Autism Now Summer 2008 volume 21, number 2

AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org BOARD OF DIRECTORS AUTISM SOCIETY OF EDMONTON AREA AUTISM SOCIETY OF EDMONTON AREA EXECUTIVE #101, 11720 Kingsway Avenue Edmonton, AB T5G 0X5 PRESIDENT Terry Harris 780-453-3971 / 780-447-4948 VICE PRESIDENT Ryan Guenter email: [email protected] TREASURER Jackie Ryan website: www.autismedmonton.org SECRETARY Jean Ashmore PAST PRESIDENT Dr. Deborah Barrett Ad rates are as follows, please phone the society for ad placement DIRECTORS Susan Angus Stacey Bodnar Full Page: $200 Ed Davies Dr. Keith Goulden Half Page: $100 Brian Hunt Kent Kinniburgh Qtr Page: $50 Stephanie Lougheed Mark Lynch Shane Lynch Karen Anne Moore Printed by SWARM Enterprises Charlene Prochnau Alan Wagner PM# 40020698

Articles, opinions and events in this newsletter do not necessarily imply the endorsement of the Autism Society of Edmonton Area and are printed for information only. The editors of Autism Now are Deborah Barrett and Roman Sokolowski.

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

Helping families and communities

2 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org President’s Message Deborah Barrett

This article was originally presented of my goals had been accomplished. The things I desired had as the keynote speech at the Autism Society come into being, as if by magic! of Edmonton Area’s 2008 Annual General Meeting, held on June 10th. It is the final That was the first time I realized that wanting can create. President’s Message from outgoing ASEA At that time in my life, my wants seemed fairly mundane, President Deborah Barrett. all in the world of the possible. I just didn’t know the path. Since then, however, I have wanted things that apparently did Since I was small, I have been fascinated with magic. Not the not exist in the world. They were things I wanted with all my onstage magic of misdirection, deception and sleight of hand. heart. Things whose absence from my life actually hurt. They Rather, I have been interested in the healing magic of shamanic were desires I tried to deny, because they did not seem possible, healers, the power of the imagination to create new visions and and, my research (or my friends) told me, didn’t exist. But, the capacity of desire to change the world – not merely by dint try as I might, I could suppress these desires only for a short of hard effort, but by calling things that did not previously exist period of time before the slightest hint of possibility would have into being. them all fired up again. And that’s what I mean by desire: It’s not just a want, something to entertain oneself with – a dalliance Some of you may know that there was a period of my life that designed to take our attentions away from the cares of existence. was filled with loss and tragedy, during which my seven-year- No, desire is fired with passion. It burns brightly for a time, old son, Joseph, died of cancer. A few months after his death, gets damped down often by the cold water of experience or as part of the healing process, I was encouraged to imagine the others trying to save us from “disappointment”, and, like a fire things I wanted for myself and to write them down. These had bed not yet sufficiently cold, flares up again with the slightest to be things I would wish for, not the things I thought were most breeze of possibility. likely to happen. The exercise I did asked me to quickly think of the things I would like to see for myself in three years and to You may smile at this, but after eight years of being a single brainstorm and free associate. Timing myself for one minute parent, I longed for a partner. He couldn’t be just any man. He only, I wrote down my wishes for the next three years. I was also had to be special, someone who met my very specific criteria given the exercise to write down, in one minute, all the things I and, of course, who could open his heart to my artistic daughter, would want if I knew I was going to die in six months. For many and my autistic son. My friends told me over and over again people, this singles out the top priorities. For me at that time, the how I was pretty lovable, but that men that special were few entries were not very different. and far between. Knowing that was true, I shook my head and tried, unsuccessfully, to reconcile myself to being single all my My list of desires made me delve deep to see what it was I really life, until I realized that I didn’t need masses of special men. wanted. I kept the list, but over the years I mostly forgot about I only needed one. it. I took some steps toward some of the goals, but I cannot say I consciously worked steadfastly every day on each of my most I’m sure many of you can imagine the desire inherent in wanting important goals. But they were things I really wanted, and when not just a partner, but the right partner. And, of course, romance opportunities presented themselves, I did what I needed to in does seem like magic. But you must realize that at the time I order to take advantage of them. When I rediscovered my list a worked as a psychotherapist, and both my clients and my male little more than three years later, I was surprised to find that all colleagues, who were priests, were off-limits as potential partners. After work, I drove five minutes back to my home and took care

3 of my children and studied until I dropped, exhausted, into bed. I did not meet men, and I felt that “God,” or a power beyond the limits of my personality, would have to drop someone whole concept of the school itself used desire in the hearts directly into my living room before I met a man I could love. of many to create itself in the world. It was going to take a force beyond my own– a magic, if you will—to manifest my desire. It appears that it is in the very nature of desire to create, because when two or more people get together with the same desire, About the time I finished my dissertation and truly had time something happens. And what happens very often has real for a partner, I met David. I cannot tell you what a change consequences in the world. It may not be right way. There David has made in my life, but I can tell you that no matter may be a time lag, but it seems to me that people who desire how specific my criteria were and how special a person I needed, something, once they put their energies together, are capable David met and exceeded my expectations, and I will be ever of creating new and very real things in the world. grateful to the forces beyond my personal ability for guiding him into my life. He is certainly one of the kindest, most caring and When I look at the Autism Society of Edmonton Area, I see generous people I have ever had the good fortune to meet, and I similar things. I look at where we were seven years ago when I am so proud and grateful that he chose to share his life with ours. joined the board. I look at the goals of our board visioning days It was as if desire somehow acted in the world, shaping David over the years, and I see how we have developed and grown. and shaping me until we were ready for one another, and then We now have several exceptional staff in our office. We have using a mutual friend to bring us together. To me, it seemed like a professional-quality quarterly publication, Autism Now, that a small miracle. looks great due to the help of Backstreet Communications. Our website (www.autismedmonton.org) has recently been Now maybe finding the right partner isn’t magic enough for redesigned by Roman Sokolowski, and looks very professional you, but I had a different experience when I wanted to become thanks to more help from Backstreet. As you heard in the a psychotherapist. I wanted to study Jungian and post-Jungian President’s Report, we offer a range of programs and community psychology – a type of psychology not in currently in vogue. education services. We advocate for families and people with Despite going through catalogues and lists of graduate schools autism at many different levels and we are involved in supporting in psychology on the continent, I could not find such a school. local researchers as well as doing research projects of our own. We For a few years, it did not seem like a possibility. Then I had a are working to build alliances with government and community dream that I was selected to attend such a school, and I became enthusiastic once again, but still could not find the school. Again, it did not seem like a possibility. But then a friend got wind of my desire and gave me a contact. There was such a school, but it was very new. I applied, and was accepted into one of the very first classes of doctoral students at the university.

In that case, it obviously wasn’t only my own desire at work. Desire seemed to be working through me and through many others to help bring something real and powerful into the world. When I look at the case of my alma mater, Pacifica Graduate Institute, I see that desire had to be working in the hearts and minds of many for the Institute to come about and to be as successful as it has become over the years. It was as if the

What it is we want and need

4 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org agencies and other Autism Societies, both provincially and nationally. We have grown a great deal over the past few years. grows inside and let it move you – and others – to allow it to But let me tell you this: A few years ago, we did not know how create itself in the world. Now, it doesn’t mean that it’s perfect we would do it. We worked hard at identifying what we wanted the first time, or that it happens as quickly as you wanted, or for our society. We talked about it. We wrote it down. We in the way you originally thought it would be. It means that adopted our visions and our goals. We identified our desires for desire bands people together in such a way that their energy our society and for people and families affected by autism. We and talents, working together, build something new. kept them in mind and we talked about them. But we did not necessarily identify the paths to achieving our goals. We didn’t While I talk about magic, I don’t want anyone to think that there set out a linear, step-by-step approach. Instead, we thought is no work involved. It’s not a matter of just sitting back and about what we wanted. We thought about the types of people waiting. Sometimes, though, it is about doing what you can, we would need, and the qualities we needed them to have. and realizing that you are only a part of the picture. Other forces, And we let our desires be known. sometimes forces you don’t know about, also have to kick in. They have to meet us, and when they do, we have to be ready Creation is not always a straightforward process. It often to recognize them and act on them. meanders, taking what appear to be unrelated detours that seem to have nothing to do with the goal. Yet somehow, things I have seen this over and over again in my life – each time that, at first glance, seemed unconnected ended up helping in wondering if the desire will lead only to despair – only to find the process. The magic of desire brought people to us – people that desire calls energy to itself to create things in the world that with talent and gifts and the generosity to offer them to the grow and build and, in our case, create more opportunities for society and to help us work together for the benefit of the the Autism Society and for individuals and families who are part autism community. of the autism community.

