ratio, since such sites fea- placed online on Facebook (FB) by the Center at 5:30pm every 2nd Wednesday of ture a vast majority of males. But there are current moderator, Steve Katz. If people the month in Manhattan. A Bronx group is events and websites where an Aspie’s spe- friend-request Steve with interest in Aspies currently being developed. cial interests can be shared with others in a for Social Success, he will place them on a Sybelle Silverphoenix Mensa events can also be quite gratify- more gender-even environment. There are FB mailing list for the announcements of ing for those desiring intellectual compa- many women with Asperger’s who remain the dates and locations. of AHA. The group is typically an hour and ny. They have separate focusing on special undiagnosed; seeking them out in areas AHA/Asperger Syndrome and High a half long, beginning at 7pm, and everyone interests, and if a group doesn’t exist for a known only to those who are diagnosed is Functioning Autism Association has gets a chance to speak individually to the specific interest, one can be started. Men- illogical. Places and websites that seem to monthly groups for Aspies both in Man- group about any circumstances they have sa people are very supportive and friendly, be havens for Aspies, diagnosed and undi- hattan and on Long Island. The Manhattan questions about or need support on and not at all like the stereotype of conceited agnosed alike, are conventions (comics, sci groups are usually facilitated in a structured seek feedback. Afterward, a social dinner snobby intellectuals. fi, technology, astronomy, etc.), clubs, and manner by Dr. Lynda Geller, PhD at Spec- usually follows at another location agreed There is a Ladies on the Spectrum group meetups geared towards the same, etc. trum Services (303 5th Ave., between 32nd upon by the group. The Long Island group funded by the Simons Foundation that and 31st) and Pat Schissel, LMSW, director is partnered with GRASP and run by Bran- meets 2x a month. Activities they provide see Meet People on page 31 PAGE 20 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014 Developmental from page 1 of approaches that cater to the age-related or person-specific interests; examples may made between possessing a true prefer- include use of video modeling through ence for solitude versus wanting – and clips from popular television programs and possessing potential – to form relation- roleplaying realistic scenarios while insert- ships but lacking the skills for doing so. ing humor or maintaining a light-hearted In addition, descriptions of “friends” by tone (Bellini, 2008). Transition into late those with ASD may range from being adolescence entails an ultimate push for purely motivated by mutual interests to prerequisite skills in independence, requir- entailing deep and heartfelt discussions ing a multifaceted approach that secures that occur solely in the forum of an in- buy-in from the adolescent at hand. ternet-based group. Thus, an individual’s Although it would be a disservice to views around expectations, preferences, overlook the changes in service eligibili- and understanding of social connected- ty and societal expectations that constitute ness must be explored as a component of an inevitable component of the hurdle into planning for social intervention. adulthood, these changes afford the oppor- The flip side in attending to the indi- tunity to lay the foundation for self-moti- vidual social ideals is the reality that ad- vated assistance and independent deci- equate skills for engaging in interpersonal sion-making. Coaching and modeling to exchanges and relationships, regardless of delineate goals for higher education, career the form that they may take, are essentially development, and living arrangements sets unavoidable components of daily function- the stage for successful attainment. From ing. Trials of various social interventions a practical, yet often overlooked, aspect, have consistently highlighted the value of shifting concerns around both physical preparation, repetition, and explicit teach- Alyson H. Sheehan, PhD Monica Arevalo, MS, MHC and interpersonal safety must be directly ing as an alternative to social learning strat- addressed. Research has suggested that in- egies that are naturally acquired by neuro- teem, and, yes, even having fun! ity, such as martial arts, dance class, or dependently functioning adults are prone typical peers (Bellini, 2008). As a result, Advancement to middle childhood and music instruction, creates a low-pressure to experience a greater range of difficul- devising an educated, proactive approach the elementary school years is charac- forum for practice. Furthermore, the con- ties, since they often receive substantial- is strongly recommended for the purpose terized by a shift from friendships based fidence and competency that ensues may ly less support (Gantman, Kapp, Orenski, of instilling prerequisite skills and gener- primarily upon shared interests to involv- be strengthened by further incorporation & Laugeson, 2012). Identifying relevant ating tactics to manage the shifts in social ing stronger emotional and conversation- of less structured outlets, such as boy forms of assistance and resources, which demands that correspond with respective al demands. Furthermore, the concepts of scouts or girl scouts and broader group may range from services provided by the developmental stages. popularity and cliques slip into the social recreation. state Office of Developmental Disabili- In cases that involve identification of framework and carry heavy implications Using the previous reference to the “pro- ties, to participation in an ASD network, ASD during early childhood, a slew of for children already susceptible to social nounced peaks and valleys” involved in so- to ongoing therapeutic involvement, is es- therapies and proactive services may be exclusion. Whereas typical development cial development for individuals with ASD, pecially salient. available and, as supported by outcome allows for detecting subtle cues and mas- entry into adolescence is frequently viewed Despite the variation across individuals research, are best utilized to the fullest tering the expansive bank of unwritten as a deep and arduous valley. Amidst the and developmental stages when it comes extent possible. That being said, the time situational rules, clear directives regard- inherent hormonal chaos, rapidly shifting to social findings, expectations, and inter- and attention spread across a range of ing the specifics of acceptable versus in- emotions, and pressure for proficiency in ventions, a set of broadly applicable key concerns often results in the omission of appropriate behavior constitute an essen- adaptive skills, adolescents with ASD fre- points may be discerned. Early efforts to considerations around some of the most tial component of the learning process for quently show a spike in awareness of their establish a tight system of specialized sup- basic social learning experiences in child- children with ASD (Bellini, 2008). The interpersonal difficulties and struggles in ports and care providers create an endur- hood. One of the most prominent examples level of specificity that some children may “keeping up” with peers. The convergence ing framework for progress. In addition, takes the form of play skills. It may sound require is exemplified by the 10-year-old of these factors, among others, predisposes much-needed interventions aimed at build- counterintuitive to place emphasis on rec- boy who had recently learned about empa- adolescents with ASD to low self-esteem, ing self-awareness require conjunctive reation when there are so many deficits thy during social group participation. He traditional and relational bullying, anxiety, strategies for promoting self-confidence that are prioritized based on urgency, yet proudly greeted the facilitator upon arrival depression, and other co-occurring dis- and coping skills. Although, the one-size- a “downward social spiral” often has un- to the following session with, “Oh, hello, I orders (Gjevik et al., 2011). Consequent- fits-all “instruction manual” for growing derpinnings in peer rejection during these am sorry that you’re having such a bad hair ly, implementing proactive strategies and up with ASD has yet to be created. How- critical years (Bhatia et al., 2010). Using day today!” A lesson on social filtering was closely monitoring adjustment and mental ever, it would unquestionably emphasize experiential learning techniques to build a subsequently added to the agenda. health is necessitated. the role of unique strengths and careful preschooler’s understanding of the physi- The construction of social scripts, par- Maintaining purposeful but open dia- balance of developmental commonali- cal cues, expectations, and suspended re- ticularly for application in scenarios en- logue about the range of impending social ties with individualized flexibility. Social ality that may be encompassed in play lays countered throughout a typical day (e.g., and personal challenges instills general- navigation for individuals with ASD is an the groundwork for positive perceptions introducing oneself or providing a bal- izable understanding, empowerment, and ongoing process riddled with innumerable of interpersonal exchanges. As one may anced amount of personal information), self-advocacy that becomes crucial as bumps in the road, but navigating the jour- deduce, early experiences that result in a may be especially meaningful throughout continued development unfolds (White, ney becomes much less daunting with a generally positive attitude towards social- this developmental stage (White, Keonig, Keonig, & Scahill, 2007). Adolescent en- reliable map in-hand. ization comprise the basis for increased & Scahill, 2007). Encouraging supported gagement in psychoeducation and inter- motivation to interact, stronger self-es- participation in a structured group activ- ventions may be best achieved through use see Developmental on page 32 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 21

Someone I’m With I know, I know, kids cough, right? They get colds and they cough and sometimes— Has Autism gasp—they don’t even cover their mouths! But Jack takes coughing to a whole new “Hey Carrie, it’s me, Sandy. Listen, I had level. Something to do with that whole con- an idea for you—” trolling your body thing. He jumps and flails Sandy is a dog trainer. We started to work and throws his head back. He amplifies. with her after we got our puppy, Wolfie, be- Three times, I brought him to the doc- cause we have no idea what we’re doing. tor’s for antibiotics and inhaler things and “Oh, I’m so glad you called! I’m kind of new recommendations for cough medicine. worried he doesn’t like his food. He isn’t Three times, the doctor promised me that eating it as fast. And when he chews it he it wasn’t whooping cough or bronchitis or kind of makes a funny face, you know? the plague, and that we were safe to travel. Like he—” So, at 4:30 am on a Monday morning, “I’m not talking about Wolfie,” she cut the seven of us were off. in impatiently. “I’m reading your book—” Fast-forward two hours later: all of “You are? That’s so nice! Did you get to us seated at a table in Johnny Rockets in the part about dogs? I know, it’s so sad be- my mother didn’t have to feel self-con- it’s even hotter in July. August is too hot Logan Airport, kicking off our trip with cause Wolfie isn’t in it. But we didn’t have scious but I could help people understand to talk about.) greasy hash browns and sticky pancakes. him yet! Maybe I should write a new book, her a little better.” But while we may hate ourselves, we Cue tremendous coughing fit. A woman just about him. I could call it The Wolfman. “Huh. That is a good idea,” I said love my husband Joe’s sister, Elaine. And and her son, who had nodded and smiled Or Wolferoni, that’s kind of his nick—” thoughtfully. I went back to chatting about Elaine lives in Texas. So for the second pleasantly at us just moments before, “No, it’s not about dogs,” she said puppy food and house training, and al- year in a row, we packed up five children picked up their trays and moved three ta- brusquely. “I’m reading the part where though I didn’t forget the business card and four suitcases and headed west. bles away. you say you wish you had some kind of idea altogether, I didn’t think about it too Excited beyond measure, Jack filled “JACK! Cover your mouth! And sit sign to tell people about your son Jack and much more. Until we went on vacation. his carry-on with his usual favorites; his down!” his autism.” Because we hate ourselves, this June my stuffed bunny and moose-shaped pillow, “I can’t. I can’t. I don’t know what my She went on to explain that she took care husband Joe and I decided to take our five nasal spray and Chapstick. Like always, body is doing.” of her mother, who had Alzheimer’s, and kids to Texas. he brought his rigidness and bossiness and A few minutes later we were jostling our how the Alzheimer’s Association issued (For those of you who have never been, anxiety. way to the gate, Jack and a security man family members little business cards they it’s hot in Texas. It’s really hot in June. He also brought the deepest, most awful collided. “HEY!” Jack screamed at him. could give to people at the hair salon or the In fact, the Texas heat in June makes the sounding cough you’ve ever heard in your “Watch where you are GOING! That was grocery store or the library. Bikram yoga hot room feel like you need life. It sounded like a cross between croup RUDE.” “They said, ‘The person I’m with has a sweater. It’s death-hot. I-can’t-breathe- and a chainsaw. And he is the worst cough- Alzheimer’s. Please be patient.’ This way, hot. Someone-turn-off-the-sun-hot. I hear er you’ve ever seen. see Someone on page 28

The Importance of Socialization for Individuals with Autism Spectrum Disorders

By Zvi S. Weisstuch, MD, MA difficulty with social reciprocity, in under- socially. As the child progresses through- Assistant Professor standing and responding to social cues and out childhood into adolescence, the social Icahn School of Medicine at Mount Sinai will frequently miss-perceive and misun- demands and issues will change dramati- derstand social situations and circumstanc- cally and so should the social interaction es which leads to great frustration. In ad- of the individual. The social intervention utism spectrum disorders (ASD) dition, if the individual’s speech/language should also change in accordance. Play are defined by three main com- delay is severe and their processing speed dates, after-school activities with other ponents/deficits. These are defi- is slow, this further hinders their ability to children and social skills groups are highly cits in Communication (recep- socialize appropriately since they cannot recommended to address these issues. The Ative/expressive speech and language delay), verbalize themselves and others will fre- younger the child is when the social piece Behaviors (aka self-stimulatory behaviors quently lack the patience or understanding is addressed and the more pro-active the or stimming) and Socialization. Communi- to wait for them to do so. Individuals on parent is in addressing the social difficulty, cation: these individuals have difficulty with the autism spectrum frequently have a very the greater the positive impact will be on receptive and/or expressive language and poor “theory of mind” and therefore have the child’s life and this will carry over into speech and this is the reason that approxi- great difficulty understanding that others adolescence and into adulthood. mately 95% of individuals with an ASD ini- may think differently than they do. They When treating autism and autism spec- tially present for an evaluation. Behaviors, tend to be very concrete and have great trum disorders, no matter what modality aka self-stimulatory behaviors: these behav- difficulty with abstract thought. They fre- or approach is used, a solid and dynamic iors can be any behaviors that are bizarre quently see the world as black and white social component should and must be inte- in nature and can be quite varied. These with no shades of grey. grated and implemented into the plan. This behaviors may be, and are, frequently seen To overcome their social difficulties, re- is crucial for the individual to meet their in typical (non-autistic) children as well but gardless of where the child is on the au- full potential, develop appropriate, nurtur- are usually not perseverative or repetitive in Zvi S. Weisstuch, MD, MA tism spectrum, it is highly recommended ing and positive relationships and with the nature. The third component, and the most that behavioral modification and social ultimate goal of the individual leading an difficult to overcome, is socialization. them, or on the contrary will exhibit a com- interaction be heavily integrated into the independent, productive and happy life. There are two main presentations of the plete lack of interest and disconnect from child’s life as early as possible and that social component of autism. The first is the their surroundings. The second presenta- the social piece be integrated into any and Zvi S. Weisstuch, MD, MA is an Assistant typical autistic presentation. These are in- tion is what I call “the mayor.” These are all behavioral plans. This is a dynamic Professor of Child and Adolescent Psychia- dividuals that do not want and avoid social individuals who want social contact, want and developmental process and needs to try and Pediatrics Affiliated with the Mount contact, become anxious and agitated in friends and to socialize, want to belong and be maintained throughout the child’s life, Sinai School of Medicine and Mount Sinai social situations and will frequently tan- to integrate into society but do not know taking into consideration where the child Medical Center, New York, NY He can be trum when social demands are placed on how to achieve doing so. They have great is physically, cognitively, emotionally and reached at [email protected] PAGE 22 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Humor is Important to Your Child’s Social Development

