Thursday, December 17, 2009

Lending Library

Within our group, we have collected numerous books on the what is/how to and we are willing to share them. Books will be brought to the next meeting to be distributed, unless other arrangements can be made. Please remember to respect the book owner, and return the book in the condition received at the following monthly meeting. Please check the list regularly as we will add more books as they are acquired.

10 Things Your Child Wishes You Knew by Ellen Notbohm

10 Things Your Student Wishes You Knew By Ellen Notbohm

1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders - 1st Edition by Ellen Notbohm and Veronica Zysk

Autism & Diet by Rosemary Kessick

Early Intervention Games: Fun, Joyful Ways to Develop Social and Motor Skills in Children with Autism Spectrum or Sensory Processing Disordersby Barbara Sher

Eating for Autism by Elizabeth Strickland

Helping Your Child With Autism Spectrum Disorder by Lockshin, Gillis, Romanczyk

It's So Much Work to Be Your Friend by Richard Lavoie

New Hope for Autism: How Natural Peptide Clathration Therapy Can Help Your Autistic Child

The Everything Parent's Guide to Children with Autism by Adelle Jameson Tilton

Toilet Training for Individuals with Autism and Related Disorders - A comprehensive Guide for Parents and Teachers by Maria Wheeler

**if you have any books you would like to add to our lending library, and you are in our area, please email us at southcentralasd@yahoo.ca and let us know !

Tuesday, December 15, 2009

Ten Things Every Child with Autism Wishes You Knew


Ten Things Every Child with Autism Wishes You Knew
by Ellen Notbohm

from the book Ten Things Every Child with Autism Wishes You Knew (2005, Future Horizons, Inc.)

Reprinted in its entirety with permission of author



Some days it seems the only predictable thing about it is the unpredictability. The only consistent attribute -- the inconsistency. There is little argument on any level but that autism is baffling, even to those who spend their lives around it. The child who lives with autism may look “normal” but his behavior can be perplexing and downright difficult.

Autism was once thought an “incurable disorder,” but that notion is crumbling in the face knowledge and understanding that is increasing even as you read this. Every day, individuals with autism are showing us that they can overcome, compensate for and otherwise manage many of autism’s most challenging characteristics. Equipping those around our children with simple understanding of autism’s most basic elements has a tremendous impact on their ability to journey towards productive, independent adulthood.

Autism is an extremely complex disorder but for purposes of this one article, we can distill its myriad characteristics into four fundamental areas: sensory processing challenges, speech/language delays and impairments, the elusive social interaction skills and whole child/self-esteem issues. And though these four elements may be common to many children, keep front-of-mind the fact that autism is a spectrum disorder: no two (or ten or twenty) children with autism will be completely alike. Every child will be at a different point on the spectrum. And, just as importantly – every parent, teacher and caregiver will be at a different point on the spectrum. Child or adult, each will have a unique set of needs.

Here are ten things every child with autism wishes you knew:

1. I am first and foremost a child.
My autism is only one aspect of my total character. It does not define me as a person. Are you a person with thoughts, feelings and many talents, or are you just fat (overweight), myopic (wear glasses) or klutzy (uncoordinated, not good at sports)? Those may be things that I see first when I meet you, but they are not necessarily what you are all about.

As an adult, you have some control over how you define yourself. If you want to single out a single characteristic, you can make that known. As a child, I am still unfolding. Neither you nor I yet know what I may be capable of. Defining me by one characteristic runs the danger of setting up an expectation that may be too low. And if I get a sense that you don’t think I “can do it,” my natural response will be: Why try?

2. My sensory perceptions are disordered.
Sensory integration may be the most difficult aspect of autism to understand, but it is arguably the most critical. It his means that the ordinary sights, sounds, smells, tastes and touches of everyday that you may not even notice can be downright painful for me. The very environment in which I have to live often seems hostile. I may appear withdrawn or belligerent to you but I am really just trying to defend myself. Here is why a “simple” trip to the grocery store may be hell for me:

My hearing may be hyper-acute. Dozens of people are talking at once. The loudspeaker booms today’s special. Musak whines from the sound system. Cash registers beep and cough, a coffee grinder is chugging. The meat cutter screeches, babies wail, carts creak, the fluorescent lighting hums. My brain can’t filter all the input and I’m in overload!

My sense of smell may be highly sensitive. The fish at the meat counter isn’t quite fresh, the guy standing next to us hasn’t showered today, the deli is handing out sausage samples, the baby in line ahead of us has a poopy diaper, they’re mopping up pickles on aisle 3 with ammonia….I can’t sort it all out. I am dangerously nauseated.