It is as if desire – knowing what it is we want and need What this means to me is that when we look forward to the passionately – sets up a force that attracts people with the talents future of our children with autism and for ourselves, we should and gifts needed. Now, it doesn’t necessarily happen on demand, allow ourselves to dream. We should allow ourselves to take a but in time the people we needed have attuned themselves to journey into what seems like fantasy – to dream about what we our cause and offered us help in real and meaningful ways. would want if we had a fairy godmother – not how we will force It may be that the people themselves have been touched by ourselves to fit into the current possibilities. We should dream autism, or it may be that people or groups of people have about what it would take to thrive, not merely survive. needed something to make what they do more meaningful – they may have wanted a meaningful way to give back – but If you find yourself resisting this idea, even as a mere thought, somehow, they have found us or we have found them and we I want to tell you that it does take courage to imagine something have worked together to build the society. Things that were new. It takes courage to sit at the edge of the unknown and dreams and desires have been created in the real world. allow something new to begin to form itself. It takes courage to open ourselves to our hearts’ desire because we risk To me this is the magic of desire: To want something so badly disappointment and failure. But if we do not open a space you can’t stop wanting it no matter how hard you try, even in our hearts for our desires and wants to grow, nothing new though you don’t know how to get it, or don’t believe you are can happen. For the sake of our children with autism, we capable of creating it in the world. It is to feel the desire that need to define for ourselves what the future will hold, so that

5 communities, not just families, can embrace and support our children with autism throughout their lives. Now, there’s a second step: I want you to write without thinking all the things you desire to be there for yourself in three We are fortunate that the people who have gone before us have years. Don’t think. Just write. You have one minute. Start now. helped to bring about our current understanding of autism, and have created the wide range of programs currently available And last: if you knew you were going to die in six months, to families of young children. I realize the range isn’t perfect. It what would you most want to see in your life? Don’t think. doesn’t meet all needs, and there is still not a cure for autism. But Just write. You have one minute. Start now. there is so very much more now than there was 20 years ago and there is every reason to be optimistic as research zeroes in on a So now, many of you have likely written your hearts’ desires. cause and possibly more effective therapies. Look at them. Share them later if you feel comfortable. Keep them to yourself if you must. But know what they are. Honour But now there is another challenge that presents us globally, and them. You will find they come up when you find others who that is how our adult children with autism will make their way in share similar desires. And when you find like energy, cultivate it. world. At present, there are few opportunities open to our adult Share it. Unite with others and focus your energy. Work together. children with autism. They are not currently embraced, accepted And let us see if desire can bring its magic into your life as well. or supported in the adult world. They are not even seen. But I am sure the desire for our children to find an accepted and As many of you know, tonight’s Annual General Meeting marks life-giving place in the broader community lies in virtually the last duty of my three years as president of the Autism Society every heart of every parent of a child affected by autism. of Edmonton Area. Tomorrow, that responsibility will move on to someone else, whom we will elect shortly. But I do want to Dr. Keith Goulden was recently at an international conference take this opportunity to thank you for allowing me the privilege on autism in London, England. He reported that educated, to be your president these past three years. While I took the involved people from all over Europe—indeed, all around the position with great trepidation, I can tell you that no matter world—are concerned and looking at ways to ensure there is a what my concerns were or the hours I have put into the Society, place in society for adults with autism. Think of it: all around it has been an amazing journey, and its gifts to me have far the world, people are concerning themselves with finding exceeded anything I could have imagined. Working with parents, appropriate ways of embracing and supporting adults with family members, volunteers and staff has been an incredible autism in their communities. The desire is growing in the experience, and it has taught me so much about the kind of hearts and minds of people around the world. desire that emerges from the love we have for our special people with autism and the kind of creative energy that emerges when The desire is there. Let the magic transpire! people with desire and the willingness to share it work together. The growth of the Autism Society itself has been a testament So right, now, let us try an experiment. Take out a piece of paper to the magic of desire to create good and wonderful things in and a pen or pencil. I want you to write, without thinking, the the world, and I want to thank each of you for giving me the things you desire most to be in place for your loved one with opportunity to witness and participate in that growth. It has autism three years from now. Write your heart’s desire, not what been my privilege. you think will happen. Write what you want. Don’t think. Just write. You have one minute. Start now.

6 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Education Matters Karen Bain

At this time, most schools and parents are making plans for the next school year. Many students are receiving “Transition Reports”, academic assessments are being administered, Individual Program Plans are being reviewed and finalized, and parents are making choices regarding schools and programs Essential Learning for their children.

When I recently gave a two day in-service on Autism Spectrum Disorders and visited with teachers regarding transition elements at this level of student behavioural support. Although planning, I was surprised to find a number of educational each section is brief, there is a nice overview of considerations assistants and teachers who were not familiar with some of the teachers must make to create well structured, predictable basic resources readily available from Alberta Education. This classroom environments. is partly due to a large turnover in assistants, along with the fact that many students with autism are assigned to different Part 3 reviews intensive, individualized strategies for students teachers from year to year. Although Alberta Education’s experiencing more challenging behaviours. Key elements at resource materials are inexpensive—or free when downloaded this level require individualized planning, reinforcement and over the Internet—not all schools seem to have provided predictable consequences, and the provision of individual them to new staff. behaviour support plans reflecting student need. A strong focus in this section is the need for parent involvement, and The newest publication which may be of use is a three part potentially creating “wraparound” processes that reflect the resource, Supporting Positive Behaviour in Alberta Schools high level of support often required to best assist students (2008), which can be downloaded at http://education.alberta. having more serious behaviour difficulties. ca/admin/special/resources/behaviour.aspx It has now been five years since Teaching Students with The resource is organized into three parts to reflect the levels Autism Spectrum Disorders (2003) was in-serviced and of support required to build positive, safe, and respectful distributed across Alberta. This resource remains an excellent environments for all students. Key elements of effective teaching recommendation for teaching staff new to teaching students and necessary structures to help students behave in acceptable who are diagnosed as having autism. It is an objectively-written ways are reviewed at each level. Part 1 presents school-wide review of diagnostic information, basic learning characteristics approaches. It is based on an Effective Behaviour Support and relevant educational strategies. Teachers have found it model (EBS) familiar to many Alberta educators through particularly useful when they are creating Individual Program their participation in EBS training and workshop sessions. Plans and familiarizing themselves with the complexity of Universal school-wide behaviour support systems create school understanding complex student needs, especially with regard environments that are beneficial to both staff and students. to social and communication challenges. It can be downloaded for free at http://education.alberta.ca/admin/special/resources/ Part 2 of this resource reviews classroom management strategies. autism.aspx Classroom organization, differentiated instruction, social skills instruction and clear classroom expectations are some of the key

7 This resource was followed in 2006 with Essential Components of Educational Programming for Students 12, as these relate specifically to parent involvement and the with Autism Spectrum Disorders. This brief overview transition process. Free PDF version: http://education.alberta. of appropriate components necessary for developing a ca/admin/special/resources/ipp.aspx comprehensive program plan may be useful for schools that do not have familiarity with students having autism. Free To order hard copies of these resources, visit PDF (Adobe Reader) version: http://education.alberta.ca/ www.lrc.education.gov.ab.ca/, or contact the Learning admin/special/programming/components.aspx Resources Center at 780-427-2767

Although it would be unusual to find any teachers Connection is Alberta Education’s online newsletters. unfamiliar with Individual Program Planning (2006), Teachers can find updates and information related to teaching it is still a very useful resource for teachers who work resources at http://education.alberta.ca/teachers/resources/ with students who have ASD. This excellent resource connection.aspx assists teachers and parents in planning and developing a comprehensive IPP which best serves students over time. It [email protected] is composed of 12 individual booklets reflecting the various steps of the IPP process. Parents of students who have autism have made use of books 2, 3, 4, 8, and Son Of Mine Janet Houle

Donations in Memoriam for Richard Engel Unusual in expression… In Honor of his Grandson Matthew Fischer Motionless in words, Someone tell me, Mr. Mary Beth Don & Debra Blackloch How do I hear? & Mr. Dale Shields & Family The abstract in the rhythm. Ms. Gayle Davidson Leslie Rettie No completion in the rhyme. Paul & Lorna Delorme & Tom Grandolf Communication non-existant… Mr. Lawrence Gilewich Ms. Roxane Trissen Yet I still hear him cry. Mike & Jane Sobel Jane & Joyce I understand his feelings. Mr. Timothy (Canwest Media Inc.) I know his heart inside. & Peggi Spelliscy Ms. Valerie Tom I see his poetry, Ms. Cathy Nielsen Mr. Barry & Faith Pritchard Even when he hides. Mr. Lin & Linda Keehn Mr. William McDonald And although no one else may feel, Mrs. Margaret L. Ms. Joan Sinder The beauty of his soul… Williamson Mr. Bob & Ms. Diane Moon Ms. Joyce Carriere Ms. Doris Engel It’s one portrait Ms. Susan Culham Mr. Gord That will never let me go. Mr. & Mrs. Peter Jones & Ms. Sylvia Ducharme

8 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Advocacy at School – Diary of a Mad Mother: Lessons Learned Karen Phillips 3) Being an advocate can be time consuming and difficult work. You will be asking people to look at things differently and may be asking people to do things I feel the need to start this article with somewhat of an differently. Not everyone will be comfortable with what admission. At times my attitude can be somewhat jaded and you are asking, and not everyone will be willing to I realize that this may come through in my writing, although make the changes you are requesting. Work on I have really tried to be objective. developing an effective working relationship with school staff, but don’t expect that the relationship My principles when working with members of school teams will be an easy one. include listening carefully to the concerns of team members, being respectful and compassionate and looking for ways to 4) It is important to know the policies of the school board, work together. I do believe that outcomes are better for the especially regarding things like assessment procedures, child when parents and school staff are able to see one consulting services, programming for children with another as people and to approach the challenge with special needs, bullying, conduct policy, guidelines for creativity and flexibility. dealing with defiant or aggressive behaviour, and appeals procedures. School personnel are not always aware of the 1) As the parent, you are the expert on your child and written policies of their school board, but parents are are at all times deserving of respect from the members within their rights to expect schools to follow of the planning team. You know about your child’s these policies. development, what he or she likes, is good at, dislikes or is afraid of. You know what brings comfort and what 5) Look for support or expertise as you go about your may trigger a meltdown. You bring essential information advocacy work. It is natural to feel strong emotions and about your child to the planning process. working alone can feel lonely, overwhelming and disheartening. Seek support from other parents who 2) Your role as an advocate is an essential one. You may are doing the same work or seek support from a friend be the only one who has your child’s best interests or a professional advocate. Some of my most joyful as their first priority. Teachers must meet the needs moments over the years have been during parent support of all of the students in their classrooms; principals meetings, laughing hysterically about the crazy situations are responsible for all of the students and teachers I have found myself in with my son. and are accountable to parents, as well as to their Superintendent. Professionals have mandates under 6) Make use of the excellent resource on Autism provided which they operate. by Alberta Learning, The Essential Components of School Programming for Children with Autism Spectrum Although offered by well-intentioned people, the Disorders. This tool summarizes what a good school recommendations of others may not be what is best program should look like. For example, autism focused for your child. Alternately, you may find that you get educational programming should address the following different recommendations from different people. key components: It is your right and responsibility to make the choices which will work best for your child and your family.