By Jennifer Jacobs, MS, CCC-SLP Once the child gains better understand- and Laurie Jacobs, MS, CCC-SLP ing, usage and confidence in controlled Social Skill Builder environments, they can then begin to work with common age peers. Social groups, made of kids on the spectrum and their umor is important for children nuero-typical peers, are great forums to because being able to tell jokes start practicing on all aspects of humor. By and laugh with others helps watching videos together, all the children them interact and make friends. are able to share a common vision in which HUnfortunately, children diagnosed with they can discuss, reenact, and problem autism spectrum disorder (ASD) tell sig- solve together. nificantly fewer jokes than their typical In this selection we discuss teasing ver- peers. Not being able to understand humor sus enjoying a joke together. or inspire laughter in others can negatively affect the development of peer relation- Simple Strategies to Expand ships and social participation. In children Your Child’s Sense of Humor with ASD, this could lead to a further dete- rioration of social skills and interpersonal Its important to experiment with posi- relationships. tive and appropriate jokes, trying them out Studies have found that using jokes or at home and perhaps even memorizing a teaching humor and laughter to children few that are appropriate to tell in social diagnosed with autism can improve social environments. skills and relationships with peers (Derks & Nezlek, 2001; Martin & Yip, 2006). Jennifer Jacobs, MS, CCC-SLP Laurie Jacobs, MA, CCC-SLP Look into visual humor: Use cartoons, com- Children with autism and special needs, ic books and slapstick comedy to demon- particularly those with social or commu- Video modeling is a great way to target eo modeling to teach understanding of the strate what is considered funny, making nication delays, may need more direct social awareness and understanding. Years differences between laughing AT someone sure to remind them that the images shown instruction in the skill of joke telling and of research support it’s effectiveness and versus laughing WITH someone. This is an are unrealistic and should not be duplicated. the understanding of idioms. Because chil- ease of use in therapeutic settings for chil- important distinction to make for children, dren may not make the connections need- dren with ASD. By watching videos of ap- because they both have such different so- Memorize one or two jokes: Knock-Knock ed to sometimes understand the abstract propriate interactions of age related peers, cial intents and meanings. Children who jokes are a great place to start. The exam- language that can make a joke funny, it is children are able to highlight and dissect cannot understand the differences may ples should always include the differences important to use visual tools and concrete each social scenario before engaging with increase their chances of being teased and between a good-natured joke and doing examples to demonstrate how jokes and id- peers. Social Skill Builder’s My School bullied because they are unable to avoid ioms are constructed. Day CD and My School Day App use vid- those types of situations or interactions. see Humor on page 30

Building a More Inclusive Community, One Person at a Time

By Stephen Katz in all areas of life and changed our name individuals with AS are respected for their Autism Advocate to Aspies for Success. More recently, we unusual abilities, and due to their extensive changed the name again to Aspies for So- knowledge of certain topics or activities cial Success. may be regarded as “eccentric.” The in- ince I was very young, I had a fas- Without the opportunity to socialize, dividual’s single-minded pursuit of his or cination with people who had Au- there are fewer opportunities to take in her interest can lead to great achievements tism. Although in some ways they culture. So, in 2013, we added cultural later on in academic and professional life. seemed different than me, in others events to our schedule, including trips to Some specific areas in which individuals Sthere were a lot of similarities. Later as an The Metropolitan Museum of Art (with a with AS tend to excel include, but are not adult, it was suggested that I might have a private tour and a specialized art project limited to: lot in common with people who have As- for our group) and the Museum of Modern perger’s Syndrome. So, one Wednesday Art, plus visits to restaurants, trying differ- • Mathematics evening back in 2009, I attended a support ent cultural cuisines. group for “Aspies;” a term many people We continue to expand with more so- • Computer science, from technical sup- with Asperger’s Syndrome call them- cial groups. Now, in 2014, we have a new port to Machine Learning and every- selves. I also learned that people who do support group based on the 70’s style Rap thing in between not have Asperger’s or Autism are some- Sessions with smaller group sizes (no more times referred to as “NT’s” (Neurotypi- than 20 members). It is somewhat less • Physical sciences, for example engi- cals). Unfortunately, at the time my work structured, with each session starting with neering of all types and architecture hours (in the autism field, of course) didn’t a theme rather than a specific topic. allow me to attend more of these meetings. Not forgetting the roots of our organiza- • Special aptitudes with visual spatial Luckily, a year later my schedule changed tion, I have been reaching out to employers skills as well as great attention to de- and I was finally able to attend these Aspie Stephen Katz and talking about the advantages of hiring tail make for incredible artists groups on a more regular basis. someone with Asperger’s Syndrome. At these meetings, I met Jon Anderson, After about a year, I was asked to co-co- I am writing this article on the heels who would become one of my best friends. ordinate the Autistics Career Development Advantages of Hiring Someone of a huge success at one such employer. He, along with Dr. Irmi (now another best Group. At the time, I was in the middle of with Asperger’s Syndrome Quirky is a company that turns invention friend), had started a separate program a career change myself, and the timing ideas into real consumer products. We had called the Autistics Career Development couldn’t have been more perfect. Soon Individuals with Asperger’s Syndrome 15 members show up for a tour of Quirky’s Group. This program allowed people on after that, we realized that our members (AS) often have average to above average facilities (very impressive), a presentation the spectrum the opportunity to get togeth- were much more interested in socializing intelligence. They tend to possess excellent of what the company does, what types of er twice a month to go over their resumes than in talking about resumes and getting abstract thinking abilities and rote memory jobs they offer and who they hire. They and discuss job interview techniques and a job. In response to this, we changed the skills. One characteristic unique to AS is have agreed to specifically hire people on strategies on how to find a job and on how focus of our groups to address social is- an intense interest in one or two subjects, to keep a job once they were hired for it. sues, working on skills that lead to success to the exclusion of all others. Many times, see Inclusive on page 25 AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 23

Why Breaking Up with Siri is Necessary for Those with Autism

By Michael J. Cameron, PhD, BCBA-D always understood the challenges when tions and become dependent upon their Chief Clinical Officer it comes to developing and maintaining fabricated “friend.” Pacific Child and Family Associates friendships. However, lately, I have wit- nessed a new form of friendships evolv- “Don’t walk behind me; I may not lead. ing, but it isn’t with other individuals, it Don’t walk in front of me; I may not follow. riendships are a tricky thing. is with interactive technology, such as the Just walk beside me and be my friend.” They come and go – sometimes iPhone’s Siri. – Albert Camus at rapid speeds and sometimes While at an event for Pacific Child & it takes decades. They come in Family Associates, I witnessed one teen The recent connection with Siri or oth- Fmany different forms – some are light with ASD having an animated conversa- er interactive technology and the loss of and airy, while others are strong enough tion on his cell phone. I thought, “Wow, societal development that these individ- to profoundly change your life. They can what a great friendship he has built that uals are placing upon themselves has led be both positive and unfortunately, neg- is making him so happy.” When he hung us to develop a membership group to give ative – while making you laugh to the up, I asked him about his friend. Before individuals with autism the opportunity to point of tears, to making you crumble he could respond, his mother shared that form real friendships. We have called it the to tears of sadness or pain. However, no her son was talking to Siri. “He talks to Sans Siri Society. By identifying common matter what magnitude, friendships are it about 10 times a day and has no real interests and ages of members, we facili- an important part of every individual’s friends,” she said. The teen immediately tate a few monitored phone calls among life and at every stage in life. Friendships became quiet and reclusive, averting his participants. Then, we allow them to in- and relationships help you better under- gaze and crouching on the floor. teract on their own, whether over phone stand what you believe in and who you While I frequently encounter situations conversations, texts, social media, or in are, and they allow you to develop im- such as this when the individual with ASD person. Connecting members has not only portant societal skills, such as compas- becomes uncomfortable, and perhaps, increased opportunities for societal devel- sion, communication, acceptance, trust, embarrassed, the situation really struck opment, but has allowed individuals to and forgiveness. a chord with me. In communicating with flourish in the many positive aspects of a For an individual with autism, friend- Michael J. Cameron, PhD, BCBA-D a technology device, a person with ASD friendship. They are in this together, and ships are hard. Allowing new people into has easily found a way to avoid any per- are not alone. their lives is scary. Opening up to others I work for a company, Pacific Child & son-to-person communication or contact, With our efforts at Pacific Child & Fam- is a challenge. Being able to relate with Family Associates, where we work with but still feels joy from their fictitious ily Associates and an understanding of the others is hard for them to make the con- kids and teens with ASD and other de- “friend,” but it comes with a social price. setbacks of such interactive technology nection. While this may be true, what we velopmental disabilities. Some of the ar- In doing so, they are losing the opportuni- from parents and caregivers of those with must not forget is that friendships are just eas we work on developing are behavior, ty for real life interaction and skill build- ASD, it is my hope that we help our loved as important to these individuals as they speech and language, physical therapy, ing. The more a person with ASD interacts ones enjoy the benefits of real life are to those without autism spectrum dis- and occupational therapy. While working with technology, the more likely they will order (ASD). with these great souls for many years, I’ve be to build barriers to real life conversa- see Siri on page 31

Teaching from page 10 ferent ways. One way we measure it is by the ease and confidence we instill groups talk, laugh, share stories and make among the young people taking part in friends. The dinners, facilitated by men- these weekly social groups. They develop tal health professionals, are an effective friendships outside the weekly scheduled way for participants to learn about mon- dinners and gain the self-confidence to ey management, communication skills challenge their own thinking. This carries and appropriate behavior in social situ- over to educational and work settings. As ations. Our goal is to purposely “catch” Albert Einstein once said, “Learn from participants doing the right thing and help yesterday, live for today, hope for tomor- provide a conducive environment and row. The important thing is not to stop comfort level so they can make positive questioning.” choices or be redirected without fear of reprisal or shame. Jewish Child Care Association (JCCA) We have helped one of the Compass is a comprehensive child and family ser- Eats dinner youth, Jack, with organiza- vices agency. We work with those who tional skills, task management and social need us most, including children who skills. We also helped him make the im- have been neglected or abused, immi- portant transition to Manhattanville Col- grant Jewish families, and those building lege where he is now a sophomore major- new lives. Most of our clients come to ing in English. We have also helped him us because they struggle with poverty or maintain a scholarship that requires him family crises, and because they are work- to volunteer in the community - he has ing to create an independent future. JCCA chosen to volunteer with elderly people at helps more than 16,000 children and fam- a nursing home. We also coached him to ilies every year and is consistently rated travel to White Plains to visit friends (this at the highest levels for the quality of our was his first experience in White Plains). programs. In all our work, we are mo- And, we have taught him to keep a week- tivated by tikkun olam, the value within ly planner to track his assignments. He Jewish tradition that calls upon all of us tells us he would be “lost without it.” Jack to repair the world, and by our belief that says, “The Compass Program has given every child deserves to grow up hopeful. me more confidence in myself, especial- Elise Hahn Felix, LCSW, is Director of ly my social skills. At college it helped Transition Services and Dennis Feurestein, me learn how to communicate better and LCSW, is Coordinator of the Bridges Pro- at my summer job as a camp counselor it gram at Jewish Child Care Association’s helped me as a professional with cowork- Compass Project. For more information, ers and parents.” please visit http://jccany.org/compass or Success can be measured in many dif- email [email protected]. PAGE 24 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Three Ways You Can Help Your Child Date Smarter and Feel Less Frustrated

By Jeremy R. Hamburgh, Esq. Start with Your Son or Daughter’s Interests pursuits. There are a host of internet re- Founder sources – my favorite being Meetup.com Hitchcraft Dating At a recent ASPEN conference, Dr. Tem- – that list local social events and specific ple Grandin told a story about how a young interest groups. You will be surprised at the couple with autism fell in love. In one re- diversity of meet-ups in your area. y former client beckoned spect, the couple was like any other: they me over to his table as I sat shared a passion around which they bonded. Start Friendships Online down for dinner with profes- Beyond having autism, what justified in- and Move Them Offline sor Stephen Shore, who had cluding this story in a keynote speech? Mbeen a guest at my class. Before I could Their common interest wasn’t traveling For all the downsides of the social me- say, “great to see you,” my former client the globe or trying new restaurants or run- dia, there is a certain beauty to it for peo- grabbed the hand of the young lady next to ning in the park. They bonded over com- ple on the spectrum. For one thing, it is a him, held it up high, and proudly showed puter data storage systems. tool for two people with esoteric interests off the engagement ring she was wearing. “Find your child’s interests,” said Pro- to find each other. For another, it requires My former client was no shoe-in for fessor Shore. “Then find others with that less proficiency in the “hidden curriculum” relationship success. He struggled with same interest and use that as a point of con- of interpersonal interaction than meeting speech problems, motor skills and lack of nection. For example, I made many friends strangers offline. self-confidence. Nevertheless, he forayed via my interest in bicycles. I joined bicy- The key to effectively using social media into the dating world. First, he started at- cling clubs and went on rides.” is to focus on making friends that can tran- tending singles events but was too shy to Uncovering your child’s interest may sition into an off-line friendship. approach strangers. Then, he signed up for require a little more plumbing than sim- One woman who shared her story with an online dating site but did not know how ply asking. I have met with many clients my readers at Hitchcraft Dating met her to use it effectively. In short, he was long who, when asked about their interests, list husband on Facebook. They shared a mu- on frustration and short on progress. anime, video games, science fiction, com- tual friend and she was touched by a com- So how did my former client end up Jeremy R. Hamburgh, Esq. puters and not much else. I agree with Dr. ment her now-husband left on their friend’s engaged? Grandin that those passions are non-start- Facebook wall. She sent him an email and With the help of his support network, he stories in the autism dating world and I ers because they are solitary pursuits. they progressed from there. focused his sights on a strategy of creating am happy to report that there are countless Luckily, in my experience, when presented Another woman who shared her story friendships that he could transition into ro- people, like my former client, who found with a long list of social activities many with my readers met her boyfriend on red- mantic relationships. their special someone using the same strat- clients express a surprising willingness to dit.com (what that means is still a mystery As a dating coach, workshop leader and egy. So, what follows is a roadmap to help expand their horizons. to me). blogger specializing in singles on the spec- you leverage the same strategy for your You should be prepared to help your trum, I am privileged to collect success son or daughter. child begin the process of finding social see Date Smarter on page 32