Because I am visually oriented (see more on this below), this may be my first sense to become overstimulated. The fluorescent light is not only too bright, it buzzes and hums. The room seems to pulsate and it hurts my eyes. The pulsating light bounces off everything and distorts what I am seeing -- the space seems to be constantly changing. There’s glare from windows, too many items for me to be able to focus (I may compensate with "tunnel vision"), moving fans on the ceiling, so many bodies in constant motion. All this affects my vestibular and proprioceptive senses, and now I can’t even tell where my body is in space.

3. Please remember to distinguish between won’t (I choose not to) and can’t (I am not able to).
Receptive and expressive language and vocabulary can be major challenges for me. It isn’t that I don’t listen to instructions. It’s that I can’t understand you. When you call to me from across the room, this is what I hear: “*&^%$#@, Billy. #$%^*&^%$&*………” Instead, come speak directly to me in plain words: “Please put your book in your desk, Billy. It’s time to go to lunch.” This tells me what you want me to do and what is going to happen next. Now it is much easier for me to comply.

4. I am a concrete thinker. This means I interpret language very literally.
It’s very confusing for me when you say, “Hold your horses, cowboy!” when what you really mean is “Please stop running.” Don’t tell me something is a “piece of cake” when there is no dessert in sight and what you really mean is “this will be easy for you to do.” When you say “Jamie really burned up the track,” I see a kid playing with matches. Please just tell me “Jamie ran very fast.”

Idioms, puns, nuances, double entendres, inference, metaphors, allusions and sarcasm are lost on me.

5. Please be patient with my limited vocabulary.
It’s hard for me to tell you what I need when I don’t know the words to describe my feelings. I may be hungry, frustrated, frightened or confused but right now those words are beyond my ability to express. Be alert for body language, withdrawal, agitation or other signs that something is wrong.

Or, there’s a flip side to this: I may sound like a “little professor” or movie star, rattling off words or whole scripts well beyond my developmental age. These are messages I have memorized from the world around me to compensate for my language deficits because I know I am expected to respond when spoken to. They may come from books, TV, the speech of other people. It is called “echolalia.” I don’t necessarily understand the context or the terminology I’m using. I just know that it gets me off the hook for coming up with a reply.

6. Because language is so difficult for me, I am very visually oriented.
Please show me how to do something rather than just telling me. And please be prepared to show me many times. Lots of consistent repetition helps me learn.

A visual schedule is extremely helpful as I move through my day. Like your day-timer, it relieves me of the stress of having to remember what comes next, makes for smooth transition between activities, helps me manage my time and meet your expectations.

I won’t lose the need for a visual schedule as I get older, but my “level of representation” may change. Before I can read, I need a visual schedule with photographs or simple drawings. As I get older, a combination of words and pictures may work, and later still, just words.

7. Please focus and build on what I can do rather than what I can’t do.
Like any other human, I can’t learn in an environment where I’m constantly made to feel that I’m not good enough and that I need “fixing.” Trying anything new when I am almost sure to be met with criticism, however “constructive,” becomes something to be avoided. Look for my strengths and you will find them. There is more than one “right” way to do most things.

8. Please help me with social interactions.
It may look like I don’t want to play with the other kids on the playground, but sometimes it’s just that I simply do not know how to start a conversation or enter a play situation. If you can encourage other children to invite me to join them at kickball or shooting baskets, it may be that I’m delighted to be included.

I do best in structured play activities that have a clear beginning and end. I don’t know how to “read” facial expressions, body language or the emotions of others, so I appreciate ongoing coaching in proper social responses. For example, if I laugh when Emily falls off the slide, it’s not that I think it’s funny. It’s that I don’t know the proper response. Teach me to say “Are you OK?”

9. Try to identify what triggers my meltdowns.
Meltdowns, blow-ups, tantrums or whatever you want to call them are even more horrid for me than they are for you. They occur because one or more of my senses has gone into overload. If you can figure out why my meltdowns occur, they can be prevented. Keep a log noting times, settings, people, activities. A pattern may emerge.

Try to remember that all behavior is a form of communication. It tells you, when my words cannot, how I perceive something that is happening in my environment.

Parents, keep in mind as well: persistent behavior may have an underlying medical cause. Food allergies and sensitivities, sleep disorders and gastrointestinal problems can all have profound effects on behavior.

10. Love me unconditionally.
Banish thoughts like, “If he would just……” and “Why can’t she…..” You did not fulfill every last expectation your parents had for you and you wouldn’t like being constantly reminded of it. I did not choose to have autism. But remember that it is happening to me, not you. Without your support, my chances of successful, self-reliant adulthood are slim. With your support and guidance, the possibilities are broader than you might think. I promise you – I am worth it.