9 • Meaningful Social Inclusion • Comprehensive Curriculum and Appropriate Instructional Strategies principal. Pay close attention to your child’s adjustment. • Positive Behaviour Support If you feel your child is being neglected or abused 7) Stay closely involved with the school - communicate (emotionally, physically or psychologically) in the school with the teacher regularly, visit the school regularly, environment, you should expect immediate action from volunteer at the school if you are able and get to know the Principal to correct the situation. If action is not the principal. Monitor how your child is feeling about taken immediately, notify the school board and do what school and look for indicators that your child is happy is necessary to protect your child. at school and making healthy connections with staff and students. Parents should be aware that children with disabilities are at higher risk of abuse than typically developing 8) Be aware of your own authority in making decisions peers. Parents in Edmonton have reported neglectful which work for your child. Sometimes a break from and abusive behaviour on the part of school staff school can relieve pressure for the child, for the teacher including: name calling and put downs, humiliation, and for the whole family. The break can allow time to inappropriate use of physical restraint, excessive force consult with the school and make needed changes and isolation, inappropriate suspension and/or or time for the family to take a breath and have the threat of expulsion. If a school program is relying some fun together. on punishment to guide behaviour, then the school program does not understand the needs of children You have many options: part time attendance at school, with autism and may be doing harm. combined home schooling and school attendance, mental health holidays, low stress days or partial days at 10) When approaching the school for help focus on school, outreach school, cyber-school. Flexibility and explaining the needs of your child and letting the creativity are often needed to help our children survive school know the kinds of support your child will what they may experience as a punishing environment. need. Stay away from telling the school how to meet the needs. Avoid statements like “he must have a one 9) If things begin to deteriorate at school, work closely with on one Teacher Assistant”. the school to put supports in place for your child—first with the teacher and then, and if necessary, with the How the child’s needs are to be met is the responsibility of the teacher, the principal and the school board. Similarly, how the school funds the supports the child needs is not the responsibility of the parent and so statements such as “we don’t have the funds to meet the needs” or “we are in a deficit situation” are not appropriate comments for school staff to make to parents. It is the responsibility of the school principal and school board to support the teacher in meeting the needs of the child as outlined in the IPP.

10 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Meaningful Social inclusion Thank You to All of Our Recent Donors! RDI Therapy Meets Mosaic Sponsors – $1,000+ the Needs of Our Child Andy & Eleanor Mui Eric Falkenberg-Poetz (CIBC World Markets Children Foundation) We are the parents of a ten-year-old girl with autism. Kaleidoscope Sponsors – $500-$999 We started the Intensive Behavior Intervention (IBI) program when she was three. About two years ago, we switched to the Edmonton Jolly Fellows Lions Club Casino RDI program. MHK Insurance Inc After my daughter had been in the IBI program for about three Tiffany Sponsors – $100-$499 years, we began to realize that there was something missing in the program. When we analyzed the situation, it appeared that Deborah Barrett Biagio Luggage Ltd. Capital Health Edmonton Area Madeleine Dunkley there was no overall plan in the program to address her social, Danielle Gri Morley Hagan cognitive and emotional development. What we saw were David Jardine Roma Kurtz Band-Aid solutions. She still had lots of difficulties in Kuhlmann’s MKT Gardens Carol Mattie the following areas: Beth McNaughton Bob Nicholson (Best Buy Canada) Karen Phillips Kathaleen Quinn Lorne Roth Jackie Ryan • Generalization of the material learned. Charlene Wong Mr. & Mrs. R L Woolnough • Social communication. Mr. & Mrs. William G & Ruth Wyatt Beverly A Yeung • Prompt dependency • Avoidance Collage Sponsors – 0-$99 • Very picky in regards to food and clothing • Recycling of behaviours Lindsay Ames Lois Anderson Alexander Beaulieu Lynch Olenka Bilash Nicole Bouclin-Graves Patricia Brine Skaidrite Capri Sabrina Desjarlais Melissa Dunkley Qualn Gillis Donna Gowin Ron Hayter Leah Ho Paula Kelly Jeananne Kirwin T. Klazek Leonard Lozowy Mark Lynch Carole Massing E. Cathie Milton Lynne Nadema Ivana Pagnotta Peterson’s Welding Brian Robinson Antoinette Voute Roeder Carol Stewart Patricia Terrett Barbara Traill Rob Wolfert Melanie Yourechuk Anna Zavodni

Your generous donations make ASEA’s work possible!

A play-based approach

11 As a result, we switched to a more play-based approach, but we were still not satisfied with the outcome. Our daughter’s the recycled behaviours that we witnessed. It is just behaviour began to escalate, and she became more and more like giving Tylenol to a patient for the pain caused by aggressive. At the height of these problems, we could not go to a brain tumour. restaurants or participate in any community functions. Most importantly, our daughter’s safety was at risk. Here are just a Deep down, there are more to be addressed. For example: few examples: • Anxiety and frustration • Lack of social referencing, joint attention, • While at a restaurant, we were told to leave the self-awareness and inter-subjectivity premises after our daughter grabbed at children who • Lack of dynamic appraisal of the situation were eating at other tables • Failure to empathize • We were banned from a swimming facility after • Failure to recognize patterns for problem solving our daughter chased after other children in the changing room I agree with the RDI model that these are the core deficits • A parent in the Vancouver airport called airport of autism, and they tie into the human development that security because our daughter had grabbed her child should have occurred in the first few years of life. But • Our daughter almost ran across a busy main street because of genetic or other, unknown reasons, autistic to grab another child who was bicycling on the other children are left behind in such development. As we agree side of the road with the philosophy behind RDI, we believe that their • She had tantrum at school almost everyday and broke strategies can help us to address the root of autism. The the bra of her teaching aide. As a result, she got RDI model is developed based on research done by world- suspended for 2 days class psychiatrists and psychologists. The RDI Center recommends that parents read a set of books written by About three years ago, I heard about the RDI program these experts in order to improve their understanding from a parent. We read the information about RDI in the of the RDI approach. These books have really helped us www.rdiconnect.com website and attended the 2-day to broaden our knowledge of human development and workshop and the 4-day parents’ training conducted by autism. RDI is a parent-based program: we do not hire an Dr. Gutstein and Dr. Sheely, psychologists and developers aide to do the RDI therapy, and we are trained to change of the RDI program. Through RDI, we saw what was missing our ways of communicating with our child so that we can in our child’s development and found a roadmap for her. help them with their developmental problems.

On the surface, it appears that autism means difficulty in social RDI is the most comprehensive treatment model I communication, delay in motor development, rigidity and have ever seen for treating autism. It uses a step-by-step frequent occurrence of repetitive behaviour. However, these are approach to assist us in helping our child to achieve her only the symptoms of autism. It may also be co-occurrence of developmental milestones. Our RDI consultant has also some other medical problems such as Praxis issues. In this case, given us access to the RDIos website, which contains lots treating the symptom itself is not going to help very much. of educational material about autism. There are even The problems will keep on coming back, as was the case with weekly online seminars conducted by Dr. Gutstein and other experienced RDI consultants. Every week there is a topic selected for discussion, and we are free to ask any

12 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org questions about our child and the RDI approach. These online seminars are archived so that we can view them anytime at our convenience if we cannot participate on-line due to our Bio-Medical Interventions: Why Do busy schedule. Our consultant comes for regular home visits, Them? What Are They? during which we set up objectives for both the parents and the child to achieve. In between visits, we record videos and upload Marcy Henschel them to the RDIos website for our consultant to view, so that she can provide feedback on how we interact with our child “Follow those that seek the truth, but beware those that think they – and suggestions for improvement. have found it.” Vaclav Havel

People who practice RDI are trained and certified by the RDI I start my article with this quote because I sincerely feel it is Connection Centre to ensure that the parents receive quality a significant point and perspective to take when looking at services and that they are practicing ‘real’ RDI. They are “treatments” for autism. As parents of children with autism, we required to be re-certified every year. If the parents are in doubt are faced with so many different types of interventions that all of the professionalism of the consultant they hired, they can claim to be “the one” to heal our children from autism. As a always report to the Centre for investigation. mother to two very differently affected children with autism, I have felt the urgency, the hope, the disappointment, and Treating autism is a marathon, but we are confident that I have come to terms with the fact that there is no cure for we are moving in the right direction. Our daughter is much autism. There is no one way to treat autism. As parents, we more regulated than she was two years ago, and we now feel learn to take pieces from each treatment method and apply comfortable bringing her outside the home for social activities. them according to our child’s needs. We must weed through all For those parents who have not heard about RDI before, it is of the treatments, decide what autism is for our child, and then worth spending some time to investigate it. allow those treatments into our child’s life.

Bio-medical interventions have recently been given a great deal of media attention from Jenny McCarthy, and I have taken a great deal of time and spent a ton of money on leaving no stone unturned when it comes to investigating different interventions available to help our children. I have now been to 4 different DAN bio-medical autism conferences. Not one single bio-medical professional has ever told me that bio- medical interventions will cure my children. Instead, the DAN Doctors and professionals have taken the time to listen to me, and to teach me how I can healthfully use diet, supplements and various other scientifically proven medical treatments to increase the overall health of my children.