Green Goods from page 12 es may fall between this benchmark and provides jobs to people with autism and e-Works ESI (2013). The e-Works Mission. that of computer and office machine repair other developmental disabilities. Retrieved from http://www.eworksesi.org/ use in the manufacturing of new products. technicians’ whose median income was New York Institute of Technology Vo- mission.html August 15, 2014. After the sequestration budget cuts of $38,310 in 2013 (U.S. Bureau of Labor cational Independence Program (VIP) is 2013, the federal government is no lon- Statistics, 2014c). Auditors in the e-waste proud to announce its partnership with U.S. Bureau of Labor Statistics, (2013a). ger tracking the jobs in the Green Goods industry will have the highest level of ed- e-Works™ ESI. The two organizations Frequently asked questions #2: What is the and Services industry. However, the U.S. ucational and training requirements. Their are developing a certificate program for Green Goods and Services Survey (GGSS) Department of Labor publishes the Occu- educational and training requirements may the Vocational Independence Program stu- definition of green goods and services? pational Outlook Handbook, on an annu- range from a postsecondary vocational dents in the areas of computer and elec- Retrieved from http://www.bls.gov/ggs/ al basis, which provides the reader with certificate to an associate degree. With tronics auditing, de-manufacturing, and ggsfaq.htm#2 August 20, 2014. a myriad of data on job trends, specific this type of educational requirement the parts handling. The certificate programs educational and training requirements compensation is significantly higher than are scheduled to launch fall 2014. U.S. Bureau of Labor Statistics (2013b). for different types of jobs, and the medi- a materials handler in this field. Again, Working in the Green Goods and Ser- Green Goods and Services News Release an income for specific job titles. One can BLS does not specifically tracker auditors vices industry provides individuals on the March 19, 2013. Retrieved from: http:// look at the jobs in the recycling industry in this field, but they do report the median autism spectrum with meaningful jobs that www.bls.gov/news.release/ggqcew.htm as a whole to get a benchmark for jobs in income of Electro-mechanics which have pay a living wage. Simultaneously, these July 22, 2014. the e-waste industry. Materials handlers similar responsibilities to auditors. Their individuals provide society with a badly in this field will have the least number of median income was $51,820 in 2012 (U.S. needed service through the safe and re- U.S. Bureau of Labor Statistics (2014a). educational requirements. Consequently, Bureau of Labor Statistics, 2014d). sponsible handling of e-waste. The poten- Occupational Outlook Handbook. Re- their median income will be the lowest of e-Works™ Electronic Services Incorpo- tial for employment of individuals on the trieved from http://www.bls.gov/green/re- the three tiers of employees in this indus- rated (ESI) is one of the nation’s leading autism spectrum in this industry is great. cycling/#sorters August 15, 2014. try. In 2010, materials movers in the tra- e-waste companies. This not for profit or- Ernst VanBergeijk is the Associate Dean ditional re-cycling industry had a median ganization’s mission is to provide employ- and Executive Director, at New York In- U.S. Bureau of Labor Statistics (2014b). income of $23,570 (U.S. Bureau of Labor ment to individuals with developmental stitute of Technology Vocational Indepen- Occupational Outlook Handbook. Re- Statistics, 2014a). This is an annual wage disabilities. “e-Works achieves this mis- dence Program (VIP). The Vocational In- trieved from http://www.bls.gov/ooh/pro- across the country and across employers. sion by providing competitive recycling, dependence Program is a U.S. Department duction/print/assemblers-and-fabricators. Half of the individuals will make below refurbishment and resale services of all of Education approved Comprehensive htm August 15, 2014. the median and half will make above that types of office and industrial technolo- Transition and Postsecondary (CTP) pro- amount. This figure could be a living wage gies and consumer electronics” (e-works, gram. nyit.edu/vip. Dr. VanBergeijk also U.S. Bureau of Labor Statistics (2014c). for some single individuals in certain parts 2013). e-Works™ partners with local administers Introduction to Independence Occupational Outlook Handbook. Re- of the country. De-manufacturers of disas- social service agencies that provide ser- (I to I), a seven week summer college pre- trieved from http://www.bls.gov/oes/cur- sembly technicians are the critical second vices to individuals with developmental view program for students ages 16 and up. rent/oes492011.htm August 15, 2014. stage of the e-waste process. Although the disabilities across the United States. Not BLS does not track this job title specifical- only does e-Works™ partner with these References U.S. Bureau of Labor Statistics (2014d). ly, it does track comparable jobs referred agencies, but it also trains the agency em- Occupational Outlook Handbook. Re- to as assemblers or fabricators. This clas- ployees to provide certification programs Do Something.org (2014). 11 Facts about trieved from http://www.bls.gov/ooh/ sification of jobs had a median income of for their clients to work in the e-waste e-Waste. Retrieved from: https://www. architecture-and-engineering/print/ $28,580 in 2012 (U.S. Bureau of Labor industry, and sets up work sites for the dosomething.org/facts/11-facts-about-e- electro-mechanical-technicians.htm Au- Statistics, 2014b). De-manufactures’ wag- processing of electronic equipment which waste July 22, 2014. gust 15, 2014. AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 25

Addressing the Lack of Attention Given to Autism and Mental Health Services in the South Asian Community

By Veera Mookerjee, PhD tion is, do these numbers represent the chil- their response to raising their autistic chil- Founder and Director dren who went for an evaluation, got a di- dren, especially during the transition years Resolveera agnosis or are the ones actually enrolled in during their young adulthood. The author services? Also races are grouped together had conducted research as a doctoral can- when IDEA presents the statistical data by didate in Yeshiva University’s Wurzweiler s the South Asian community is races and by the states. South Asians and School of Social Work, New York. The growing in the United States, so other Asians races are listed under one cat- research focused on the transitional chal- is the focus on the community’s egory, though they have significant differ- lenges faced by parents and care givers of needs and concerns, with mental ences in cultural ethnicities and languages. young adults with autism. Participating par- Ahealth being one of the major needs. Such Thus, there is no segregated data on South ents were asked to review the time they first needs often go unspoken due to social ta- Asian children with ASD and the kind of heard their child’s diagnosis and compare boos and hesitation. The same holds true services that are offered to them. Research- the feelings with the current response to the for the issues related to developmental dis- ers (Dyches, Wilder, Sudweeks, Obiakor transitioning challenges. Thus answering to abilities, especially in multicultural groups & Algozzine, 2004) agree that “there is one of the primary research questions: How like the South Asian community. The South a dearth of quality work on multicultur- did the parents address their initial stress Asian immigrant group is often grouped al issues regarding [ASD].” Dyche et al., and/or confusion related to their child’s together with Asians and Pacific Islanders. questioned how ethnicity and race affects diagnosis as they started their career as a South Asians are people from India, Paki- family adaptations towards raising a child parent compared to their coping strategies stan, Bangladesh, Nepal, Sri Lanka, Af- with autism. Using the Resiliency Model, now at this transition stage? ghanistan, Maldives and Bhutan. They are these researchers focused on the social South Asian participants of the study recognized as a model minority and often support of multicultural families that aide stated that they faced significant problems parents have extremely high educational in raising a child with autism. Dyches et at the initial stages of their child’s diagno- and professional expectations of their chil- al., in 2004 recommended that “…students sis as they did not know what Autism is dren. While the community holds its super- Veera Mookerjee, PhD with multicultural backgrounds and autism and its impact on their lives. They shared stitious ideas about developmental disabili- are challenged on at least four dimensions: that they had never heard about ASD in ties, many try to justify that developmental cation for special education services,” and communication, social skills, behavioral their home countries. Additionally, cultural disabilities, especially Autism Spectrum recently, “[a]bout 1 in 68 children has been repertoires, and culture. Future research in disconnections and language barriers fur- Disorders (ASD), are non-existent. identified with Autism Spectrum Disorder” these areas is clearly warranted.” ther caused the discloser of the diagnosis According to the Centers for Disease (www.cdc.gov) based on the IDEA data- Similar recommendations were made by to be challenging for the parents; that is, it Control and Prevention (CDC), “In 2010, base. However, not all children get special the author at the conclusion of her doctoral was very difficult for these parents to un- 370,011 children 6 through 21 years of age education services and furthermore, IDEA research in 2012. The author used contem- derstand the diagnosis and prognosis and 49,251 children 3 through 5 years of data raises questions based on the way porary Social Capital Theory to analyze age were served under the ‘autism’ classifi- these numbers are categorized. The ques- the social support families get that aides see South Asian on page 26

Embarrassed from page 18 start to ask them that question - and we can your part as a clinician to give your stu- 2 - http://www.icn.ucl.ac.uk/dev_group/ufrith/ also start to tell our own stories, to help dents superpowers. documents/Frith,%20Happe%20and%20 is the result of a very high-level meta- the development of this higher-level emo- Siddons,%20Autism%20and%20theo- cognitive understanding of one’s social tion for children with any learning profile. Lucas Steuber, MA-T, MS SLP/CF wrote ry%20of%20mind%20in%20everyday%20 behavior. We feel embarrassed because Even Superheroes make mistakes. this article in collaboration with other life%20copy.pdf we recognize that another person thinks One unifying fact about embarrassment contributors. For more information, please our actions are inappropriate, or incom- is that it teaches us a lesson. When you talk email [email protected]. 3 - http://www.huffingtonpost.com/ariane-zu- petent, or otherwise flawed. We know that about your own feelings, talk about what rcher/autism-theory_b_1594706.html we have made a social mistake. We have you learned. The most formative lessons References read the minds of the other people in the on cultural norms come from our errors. 4 - http://www.socialthinking.com/books-prod- room and feel their disapproval. For chil- Embrace your mistakes, embrace your em- 1 - http://autismtruths.org/pdf/3.%20Does%20 ucts/products-by-age-range/grades-3-5/su- dren with Autism Spectrum Disorder, that barrassment, and share your perspective the%20autistic%20child%20have%20 perflex-a-superhero-social-thinking-curricu- concept may be foreign. Clinically, we can with your kids. In doing so, you can do a%20theory%20of%20mind_SBC.pdf lum-package-detail

Inclusive from page 22 and that we must accept that individuals in Stephen Katz facilitates a variety of sup- was also employed by YAI/NIPD, where our community may have co-morbid con- port, social and cultural groups for adults he worked with individuals of all ages the Autism Spectrum with accommo- ditions. Vive la difference! with Asperger’s Syndrome, including those and abilities in their homes, creating and dations, especially when it comes to the who are on the autism spectrum or have implementing teaching strategies that specific social skills it takes to interview Reaching Beyond Neurodiversity difficulty with social communication. In increased language and improved aca- for a job there, and to keep it. I am also the past, this included the GRASP Man- demic, vocational and life skills, helping working with two other potential employ- Inspired by Dr. Irmi, we are planning hattan support in New York City. He has them lead more independent and produc- ers, Specialisterne and Ultra Testing, that a special event where we will be inviting also worked on a variety of projects for tive lives. specialize in only hiring individuals on people of all cultures and races to dis- GRASP including, “Persons on the Autism Previously, Stephen has worked in ad- the spectrum. I hope to find the same suc- cuss the issues of living in a neurodiverse Spectrum in Their Communities of Faith,” vertising, marketing and finance. He is cess again. world, and on how to transcend all borders a ground breaking seminar moderated by also an artist and has studied at the pres- One of our biggest goals is to create a and barriers in building a more inclusive GRASP founder Michael John Carley. tigious Art Students League and Parsons more inclusive community; one that ac- community. Additionally, Stephen’s background School of Design. His education also in- cepts not only individuals diagnosed with Looking to the future, we are working includes training with the Miracle Proj- cludes a Certificate in Human Resource Asperger’s or another Autism Spectrum towards non-profit status so that we can ect, the musical theatre arts program for management from New York University Disorder, but also accepts those individu- participate in fundraising and offer our special needs kids, as seen in the HBO and a certificate in Learning Theory and als without a diagnosis who, for any rea- community even more. Perhaps someday Documentary, “Autism the Musical.” He Applied Behavior Analysis from The New son, have difficulty with social commu- we will have a brick and mortar communi- has co-led socialization groups for 16-21 York League of Early Learning (NYL) with nication, sensory processing or executive ty center where people on the autism spec- year olds with a variety of special needs, additional classroom and hands on train- function (e.g. Non-Verbal Learning Dis- trum can go for support and for engagement including those on the high functioning ing and experience in Verbal Behavior, ability and Social Anxiety). I think that it in social and cultural groups and events. end of the autism spectrum and those with DIR/Floortime and Son Rise. For more is also extremely important to recognize As an organization and a community, we varied communication and learning dif- information, please contact Stephen at that these issues do not occur in a vacuum, will continue to be a work in progress. ferences at The Manhattan JCC. Stephen [email protected]. PAGE 26 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

The Social World of Work

By Yvona Fast, MLS ical (NT) majority in the workplace about ficulty looking at people’s faces or under- Author and Advocate autistic quirks and needs. Eye contact is standing humor and figurative speech. They one example. In the USA, many people in- may need to work alone and be self-iso- tuitively distrust someone who can’t look lated during break times, or may engage elationships with colleagues and at them directly. Lack of eye contact is in self-stimulatory behavior, such as hand bosses are often the biggest area perceived as boredom, inattentiveness, or flapping or rocking, to cope with environ- of struggle for those on the au- rudeness, and can cause offense, aggres- mental anxiety. These differences may lead tism spectrum. We live in a so- sion, and the appearance of dishonesty. not only to misinterpretation of their inten- Rciety where success is not based on merit, But for many spectrum individuals, failure tions and abilities, but also to many forms skill or dedication, but on sociability. Usu- to maintain constant eye contact is not de- of abuse and workplace bullying. ally social and behavioral issues, rather liberate; it’s essential. They simply cannot NTs often withhold their feelings and than lack of technical skills, derail careers. listen, look, and concentrate all at the same opinions, preferring small talk. While NTs Most employers explain that social skills time; so they need to look away. may consider this polite and considerate, the are vital for good work performance. The Aspie’s tendency towards black and spectrumite often sees it as manipulative, as Most spectrum individuals work well in- white thinking also needs to be explained. talking about others behind their back. If an dependently, but if they need to work with They tend to take things at face value and Aspie has something to say, he will often do people they may have problems getting may see others in black and white terms. so without considering the person’s feelings, along. They may never be Mr. Mixer or Concrete, rigid thinking makes it hard but giving him/her an opportunity for count- Miss Popularity, but they need to acquire to imagine what others think or feel, see er argument. The NT, however, regards this basic social skills. Instead, many attempt to another’s viewpoint, or respond to col- as blunt, disrespectful, or arrogant. This is compensate for their social ineptness with leagues’ thoughts and feelings; this can why those on the spectrum may see NTs as intellectual ability, because learning to alienate coworkers. behaving illogically. They don’t say what interact with others takes great effort and The inability to identify and follow so- they mean, and aren’t attuned to details. In doesn’t come naturally. Yvona Fast, MLS cial protocol is a third issue which can turn, NTs view spectrum folk as odd and not As one climbs up the career ladder, seem narcissistic or self-involved to neu- fitting into the corporate organization. social rules become ever more elusive. often find themselves passed over in favor ro-typical colleagues. Spectrumites tend These issues create problems with inter- Those who are unaware of these subtleties of a competitor with better social aware- to be frank and want to get down to busi- personal boundaries. Setting boundaries won’t be promoted, no matter how good ness who got “in” with the managers. ness. They’re unaware of standard customs is a matter of not allowing people to enter their work is, because they’re regarded as Even if the person is able to have good and the social script. Office politics, social your space, and conversely, not entering flawed, too weird, not one of the club. Even relationships with coworkers, he/she often subtleties, and the use of sarcasm are often others’ space. It requires continual aware- though they may be very qualified and per- doesn’t develop the same social networks. confusing to them. This can be interpret- ness of what is appropriate for you and what form exceptionally well, coworkers may Although they try hard to be kind, gener- ed as social insensitivity by neuro-typical you want, as well as understanding others’ not tolerate their idiosyncrasies and antiso- ous, and interesting, it’s never enough, be- coworkers, who perceive the spectrumite’s expectations, and respect for their wishes. cial behavior. Despite excellent skills and cause they miss most of the social cues. honesty as rudeness. experience, those on the autism spectrum We must educate the neurologically typ- Many on the autism spectrum have dif- see Work on page 30