And finally, three words: Patience. Patience. Patience. Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me. It may be true that I’m not good at eye contact or conversation, but have you noticed that I don’t lie, cheat at games, tattle on my classmates or pass judgment on other people? Also true that I probably won’t be the next Michael Jordan. But with my attention to fine detail and capacity for extraordinary focus, I might be the next Einstein. Or Mozart. Or Van Gogh.

They may have had autism too.

The answer to Alzheimer’s, the enigma of extraterrestrial life -- what future achievements from today’s children with autism, children like me, lie ahead?

All that I might become won’t happen without you as my foundation. Be my advocate, be my friend, and we’ll see just how far I can go.



© 2005, 2009 Ellen Notbohm

Please contact the author for permission to reproduce in any way, including re-posting on the Internet.

Ellen Notbohm is author of Ten Things Every Child with Autism Wishes You Knew, Ten Things Your Student with Autism Wishes You Knew, and The Autism Trail Guide: Postcards from the Road Less Traveled, all ForeWord Book of the Year finalists. She is also co-author of the award-winning 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders, a columnist for Autism Asperger’s Digest and Children’s Voice, and a contributor to numerous publications and websites around the world. To contact Ellen or explore her work, please visit www.ellennotbohm.com or http://www.facebook.com/pages/Ellen-Notbohm-Author/94338323856

Sunday, December 13, 2009

Carol Gray - Social Stories™


She is coming to Winnipeg April 22nd and April 23rd, 2010. The conference will take place at the new Viscount Gort Conference Centre at 1670 Portage Avenue, Winnipeg, Manitoba.

This hands-on two-day workshop uses lecture, demonstration, discussion, activities and practice of new skills to teach the elements of the social understanding interventions developed by Carol Gray.

Most notably, participants will be the first to be trained in Social Stories™ 10.1, the first major revision of (the previous) Social Stories™ 10.0. The Social Stories™ 10.1 training has many new features, including a more detailed rationale, discussion of Social Story™ research and evidence-based practice, the introduction of Story templates, the positive past tense, Sentences that Coach, and an expanded emphasis on gathering information for a Social Story™, Story format, and emotional and social safety.

By the close of this exciting, fun, and fast paced workshop, participants will leave with an updated and more detailed understanding of Social Stories™. Concepts and skills will be applicable for students ages 2-Adult.


For more information go to Carol's website {click on title} or go to the Autism Society Manitoba to register.

Saturday, December 12, 2009

Groves Shine in Winkler for Autism

Rudolf the Red Nosed Reindeer from scott groves on Vimeo.



Click on the title to go to the Groves website and location. It is well worth the trip!

Friday, December 11, 2009

What is Autism?

What is Autism?

Autism is a developmental disability that affects a person's verbal and non-verbal communication, understanding of language, and socialization with peers. Other characteristics include: engagement in repetitive activities, resistance to environmental change, and unusual responses to sensory experiences. The range of severity can be from extremely mild to severe. Autism is a behavioral disorder, not an illness or disease. It typically appears by age three and is a lifelong condition. There is no known cure, although there are documented cases of symptoms being reduced and even some children losing their diagnosis alltogether. Although autism affects the functions of the brain, the specific cause is not known.

Autism Spectrum Disorder (ASD) is an increasingly popular term that refers to a broad definition of autism including the classic form of the disorder as well as closely related disabilities that share many of the core characteristics. Although the classic form of autism can be readily distinguished from other forms of ASD, the terms autism and ASD are often used interchangeably.

ASD includes the following classifications:
(1) Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS)
Refers to a collection of features that resemble autism but may not be as severe or extensive. Also known as mild or atypical autism. Many with PDD-NOS are deemed "high functioning."

(2) Asperger Syndrome (AS)
Individuals with AS show crippling deficiencies in social skills. They have difficulties with transitions and prefer sameness. They often have obsessive routines and may be preoccupied with a particular subject of interest. They have a great deal of difficulty reading nonverbal cues (body language) and very often the individual with AS has difficulty determining proper body space. Often overly sensitive to sounds, tastes, smells, and sights, the person with AS may prefer soft clothing, certain foods, and be bothered by sounds or lights no one else seems to hear or see. Those with Asperger's typically have a normal to above average IQ and many (not all) exhibit exceptional abilities or talents in specific areas of interest.

(3) Rett's Syndrome
A rare disorder affecting girls. It's a genetic disorder with hard neurological signs, including seizures, that become more apparent with age. Hypotonia (loss of muscle tone) is usually the first symptom then followed by hand-wringing stereotypy.