All of the DAN bio-medically treating autism professionals I have met or heard speak always make sure to mention how important it is to also do traditional therapies such as SLP, OT, It’s worth spending the time PT, ABA, SCERTS, RDI, DIR, AIT, SI etc. I feel they do this

13 because they know they are only touching on the medical side, and our children also need help to learn all they have missed out on. Look at your child, look at what he or she needs to get or get rid of to reach his or her fullest potential. He or she may need I thought we were healthy. I thought I was feeding my children more nutrients, enzymes, probiotics or glutathione. He or she a healthy diet. Now I know better. Our children have a may need to get rid of environmental toxins, household toxins, predisposition that makes them much more sensitive to the and heavy metals. Many of our kids are plagued by germs such toxins we are all exposed to on a daily basis. These sensitivities as yeasts or viruses, or food allergens such as peanuts, soy, corn, can create problems in the gut with digestion, absorption and gluten, phenolic foods, and casein (dairy). Begin to build the dysbiosis; problems in the immune system, inflammation and foundation, one step at a time. Look for clues to your child’s autoimmune disorders; and problems in the detoxification problems and keep a journal of them. One of the hugest eye system. We need to help our children remove these toxins openers for me was how toxic our household environment from their bodies in order to reach their full potential. was. Once we ‘cleaned up’ our home all four of us have felt so much healthier! From all that I have learned. treating children with autism with only one therapy, either biomedical or traditional, is I wish to share what I have learned about bio-medical not enough. We have found it is best to focus on both. It is interventions with those in our autism community. The important to never let the excuse that “your child has autism” Autism Society of Edmonton Area has made space available be the reason for not treating a medical issue that requires for monthly meetings. If you are interested in meeting, please treatment. Ask yourself this question. “If my child were not contact me at 780-464-2072 for upcoming meeting times. autistic, would a doctor or professional treat them for this same problem?”

Biomedical therapies take the longest to yield results but diligent effort, research and persistence will pay off. I have learned from those who seek the truth that we are coming to understand that “autism is a neurological expression of the impact of environmental toxins on a genetically susceptible individual . . . It manifests when a child, who is genetically more susceptible to certain toxins, is exposed to those toxic substances at a vulnerable period in his or her life. Moreover, it is important to recognize that our children are genetically susceptible because they have inherited genes from each of their parents that are less protective with regard to toxic exposure. It is therefore reasonable that both parents, to a greater or lesser extent, are also genetically susceptible to diseases related to toxic burden.” - Stuart H Freedenfeld, MD

Leave no stone unturned

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

Art for Autism If you have a piece of original art that you would like to Support, Awareness, Imagination donate to ASEA and have considered for inclusion in our art The Autism Society of Edmonton Area would like to card project, please call the ASEA office at 780-453-3971 to announce a creative new program and invite all members make arrangements to drop it off. The deadline for all original with ASDs to participate. The “Art for Autism” Program is artwork for our first run of cards is August 15, 2008. All designed to increase public awareness through members’ artwork is to be created only by an ASEA member, and will artwork that will be printed on cards and sold to support the include their first name, age and space to provide information fundraising efforts of ASEA. Through this program we hope about the artist. For more information, please contact the to increase public awareness of autism spectrum disorders, ASEA office at 780-435-7170. achieve greater recognition for our members, increase ASEA membership and support innovative programs for We thank all our members for their participation with the Art people with autism throughout their lives. The Art for Autism for Autism Card Program, and we invite others who may want Card Program is designed to engage autistic spectrum to participate to become members of ASEA. children, teens, and adults in creating art for sale in support of ASEA programs; build relationships with the Edmonton Arts Community through Galleries and Art Shows; and raise awareness and understanding of autism in Edmonton and surrounding communities.

The card program will consist of original pieces of art from autistic spectrum children, teen and adult members of ASEA. The art samples can be created through many different methods to express the unique imagination within each artist—drawing, painting, stamping and collages are just a few examples. The art will then be printed on cards that will be sold as fundraisers for ASEA. The cards will be promoted throughout the year via local businesses, friends, and families. Initially, we plan to produce blank cards, with the artist’s work on the front and the name of the artist on the back. Eventually, we will produce special occasion cards, such as birthday, holiday, and thank you cards.

ASEA will kick off Autism Awareness Month in Edmonton with a reception to launch the card and art project on Wednesday, October 8 at the Timms Centre (on the U of A campus) beginning at 8:00p.m. Tickets can be purchased through ASEA. Tickets can be purchased through ASEA. Check the ASEA website for updates on this exciting fundraising event.

15 Why Our Family Chose RDI Jan-Marie Chrzanowski Volunteers Wanted for Research Study RDI, Relationship The Parents’ Use and Evaluation of Web-based Health Development Intervention, Information project is designed to improve the health care resources available to parents through the input of is a relatively new autism experienced parents regarding a tool designed to help intervention program. It evaluate the quality of online information. We would like focuses on relationship to recruit ASEA members for our latest project, a series skills, working mostly on of interviews where parents look at a web-based health the primary relationship information site and give their opinions of a critical appraisal between child and parent, tool. Our research is non-invasive and completely voluntary. and progressing later on to relationships with We are seeking parents with children who have Autism, peers. With RDI, we, the parents, are the interventionists. Fetal Alcohol Spectrum Disorder (FASD), Cancer, or other We are coached by a certified RDI consultant to modify the chronic illness, and who are interested in participating. way we interact with our child, so that we enable the child to We will consider parents with a year or more of experience learn and master skills that he or she missed along the typical with a child’s illness as health information seeking experts. The ultimate intention of this tool is to provide parents with developmental path. guidance in how to search for quality information on the Internet in order to facilitate informed decision making about We have a 4-year-old son who was diagnosed at age 2½ with the health of their children. We feel that your contribution Autism Spectrum Disorder. At age 3, he started in-home will be of great benefit in helping us refine the appraisal Specialized Services with a local agency. This program has been tool, so that it is most effective for parents seeking health producing improvements in his language, motor skills, sensory information online. issues, rigidity issues, and general coping skills. However, we felt that something more was needed to actually repair the The study will take approximately 30 minutes to 1 hour. autism itself at its core. A researcher will meet with you at a location and time that is convenient for you, provided there is a secure Internet We searched desperately for this missing piece. We found RDI, connection. We also have the option to meet at the University and it appeared to be just what we were looking for. RDI is of Alberta campus in the Psychology Department. We would be very willing to accommodate a group of parents who meet based out of a clinic in Texas; however, there are RDI certified for support groups or other meetings as well. consultants around the world, and seminars offered in various locations. After attending the parent training sessions, we If you are interested in participating in this study, please decided RDI was definitely what our family (not just our son!) contact Nicky Pugh, the research assistant at the University needed. We signed on with a consultant, and have now been of Alberta’s Instructional Technology and Development working with her for over 6 months. Lab, at 780-492-4202 for arrangements. Alternatively, you may contact Peggy McFall, PhD candidate, Department of We felt strongly enough about using this program to pay for it Psychology, for more information at [email protected]. ourselves; however, shortly after we began, we discovered that FSCD had started funding RDI programs in Alberta. We are now very fortunate and thankful to be receiving funding for

16 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org both our local agency’s in-home program and our RDI program. Parent-Focused and Family-Centred Following are some of the reasons we felt that RDI was RDI trains the parents—the people who spend the most time a good fit for us: with the child—and therefore maximizes our son’s potential for development. Intervention can be (and is encouraged to be) Not a Behavioural Model done within the context of your everyday activities. RDI is not a behavioural based model. This fit well with our existing program, which employs the SCERTS model. At RDI acknowledges the stresses and difficulties experienced the time of our son’s diagnosis, we had been advised by his by families of children with autism. RDI has a set of “Parent diagnosing physician not to choose a discrete trial mode of Objectives”. Parents who work toward these objectives will: treatment for him. We have since found that this was wise • learn about the RDI philosophy advice. Our son’s static skills, such as memorization, are already • examine their attitudes and beliefs about autism very strong; therefore, we believe that he needs to be challenged • evaluate their strengths and weaknesses, both as to strengthen the areas of the brain used for dynamic thinking individuals and as a couple in order to correct many of the effects of autism. • examine their current weekly schedule, prioritize activities and determine ways to slow life down in RDI does not use artificial means of motivation (rewards and general and make time for RDI punishments); the RDI philosophy is that the accomplishment • reflect on ways to incorporate RDI into their daily lives itself is reward enough. This is more natural and fits within our and into activities they already enjoy doing parenting philosophy as a whole. We have not found another intervention that addresses the health of the family unit as a whole like RDI does.

The RDI program asks that both parents participate. Parents do not need to work at the same pace or on the same objectives as each other, but they are both directly involved with the consultant on a regular basis. This has been really important to us. Having a child with autism can pull parents apart. The fact that we both work regularly with our son, and that we both consult directly with the consultant, has helped us to feel more like equal parenting partners.

Systematic Approach RDI takes a very systematic approach to intervention. There is a complete list of child development objectives which are grouped into stages according to typical development. All objectives are assessed by the consultant, and those not already mastered by the child are assigned to be worked on, a couple at a time. It is important to us to know that all critical areas of development will be addressed, and that the training agenda is Family centered not simply based on our own observations of what he needs.