South Asian from page 25 In the United States there is a lack of a decade’s experience of working with health services collaborate and bring in services for young adults who age out multicultural parents and professionals in expertise to a common platform to address explained to them by the professionals. As of school. In addition, when it comes to child welfare services, the author believes the unspoken needs of a rapidly growing a domino effect, these parents were un- multicultural groups like South Asians, that such chaos is created due to lack of South Asian community in the United able to explain the diagnosis to their fam- we hardly find appropriate supportive ser- knowledge and education of parents, and States of America. ily and friends. Thus very limited support vices. There is a disconnect between the the stereotype ideas of professionals who was gained. These are parents who had professionals and the clients due to so- lack cultural and linguistic competency. For additional information please migrated in the 1970s and 1980s when in- cio-cultural aspects and often a language As an initiative to help South Asian par- contact Veera Mookerjee, PhD, at ternet was still a budding area; most of the barrier. Very little research has been done ents who have a child diagnosed with de- [email protected], 734-786-4042 or knowledge about autism was purely based focusing on South Asian culture and is- velopmental disabilities, especially autism, visit www.resolveera.org. on self-teaching from books available in sues related to autism and mental health. the author has started a movement cum an the libraries and information transmitted on Also, there are several South Asian pro- organization called Resolveera (www.re- References television. Comparing their situation today, fessionals who are both culturally and solveera.org). One of the primary focuses they still believe that though the approach- linguistically competent service providers of this organization is to educate and em- Dyches, T.T., Wilder, L. K., Sudweeks, es are “ever changing…but it is not really but when one needs them they cannot be power South Asian parents in the United R. R., Obiakor, F. E., and Algozzine, B. changing…autism is basically the same” located. Hence, many families voluntarily States, and to provide training to direct (2004). Multicultural Issues in Autism, (actual quote from author’s thesis, 2012). decide to refuse services as they cannot service professionals to connect with their Journal of Autism and Developmental Dis- While working with South Asian fam- connect with the service providers; those clientele with better cultural competency. orders, 34(2). ilies, it is important that professionals be who do enroll are often left with inade- Resolveera also aims at developing a da- aware of cultural competency and provide quate services. Without a proper under- tabase of South Asian professionals so Autism Spectrum Disorder: Data & Statis- language support as many clients are lim- standing of their autistic child’s needs, that when agencies or families need such tics (March, 2014). Retrieved June 2, 2014 ited English proficient (LEP). These fam- these parents find it hard to navigate the a professional they know where to seek from Website: www.cdc.gov/ncbddd/au- ilies bring along diverse family and cul- State Office of Developmental Disabili- help. The author believes that through Re- tism/data.html tural values that impact their adaptation ties and Department of Education. Addi- solveera, collaborations can be made with to autism and mental health services that tionally, they are unable to make better educational institutions for future research International Conference Launches Revo- are offered. Proper disclosure of the diag- decisions for their children. This adds on to understand the mental health needs of lutionary South Asia Autism Network: The nosis requires the correct use of language to the unspoken mental health needs of South Asian parents with an autistic child Government of Bangladesh and Autism as, for many parents, this is the first time the children and their parents/caregivers. and the development of needs-based ser- Speaks Brings Together World Renowned they would hear about autism, as in many Due to socio-cultural experiences, such vices. Additionally, potential service pro- Partners to Discuss Autism Research and South Asian countries this developmen- families do not share their concerns and viders can be trained through internships to Awareness in South Asia (July, 2011). Re- tal disorder lacks an official recognition. often live in taboos and continue feeding be more aware of the needs of their clients trieved June 2, 2014 from Website: www. Recently in 2011, Autism Speaks and the superstitions. They hesitate to speak up and address them appropriately. autismspeaks.org/about-us/press-releases/ Government of Bangladesh launched a and seek help. This lack of seeking help To summarize, the goal of the author’s international-conference-launches-revolu- South Asian Autism network “to identify is misunderstood by service providers as initiative is to address the autism and men- tionary-south-asia-autism-network common challenges…and to form part- a lack of concern for their child. In the tal health needs of the South Asian com- nerships to develop solutions to meet the worst case scenarios, these parents are munity which have not thus far been a top- Mookerjee, Veera (May, 2012). Transition- needs of South Asian families and individ- reported to child protection services as ic of active research and adequate focus. It ing Young Adults with Autism: Hopes & uals” (www.autismspeaks.org). However, parents neglecting the needs of their child is important that professionals and service Challenges for Parents , http://gradworks. it is still a long road to the network’s goal. with special needs. Based on more than providers focusing on autism and mental umi.com/35/32/3532608.html AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 27

Just Friends - A Father’s View of His Son’s Relationships

By Jeff Stimpson professionals to think that they are naturally on his iPad. If one of the visitors is a girl Journalist antisocial,” reads the abstract of “Six Prin- and it’s around Alex’s bath time, I noncha- ciples of Autistic Interaction” (www.james- lantly position myself near the bathroom mw.com/sixrules.htm) by James Williams, door to make sure Alex doesn’t fling it ocial service agencies have a good a Chicago-area writer with high-function- open stark naked (not generally a way to read on my 16-year-old son Alex. ing autism. initiate friendships). Somewhere in the photocopied, I wouldn’t call Alex antisocial. More like Much of his behavior does acknowl- crooked lines of one of his ser- social in a skewed way. He always seems edge that he lives in a world with people. Svice plans, for instance, is the line, “Alex to speak someone’s name more when he’s If something goes wrong in our home – a Stimpson doesn’t have a best friend.” not with that person, as if disregarding spat, a stubbed toe – Alex lunges forward Alex does make connections. He does ask whoever he’s with and already looking for- to pat your arm (sometimes a little hard) for his little brother Ned, for his daddy and ward to the next, different person he’ll see. and pat and pat and say, “I’m sorry” even mommy, for Aunt Julie and for grandpa’s “Aunt Julie!” he says on a Wednesday when the mishap isn’t his fault. He names lake house. In that house, Alex can glance night. “See Aunt Julie!” his plastic figures after friends and family. at most of his loved ones in one convenient “We can’t see Aunt Julie tonight, Alex. (I’m a hunky green post-apocalyptic action corral and then go back to the iPad until it’s Maybe this weekend.” figure. Ned’s a boy ion a straw hat, holding time for his drive to Michaels. “Tomorrow Aunt Julie!” a pole and a fish. Jill is a princess with a We headed to the lake house last July When school’s out, he often speaks the low-cut gown.) Fourth. Ned brought a friend to go swim- names of classmates, usually preceded by If Jill asks Alex to dance and share his ming in the lake; also canoeing in the “Bye bye!” or “Have a good weekend!” music, he will, for a moment, then pick up lake and tipping over the canoe followed “Bye, Ju-ann. Bye, Eloran” he says over a his iPad and wordlessly disappear into his by more swimming in the lake. Aunt Ju- video of kids and a school bus; his finger bedroom. lie brought a friend, Carl. Carl comes for Jeff Stimpson touches the picture of the boy boarding the All for interacting, he seems to say, to many Independence Days. Ned also likes bus. “Bye, Eloran.” Alex stresses the bye, a limit. Carl very much as Carl lives in the South make Alex’s hot dogs for dinner at the lake puts a spin on the word as if to say, There. “Non-autistic people often forget how and usually brings explosives. house and he was probably just hungry and I took care of that. complex social skills are, and how long Alex notices fireworks. This year, though, crabby – and he never told us. Is this part of Alex truly having friends? it takes to learn them,” reads a friendship he seemed edgy, refusing to sit on the rough In the picture, he looks like an otherwise Part of him arranging classmates in his primer on the site Autism Helps (www.au- wood of the dock and continuing to tug me neurotypical teen who just happens to rare- memory the way he lines up little plastic tism-help.org/communication-autism-mak- and my wife Jill back to the house. In the ly speak sentences. You need sentences to animals and figures on all the furniture? Or ing-friends.htm). Skills to make friends glow of Carl’s explosives, Alex’s face is get by in this world. You need sentences to just part of his general unraveling during include knowing how to enter into other sharp and attentive; his eyes catch the spar- make friends. school breaks? children’s activities or how to welcome kles and bursts against the summer night “Autistic individuals typically have When neighbors’ kids in our apartment other children into games or activities, sky. Later, I’ll post a photo of Alex on Twit- problems interacting in normal social en- building drop by to see Ned, Alex stays ter. Still later I’ll realize that we forgot to vironments. This leads some parents and nearby, bobbing and weaving to some song see Just Friends on page 31

Friendship from page 17 es, where then lie the differences? Two research suggests that individuals with consistently suggest that individuals with main theories of ASD appear to map most ASD show markers of these challenges ASD may simply process social informa- proves especially challenging. Factoring clearly onto the abilities implicated in af- as early as infancy (Osterling & Dawson, tion more slowly than do TD individuals in that children with ASD also often ex- fective sharing; social cognition theory 1994). This line of research suggests that (e.g., Lerner, McPartland, & Morris, 2013; perience elevated rates of peer exclusion and social motivation theory. Per social they may simply experience social rela- McPartland et al., 2011; Senju 2013). and bullying (van Roekel, Scholte, & Did- cognition theory, individuals with ASD tionships as less rewarding. With regards This could explain inconsistency in per- den, 2007), against the negative effects of struggle to recognize the emotional states to friendship, this would seem to indicate formance on emotion recognition and which friendship can serve as an important of others as well as to take on their per- that individuals with ASD are less desirous perspective taking tasks across task-type buffer, children with ASD appear to be in spectives, which results in difficulty with of friendship and, for those who manage to and lab vs. “real world” settings. Relative the midst of a “perfect storm” for negative social relationships. The implications of form friendship, the exchange of positive success on lab-related tasks may be attrib- outcomes as the result of a lack of recipro- difficulties with social cognition and with affect is less rewarding than for TD indi- utable to the relative straight-forwardness cal friendships. Indeed, although children perspective taking for formation of recip- viduals. This stands in contrast, however, (or simplicity) of information presented fa- with ASD almost universally endorse de- rocal friendship in general, as well as for to the fact that the vast majority of individ- cilitating faster processing: the difference, siring friendship, the vast majority of their affective sharing, are readily apparent. Dif- uals with ASD do report wanting friends for example, between indicating whether a friendships are unilateral (e.g., Bauminger ficulty recognizing and comprehending the (Bauminger & Kasari, 2000). Additionally, photo image represents “happy” or “sad” & Kasari, 2000). Given that individuals emotional states and perspective of others the elevated rates of depression and anxi- and running into an old friend in a coffee with ASD tend to demonstrate more con- would hinder participation in the subtle ety among individuals with ASD (Strang et shop. A SIPS-based deficit suggests this crete thinking in their social relationships interchange involved in affective sharing. al., 2012) suggest that they may suffer the difference may be due to the burden of (Bauminger & Kasari), individuals with However, findings relating to the abilities negative psychosocial implications when processing the additional wealth of infor- ASD may be more likely to rely on so- of individuals with ASD in this domain are faced with a lack of reciprocal friendship, mation provided in a “real world” setting. cial “rules,” rather than the fluid, in-the- not consistent. While some studies indicate in contrast to the implications of social mo- Thus, a slower rate of SIPS would explain moment reciprocal exchange of affective that individuals with ASD struggle with tivation theory. the challenges implicated in social cogni- sharing. Research on friendships among emotion recognition tasks, others indicate tion theory as due not to a lack knowledge children with ASD indicates that, among that these difficulties are largely task spe- Key Differences and Inconsistencies of correct emotions or others’ perspectives, those who do have friends, their friend cific and age dependent, and point to the but to difficulty doing so with sufficient interactions are often lower in terms of 8-12 age range as a period of relative abil- So where do these inconsistencies leave speed or efficiency. This would also seem shared behaviors and reciprocated feelings ity in this domain (e.g., Capps, Sigman, & us in our attempt to understand why indi- to explain why individuals with ASD may (Bauminger et al., 2008), including low- Yirmiya, 1995). Similarly, while individu- viduals with ASD may experience diffi- appear to find social relationships less re- er rates of affective sharing. Importantly, als with ASD have been found to struggle culty forming reciprocal friendships? A warding; they may not process social infor- however, affective sharing appears to play a with perspective-taking tasks, differences consideration of the Social Information mation with sufficient speed or efficiency comparable role among friendships of chil- are markedly more pronounced in-vi- Processing Speed (SIPS) presents a po- to “catch” the subtle, rewarding moments dren with ASD, although it appears overall vo settings, rather than laboratory-based tential common thread. Social Information as they occur. For example, a SIPS-based to a lesser degree (Bauminger-Zviely & studies (Izuma, Matsumoto, Camerer, & Processing Speed is the rate at (or efficien- deficit would indicate that infants with Agam Ben-Artzi, 2014), suggesting that Adolphs 2014). cy by) which individuals are able to per- ASD often appear far more oblivious to the friendships among children with ASD are Social motivation theory posits that in- ceive and comprehend social information, positive social overtures of adults because based on similar processes as among TD dividuals with ASD experience social in- which can include gaze, gestures, body they simply do not process the information individuals. teraction as less intrinsically rewarding posture, verbalizations, and vocal intona- with sufficient speed to react. If friendships among individuals with than do TD individuals (Chevallier, Kohls, tion. Results from across both eye tracking ASD operate through similar process- Troiani, Brodkin, & Schultz, 2007). Some and various types of brain imaging studies see Friendship on page 33 PAGE 28 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Skill Building from page 16 the same period. tainment after three months of participation Betts, D. E. & Stacey, W. (2006). Yoga for The ability to recognize and cope with (39 percent), and accomplishment of goals children with autism spectrum disorders. Phil- percent for recognizing and coping with one’s own emotions got a solid 42 percent increased to 73 percent after six months. adelphia, PA: Jessica Kingsley Publishers. their emotions, 28 percent for job readi- improvement estimate after nine months, Participants who remained in the program ness, 26 percent for executive functioning according to staff observers. That is an for at least nine months accomplished, on Davies, A. (2004). Teaching Asperger’s and 24 percent for communication and so- increase of 6 percent since the six-month average, 72 percent of their goals (note that students social skills through acting: All cial skills. The self-reported estimates from evaluations. However, self-reports from more than half of these participants had their world’s a stage. Arlington, TX: Fu- the participants came in at 7 percent, 2 per- the participants indicated that they found added one or more goals to their service ture Horizons, Inc. cent, 10 percent and 8 percent, respectively. even greater improvement in themselves, plans over their tenure). The overall statistics for improvement in turning in a finding of 8 percent growth The findings from this first year suggest Garcia-Winner, M. (2007). Thinking about all areas of functioning were 25 percent ac- since the sixth month and an overall im- that the continuation of cognitive behav- you thinking about me. San Jose, CA: So- cording to staff observations and 6 percent provement of 24 percent since the pro- ioral skills training and alternative strate- cial Thinking Publishing. by the participants. It was during the sec- gram’s inception. In the ninth month eval- gies beyond secondary education (and, in ond trimester of the study, when more em- uation, all remaining areas of functioning some case, post-secondary education) pro- Gray, C. (1994). Comic strip conversa- phasis was given to developing vocational improved, with the degree of growth be- mote significant improvement in executive tions. Arlington, TX: Future Horizons, Inc. skills, that job readiness began to show real ing about the same according to both staff functioning, self-regulation, social skills improvement, from the participant’s per- observers and self-reporting participants. and job readiness skills. Koning, C., Magill-Evans, J., Volden, J., spective. All areas exhibited growth, and All agreed that improvement developed & Dick, B.(2013).Efficacy of cognitive the amount of growth perceived by both the at a rate of 3 or 4 percent. Communication Manina Urgolo Huckvale, EdD, is an as- behavior therapy-based social skills inter- observers and the participants was much and social skills, as seen by staff observa- sociate professor and chair of the Depart- vention for school-aged boys with autism more in agreement. Both groups estimated tions, grew an overall 33 percent since the ment of Special Education and Counseling spectrum disorders. Research in Autism an overall improvement of 5 percent in the program’s start, and self-reports indicated at William Paterson University urgolohu- Spectrum Disorders 7(2013), 1282-1290. period from three-six months. 19 percent growth. Executive functioning [email protected]. Participants saw their ability to deal with showed the most overall growth during the Irene Van Riper, EdD, is an assistant McAfee, J. (2002). Navigating the social their emotions as having improved to 10 nine-month period, estimated at 50 percent professor in the Department of Special Ed- world: A curriculum for individuals with percent, job readiness grew to 9 percent, by staff and 37 percent by participants. ucation and Counseling at William Pater- Asperger’s Syndrome, high functioning au- executive functioning was perceived as Following completion of the nine-month son University [email protected]. tism, and related disorders. Arlington, TX: rising to 17 percent and their communica- study, further information and perspective Alex Gitter, MS, is the program supervi- Future Horizons, Inc. tion and social skills were gauged to be at was gained by asking participants and their sor for the Asperger’s Skill Building Net- 13 percent. Staff observers showed higher families to evaluate their perception of im- work of NIPD-NJ and a graduate student Myles, B. S., Trautman, M. L., & Schelvan, numbers in their evaluations: 39 percent provement, if any, in multiple skill areas. in the Professional Counseling program at R. L. (2004). The hidden curriculum: Prac- for emotional control, 36 percent for job Open-ended questions enabled those being William Paterson University alexandra. tical solutions for understanding unstated readiness, 42 percent in executive func- polled to expand on changes and growth [email protected]. rules in social situations. Shawnee Mis- tioning, while communications and social they noticed over the course of the program. sion, KS: Autism Asperger Publishing Co. skills were estimated at 33 percent. Improvements in socialization and com- References The steady growth continued as the sup- munication skills, such as recognizing so- Myles, B. S. & Simpson, R. L. (2001). port group moved from the sixth to the cial cues, were considered to be the most Baker, J. (2003). The social skills picture Understanding the hidden curriculum: An ninth month of the study, with the great- helpful and significant elements in the book: Teaching play, emotion, and commu- essential social skill for children and youth est strides being made in vocational and program. This includes an appreciation of nication to children with autism. Arlington, with Asperger’s Syndrome. Intervention in coping skills. In job readiness, staff ob- the opportunities presented in the ability TX: Future Horizons, Inc. School and Clinic, 36(5), 279-286. servers perceived an impressive 13 percent to socialize and be around other individu- increase. Participants also felt substantial als with Asperger’s syndrome. The use of Baker, J. (2005). Preparing for life: Com- U.S. Department of Health and Human Ser- improvement, estimating their growth at mock interviews in the program was also plete guide for transitioning to adulthood vices, Centers for Disease Control and Preven- 8 percent during the third trimester. Over- mentioned favorably. Sixty-five percent for those with autism and Asperger’s Syn- tion. (2014). Prevalence of autism spectrum all growth in vocational skills since the of family members most often rated these drome. Arlington, TX: Future Horizons, Inc. disorder among children aged 8 years-Autism beginning of the study was estimated by portions of the program as having the most and developmental disabilities monitoring staff observers to be an improvement of 47 significant value. Baker, J. (2006). The social skills picture network, 11 sites, United States, 2010. Mor- percent. Participants’ self-reports indicated Finally, progress on participants’ goals book: For high school and beyond. Arling- bidity and Mortality Weekly Report, 63(2), that they felt a 26 percent increase during via service plans revealed some goal at- ton, TX: Future Horizons, Inc. 1-21. Retrieved from www.cdc.gov/mmwr.