(4) Childhood Disintegrative Disorder
Refers to children whose development appears normal for the first few years, but then regresses with the loss of speech and other skills until the characteristics of autism are exhibited. Deterioration of intellectual, social, and language skills over a period of several months is commonly seen.

Individuals with autism and ASD vary widely in ability and personality. In fact, it's been said that there are no two autistic individuals who are the same. They can fall anywhere on a "spectrum," ranging from severe mental retardation all the way to being extremely gifted in their intellectual and academic accomplishments. While many individuals prefer isolation and tend to withdraw from social contact, others show high levels of affection and enjoy social situations. Some people with autism appear lethargic and slow to respond but others are very active and seem to interact constantly with preferred aspects of their environment.

It is estimated, that 1 in every 91 children is born with an ASD - Nov/Dec 2009 Autism - Aspergers Digest

Autism Symptoms

Some of the symptoms listed may not be seen in every child with ASD; and some symptoms may be more severe in another. The severity, frequency, and grouping of the following symptoms will then determine where (if at all) an individual will fall on the autism spectrum.

- Repetitive behaviours (may want to watch the same DVD over and over again)
- Unresponsive to commands or questions ("in their own world")
- Delayed speech & language development (non-verbal, especially by age 3)
- Lack of imitation of others or imaginative play
- Indifferent to the feelings of others
- Hypersensitivity to light or sound (covers ears when music is played or covers eyes when going outside)
- Self-stimulatory behaviours (e.g., rocking, jumping up and down, hand flapping)
- Echolalia (Repetition or echoing of a word or phrase just spoken by another person)
- Unusual emotional responses (inappropriate laughing or crying)
- Frequent temper tantrums (described by many parents as "meltdowns")
- Responds adversely to physical affection, hugs, kisses, etc.
- Shows no interest in making friends
- Does not initiate conversation
- Socially withdrawn or socially awkward
- Very poor diet (may eat only starches or “beige“ coloured foods)
- Frequently walks on tip-toes as a toddler
- Shows little expressive language
- Clumsiness (falls or trips often)
- Improper use of pronouns, statements, and questions
- Unusual tone or rhythm of speech
- Self Injurious Behaviour (head banging, scratching/biting self)
- Frequently makes irrelevant remarks
- Difficulty with abstract language and concepts
- Needs strict routine
- Severe tantrums when routines are disrupted
- Fascination with spinning objects or spinning one's self
- Very good at rote memory tasks such as repeating lists of items or facts
- Be preoccupied with one or only a few narrow interests
- Shows an attachment to unusual objects such as toothbrushes, tv remotes, etc.

if you suspect Autism, please look at the M-CHAT, which is The Modified Checklist for Autism in Toddlers and contact your physican as soon as you can. Take the checklist with you if necessary, do not give up! Early intervention is always key, because if it is Autism, your child is at risk for other developmental disorders or delays.

Thursday, December 10, 2009

ASD Seminar from MATC


ASD Seminars from MATC (Manitoba Adolescent Treatment Centre)
MATC Neurodevelopmental Services/Autism is offering a 2-day seminar in Winnipeg for parents/family members and school and community professionals involved with school-aged children with an autism spectrum disorder. The next workshop will be held February 10-11, 2010. Follow this link for the application form.

Topics covered include diagnosis and sensory processing, social skills, parent support, school strategies, ASD and anxiety, hygiene, puberty, challenging behaviours, and AAC strategies for the functionally non-verbal child. For more infomation, contact Shellie Hatch at 958-8447 {shatch@matc.ca} or Mary Jo Quarry at 958-9682 {mquarry@matc.ca}

Wednesday, December 9, 2009

ASD Telehealth

***Cancelled***


Don't forget, today is the monthly ASD Telehealth at the Boundary Trails Health Centre's meeting room. The Telehealth will start at 6pm tonight instead of the usual 6:30.

Today's topic will be about the Disability Tax Credit and How to Survive the Holiday Season.

Located on the side bar is some links to the information on the Disability Tax Credit.

Sunday, December 6, 2009

Welcome to the South Central ASD blog!



Our Mission:
To support, improve & enhance the lives of ASD Children & Their families, in the Pembina Valley and surrounding areas.

Our Goals:
Prioritize information sharing, education, awareness and proactively supporting each other. Educating & involving our communities in the lives of people living with ASD is one of our primary goals.

We are meeting on the first Tuesday of the month at the Boundary Trails Health Centre meeting room unless otherwise specified on the side bar. We welcome ALL family, friends and support workers who are touched by the Autism Spectrum Disorder.

If you have any questions or comments, please feel free to contact us. We would love to hear from you!
southcentalasd@yahoo.ca