17 RDI’s Beliefs About Autism Match Our Own The RDI program addresses five areas of deficit common Choosing a Kindergarten amongst individuals with autism. The program refers to these skills collectively as “Dynamic Intelligence”: Cheryl Kerr • Experience Sharing • Dynamic Analysis Our son is entering kindergarten in September, so we recently • Flexible and Creative Problem Solving began the task of choosing a school for him. Many schools start • Episodic Memory and Self-Awareness their registration process in March and April, so we began our • Resilience search after Christmas break. Our son has high-functioning Autism, so we only looked at full-integration classrooms and We agree that these are areas that need to be addressed went on the assumption that he’d qualify for his final year of with our son. PUF. The three schools we considered were our community public school, our community Catholic school, and the early At a young age, our son began exhibiting some extremely education school he has been attending for the last two years. advanced skills. He was beginning to read and spell at 18 months of age, and by the age of two he was counting in seven Our first step was to contact the principal or vice principal of different languages. We have since learned that these are called each school to set up a face-to-face meeting—at this point, “splinter skills”. These talents are very fascinating and are great without our son. Introducing a special needs child into a strengths, but in our hearts we know that alone they are not school involves some budget considerations, so the schools enough to achieve success in these key life areas. Relationship seemed to appreciate the advance notice of possible enrollment. skills are critical! The meetings usually took about an hour. At each meeting, we provided the school with an information package about our The RDI goals for success in adulthood reflect this belief and son. It included a small photo, a vision statement, a one-page match our goals for our son: information sheet about Autism, a description of his personal • Having successful, mutual friendships strengths and weaknesses, and his latest school IPP. Our goal • Being able to live independently • Being able to be successful in a job/career

We now feel more confident and comfortable as parents of Thank You to Our Autism Now Contributors! a child with autism. We are, for the most part, out of “crisis mode”, and beginning to feel that we have our normal Laurie Adam Janet Houle life back. We have seen significant new gains in our son Jean Ashmore Mike Lake already, which we find very encouraging. RDI helps us to Karen Bain Suzanne Lanthier believe that although our child is “delayed” in many areas, Deborah Barrett Deanna Logan he is not “broken”. He possesses the ability to master all the Miranda Brown Treva Lunan developmental objectives in his own time. It is our job to Jan-Marie Chrzanowski Andy Mui create opportunities for him to get the extra practise he needs Franciess Fay-Verschuur Eleanor Mui to acquire the skills that have not come naturally to him. We now believe that we can do this! Kristin Giduk Karen Phillips Marcy Henschel Katie Provencher Marcie Henschel Barb Reid Terry Harris Lindsay Rossiter Anita Homan Roman Sokolowski

18 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org for each meeting was to get a feeling for how welcome our son would be at the school, to what extent we (the parents) would be encouraged to get involved in our son’s education, and what the school’s support services would look like. Our list of questions looked like this:

• How many students are enrolled in this school? How many are in the kindergarten classrooms? What is the maximum enrollment for a kindergarten classroom? • What is the registration deadline, and when would you confirm his enrollment? • How do you communicate with parents? Are you open to a daily communication book that would go between school and home? • How is each student’s progress evaluated? Do you provide alternative testing? • What are staff expectations for parental involvement in the school and in the student’s program? • Can parents visit the class? How often? • What experience does the administration have with Autism? Has the kindergarten teacher ever taught a child Look at your child with Autism before? May we speak to another family with an ASD child who has been to this school? • What are the special needs of other students in the school? • What kind of enrichment programs are offered for children not labeled gifted? • If we gave our PUF to an outside agency, could our son still attend your school? If so, our son would be considered a visiting student; therefore, if his aide was absent one day, could he still attend school? Could one of us (his parents) assist him in school if necessary? • What support services or programs are offered during a PUF year (e.g. speech and language services, behaviour management, or specialized programs for children with special needs)? What does this support look like after kindergarten? • Could our child continue at your school after kindergarten? Share what you have learned

19 • What are the school’s IPP policies and deadlines? How much room is there for parental involvement in the student’s IPP? On Campus: Pioneering Inclusive Education – An Excerpt If we were encouraged by the interview, our next step was to set Miranda Brown, Franciess Fay-Verschuur, Deanna Logan, up an appointment for my son and I to visit the kindergarten class for part of the day. This allowed me to get a better Lindsay Rossiter understanding of the day-to-day structure of the classroom, but more importantly it allowed the teacher to meet my son. Imagine that you are the parent of a young adult with a Unfortunately, Autism comes with many stereotypes, and developmental disability in the 1980s. Your child has just I wanted the teacher to see my son for who he is—good or graduated from high school, and, at a time when future bad—and not what they pictured him to be. In one case in possibilities should be celebrated, the gnawing question of particular, I definitely felt greater acceptance from the teacher “what now?” extinguishes the joy from the occasion. Other after she actually had the chance to meet my son. parents envision their children pursuing post-secondary education or blazing into the “real world” of full-time Our final consideration in choosing a school, and perhaps our employment, but your child has probably grown up in a segregated environment, in a world of limited opportunities, biggest, was what level of community support we would find. presumption, stereotypes and prejudice. After investigating all three of the schools, we didn’t find a great amount of variation in the level of acceptance, classroom There was a time when most people with developmental style, or support services. In the end, then, it came down to disabilities were forced to live like plants in a terrarium, their friendship. Although our son went to an early education school experiences artificial and their growth stunted by imposed outside of the community, we had still gotten to know many borders that contained them, hindering their true potential. families in our community with children who are the same age In 1987, a group of parents and advocates came together to as our son. Over the past year, we have been setting up play create a positive and viable answer to the question of “what dates and other interactions with community children, and we now?” with the goal of creating for their children a future learned that the majority of these children were going to one where inclusion is a reality instead of a goal. This was the day school in particular in the fall—one of the three schools that that On Campus was born. we had first considered. Knowing this tipped the scales in the direction of that school, because we felt that having our son The pioneering inclusive education program the world over, start the school year with established relationships was going to On Campus makes its home at the University of Alberta. have a huge impact on his success at school. We thought that The initiative has been opening doors for students with building on existing relationships would help to increase his developmental disabilities for the past twenty years, promoting social awareness and peer acceptance. Moreover, knowing the inclusion within the university campus as well as in the parents of many children attending the same school would be community at large. an invaluable network of support for us, his parents. Eleven students attend for approximately four years, which In the end, we enrolled our son in the community Catholic mirrors a typical university career. On Campus hopefuls are School. Overall, it was not an easy decision, but we feel evaluated in an interview format and students are selected confident it was the right one and are looking forward to based on a number of criteria, including their desire to attend the upcoming school year. university, their families’ commitment to support them in their endeavour as well as the individual’s interests and goals. The initiative does not consider academic ability as one of its criteria, as the program is highly individualized and students

20 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org set goals that range from academic to social depending on their priorities. teacher assistants in ensuring their students are provided If you want to learn more about On Campus and with the maximum opportunities for learning, independence its history, as well as read some of its success stories and success. Here are a few of the things that were said and student profiles, you can find the full On about this inservice: Campus article on the Autism Society’s web site at http://www.autismedmonton.org/drupal/articles “It really helped and exceeded my expectations.”

“Informative and practical.” ASEA’s Teacher Information Nights Anita Homan “It was very interesting and clear.”

This year, ASEA offered five Teacher Information Nights. Due to the popularity of this series, ASEA will continue They were very well received. Our first three sessions have been to hold Teacher Information Nights next year. Once again, reported on in a previous ASEA news article. In February, we invite teachers, teacher assistants, parents, individual with our fourth session was offered and we had over fifty people ASD, group home providers and anyone else who is interested in attendance, including parents, teachers, teacher assistants, in learning more about ASD in the classroom. Listed below are administrators, people with ASD and a police officer. Karen the dates, times and topics of the first few sessions. We look Phillips shared her wealth of knowledge on the topic of forward to seeing you there. “Asperger and Anxiety.” Karen is the Program Director at ASEA and is also a parent of a young man in high school who September 23, 6:30-9:00 – An Introduction to ASD has Asperger Syndrome. She is involved in many ASEA projects Developing meaningful goals for your IPP and helps facilitate the Asperger Youth Group and Parent Support Group. Some of the comments about Karen’s Teacher October 21, 6:30-9:00 – Asperger Syndrome and Information Night session included: Behavioural Strategies

“Very Informative. Logical and Reasonable strategies for the November 18, 6:30-9:00 – Communication Strategies Teachers to Use.” and Technology

“Parents insights are invaluable to understanding child’s perceptions. Focus on anxiety in Aspergers is foundational to providing intervention. Excellent presentation!!!”

“Very comforting to hear that my son and my students are ‘normal’ within their own group—we are not alone.”

In March, we were happy to welcome Sharlyne Cheung as our speaker. Sharlyne’s presentation was on Prompting and Shadowing Students with Complex Special Needs. Sharlyne is one of Edmonton Public Schools’ finest Interactions teachers, and teaches at King Edward Academy. Her presentation was full of ideas, insights and strategies to assist teachers and

informative and practical

21 2008 Award Winners Honoured at Autism Society AGM his teachers—that is, until Mr. Emil Dell’Orto came along and Jean Ashmore and Terry Harris connected with Chris in such a positive way that Chris’s family now has real hope for his future. The theme of the ASEA’s 2008 Annual General Meeting was “Defining the Future: A Vision for Autism”. We define our future through our choices and our actions, and it is with great pleasure that we acknowledge the choices and actions of those who have been nominated as our 2008 Award Winners.

This year we were delighted to have received a number of worthy nominations, and have extended awards to the following recipients: Emil Dell’Orto and Alberto Anaya 2008 Employer of the Year - Fluid Life Corporation - David Hunt 2008 Community Youth Worker - Mr. Alberto Anaya Nominated by Neila Davidson Nominated by Donna Martinkus The staff at Fluid Life have always been supportive, Mr. Alberto Anaya has been a loyal and dedicated worker understanding and accommodating to Neila’s son Kevin. with Donna’s son Chris. Thanks to Alberto’s commitment They have worked hard to make sure that he is a successful, to providing meaningful community supports, Chris is now respected and valued employee in their company. motivated to do his best, and the family can rest easy with the knowledge that they have a community support person they can count on!