Someone from page 21 you know.” Sometimes, for no reason I can fifteen.” The guy blinked at him and looked And smart. And rude and abrupt and cu- explain, I clear my throat. back at me. I cleared my throat. rious and innocent and scared. He is try- “JACK!” I turned to the man. “So sorry. But they don’t know. That’s the thing. “JACK!” I whispered-shouted when ing his best to master a difficult world, to He didn’t mean that! Sorry. He’s, um, well, They look over at him and glance back at we walked away. “Don’t ask people about understand manners and how to cover his he gets overwhelmed.” me and overall, there’s a lot of confusion. that if we don’t know them. And it’s Anne mouth and use polite words and keep his As we boarded the plane I thought about For the rest of our trip, I thought about Frank, not Annie.” body still. But I don’t know how to fit all Sandy’s suggestion for business cards. Set- how maybe business cards really are the “It has an ‘E’,” he said stubbornly. “So of that on a business card. tling into my seat, I considered a few ideas answer. It would save everyone a lot of it’s Ann-ee. The concentration camps. Did Someone I’m with has autism. Please and giggled to myself: awkwardness, like when Jack asked the they have campfires?” give him a chance and try not to judge him. Someone I’m with has autism. Guess server at Friendly’s if her mother was still Suddenly I felt very tired. As we stepped This will be hard. who. alive or wondered out loud in the middle on the moving concourse, I closed my Someone I’m with has autism. He might Someone I’m with has autism. Now of SeaWorld, “What does PIT HAIR FEEL eyes against the naiveté of it all; the ab- ask you a lot of weird questions but he just hand me a drink. LIKE?” He was standing next to a man surdity of a boy who has the emotional wants to know more about you. Someone I’m with has autism. Please do with no shirt on at the time. maturity of maybe a six-year old trying to Someone I’m with has autism. He is do- not mention anything about toilets or spi- It could promote tolerance and accep- grasp the horror of a concentration camp. ing the best he can. ders or Wyoming. tance. It could make the world love autism. The absurdities of pit hair and coughing On the flight home Joe sat next to Jack. I Next to me, Jack boomed, “What are Most of all, it could save my son from the and even autism. relaxed back in my seat, glad for the four- you LAUGHING ABOUT? Have you seen embarrassment of an announcement. Standing next to Jack, I realized it’s not hour respite from the hacking cough and what kind of toilets they have on this AIR- Oh! I almost forgot to tell you what else the lingering gazes or the small stares or the stimming and Annie Frank. About half- PLANE?” Jack brought on our Texan vacation. Why, even the occasional child’s pointed finger way to New Hampshire, Joe reached over When Jack was just a little guy, I could he brought his latest fixation. And what is that I mind. I don’t. It’s that people don’t and tapped my shoulder. I looked up from smile and announce, “He’s on the autism this latest fixation, you ask? Black widow know him. my Nook, startled. spectrum,” as loudly as I wanted. He had no spiders or license plates or birthdays or toi- I think more than today’s autism buzz- “Jack just told me he prays to God every idea. But now he’s ten, and he knows. And lets? Nope. Nothing as cute and endearing words of tolerance and acceptance and em- night. He prays he’ll take his autism away.” understandably, he doesn’t like the label. as all that. brace what is different and blah blah blah, I cleared my throat. And as I turned More than just the label, it’s autism in Right now, he’s fascinated with—wait I just want the world to know him. back around, I thought of the perfect busi- general he resists. He hates it. Almost ev- for it—Nazi Germany. Trust me, I realize this is a lot to ask, ness card. ery day now he mentions getting rid of At the airport in Austin, Jack and I stopped especially since I myself often fail to see his autism, making it go away. He doesn’t for some water and gum while we waited beneath autism’s tough exterior to the little “What Color Is Monday?” is available want to be different. for our plane to board. Just as I handed my boy hiding underneath. It’s certainly a lot on Amazon.com and BarnesandNoble.com. So, there’s no announcing it anymore. credit card over to the young 20-something to ask of a 2 x 3 piece of cardstock. You can also follow Carrie on her weekly Now I kind of shift my head to one side behind the kiosk, he blurted out, “Did you But I want people - I want you - to know blog: www.WhatColorIsMonday.com and and mumble something like, “He’s, um, KNOW. Annie Frank died when she was that he is so very funny. And interesting. Facebook.com/WhatColorIsMonday. AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 29

Recess from page 4 staff are already working. For example, if thing is clear: schools need novel and Kasari, C., Locke, J., Gulsrud, A., & we are working with a student who enjoys easy-to-implement intervention strategies Rotheram-Fuller, E. (2011). Social net- • support children’s social communica- running, we coach school personnel to se- to give children with autism the opportu- works and friendships at school: Com- tive behaviors and conversations with lect age-appropriate activities that involve nity to have rich social experiences – ex- paring children with and without autism. peers running (e.g. variations of tag, Red Light/ periences that are frequent and natural for Journal of Autism and Developmental Dis- Green Light, relay race, Steal the Bacon, typically developing children and neces- orders, 41, 533-544. • create opportunities to facilitate recip- etc.), set boundaries and rules to provide sary for an enriching and positive school rocal social interaction structure, and work with peers to provide experience. Kasari, C., Rotheram-Fuller, E., Locke, encouragement and sustain engagement. J., & Gulsrud, A. (2012). Making the • help children sustain engagement If we are working with a student who has Jill Locke, PhD, is an assistant profes- connection: Randomized controlled tri- within an activity/game with peers a repetitive interest (e.g., Mario, Sponge- sor at the Center for Mental Health Poli- al of social skills at school for children bob, trains, etc.), we coach school per- cy and Services Research and the Center with autism spectrum disorders. Journal • coach children through difficult situa- sonnel to facilitate non-traditional games for Autism Research at the University of of Child Psychology and Psychiatry, 53, tions should they arise that involve those interests such as char- Pennsylvania. Mark Kretzmann, PhD, 431-439. acter-themed obstacle courses or fantasy/ is a post-doctoral scholar at UCLA’s • provide direct instruction on specific pretend games. This randomized con- Semel Institute for Neuroscience and Kretzmann, M., Shih, W., & Kasari, C. social engagement skills trolled wait list design study is currently Human Behavior. Tristram Smith, PhD, (2014). Improving peer engagement of chil- underway and our hypothesized outcomes is an associate professor of pediatrics dren with autism on the school playground: • individualize the intervention to specif- are based on our previous studies in which at the University of Rochester Medical A randomized controlled trial. Behavior ic children to ensure the applicability study personnel implemented Remaking Center. David Mandell, ScD, an associ- Therapy. http://www.sciencedirect.com/ of the intervention to multiple children Recess (Kasari et al., 2012; Kretzmann et ate professor of psychiatry and pediat- science/article/pii/S0005789414000550 al., 2014). rics at the University of Pennsylvania. • work with typically developing peers Thus, our two main outcome measures Dr. Mandell also directs the Center for Locke, J., Kasari, C., Rotheram-Full- to engage children with autism are peer playground engagement and so- Mental Health Policy and Services Re- er, E., Kretzmann, M., & Jacobs, J. cial network inclusion. Based on these search, and is Associate Director of the (2013). Social network changes over the • fade out of an activity/game to foster previous studies, we will examine wheth- Center for Autism Research at The Chil- school year among elementary school- children’s independence. er children with ASD spend less time dren’s Hospital of Philadelphia. Connie aged children with and without an au- alone and more time engaged in a joint Kasari, PhD, is Professor of Psycholog- tism spectrum disorder. School Mental We designed the study with our school activity or game with a peer following ical Studies in Education and Psychiatry Health, 5, 38-47. partners to minimize: 1) the burden on intervention, and whether children with at UCLA. participating school personnel; and 2) ASD will be increasingly included in Correspondence should be addressed to: Locke, J., Olsen, A., Wideman, R., the interruption to regular school activi- social networks. We will examine social Jill Locke PhD, Center for Mental Health Downey, M.M., Kretzmann, M., Kasa- ties. The majority of study activities take networks using maps as seen in Figures 1 Policy & Services Research, University of ri, C., & Mandell, D.S. (2014). A tangled place with participating children and staff and 2 below. Anecdotal reports from our Pennsylvania Perelman School of Medi- web: The challenges of implementing an during unstructured times such as re- research team suggest that, with consul- cine, 3535 Market Street, 3rd Floor, Phil- evidence-based social engagement inter- cess or lunch periods, usually outside of tation, school personnel can improve peer adelphia, PA, 19104. [email protected]. vention for children with autism in urban the classroom. Participating school staff engagement by facilitating opportunities http://www.airbnetwork.org. public school settings. Behavior Therapy. members are receiving 12-16 consulta- for children with ASD to join activities http://www.sciencedirect.com/science/ar- tion sessions (approximately 30-45 min- such as games and subsequently remov- References ticle/pii/S000578941400074 utes each session distributed over three ing themselves from those activities. In months); sessions are tailored to meet addition, our research team reports that Chamberlain, B., Kasari, C., & Rotheram-Fuller, E., Kasari, C., Chamber- the individual needs of the target student involving peers to engage children with Rotheram-Fuller, E. (2006). Involvement lain, B., & Locke, J. (2010). Grade related and the policies and characteristics of the ASD in an activity is more effective and or isolation? The social networks of chil- changes in the social inclusion of children school. All activities are built around chil- meaningful than having the adult en- dren with autism in regular classrooms. with autism in general education class- dren’s strengths and embedded into chil- gage the child. Although we do not yet Journal of Autism and Developmental Dis- rooms. Journal of Child Psychology and dren’s daily activities, in the setting where know the results of our current study, one orders, 37, 230-242. Psychiatry, 51, 1227-1234.

Figure 1. Above is a depiction of a classroom social network administered Figure 2. After the intervention, at Time 2, Joe was nominated to a group prior to intervention, at Time 1. All names have been changed to protect six times by classmates, belonged to a group with a status of eight (the num- our participants’ confidentiality. Each line represents a connection between ber among the web) suggesting he improved his social network inclusion children. Joe is the target student with ASD. He was nominated by his class- over time. He was classified as “secondary” indicating that he was well mates zero times during the pre-intervention survey. Therefore, he was clas- connected and salient in the classroom. sified as an “isolate” (he was not included in a group). PAGE 30 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Awards Reception from page 1 Committee (IACC) which is charged with ory University, and on the external advi- Science Foundation in 2009, she served as writing a strategic plan to guide federal sory board of the CDC’s Center for Birth Executive Vice President of Autism Speaks non-profit organization dedicated to fund- spending for autism research. Within the Defects and Developmental Disabilities. In and as a Vice President at NBC. She grad- ing autism research and supporting the IACC, she served as co-chair of the safe- 2012, the American Academy of Pediatrics uated magna cum laude from Yale Univer- needs of families raising children with ty subcommittee and currently sits on the named her an “autism champion”. Alison sity with a BA in Economics and has an autism. As the mother of a child with au- subcommittees for Strategic Plan Review currently chairs the International Society MBA from Harvard Business School. She tism and legal guardian of her adult broth- and Services. Singer also currently serves for Autism Research public relations com- lives in Scarsdale, NY with her husband er with autism, she is a natural advocate. on the executive board of the Yale Child mittee and is a member of the IMFAR pro- Dan, a director at McKinsey and Company, Since 2007, Singer has served on the na- Study Center, on the external advisory gram committee and community advisory and her daughters Jodie (17) and Lauren tional Interagency Autism Coordinating board of the Marcus Autism Center at Em- committee. Prior to founding the Autism (15) and enjoys going running and boxing.

Belong from page 8 end. I ask these things because they are safe going to change for me. And, when I make a mistake, I learn more. questions that show I actually care, and they Now a days I’m putting both the social All in all, I’ve learned a great deal in that would make them more likely to want can lead to deeper friendships in which we and working skills I’ve learned to use as an these past four years and have grown from to speak with me. They’d then see I was in- can talk about our hopes, dreams, and fears. intern for ASBN. I get to work in the envi- it. I’ve gone from social leper who wasn’t terested in getting to know them and doing Improvements to my social life aren’t the ronment I was once a participant in. As an accepted among her peers to a young wom- things they liked. only ones I’ve made over the years thanks intern, I do clerical work, research media an who peers want to get to know and even When I meet people for the first time, to the Asperger’s Skill Building Network that can be used with the curriculum, and seek advice from. I’ve learned how to I now know to start a conversation by (ASBN); I’ve also improved in my work life. assist in group when needed. Sometimes, show people I’m a kind, easy going, and bringing up something I know we have Through ASBN, I learned that even participants even come to me, the prior so- intelligent woman with a lot of great in- in common instead of introducing myself though I didn’t think clothes were import- cial leper, for social advice! sight. I also know how to put that insight right off the bat. For instance, if I were to ant, most everyone else did, and since I Most importantly, I’m also able, in an to use and do so every chance I get at my meet someone in class I’d say, “So, have wanted a job, it’d be in my best interest accepting environment where I don’t feel internship. Now, not only do other people you heard anything about this professor?” to dress well. I also learned that waiting threatened, to work on improving bad hab- know and recognize my value, but so do I. instead of “Hello I’m Emily, nice to meet around to be given work because I’d run its that could get me laid off or fired in the Emily Kushner is an intern and alum- you!” because doing so could come off as out of things to do wasn’t OK; I looked future. Thus, not only do I now know the nus of the Asperger’s Skill Building Net- aggressive, over-eager, and weird. lazy not working. Learning these things importance of calling in when I’ll be late, work of the National Institute for People Now, when I go out with friends, I ask helped me realize I hadn’t been a very dressing well, keeping busy, and not argu- with Disabilities of New Jersey. She is them how their day went, what they’ve been good worker, and that if I wanted a job I ing with my boss over criticism, but I have also an avid writer and can be contacted up to, and if they have plans for the week- had to change myself. The world wasn’t the chance to implement what I’ve learned. at [email protected].

Humor from page 22 with autism, humor is an ever evolving ant of others, and are better equipped to on iTunes, and look for our free instructive on- and developing skill. Have fun developing handle situations at school and the inevita- line videos at www.youtube.com/socialskill- something that can hurt someone’s feelings. your child’s sense of humor; a family that ble teasing and bullying that often accom- builder. Find us on Facebook at www.face- laughs together, has less stress and grows panies childhood. book.com/socialskillbuilders, or email info@ Teach idioms: Gradually expose your child together in amazing ways. Jennifer Jacobs, MS, CCC-SLP, and socialskillbuilder.com for more information. to idioms and explain their meaning. Use Making an effort to add humor to daily ac- Laurie Jacobs, MA, CCC-SLP, are tools such as videos or flashcards to help tivities and giving your child the opportunity co-founders of Social Skill Builder, a com- References them develop a better understanding of to recognize the funny in the every day will pany launched in 1999 to provide comput- these complex statements. allow him or her to practice and develop a er-based tools for teaching social skills to Derks, Peter & Nezlek, John B. “Use of hu- more sophisticated sense of humor in time. children affected by Autism Spectrum Dis- mor as a coping mechanism, psychological Train your child to seek clarification when As children get older, the ability to see order (ASD). Laurie, along with her sister adjustment, and social interaction.” Hu- they are confused: Idioms are ambiguous and understand humor is increasingly im- and co-founder Jennifer, develops software mor 14.4 (2001): 395-414. and often leave children with ASD con- portant. Children with a sense of humor and social apps for preschool through high fused or accepting the statement as fact yet are better liked by their peers, and have school cognitive ages based on the unique Martin, Rod A. & Yip, Jeremy A. “Sense of denying the possibility. more friends, higher self-esteem, and a needs of the ASD community. humor, emotional intelligence, and social more positive outlook on life. Perhaps Visit www.socialskillbuilder.com for soft- competence.” Journal of Research in Per- Practice, practice, practice: For children most importantly, they can be more toler- ware demos, find the Social Skill Builder App sonality 40.6 (2006): 1202-1208.

Work from page 26 who exude happiness, who seem re- • Scripting and rehearsal of social sit- • Be aware of the personal space of oth- laxed rather than uptight, and who uations can help. Memorize a script ers and learn not to invade it. Spectrumites often lack social intuition. have a sense of self. to use when introducing yourself, They’re unable to perceive and understand but remember to adapt it to each sit- Because of the neurological nature of nonverbal cues. Combined with their liter- • Before going out to places where you’ll uation. these disorders, the degree and type of al mindset, this means that they may not have to interact with others, take a few impairment varies greatly. Although some understand their boss’ or colleague’s ex- minutes to visualize yourself being in • Try to notice what is going on with people on the spectrum are limited in their pectations and desires. If they’re around their company. List what makes you a others. What are they working on? adaptability or their ability to interact with people for any length of time, they will slip good friend. Imagine a beautiful bubble Pick up on a comment they made. Fol- people, other spectrumites possess unique up and cross an invisible (to them) bound- in the room and everyone in it, includ- low up with brief, positive comments qualities and skills that are valued in the ary, causing offense. They’ll probably nev- ing you, happy and relaxed. Picture the about them and their experiences. If workplace, are professional and function- er know what it was they did or said that others there as happy and open to you. they answer and walk away, keep a al, and succeed in their chosen careers. turned the other person off. While friends smile on your face. Save face for oth- may in time come to understand this be- • Some people simply won’t like you. ers who may be watching. Yvona Fast, MLS is the author of Em- havior isn’t intentional, and will accept this That’s OK. But sometimes, you’ll ployment for Individuals with Asperger person, this rarely happens at work. meet someone who wants to talk with • To cultivate friendships at work, begin Syndrome or Non-verbal Learning Dis- Spectrum individuals can build skills to you. Be pleasant, but try not to over- by smiling and saying Hello. ability: Stories and Strategies, (JKP, use at work and interact with colleagues, whelm him or her. Let the other person 2004) a career guide for individuals with though it’s often exhausting. Honesty, in- guide the conversation. Focus on the • Look for clues (like pictures) on the Asperger Syndrome or Non-Verbal Learn- tegrity, kindness, high professional stan- other person, not yourself. person’s desk or cube that indicate ing disability. The Polish language edition dards and strong value of competence are their interests, and ask questions about of this book came out in March 2008. Her characteristics of folks that spectrumites • Try to be nice to people whether you them – but be careful not to invade work in learning disabilities and neuro- manage best with. But, in our dog-eat-dog like them or not. their space by handling objects. logical impairments is based on her expe- world, these qualities are rare. riences and on interviews with individuals While relationships with NTs will proba- • Ask family and friends to point out in- • Talk about work issues that you share, who live with these disabilities. She has bly continue to be exhausting and frustrating appropriate social conduct and discuss like, “do you have any of those green authored two more books: My Nine Lives for the average individual on the spectrum, ways to effect change. forms?” Bring in some cookies or (2011) is a memoir she co-authored with it’s important not to give up, as you can im- flowers for everyone to share. her mother and Garden Gourmet: Fresh & prove with practice. Here are some tips: • At professional conferences, avoid Fabulous Meals From Your Garden, CSA milling around before meetings. Vis- • Try to avoid environments that make or Farmers’ Market (2013) is a seasonal • Smile, and try to maintain a positive it new venues early to become famil- you anxious, and remind yourself that cookbook. For more information, please outlook. People are attracted to those iar with the setup. every situation is new. visit www.wordsaremyworld.com. AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 31

Empower from page 13 Students on the Spectrum Benefit increasing the liberal arts role in service This program has been nationally rec- From Improved Social Skills to society” – James Lawler (Instructor), ognized with the Jefferson Award Bronze is facilitating sociality. Their parents and Pace University Medal for Community Service, an award their teachers indicate that the products As part of the projects, the high school for projects that enhance the quality of life of the projects – storytelling by the high students are mentored on what are essen- In each of the semesters, there are an in the community. school students themselves with mobile tially marketable skills, including self-ad- average of 24 high school students men- For disability advocacy institutions con- computing filming technologies – increase vocacy, self-determination and self-discov- tored on the projects by an average of 24 sidering pioneering in educational programs the conversational social skills of most of ery. Though the preparation of marketable undergraduate students – a few of the high of inclusion for high school students and them. The intervention of the undergrad- skills is not the purpose of the projects, the school students may be mentored by more young adults on the autism spectrum, and uate students in this particular program students are inevitably mentored by the than one undergraduate student; more than empowering them with mobile computing is indicating that they have increased the undergraduate students on easy-to-learn half of the high school students return in iPad tools, they may contact Professor James potential of students with autism spectrum i-pad device technologies for helping them subsequent semesters. Lawler at [email protected] or Ms. Christina disorders to navigate the perceived rough express themselves, which is providing The high school students may moreover Muccioli at christina.muccioli@ahrcnyc. social terrain of a high school setting positional skills with the potential for tran- be Skyped by the undergraduate students if org, for lessons learned from their Catching (Bambara, 2014). sition into possible jobs. The projects are they are not at the university on a Tuesday a Dream program at Pace University. The projects are held in classrooms and nevertheless powerful in skills of sociality or a Friday. Digital Storytelling in the Classroom: computer laboratories for 3 hours each for societal transition. New Media Pathways to Literacy, Learning Tuesday and Friday for 14 weeks of a se- Improving Quality of Life for and Creativity [Ohler, 2013] is a book that mester, even in the summer semester, at “The projects are having a favorable im- Students on the Spectrum may be applied by disability advocacy in- the university. Once completed, the story- pact on the lives of the students at the stitutions and is available at www.amazon. telling projects are played and presented Middle / High School … they are enthu- From 2010 there have been close to 75 com; and Professor Linda Bambara is re- during the final week by the high school siastic about going into a university … high school students on the autism spectrum searcher in interventions for transition-aged students, though they are helped by the they rave about the [undergraduate] stu- partnered on the projects of storytelling with youth and adults with disabilities. undergraduate students. Those at the pre- dents and the technologies.” – Christina near to 125 undergraduate students. Most of James Lawler, DPS, is Professor of Dis- sentations include the parents of the stu- Muccioli, Director of Education, AHRC the high school students never met or social- ability Studies and Information Technology at dents and the Middle/High School princi- New York City ized with undergraduate students; and most Pace University, and Christina Muccioli is Di- pal and staff. of the undergraduate students never met rector of Education for AHRC New York City. The high school students are chosen for “I like to learn not only how to tell my teenagers or young adults with disabilities AHRC New York City is a chapter of the program by the Middle/High School own story to others, but also how to in social settings, until they joined this pro- NYSARC, Inc. and ARC, national organi- principal and staff with the consent of learn the new technologies so that I can gram. None of the students ever produced zation for helping individuals with devel- parents. The engagement in learning at a tell my story better to them … commu- storytelling with technologies, until they opmental and intellectual disabilities; and leading metropolitan university is a highly nicate more to them when I am on the produced the semester storytelling. Pace University is a leading institution marketable proposition to the parents. The street … and even get a job … all with Overall, the Catching a Dream projects of higher learning in New York City and undergraduate students are in the program the help of my mentor [at Pace Univer- of the AHRC New York City Middle/High Westchester County of New York State. as a requirement of the university, and sity]” – AHRC New York City Middle / School and Pace University are providing a they are chosen and matched as mentors High School Student, Fall 2013 foundation for the high school students on References by the high school staff and the instructor the autism spectrum to gain outcomes of based on the compatibility of similar inter- “The projects are leading us to meet new increased self-advocacy and sociality skills, Bambara, L. (2014). Peer intervention to ests of the high school and undergraduate people in new relationships and to shape and skills in state-of-the-art self-expression improve the conversational skills of high students. their lives through the projects … great technologies, in order to be productive and school students with autism. 2014 Tash The projects highlight the hopes and in- learning … opened my eyes to them.” – to interact more in society; and the projects Conference, April 8. terests of the high school students, includ- Pace University Student, Spring 2014 provide a foundation for the undergraduate ing employment possibilities, not as indi- students to fulfill outcomes of civic respon- Ohler, J.B. (2013). Digital storytelling viduals with disabilities, but as people with “The projects increase involvement in sibility in gaining heightened sensitivity in the classroom. 2nd edition. Thousand meaningful potential in society. public service to those with disabilities, skills to this neglected population of society. Oaks, California: Corwin.

Meet People from page 19 vite a trusted friend or family member for Additional Resources Valentine. She and her daughter were diag- moral support. nosed on the spectrum in 2011. In summary, it’s important to find sites The world is a big place. There are many www.ahany.org This article was originally published and activities that focus on special inter- people out there; they are more accessible www.aspergercenter.com in the Fall 2013 issue of the Asperger ests. This allows one to meet others who now than ever before and in good enough www.spectrumservicesnyc.com Syndrome and High Functioning Autism share the same interests with, hopefully, variety so those with Asperger’s can find www.yai.org Association’s (AHA) print publication, the same amount of passion, enough to friends much more readily than ever be- www.ahrc.org On The Spectrum. Sybelle Silverphoe- form a connection. Also, if attending an fore. Further internet and transportation nix is active in the support group of- event in person for the first time, to ease advances should only make this easier. Sybelle Silverphoenix is a NYC based ac- fered by AHA at Spectrum Services in anxiety, it may be more comfortable to in- Happy networking :) tress and vocalist for the rock band Kings New York City.

Siri from page 23 Dr. Michael J. Cameron, a Board Cer- lations, and higher education. PCFA is an PCFA, Dr. Cameron was a tenured Asso- tified Behavior Analyst® (Charter Cer- insurance accepting, national leader in the ciate Professor and the Founding Chair friendships, and not place barriers in front tificant 1-00-0010) is The Chief Clinical delivery of services for children with au- of the Department of Behavior Analysis at of progress. Officer for Pacific Child & Family Asso- tism spectrum disorders and other devel- Simmons College. Dr. Cameron earned a For more information about the Sans Siri ciates (PCFA) and experienced in the area opmental disabilities. PCFA services are master’s degree in applied behavior analy- Society and how to take part, please call of behavioral medicine, behavioral health provided in homes, schools, and in clinics sis and a Ph.D. in experimental psychology (844) 599-5588. assessment, intervention for diverse popu- across the United States. Prior to joining from Northeastern University.