Ryan Guenter, Treasurer and AGM emcee, with Neila Davidson and David Hunt

2008 Teacher of the Year - Terry Harris, Kay Easthope, Lori Fitt and Sharlyn Cheung Emil Dell’Orto - Woodside School Nominated by Donna Martinkus 2008 Teacher Assistant of the Year - Donna’s son Chris had attended a number of schools with Lori Fitt - King Edward Elementary School teachers who did not understand his unique needs. As a result, Nominated by Kay Easthope Chris was often getting into trouble, and had no respect for Lori works diligently to support 27 students with ASD at King Edward Elementary School, and is always seeking new

22 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org and innovative ways for these students to be involved and successful in the school community. She believes that every child can succeed by asking “how can they do it?”, and not “can they do it?”

2008 Teacher of the Year - Megan Gerein - Tipaskan School Nominated by Kim Crowder Megan is the teacher for the Interactions site at Tipaskan School. According to Kim, Megan goes well above and beyond the expectations of her job, giving the children every opportunity to flourish. Kim says that Megan understands Larry Dick, Joanne Dodd and Megan MacPherson that the children are all different, and that she knows how to work within their limitations and abilities. 2008 Excellence in Inclusive Education Principal - Mr. Larry Dick Assistant Principal - Mrs. Joanne Dodd Teacher Assistant - Megan MacPherson Nominated by Roma Kurtz Roma’s son Ben is a grade 11 student at Paul Kane High School. Roma says that Ben’s integrated program is successful because his team has creatively collaborated to meet his unique needs in the areas of personal care, socialization and educational goals.

Terry Harris, Robin Williams, Judy Wilkie, Jill Kwasniewski, and Maria Kropelin

2008 Principal of the Year - Mrs. Judy Wilkie 2008 Teacher of the Year - Mrs. Jill Kwasniewski 2008 Teacher Assistant of the Year - Ms. Robin Williams Nominated by Maria and Bruce Kropelin These three school educators at Earl Buxton School have worked together to ensure that Maria and Bruce’s son has a rewarding school experience. Maria and Bruce say that their son’s integration during the past school year has been a success because of the dedicated efforts of this outstanding team.

23 Volunteer of the Year Award Jean Ashmore Backstreet Communications Receives Community Partner of the Year Award Every year ASEA honours one special individual who gives Deborah Barrett generously of their time and talent by presenting them with the Volunteer of The Year Award. While every volunteer is Each year the valued and appreciated, we want to specially recognize those Autism Society of individuals whose contributions and vision have created hope Edmonton Area and a brighter future for those with autism. (ASEA) celebrates educational This year’s recipient is of the mother of a young man professionals, with Asperger’s, and someone who has tirelessly provided keyworkers, education, support and advocacy to many of our members employers and and community stakeholders. She created the Friday and others who have Saturday night social groups, giving many of our teens, young Jon Semchuk, Deborah Barrett and Greg Miller used their training, adults and program staff the opportunity to form valued talent, skill and experience to create positive, enriching friendships and the chance to experience and enjoy leisure experiences for people on the autism spectrum. These are activities in the community. individuals or teams of people who have gone out of their way to create excellence in their service to people with autism She saw the need to educate and inform others about autism. and their families. With her background in social work, she developed and published a working manual that provided information and This year, we have created a new Community Partner of the guidance to those who teach, work and interact with people Year award for partners who have gone out of their way to with autism. She served on the Autism Society’s Board of help ASEA continue to serve the autism community and Directors as Secretary, the public at large by offering direct services, community and has assisted ASEA education, research opportunities and advocacy. Over the past in applying for countless year, Backstreet Communications has consistently partnered grants, helping to secure the with ASEA to help us deliver a beautifully designed quarterly money that makes ASEA’s publication, Autism Now; a professional and very attractive programs possible. website; posters, tickets and programs for our gala; and striking, effective print advertisements—not to mention an We are honored to present attractive logo and letterhead. Not only has Backstreet created this year’s Volunteer of top quality products, they have done so with nothing but the The Year Award to highest standard of professionalism by people who are talented, Karen Phillips. pleasant and fun to work with. To top it off, Backstreet has graciously donated these services and continues to be open to new ways to partner with ASEA. Backstreet’s work is an

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

essential underpinning that gives ASEA a credible, professional face as we help the Edmonton community understand autism and take advantage of the services we offer. friend and confidante. Although she is stepping down from her This year, in recognition of the depth of their contribution, role as President, I am sure that Deborah will continue to be an irreplaceable part of the Autism Society for years to come. Backstreet Communications was unanimously chosen to Thank you, Deborah. receive ASEA’s Community Partner of the Year award. The award was presented to Backstreet’s Jon Semchuk and Greg Miller at the Annual General Meeting on June 10. The Autism Sociey of Edmonton Area is grateful to Backstreet Communications for their incredible contributions to ASEA’s online and print publications, and we hope to continue working with them in the future!

Thank You, Deborah Alexandre Beaulieu Lynch presents his cheque for $100, a donation from the sale of his books, to ASEA. Roman Sokolowski

For several years now, Dr. Deborah Barrett has worked tirelessly for ASEA—seven years as a volunteer and, for the last three years, as the Society’s President. Although I can’t even keep track of all the contributions that Deborah has made since she began her work with ASEA, I am sure that the Autism Society would be a very different organization without her vision, her passion, her attention to detail, and most of all, her tireless work ethic. I have spent many late nights discussing Newly elected ASEA President Terry Harris (right) and outgoing the tiniest details of the latest issue of Autism Now or the ASEA President Deborah Barrett, holding a few tokens of Autism Society’s new web site with Deborah; but even with gratitude for her years of devoted service to ASEA her dizzying assortment of responsibilities—including all of her own duties, plus coordinating and focusing the work of Autism Society of Edmonton Area dozens of Society staff and volunteers—Deborah has always been happy to work with me to ensure that every detail is Celebrates World Autism Day perfect. Even more amazingly, she has kept all of her kindness Karen Phillips and good humour through even the heaviest, most punishing workload; no matter how much she is bogged down with work, This piece was written in honour of the first annual World Autism she has always managed to show enthusiasm and excitement for Day, which took place on April 2, 2008. ASEA’s new projects and programs, along with the imagination and vision to see how we can do even better and accomplish The Autism Society of Edmonton Area envisions a world even more in the future. Deborah has been a great President, where children and adults with autism are embraced by their an always-reliable collaborator and, most of all, a wonderful communities and live full and rich lives.

25 The Autism Society of Edmonton Area wants to take this opportunity to thank our many partners who work to support a rich quality of life for children and their families and for Mike Lake, MP Marks First World Autism adults affected by autism. Awareness Day in House of Commons We wish to thank parents for their extraordinary passion, strength and commitment in: • loving their children whether or not the children can express love or affection in return • educating themselves so that they may understand their child’s behaviour and learn how to help • advocating for their children to be respected, treated kindly and embraced by their communities

We wish to thank Persons with Developmental Disabilities Mike Lake and his son Jaden in the House of Commons on (PDD) for their initiatives in helping adults, their families and World Autism Awareness Day their supporters to create meaningful lives as integral members of their communities. On April 2, 2008, Mike Lake, Member of Parliament for Edmonton – Mill Woods – Beaumont, made the following We wish to thank Family Supports for Children with statement in the House of Commons to mark the first UN Disabilities (FSCD) for their ongoing efforts to support World Autism Awareness Day: children and families. Mr. Speaker, We wish to thank the many dedicated teachers, educational assistants and school administrators for welcoming children Ten years ago yesterday my wife and I received word from doctors with autism and working with parents to create environments that our 2 1/2 year old son, Jaden, had autism. where our children can thrive. Today, we mark the first ever UN World Autism Awareness Day. We wish to thank the many dedicated professionals for It’s a day not only to discuss the many challenges that accompany their commitment to children and adults affected by this mysterious disorder, but to share and celebrate the truly unique autism both for their caring and support and for their and authentic individuals who have autism. efforts in improving services. Jaden may not be a star hockey player or a straight A student, but We wish to thank caregivers and support staff for their he - and other individuals with autism - are remarkable in ways dedication and loving care for children and adults diagnosed that we tend to undervalue in our goal-oriented society. with Autism Spectrum Disorders. Jaden doesn’t know how to hate. He can be aggressive, but is never Working together, we can achieve our vision. intentionally mean. And he doesn’t know when other kids are being mean to him. He never gossips or holds a grudge.

He is 100 percent genuine and honest with his feelings, something that’s particularly difficult when he’s sad, because he’s usually unable to communicate the reason for his tears.