Just Friends from page 27 spectrum. Alex had been weaving person be Eric reminded Alex of a classmate? Bye, asking when he’ll see them again. Tomor- to person, displaying his pretzels, snapping Eric, bye… row Tina! Tomorrow Tina and Michael’s. and recognizing when and how to help oth- the rubber bands of paper hats under the “Their impaired ability to perceive and He seems to look forward to seeing these ers and seeking help from others. chins of guests both willing and unwilling, respond in socially expected ways to non- people, maybe because with them Alex is “Autistic individuals, if allowed to inter- heaping chips on flimsy plates and scan- verbal cues can lead to conflict or being ig- never something he seems to be with many act with other autistic individuals, devel- ning the kitchen for a back door to bolt nored by others,” adds Autism Helps. people. Alone. op complex friendships that are based on through. Eric and Alex last met as toddlers. “Maybe you can take Alex to the Mac social rules that are unique to autistic re- When Eric arrived, Alex paused like a store,” we tell Tina (not her real name). Jeff Stimpson’s two books are “Alex: lationships,” Williams writes. “When two typical teen spotting an expensive hoodie “He can teach people how to use iPads.” The Fathering of a Preemie” and “Alex autistic people who are fit for each other of his favorite football team. He looked She’s one of the adult companions Jill and the Boy: Episodes From a Family’s Life interact, there typically are several princi- into Eric’s face and touched his arm. They I hired to watch him and keep him compa- With Autism.” Visit his blog at jeffslife.tri- ples they use when socializing.” separated quickly but I don’t often see such ny when we’re working. pod.com/alextheboy. You can reach him at At a New Year’s Eve party a while back, socializing principals, such spark of con- Alex always asks for his companions by [email protected] or on Twitter at Alex met Eric, who is also solidly on the nection between Alex and strangers. May- his name for them, which is also his way of @jeffslife. PAGE 32 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Marriage from page 15 es tell us that the common hobbies and ac- 12. Improving Communication partners. It is important to note that change tivities that brought them together whilst and growth can be a slow and sometimes activities into her life that make her happy. dating abruptly stop after marriage. This is Since ASD is characterized as a so- stressful for any couple or individual want- in part due to the ASD partner’s challenges cial-communication disability, the impor- ing to work on their marriage. Both partners 7. Creating a Relationship Schedule in initiation, reciprocity, planning and or- tance of communication cannot be stressed have to make the daily effort to do things ganizing. Scheduling play time together— enough. Individuals with ASD have dif- differently than they did before. An online and/or paper calendar is an im- long walks, boat rides, hikes, and travel— ficulties in being able to pick up and in- portant tool for any marriage or relation- can help bridge the parallel play gap. terpret facial cues, vocal intonations, and Couple’s Counseling for ASD Marriage ship. Due to the executive functioning and body language, and hence miss out on a social-emotional reciprocity problems that 10. Coping with Sensory significant amount of information. In some Many couples report that working with adults with ASD have, keeping a calendar Overload and Stress cases, the partner with ASD has great diffi- a couple’s counselor who is not experi- is even more crucial in an ASD marriage. A culty initiating conversations and keeping enced in adult ASD can often harm rather relationship schedule can include times for A core ASD feature is sensory sensitivity. them flowing, or they can monopolize con- than help the ASD marriage. A skilled ASD conversation, sex, shared leisure activities, A person’s senses may be either hypersen- versations which can leave the NS spouse couples’ counselor can facilitate communi- exercise, and meditation/prayer in order to sitive (overly sensitive) or hyposensitive feeling unloved by her ASD partner’s lack cation and help the couple problem-solve create closeness and connection. (with low or diminished sensitivity). For of attention and expression. Clear, direct around the various ASD traits. Both spous- some people with ASD, a caress of the skin verbal or written expression along with es can gain valuable information about 8. Meeting Each Other’s Sexual Needs can feel like burning fire or a hard prick creating conversation structures around ASD and change their own behavior to by a needle can have no effect. Developing communication can be useful. create value from their relationship. Adults with ASD tend to either want a lot strategies to avoid meltdowns triggered by of sexual activity or too little. Scheduling sensory overload is important. Individuals 13. Co-Parenting Strategies “If you’ve met one person with Asperger sex to accommodate the needs of both with ASD can also be more susceptible to Syndrome, you’ve met one person with the spouses can help regulate a couple’s stress than their non-autistic counterparts. Individuals with ASD can be very good Asperger Syndrome.” sex-life. Some individuals with ASD can Planning time to decompress, exercise and parents when it comes to concrete tasks -Stephen Shore be very robotic and unemotional in bed relax during stressful periods is crucial. such as helping the children with their or they struggle with enjoying sex due to homework, teaching them new skills, While the issues and challenges that their sensory sensitivities. It is helpful for 11. Developing Theory of Mind (TOM) playing with them, and taking them on some couples in an ASD marriage face the NS partner to communicate their sex- outdoor adventures. When it comes to can seem similar, it is important to re- ual-emotional needs verbally, in a clear Individuals with ASD tend to have weak meeting their children’s emotional needs, member that every individual with ASD and detailed manner. It is important for TOM, meaning they have trouble un- they might need some coaching and cues is different, and each marriage unique. the partner with ASD to understand that derstanding and predicting a person’s from their NS partner. When needed, Each couple has to problem-solve their their partner’s sexual needs are different thought-feeling state. They can often not to working with a parenting coach could also marital challenges unique to their situa- than their own, and that they need to work realize that another person’s thoughts, feel- prove valuable. tion and needs. As in any happy marriage, at maintaining a daily emotional connec- ings, and intentions are separate from their self-awareness, compassion, respect, and tion—both inside and outside the bedroom. own. Weak TOM leads to individuals with 14. Managing Expectations and trust are key practices. ASD to unintentionally say and do things Suspending Judgment 9. Bridging Parallel Play in a relationship that can come across as The excerpts above are from the full arti- insensitive and hurtful. Over time, the NS Adjusting expectations based on one’s part- cle, which may be found at www.evmendes. An ASD partner can go days, weeks, or spouse has difficulty bouncing back from ner’s ability, capacity and neurology is im- com. Eva Mendes, LMHC, NCC is a cou- even months engrossed in their own special the hurt feelings, pain, and suffering caused portant for both the NS and the ASD part- ple’s counselor in private practice special- interest, without spending time with their by their partner’s insensitivity resulting in ner. Working hard to improve the marriage izing in Asperger Syndrome and Autism NS partner, leaving their partner feeling depression. The ASD partner can develop with the various tools listed here can bring Spectrum Disorders. She may be reached abandoned and lonely. In an ASD marriage, their TOM by bringing their awareness to about real change and make the marriage at 617-669-3040, evamendes2911@gmail. I call this “parallel play.” Many NS spous- this trait and how it causes hurt feelings. more comfortable and rewarding for both com or www.evmendes.com.

Developmental from page 20 telephone at (631) 923-0923, or by emailing tion. Online article from the Indiana Re- children and adolescents with autism spec- [email protected]. source Center for Autism. Retrieved from trum disorders. Journal of Autism and De- Alyson H. Sheehan, PhD, is Clinical www.iidc.indiana.edu/?pageId=488. velopmental Disorders. 41, 761–769. Coordinator and a Licensed Psychologist References and Monica Arevalo, MS, MHC, is Service Bhatia, M.S., Rajender, G., Malhotra, S., Orsmond, G.I., Krauss, M.W., and Selt- Coordinator and Mental Health Counsel- American Psychiatric Association. (2013). Kanwal, K., and Chaudhary, D. (2010). zer, M.M. (2004). Peer relationships and or at ASPIRE Center for Learning and De- Diagnostic and statistical manual of men- Management of social skill deficits in au- social and recreational activities among velopment. tal disorders (5th ed.). Arlington, VA: tism spectrum disorders. Delhi Psychiatry adolescents and adults with autism. Jour- ASPIRE Center for Learning and Devel- American Psychiatric Publishing. Journal, 13, 264-274. nal of Autism and Developmental Disor- opment is a multidisciplinary practice in ders, 34, 245-256. Melville, NY that specializes in assessment, Baron-Cohen, S. (1988). Social and Prag- Gantman, A., Kapp, S.K., Orenski, K., Laug- consultation, and treatment for Autism Spec- matic Deficits in Autism: Cognitive or eson, E.A. (2011). Journal of Autism and White, S.W., Keonig, K., and Scahill, L. trum Disorder, Attention Deficit/Hyperactiv- Affective? Journal of Autism and Develop- Developmental Disorders, 42, 1094-1103. (2007). Social skills development in chil- ity Disorder, disruptive behavior disorders, mental Disorders, 18, 379-402. dren with autism spectrum disorders: A re- and other social learning difficulties. De- Gjevik, E., Eldevik, S., Fjæran-Granum, view of the intervention research. Journal tailed information can be found on our web- Bellini, S. (2008). Making (and keeping) T., and Sponheim E. (2011). Kiddie-SADS of Autism and Developmental Disorders, site at www.aspirecenterforlearning.com, by friends: A model for social skills instruc- reveals high rates of DSM-IV disorders in 37, 1858-1868.

Date Smarter from page 24 Made, is the mother of a married son who spectrum. More often, however, singles on of paths two people can take to go from is on the spectrum. She says, two people the spectrum are rejected by neurotypical strangers to partners, and the most prev- If those two options are too daunting with autism may be a “recipe for intense potential partners, which contributes to a alent in the autism community appears to or too public, there are also online autism and immediate connection or revulsion.” cycle of frustration and hopelessness. Ex- be friendship first. So, support your child bulletin boards on which fellow spectru- However, people on the spectrum may “do periencing small victories goes a long way in his or her friendship development and mites can share experiences and connect well with other very different disorders.” towards breaking that cycle. counsel him or her on transitioning the with one another. Some of my clients re- Though I share her opinion, it is not al- I want your child to develop friendships most promising ones into something more. port feeling less judged in those commu- ways welcomed by parents. Recently, for with potential partners who are comple- And then spread the word that finding love nities than in unregulated social media, example, a mother contacted me because her mentary, understanding, and supportive. on the spectrum is eminently possible. which boost their willingness to reach out son’s struggles with social skills contributed For that reason, I am an unapologetic fan to like-minded strangers. to his consistent dating failures. She became of developing friendships with people in Jeremy Hamburgh is Coordinator of Your child should always keep in mind irate as I explained that my strategy would different special needs communities. the Adaptations, Dating and Relationship that online friends should be vetted before be to broaden her son’s search beyond neu- If your child is a member of an au- Group at Hitchcraft Dating. He conducts meeting in person. rotypical women. She demanded to know tism-only organization, encourage its lead- one-on-one coaching sessions in person why I thought her college-educated son was ers to host events with other special needs and via Skype and also leads customer-tai- Increase His or Her Exposure incapable of dating “normal” women. groups. If that is not an option, consider lored workshops for special needs organi- to Mixed Disability Groups He is not, of course, incapable of dating organizing a regular social gathering for zations. For more information, please visit “normal” women. The world is replete with local singles with varying special needs. www.hitchcraftdating.com or email Jere- Lynette Louise, author of Miracles Are couples in which only one partner is on the In sum, there are an infinite number my at [email protected]. AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 33

Friendship from page 27 Jenna L. Mendelson, MA, LPA, HSP-A, gland: Malden Blackwell Publishing. doi:10.1016/j.dcn.2012.08.005 is a Graduate Student at the University of Implications North Carolina – Greensboro and can be Foot, H. C., Chapman, A. J., & Smith, J. R. Mendelson, J.L., Lerner, M.D. (under re- reached at (336)-256-0061 or jmbarnwe@ (1977). Friendship and social responsive- view). A developmental, process-based A consideration of SIPS as a potential uncg.edu. Matthew D. Lerner, PhD, is As- ness in boys and girls. Journal of Personal- model of friendship among school aged underlying point of deficit for individ- sistant Professor of Psychology, Psychia- ity and Social Psychology, 35(6), 401–411. boys with autism spectrum disorder. uals with ASD opens up a range of new try, and Pediatrics at Stony Brook Univer- doi:10.1037//0022-3514.35.6.401 avenues for both understanding and treat- sity and can be reached at (631) 632-7660, McPartland, J. C., Wu, J., Bailey, C. A., ment. This SIPS-based model suggests [email protected] or by vis- Hartup, W. W., & Stevens, N. (1997). Mayes, L. C., Schultz, R. T., & Klin, A. how the challenges involved in perceiving iting www.lernerlab.com. Friendships and adaptation in the life course. (2011). Atypical neural specialization for the social world among children with ASD Psychological Bulletin, 121(3), 355-370. social percepts in autism spectrum disor- “scale up” to yield some of the difficulties References doi:10.1037/0033-2909.121.3.355 der. Social Neuroscience, 6, 436-451. they experience in making the transition from acquaintance, to casual friend, to American Psychiatric Association. (2013). Howes, C. (1996). The earliest friendships. Newcomb, A. F., & Bagwell, C. L. (1995). deep connection. More excitingly, it sug- Diagnostic and statistical manual of men- In Bukowski,W. M., Newcomb, A. F., and Children’s friendship relations: A me- gests that individuals with ASD who have tal disorders (5th ed.). Arlington, VA: Hartup, W. W. (eds.), The company They ta-analytic review. Psychological Bulle- relatively “faster” SIPS may more easily American Psychiatric Publishing. Keep: Friendships in Childhood and Ad- tin, 117(2), 306-347. doi:10.1037/0033- achieve such connections, and provides olescence, Cambridge University Press, 2909.117.2.306 a potential avenue for impacting basic Bauminger-Zviely, N., & Agam-Ben-Art- Cambridge, UK, pp. 86–66. processes to help them to do so. If SIPS zi, G. (2014). Young friendship in hfasd Osterling, J., & Dawson, G. (1994). Ear- does prove to play the central role we and typical development: Friend ver- Hughes, C. & Leekam, S. (2004). What ly recognition of children with autism: A hypothesize, social interventions may be sus non-friend comparisons. Journal Of are the links between theory of mind and study of first birthday home videotapes. well served to consider focusing on help- Autism And Developmental Disorders, social relations? Review, reflections and Journal Of Autism And Developmental ing individuals with ASD increase basic doi:10.1007/s10803-014-2052-7 new directions for studies of typical and Disorders, 24(3), 247-257. doi:10.1007/ processes such as SIPS (e.g. Lerner et al., atypical development. Social Develop- BF02172225 2011; 2012) rather than (or in addition to) Bauminger, N. & Kasari, C. (2000). Lone- ment, 13, 590-610. doi:10.1111/j.1467- teaching social rules. Doing so may in- liness and friendship in high-functioning 9507.2004.00285.x Senju, A. (2013). Atypical development crease the benefits of these interventions children with autism. Child Development, of spontaneous Social Cognition in autism not only for friendship-making, but for 71, 447–456. doi:10.1111/14678624.00156 Izuma, K., Matsumoto, K., Camerer, C. spectrum disorders. Brain & Develop- ability to access social relationships more F., & Adolphs, R. (2011). Insensitivity to ment, 35(2), 96-101. doi:10.1016/j.brain- broadly. Current and recent research we Bauminger, N.; Solomon, M.; Aviezer, A.; social reputation in autism. PNAS Pro- dev.2012.08.002 are conducting is designed to explore pre- Heung, K.; Gazit, L.; Brown, J. & Rogers, S. ceedings Of The National Academy Of cisely these implications, thereby enrich- (2008). Children with autism and their friends: Sciences Of The United States Of Ameri- Strang, J. F., Kenworthy, L., Daniolos, P., ing understanding of friendship develop- A multidimensional study of friendship in high ca, 108(42), 17302-17307. doi:10.1073/ Case, L., Wills, M. C., Martin, A., & Wal- ment in ASD. functioning autism spectrum disorder. Journal pnas.1107038108 lace, G. L. (2012). Depression and Anxiety of Abnormal Child Psychology, 36, 135 150. Symptoms in Children and Adolescents Summary and Conclusions doi: 10.1007/s10802-007-9156-x Lerner, M. D., Mikami, A. Y., & Levine, K. with Autism Spectrum Disorders without (2011). Socio-dramatic affective-relational Intellectual Disability. Research in au- Friendship serves a wide range of im- Capps, L., Sigman, M., & Yirmiya, N. intervention for adolescents with asperger tism spectrum disorders, 6(1), 406–412. portant functions among TD boys aged (1995). Self-competence and emotional syndrome & high functioning autism: pilot doi:10.1016/j.rasd.2011.06.015 8-12, and appears largely contingent on understanding in high-functioning chil- study. Autism, 15, 21-42. the ability to engage in affective sharing dren with autism. Development And Psy- van Roekel, E., Scholte, R. J., & Didden, (Newcomb & Bagwell, 1995). Individu- chopathology, 7(1), 137-149. doi:10.1017/ Lerner, M. D., White, S. W., & McPart- R. (2010). Bullying among adolescents als with ASD may reasonably be expected S0954579400006386 land, J. C. (2012). Mechanisms of change with autism spectrum disorders: Preva- to struggle with affective sharing due to in psychosocial interventions for autism lence and perception. Journal Of Autism difficulty with both social motivation and Chevallier, C., Kohls, G., Troiani, V., spectrum disorders. Dialogues in Clinical And Developmental Disorders, 40(1), 63- social cognition that may be driven by a Brodkin, E. S., & Schultz, R. T. (2012). Neuroscience, 14, 307. 73. doi:10.1007/s10803-009-0832-2 slower rate of SIPS. Research studies and The social motivation theory of autism. interventions that focus on SIPS may pres- Trends In Cognitive Sciences, 16(4), 231- Lerner, M. D., McPartland, J. C., & Mor- Vandell, D., & Hembree, S. E. (1994). Peer ent an exciting new avenue for understand- 239. doi:10.1016/j.tics.2012.02.007 ris, J. P. (2013). Multimodal emotion pro- social status and friendship: Independent ing, encouraging, and fostering reciprocal cessing in autism spectrum disorders: An contributors to children’s social and aca- friendship among boys with ASD, and Dunn, J. (2004). Children’s friendships: event-related potential study. Developmen- demic adjustment. Merrill-Palmer Quar- helping them to derive the benefits thereof. The beginnings of intimacy. London, En- tal Cognitive Neuroscience, 3(1), 11-21. terly, 40(4), 461-477.

Free Support Group For Families of Adults with Asperger’s Syndrome and High Functioning Autism The focus of the support group is to assist families in understanding the complex issues related to their adult child impaired with Asperger’s Syndrome or High Functioning Autism. At many of our meetings, we have speakers address various topics of importance related to these syndromes. For more information, visit our website www.FAAHFA.com or contact the facilitators: Bonnie Kaplan - [email protected] | Judith Omidvaran - [email protected]

Socialization and Life Skills Group For Asperger’s Syndrome and High Functioning Autistic Adults Focused on: Employment and Vocational Issues, College Coaching and Supports, Socialization, Self-Advocacy, Dating, and Relationships For further information contact the facilitators: Patricia Rowan, LMSW - (914) 736-7898 - [email protected] | Susan Cortilet, MS, LMHC - (845) 406-8730 - [email protected] Upcoming Meeting Dates: 2014 - 10/26, 11/23, 12/14 2015 - 1/25, 2/22, 3/22, 4/26, 5/17, 6/21 Westchester Arc The Gleeson-Israel Gateway Center 265 Saw Mill River Road (Route 9A) Hawthorne, NY 10532 PAGE 34 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

Clinical from page 6 they provide a forum for children to learn a child’s social strengths and needs, as well demic experiences of children with Asperg- and practice specific social-behavioral as to determine behavioral strategies that er syndrome. Focus on Autism and Other development requires a multi-component skills with their peers in a controlled setting have proven more and less effective in pro- Developmental Disabilities, 15(1), 12-20. process, such as the “3-D model” (Asher, (Ozonoff, Dawson, and McPartland, 2002). moting the use of desired social skills. Cooper, M. J., Griffith, K. G., & Filer, J. Gordon, Selbst, and Cooperberg, 2010). While social skills curricula may vary, it is Parents and teachers who are familiar (1999). School intervention for inclusion This model includes Discussing the steps essential that programming be based on ev- with the contents discussed during group of students with and without disabilities. to implement a skill, Demonstrating the idence-based strategies (e.g., Elias and But- or individual sessions can provide ongoing Focus on Autism and Other Developmen- skill for the child, and having the child Do ler, 2005; McGinnis & Goldstein, 1997). coaching and feedback using a consistent tal Disabilities, 14(2), 110-115. the skill. Specific skills should be targeted each model across settings while providing re- Performance deficits are addressed by week and sessions should include discus- al-life opportunities for social practice Christophersen, E. R., & Mortweet, S. L. increasing a child’s motivation to per- sions, skills demonstrations, and role plays with peers. A useful approach that parents (2003). Parenting that works: Building form a desirable social skill. This is done during which feedback is provided. Adapt- and school personnel can utilize to fos- skills that last a lifetime. American Psy- through the use of consequence-based in- ed from previously published social skills ter social skill development is the “4 Ps” chological Association: Washington, D.C. terventions, which are responses that occur group curricula, the groups at our practice (Christophersen and Mortweet, 2003). following the exhibition of appropriate include modules on emotion identification, These include pointing out to the children Elias, M. J., & Butler, L. B. (2005). Social social skills. For example, positive rein- empathy training, conversation and play when others are using an appropriate skill, decision making/social problem solving forcement may include providing behavior skills, affect management, and social prob- practicing the skills with their children, for middle school students (Book and CD): specific praise (e.g., “I like the way you lem solving. The groups are one hour per prompting the children to engage in specif- Skills and activities for academic, social waited patiently to speak”) or administer- session and occur once a week for 8 to 12 ic skills, and praising the children for the and emotional success. Research Press: ing a tangible reward (e.g., a small prize). weeks, based on the local school schedules. exhibition of specific skills. Champaign, IL. Additionally, a child who appropriately ini- Groups are comprised of four to eight chil- Children with ASD have persistent defi- tiates a conversation may receive the natu- dren and are run by a licensed psychologist cits in social communication and social Gresham, F. M. (1998). Social skills train- ral consequence of learning new informa- with extensive experience and training in interaction across multiple contexts. These ing with children: Social learning and tion or making a new friend. A child may social skills instruction and ASD. difficulties affect nearly every aspect of applied behavioral analytic approaches. also receive a logical consequence, such as While conducting social skills training these children’s lives and may have lifelong In Waston, T.S. & Gresham, F.M. (Eds.), gaining access to a preferred activity that is within a group setting is most ideal for negative implications if they are not effec- Handbook of child behavior therapy (pp. closely related to the use of a desired social initial skill acquisition, our clinical experi- tively treated. Teaching social skills requires 475-497). Plenum: New York. skill (e.g., complying with instructions to ence suggests that this is not always possi- systematic, comprehensive intervention and turn off the video game before dinner earns ble. Some children may not yet possess the collaboration between the treating clinician, Gresham, F. M., & Elliott, S. N. (1989). time to play the video game after dinner). prerequisite language skills and/or behav- parents, and school personnel. Conducting Social skills deficits as a primary learning As children with ASD often have a com- ioral abilities to gain full benefits from the social skills training based on behavioral disability. Journal of Learning Disabili- bination of skill and performance deficits, group format. Logistically, other children principles in a clinical setting is one effec- ties, 22(2), 120-124. social skills training typically includes may not be available to attend groups at tive method to assist children with ASD to both promoting skill acquisition and en- the offered times due to personal schedul- acquire and utilize pro-social behaviors in House, J. S., Landis, K. R., & Umberson, hancing skill performance. ing conflicts. In these cases, children may their daily lives. By addressing skill deficits, D. (1988). Social relationships and health. An additional, and equally important, benefit from social skills training delivered performance deficits, and generalization Science, 241(4865), 540-545. aim of social skills training is facilitating via structured individual therapy sessions. difficulties, treatment can help children de- the generalization and maintenance of so- In order to help children generalize velop critical skills in order to navigate the McGinnis, E., & Goldstein, A. P. (1997). cial skills. Social skills interventions often learned social skills to their everyday envi- social world with more ease and success. Skillstreaming the elementary school result in children exhibiting pro-social be- ronment, it is critical that clinicians engage child: New strategies and perspectives for haviors in a specific place (e.g., an office) parents and school personnel in the treat- Dr. Flancbaum, Dr. Cooperberg, and Dr. teaching prosocial skills. Research Press: for a limited period of time. The major ment process. In our experience, the clini- Panter are licensed psychologists at Behav- Champaign, IL. challenge of social skills training is assist- cian will often serve as a “point person,” ior Therapy Associates in Somerset, New ing children to consistently use their new- taking on the responsibility to communi- Jersey. They provide a variety of services Ozonoff, S., Dawson, G., & McPartland, J. ly learned skills across different settings, cate with the parents and school staff to en- for children and adolescents with ASD and (2002). A parent’s guide to Asperger syn- with different people, and at different times sure interventions are applied consistently related disorders, including individual and drome and high-functioning autism: How (Gresham, 1998). across settings. The use of written materi- group therapy, school-based consultation, to meet the challenges and help your child als is one efficient and effective method to and training workshops for professionals. thrive. Guilford Press: New York. Social Skills Training in a Clinical Setting facilitate communication between all par- For more information, see www.BehaviorTh- ties. For example, we communicate with erapyAssociates.com. Correspondence can Painter, K. K. (2006). Social skills groups Successful social skills training requires parents by providing a weekly packet that be directed to [email protected]. for children and adolescents with Asperg- comprehensive intervention that includes includes a description of the target social er’s syndrome: a step-by-step program. skills training, increasing motivation, and skills being discussed during the session References Jessica Kingsley Publishers: London. generalization of skills to the real-world (including relevant visual aids), related setting (Gresham, 1998). In clinical prac- readings, and a take home assignment. Asher, M. J., Gordon, S.B., Selbst, M.C., Tantam, D. (2000). Psychological disorder tice, these needs are met through the Parents are then encouraged to share this and Cooperberg, M. (Ed.). (2010). The be- in adolescents and adults with Asperger combination of group and/or individual information with teachers or other rele- havior problems resource kit: Forms and syndrome. Autism, 4, 47–62. therapy, communication with parents, and vant school personnel. At the conclusion procedures for identification, measure- consultation with teachers. Specific treat- of treatment, feedback about a child’s per- ment and intervention. Research Press: Welsh, M., Park, R. D., Widaman, K., & ment recommendations should be tailored formance is shared with the parents and, Champaign, IL. O’Neil, R. (2001). Linkages between chil- to each child’s needs. with permission, school personnel. Work- dren’s social and academic competence: Social skills groups are a common in- ing with a child over the course of several Church, C., Alisanski, S., & Amanullah, A longitudinal analysis. Journal of School tervention for children with ASD because weeks allows a skilled clinician to identify S. (2000). The social, behavioral, and aca- Psychology, 39, 463–481.

Media from page 14 opening number was a song titled “We social interactions. tion. Many television shows, movies and Saw Your Boobs.” Audiences around the We encourage clients and their families media outlets demonstrate both appro- He struggled to understand why a person country were outraged this took place to watch television and movies togeth- priate and inappropriate ways to relate to would lie about his or her identity and try during such a public performance. Many er as a way to facilitate conversations friends, engage in relationships and be- to harm another person. Using this show individuals were watching this show with about social skills. We recommend clients have in a job setting. Creating a platform as a teaching opportunity allowed WJCS their families or friends, and this created a watch shows for homework and identify for adolescents and young adults with professional staff to help this male client perfect opportunity to communicate about times when characters demonstrate ap- ASD to dialogue about these observations terminate his relationship with the woman the appropriateness of these statements. If propriate ways to communicate as well is a fun and effective tool in teaching and he “met” online. Individuals with ASD are a person with ASD walked up to some- as times when they observe characters modeling social skills. statistically more likely to be victimized one in Starbucks and stated “I see your displaying unacceptable behavior. This due to their disability, so discussing the boobs,” he or she could be charged with gives clients, families and WJCS staff an Caroline Melcer, LCSW, is Clinical So- risks of meeting people on the Internet and sexual harassment; yet, this statement important opportunity to work together to cial Worker and Program Facilitator of trusting individuals you have not met in was made during the Oscars and deemed explore reactions and behaviors in differ- Outpatient Services for People with De- person is key to ensuring safety. acceptable by many. Opening a dialogue ent situations. velopmental Disabilities at Westchester Awards shows like the Emmys, Gram- about how popular culture allows behav- When modeling social skills to ado- Jewish Community Services. She can be mys and Oscars also create a platform iors like this in Hollywood, yet the same lescents and young adults with ASD, uti- contact by emailing [email protected] or for conversation about appropriate dress, behaviors are unacceptable in daily inter- lizing media is a helpful tool to identify 914-949-7699 x467. For more information public statements and popular culture. At actions is important in our work to edu- patterns of communication, interpersonal about the programs at WJCS, please visit the Oscars in 2013, Seth Macfarlane’s cate people with ASD about appropriate interactions and non-verbal communica- www.wjcs.com. AUTISM SPECTRUM NEWS ~ FALL 2014 www.mhnews-autism.org PAGE 35

Subscribe to Autism Spectrum News Advertise in Autism Spectrum News

1 Issue 4 Issues (25% discount!) Yes! I want to receive each Quarterly Issue by Mail Business Card: N/A $500

Student ($20/year) School/Program ______Eighth Page: $300 $900 Individual/Family ($40/year) Quarter Page: $500 $1,500 Half Page: $750 $2,250 Professionals ($50/year) Full Page: $1,000 $3,000 Small Group - 25 Copies Each Issue ($150/year) Inside Covers & Back Page (please call) Large Group - 50 Copies Each Issue ($300/year) Honorary Sponsorship (please call) Name & Title: ______Name & Title: ______Address: ______Address: ______Zip: ______Zip: ______Phone: ______Email: ______Phone: ______Email: ______

Mail this form with a check made out to: Mail this form with a check made out to: Mental Health News Education, Inc. Mental Health News Education, Inc. 460 Cascade Drive 460 Cascade Drive Effort, PA 18330 Effort, PA 18330

To pay by credit card visit: To pay by credit card visit: www.mhnews-autism.org/subscribe.htm www.mhnews-autism.org/advertise.htm

Phone: (508) 877-0970 Email: [email protected] Phone: (508) 877-0970 Email: [email protected]

Promote Your Vital Programs, Services, and Events and Reach Over 90,000 Readers in the Autism Community Across the Nation! Your Advertisement Will Also Run in Color in Our Digital Edition Online!

Deadline Calendar & Ad Size Specifications

Deadline Dates Ad Sizes - In Inches Winter 2015 Issue - December 12, 2014 Width Height Spring 2015 Issue - March 5, 2015 Full Page (1) 10.4 12.8 Summer 2015 Issue - June 5, 2015 Half Vertical (2) 5.1 12.8 Fall 2015 Issue - September 5, 2015 Half Horizontal (3) 10.4 6.4 Quarter Vertical (4) 5.1 6.4 7 5 Quarter Horizontal (5) 10.4 3.1 1 2 Eighth Vertical (6) 5.1 3.1 3 4 6 Eighth Horizontal (7) 10.4 1.5

Full Page Half Vertical Half Horizontal Quarter V & H Eighth V & H Business Card (not shown) 5.1 1.5 PAGE 36 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ FALL 2014

AUTISM SPECTRUM NEWS Annual Leadership Awards Reception Celebrating Leaders Making a Difference in the Autism Community

Please Join Us in Honoring:

Joseph D. Buxbaum, PhD Alison Singer, MBA Director, Seaver Autism Center President Icahn School of Medicine at Mount Sinai Autism Science Foundation

Thursday, December 4, 2014 5:30 PM - 8:30 PM

EmblemHealth Building 55 Water Street (Old Slip Entrance) New York City

Details and Registration: www.mhnews-autism.org

Proceeds from this event will go towards enhancing autism education and awareness by expanding the free print distribution of Autism Spectrum News and providing free access to the Autism Spectrum News online library of science-based autism education, information, advocacy, and vital resources in the community.

Please contact David Minot with any questions at [email protected] or (508) 877-0970