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

Mr. Speaker, almost every single person in Jaden’s life would tell Autism Speaks Walk Now for Autism you that they get more from him than he takes from them. Comes to Edmonton Capital Region We should all hope to one day achieve that kind of impact Suzanne Lanthier through our own lives. The Inaugural Edmonton Capital Inclusive Education Teacher Awards Region Walk Now for Autism will be held on Sunday, September 7 at Lion’s Barb Reid Park/St. Albert Square in St. Albert. Check-in and activities begin at 8:30 Each year, ERC recognizes teachers and educational teams AM and the Walk starts at 10 AM. who exemplify best practices in support of quality inclusive This successful grassroots fundraising educational experiences for students with disabilities. These effort generates vital funds for autism research and raises individuals demonstrate their commitment to ensure all awareness about autism and the need for increased research students are accepted, belong, and learn within their school funding to combat this complex disorder. communities. Nominations are received from parents and endorsed by a member on staff. The Walk is a family-friendly event where teams of 2, 22 or 200 participate in a 3km walk, join in games and activities, listen to For the 2007-08 school year, the Coalition is honoured to music, let out some energy in a “bouncy-house” and enjoy light announce the following recipients of the “Edmonton Regional refreshments. A resource fair showcasing local autism resource Coalition Teaching Award in Support of Inclusive Education”: service providers is also a key feature of the Walk program. For more information about the Walk or to register, please visit Edmonton Public School Board www.walknowforautism.org/edmonton or call Autism Speaks • Garneau School Canada at 1-888-362-6227. Crystal Mills, Jennifer Jones, Samantha Smith Autism Speaks Canada is proud to have the Autism Society of • Millwoods Christian School Edmonton Area and Children’s Autism Services of Edmonton Vicki Stewart, Charlotte Mackenzie as community partners of this event and is very grateful for their ongoing support. • Hardisty School Al Lowrie, Stephen Leppard, Tara Copeman, We look forward to seeing everyone out at this inaugural Kym Francis, David Kidd, Scott Markine, event on September 7! Kristi Specht, Cathy Bayly, James Gordon, Lou Hetke, Dan Slaght, Tanya Vanniejenhuis

Elk Island Public Schools • Wye Elementary School Linda Cheng, Mary Jo Norman

27  OasisEdmontonConferenceCentre   10930—177Street  Edmonton,AB     September11,12and13,2008    DayOne:IntroductiontotheSCERTS®Model     x CorevaluesanddevelopmentalfoundationfortheModel Dr.Prizanthasmorethan35yearsexperience x HowtheSCERTS®Modelreflectscharacteristicsofquality as a clinical scholar, researcher and x Educationalprogramsandbestpractices,stagesof internationalconsultanttochildrenandadults communication. with Autism Spectrum Disorder (ASD) and relateddisabilitiesandtheirfamilies. x TheSCERTS®AssessmentProcess  x SpecificstrategiesforempoweringfamiliesintheSAP Dr.Prizanthaspublishedmorethan95articles x Understandingproblembehaviorsfromanemotional and chapters on autism spectrum disorders regulationperspective. and pediatric communication disabilities, serves on the advisory board of six  professionaljournals,andhaspresentedmore DayTwoandThree:Traininginthe10ͲStepSCERTS® than500seminarsandkeynoteaddressesat AssessmentProcess&Curriculum: nationalandinternationalconferences.   x AchildandfamilyͲcenteredobservationalassessment HeiscoͲeditorofthebook:Autismspectrum processthatprovidesquantifiablemeasuresofprogressand disorders: A developmental, transactional dataͲbaseddecisionͲmaking.Casepresentationsofchildren perspective(Wetherby&Prizant,2000)and thetwoͲvolumemanual,TheSCERTSModel: atavarietyoflevels. A comprehensive educational approach for x SCERTS®inAction:MakingSCERTS®workinschool,home childrenwithASD(Prizant,Wetherby,Rubin, andcommunitysettings.Practicalimplementationstrategies Laurent&Rydell,2006). forcoordinatinggoalsandobjectivesforchildrenatthree

Dr.PrizantservedontheNIHCommitteeon developmentallevels—SocialPartner,LanguagePartner,and theScreening&DiagnosisofAutismSpectrum ConversationalPartner.Strategiestolinkchildandpartner Disorders, and has received numerous goals. awards,aswellaswidespreadrecognitionfor x Approachestoenhancesupporttofamiliesandsupport his clinical and scholarly work, including the PrincetonUniversityͲEdenFoundationCareer amongprofessionals. Award “for improving the quality of life for The deadline for registration is September 1st. For more information or to 28 AUTISM SOCIETY OF EDMONTON AREA individualswithautism”. register, visit www.childrensautism.ca or phone 495-9235. www.autismedmonton.org Please return your completed form and/or donation to: Autism Society of Edmonton Area #101, 11720 Kingsway Avenue, Edmonton, AB T5G 0X5

A Warning About Weighted Blankets • The child must be able to easily slip out of the blanket if he or she wishes to do so (it is not a confinement); • The child must express his or her consent to this, even if Autism Society Canada has received a notification from it is not verbal.” Dr. Louise Nolet, Chief Coroner in Québec urging us to make our members aware of potential dangers associated with the Autism Society Canada has been working for over thirty use of weighted blankets for children with autism. On April years to increase awareness and understanding, and to 18th 2008, a young boy with autism died in the province of promote evidence-based services/treatment, best practices Québec. This incident was not in the media, but there was and standards for Autism Spectrum Disorders. We agree with reference to the use of a “weighted blanket” (French: Couverture recent recommendations made by la Fédération québécoise de proprioceptives, Création Messim) in his school classroom. l’autisme et des autres troubles envahissants du développement (FQATED), the Québec provincial autism society, that more This intervention is also referred to as “proprioceptive” input or training and protocol be implemented in the education system “deep pressure” technique. Deep pressure is used to assist the when using these weighted blankets. individual to self-calm and relax so that sensory stimulus can be processed. The use of a weight blanket is thought to provide the child with unconscious information from the muscles and Interactions Program at Belmead School joints. This therapeutic technique is used in schools, clinics, Kristin Giduk and Treva Lunan homes, and communities. Belmead is an Edmonton Public Elementary School just west Coroner Catherine Rudel-Tessier, Québec recommends; of West Edmonton Mall. There are approximately 200 students from Kindergarten to Grade 6, including two Interactions “Because the therapeutic value of weight blankets does not seem classes. There are nineteen students in the Interactions to be proven scientifically, and because of the fact that they pose a program, and all of them have been diagnosed with (ASD) risk for children’s lives, we could be tempted to prohibit their use Autism Spectrum Disorder. altogether. However, I believe that it is possible to manage usage in a strict manner in order to minimize the danger. I believe that The Interactions Program has a high staff-to-student ratio, certain ground rules must be respected by those who wish to use this which allows for some one-on-one time on a daily basis and sensory pressure technique, namely: lots of opportunities for small group work. Our program strives • A health professional’s advice must be obtained to ensure to help students develop to their full potential. Students in our that the use of the blanket is suitable for the child; program have a wide range of abilities and skills: some students • The weight of the blanket must be in proportion achieve at grade level in one or more subject areas while others of the child’s physique and weight; demonstrate severe delays in many areas of development. • The child’s head must never be, or be able to be, covered We focus on academic and functional life skills, depending by the blanket; on the level of the individual student. An emphasis on • Vital signs should always be observable; communication, social skills and appropriate behaviour is key • The child must never be rolled in a blanket to our program because students with ASD typically struggle (unless a therapist is constantly at his or her side); in these areas. • A child must never be left unsupervised;

29 We provide a structured classroom setting with opportunities throughout the day to use the sensory room. The sensory day to reinforce the monthly virtue we are working on, and room has equipment which provides students opportunities character referrals are given to peers when they are caught to improve their fine and gross motor skills as well as regulate doing the right thing! We even made a special display on our their sensory needs. Students will have the opportunity to be bulletin board to celebrate the virtues our school has worked integrated into other classrooms, when appropriate, to focus on this year. on socialization and/or academic skills. Social stories, visuals, discrete trial training, a high level of positive reinforcement We wrapped up the school year with some fun and exciting and token systems are a few of the strategies used to help each activities for Interactions Program students. We have had student reach their potential. lots of end-of-the-year outings in the community, including swimming at Jasper Place Pool, visits to West Edmonton Mall, Language Arts programming at Belmead includes singing Amazing Agriculture at the Agricom, Telus World of Science, and acting out phonic songs, reading and listening to stories, Storyland Valley Zoo, Clay Artist in Residence, Hayride, and reading comprehension, printing, learning word families, Beaumont Spray Park. There is definitely never a dull moment spelling, and novel studies. Our students enjoy singing and in the Belmead Interactions Program! dancing to the action alphabet songs. We love to read at Belmead, and all of our students participate in a home reading Attention: Parents of Adult Children program as well. We do reading comprehension activities using with Autism or Other Developmental levelled readers, and Grade 3 reading buddies visit us each week to read to our students. Disabilities

Belmead School has a character education program that works ASEA has received a grant to research what happens to young on six virtues: responsibility, respect, tolerance, perseverance, people with autism or other developmental disabilities once kindness and honesty. Daily announcements are made each they become adults and/or leave high school. Some families and individuals find options that work well for them, while others have difficulty. We will be looking at issues ranging from housing, employment, recreation and community participation to post secondary education and informed medical care.

The Autism Society of Edmonton Area (ASEA), in collaboration with Vocational and Rehabilitation Research Institute (VRRI), is looking for families to participate in a focus group that will be taking place during the fall of 2008.

ASEA wants find out how many children with developmental disabilities who received FSCD funding move on to PDD funding once they become adults, as well as estimate the number of individuals who may be looking for funding and services over the next five to ten years. We will be looking at two groups: adults who qualify for PDD and adults who do

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

not qualify for PDD. From both groups and their families, we want to hear success stories as well as stories about challenges and needs. Thank You to Our Casino Volunteers! This project will help give a voice to people with developmental Greg Morrison Jean Ashmore disabilities and their families. The data we gather will help Nick Nimchuk Paul Kruger in planning appropriate supports, services and programs for Patricia Brine Wes Schmidt persons with developmental disabilities. John Brine Ryan Guenter Doug McCallum Victoria Beauchamp If you are interested in participating, please contact Gerard Beauchamp Eleanor Mui Sabrina Hanson at [email protected] or at 780-453-3971 Nicola Quillam Glenn Havinga for further information. Ed Priestman David Angus Dirk Kelm Lorrain Kavitch The Great Human Race Heather Guenter Carrie St. Marie Katie Provencher Phil Butterfield Bob Woolnough Bill Tyzuk Shannon Mitchell On May 4th I had Gord Jehn Call Millard the opportunity to Eva Nimchuk Keith Goulden run in the Great Terry Harris Kevin Harris Human Race here in Gail Wyatt Mark Lynch Edmonton, and the Charlene Prochnau Cathy Kelm charity I chose to run Lorraine Kavitch Dave Koshka for was the Autism Viola Koshka Society: my youngest son Thomas, who is 10 years old, has Thank You to our ASEA Volunteers! Asperger Syndrome Simonne Lougheed Stephanie Lougheed and Tourette’s Gail Wyatt Anita Ferri Syndrome. Participants Anita Homan Karen Ann Moore are encouraged to raise Sabrina Park Amy Putten money for their cause, and with the help of Karen Phillips, Dylan Zimmerman Stacey Bronsch who put the word out, I was able to raise $630! A big thank Amy Lynn Bourne Michael Bourne you to everyone who donated! Terri Robson

The race took place on a beautiful day in May. It began at These volunteers are essential to keep the office and our City Hall, with many participants either running or walking programs running! for their charities. I was very proud to represent the Autism Society! My son Thomas thought it was “a pretty good way to raise money”, and suggested that “maybe more people should do it.” Not a bad idea!

31 McNally and Bellerose Team up Against Cancer We spent the time taking turns riding the bike, eating, Anita Homan playing video games on the TVs that had been set up in the gym, and socializing with the other McNally students. It was If you look at the a terrific 24 hours, and I was so proud of my students. I think smiles on these the coolest part was when a few of my guys led the countdown faces, you can’t help to start the Bike-a-thon—they had grins from ear to ear as they but notice that these heard their fellow McNally students cheer for them. Anthony, boys know how to Brett, Jaimee, Jun, Matt, Elizabeth, Jeff, Marc and David– party while they you guys rock! pedal. These are the faces of our young Bellerose, the school that started the Cops for Cancer heroes, who have Bike-a-thon, held their own event a few days later. I was so ASD, taking part happy and excited to see the Kurtz family at the wild event in an amazing held in the entrance of the school. Their son, Grant, is in his event. Once again, schools in the Edmonton area got together first year at Bellerose, and he was one of the 550+ students to fundraise for the Canadian Cancer Society’s “Cops for who joined together to raise money to help find a cure for Cancer” team. As a member of this team, I get to attend cancer. During the 48-hour Bike-a-thon, he rode his modified Bike-a-thons and other fundraisers around the city; but for bike, which was put on a wind trainer, for a total of almost me, none compare to the Bike-a-thons held at Bellerose High five hours. Wow! Grant had a great time and loved watching School in St. Albert and McNally High School in Edmonton. the huge crowd of students and all the spinning wheels. Grant That’s because I got to see my two passions come together: raised over $1000.00, the fourth highest amount of money watching students with Autism be a part of their community raised by any participant! His school raised over $65,000, too! and raising money to find a cure for cancer. Congratulations to all the students and staff at McNally and McNally had its third annual 24 Hour Bike-a-thon on March Bellerose High Schools. I would like to thank you all on behalf 6 – 7th. We had 50 teams of 10 riders this year, including of the Cops for Cancer team, and to remind you that each and “Homan’s Homies.” This team was made up of a number of every student’s contribution to our cause is greatly appreciated. students from the Interactions class, a student from the CLS As an Interactions teacher, I would like to give a very special and some other McNally students who were eager to be on thanks to the students with ASD, who endured the noise, our team. Our team dressed up in lots of bling and bandannas sweaty smells and disruption to their schedules so they could be and, together with the rest of McNally, raised a grand total a part of this amazing event and help raise money for a special of $55,000! Thanks to my wonderful TA Bart Dortch and cause. I also want to say thanks to everyone who helped make some lovely student volunteers, four of our amazing students it easier for our students to take part. See you again next year! were able to stay throughout the night (some of us even did a little bit of sleeping.) Additionally, thanks to my wonderfully supportive families and group home staff, other equally magnificent students were able to take a turn on the bike and join in the festivities during the after-school hours. My entire class helped out during school hours, as well.

32 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Events at a Glance Drop-in Parent Meetings (Information, Sharing, Support Tuesday, September 23, 6:30-9 PM and Advocacy for All Parents of Individuals with ASD) are Teacher Information Night: An Introduction to ASD held every Tuesday afternoon from 1:00 to 2:30 p.m. and Developing meaningful goals for your IPP. every Thursday morning from 9:30 to 11:00 a.m. at the Autism Society Office, 101, 11720 Kingsway Avenue. Thursday-Friday, September 25 & 26 Conference: Health & Wellbeing in Persons with Intellectual/ The ASEA Drama Group (Autism Society Players) meets Developmental Disabilities – Children, Youth and Adults most Monday evenings at Holy Trinity Anglican Church, 10037 84 Avenue. Please call the ASEA office to confirm. The Coast Plaza Hotel and Suites, Vancouver, BC. For more information e-mail [email protected] Asperger Syndrome Adult Parent Meetings (for parents or phone 604-822-0054. of adults with Asperger Syndrome; listed below) take place at 7 p.m. at the Autism Society Office, 101, 11720 October 2008 Kingsway Avenue. Wednesday, October 1 All Parent Information Nights and Teacher Information Asperger Syndrome Adult Parent Meeting Nights (listed below) take place in the AACL Meeting Room, 11728 Kingsway Avenue. If you wish to attend, please Wednesday, October 15, 7 PM register in advance. The admission cost is $5 for ASEA Asperger Syndrome – Parent Group (Children under 18 yrs) members and $15 for non-members. For more information Contact the ASEA office at 780-453-3971 for more info or to pre-register, contact the ASEA office at 780-453-3971. Saturday, October 18 September 2008 Club Quirk Social Group Contact the ASEA office at 780-453-3971 for more info Wednesday, September 3 Asperger Syndrome Adult Parent Meeting Tuesday, October 21, 6:30-9 PM Teacher Information Night: Asperger Syndrome and Saturday, September 6 Behavioural Strategies Club Quirk Social Group Developing meaningful goals for your IPP. Contact the ASEA office at 780-453-3971 for more info Wednesday-Friday, October 22-24 Thursday-Saturday, September 11-13 Geneva Centre for Autism 2008 International Symposium Advanced SCERTS Training, Oasis Edmonton Conference Metro Toronto Convention Centre. For more information, Centre, 10930 177 Street For more information or to register, visit www.autism.net. visit www.childrensautism.ca or phone 495-9235

Wednesday, September 17, 7 PM November 2008 Asperger Syndrome – Parent Group (Children under 18 yrs) Saturday, November 1 Contact the ASEA office at 780-453-3971 for more info Club Quirk Social Group Contact the ASEA office at 780-453-3971 for more info Tuesday, September 23, 7-9 PM Parent Information Night: Registered Disability Savings Wednesday, November 5 Plan (RDSP) Asperger Syndrome Adult Parent Meeting

33 Tuesday, November 18, 6:30-9 PM Teacher Information Night: Communication Strategies Tuesday, November 25, 7-9 PM and Technology Parent Information Night: Dr. Carole Anne Hapchyn, Wednesday, November 19, 7 PM Glenrose Hospital Asperger Syndrome – Parent Group (Children under 18 yrs) Do you want to see your events listed on this page? Contact the ASEA office at 780-453-3971 for more info Just e-mail them to [email protected].

Autism is: These figures illustrate some of the manifestations of autism. Not all persons with autism experience each of these symptoms and they vary in severity.

Difficulty with social relationships

Difficulty with verbal communication

Difficulty in the development of typical play

Resistance to change in routine

Extreme responses to sensory stimulation

Early diagnosis is essential if people with autism are to achieve full potential. It is only when their disability is understood that they can be helped to maximize skills and minimize problems.

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

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

2. Name & Contact Information All information gathered will not be sold, traded or used for any purposes not directly related to ASEA Dr. / Mr. / Mrs. / Ms. (First)______(Last)______Dr. / Mr. / Mrs. / Ms. (First)______(Last)______Mailing Address:______City______PC______Telephone: (h)______(w)______(c)______E-mail:______2nd/work e-mail:______Occupation / Workplace:______Occupation / Workplace:______I am: ❍ an individual with autism ❍ a parent ❍ a relative: ______❍ a teacher/teacher’s aide ❍ an agency ❍ a professional 3. About your children Knowing the ages, situations and schools of your children helps us notify you about programs available and scholarships for siblings. Your child’s name______DOB______dd/mm/yy Are they autistic? ❍ School______Your child’s name______DOB______dd/mm/yy Are they autistic? ❍ School______Your child’s name______DOB______dd/mm/yy Are they autistic? ❍ School______4. Type of Membership ASEA has simplified its membership offerings for your convenience ❍ $40 New family membership ❍ $100 professional / agency membership ❍ $40 renewing family membership ❍ $40 teacher / teacher’s aide membership ❍ *$0 assisted family membership * ASEA recognizes that some families are unable to afford annual fees. ASEA will consider requests for assisted family membership on a case by case basis. All inquiries will remain confidential. 5. Payment Memberships are renewed annually. Donors and volunteers play an vital role in sustaining services and creating new programs. ❍ Visa ❍ MasterCard ❍ AMEX ❍ Cheque Card number______Expiry date______(mm/yy) Please consider giving Signature______of your time or financial resources in addition Yes! I’d also like to make a donation to ASEA to your membership. $10 $25 $50 $100 Other______All donations over ❍ ❍ ❍ ❍ ❍ $10 are eligible for a ❍ Yes! I’d like to volunteer for ASEA – please contact me! charitable tax receipt.

Please return your completed form and/or donation to: Autism Society of Edmonton Area #101, 11720 Kingsway Avenue, Edmonton, AB T5G 0X5 35 E-mail: [email protected] www.autismedmonton.org

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

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