Community Paper- Parenting Matters and More

Children on the Autistic spectrum provide not only a challenging perspective to the family unit but also to the classroom.  Parenting has a direct influence on the well-being of not only the family as a whole but on the individual children that are part of the family dynamic. The physical, social and emotional development of a child is a direct correlation to the type of parenting that a child experiences. Research studies have shown that parenting practices that include encouragement, positive reinforcement, displays of warmth and affection through physical contact, being involved in the child’s recreational and social activities and having consistent yet not overbearing disciplinary tactics can lead to positive self-image/self-esteem, appropriate decision-making, fewer behavioral problems, healthier peer associations and educational proficiency.  Parents that promote harmony within the family also help children with outside stresses and assist them in building appropriate coping mechanisms (Kotchick & Forehand, 2002).  Autistic children however often exhibit social and developmental limitations or delays which may call for modifications in parenting styles as well as teaching techniques. Care and protectiveness are essential parenting skills for all children; however, because of an Autistic child’s limitations, parents may become over protective.  According to the 2004 journal article entitled “What lies beneath: Parenting style and implicit self-esteem” by Dehart, Pelham and Tennen, “The dimension of overprotectiveness reflects excessive control, which probably interferes with the child’s ability to develop a sense of autonomy or competence.  More specifically, over-helping or overprotection may undermine a child’s ability to take full credit for their accomplishments, which may result in lower self-esteem.” How then can parents and educators work together to ensure the success of Autistic children? 

All children are born with inherit gifts and talents and the ability to understand right and wrong.  It is a parent’s responsibility to master a child’s gifts and talents and to demonstrate and teach them what is right and wrong based not only on society’s standards but more importantly the family’s standards and expectations.   In other words, parents matter in a child’s life.  Without a parent(s), a child has no sense of self.  However, with Autistic children, parents and educators must work side by side to ensure that Autistic children meet their potential and develop a positive self-image as well as thrive within a safe and secure environment. Through consistent communication between parents and educators, educators will be able to understand potential outside forces that impact parenting behaviors such as culture and ethnicity; socioeconomic status and poverty; and neighborhood and community. Autism runs a full spectrum of ability levels and each child’s abilities and inabilities are unique. Parents and educators need to use each other as references to determine what are realistic goals for Autistic children in both the classroom and home settings.  Parents and educators should then set a plan together to help the

Autistic child accomplish each goal by utilizing resources in the classroom as well as on the home front, i.e. visual aids and instructional curriculum.  Additionally, parents and educators should always celebrate each goal that is accomplished by the Autistic child, no matter how small or how big.

Overall, parenting is a universal calling; it can be joyful, surprising, loving, demanding, exhausting and frustrating but a gift that should be viewed as a precious one (Holt,2013).  Parenting an Autistic child should not be viewed any differently.  By establishing positive and effective communication between parents and educators, parents of Autistic children will be more successful in their parenting skills; therefore, allowing their Autistic children to become successful, competent human beings.

References:

Dehart, T., Pelham, B. W. & Tennen, H. (2006). What lies beneath: Parenting style and implicit self-esteem.  Journal of Experimental Social Psychology, 42, 1-16.

Kotchick, B. A. & Forehand, R. (2002).  Putting Parenting in Perspective: A Discussion of the

            Contextual Factors That Shape Parenting Practices.  Journal of Child and Family Studies,

            11, 235-269.

Hembree, D. (2012, January 13). How to Talk to Parent’s of an Autistic Child: Hints from an

Autistic Teacher. [Web log comment]. Retrieved from

 http://voices.yahoo.com/how-talk-parents-autistic-child-10819371.html

Holt, E. (2013). Belief Paper- Parenting Matters.

Holt, E. (2013). Academic Paper.

-Elizabeth H.

Helping Children with Autism

Posted below, you will find my presentation on ways we can help children with Autism. Thanks for taking the time to view it!  ~Korin


http://www.authorstream.com/Presentation/autismmatters-1760655-helping-children-autism/

Parenting Matters!

In this post I want to discuss the importance of parenting all children, including those on the Autistic Spectrum. Parenting style and how well they respond to their child has a huge affect on whether a child is able to maintain healthy secure relationships.  It also influences their development and future success. Children on the Autistic Spectrum are no exception.  

The first aspect of parenting I would like to mention is responsiveness.  Responding immediately to your child in a nurturing way promotes trust, security, and confidence in the child. “Research has shown that a mother’s ability to attune, regulate, and appropriately respond to an infant has significant relational and developmental implications” (Snyder, Shapiro & Treleaven, 2012, p. 709).  When parents show continual immediate responsiveness to their child’s needs as they grow and develop, they foster a secure attachment throughout the child’s lifetime.  It is important that the parent realize the different developmental stages of the child and adjust their responsiveness to ensure the child feels their needs are met.  The child must feel that the parent is aware of their needs and responding appropriately.  

Support is the next aspect of parenting I feel is extremely important.  Families that are supportive tend to have children with higher levels of self-esteem, which helps the children have a more positive and optimistic outlook on life.   When children with high self-esteem are not successful at a certain academic, athletic, or social situation they recognize that they are still a person of value and worth.  They are better able to learn from the negative experience and see that they can use it to help them continue forward and upward in the positive direction rather than letting the experience beat them down.  This may be a very hard concept for the child on the spectrum to understand because of their rigid, no gray, only black and white way of viewing the world.  Social situations also prove to be hard to navigate.  Support is an important aspect of parenting for increasing the autistic child’s self-esteem.   

 Parents that encourage their children to be active participants in the decision making process encourage good problem solving skills. This is not to say that children have the final say in the decision made, but they are encouraged to voice their opinions and feel that they are an important, valued member of the family unit.  This type of interaction helps to foster independent thinking and teaches children to “engage in thoughtful and responsible behavior” (Heath, 2013, p. 30) which encourages them to be better team players with their peers.  This successful team playing continues from childhood into adulthood and enables them to be able to problem solve with a diverse group of individuals as they mature.   Another way children learn to problem solve is through sibling relationships.  Parent’s response to their children’s squabbles with each other shape the children’s ability to resolve conflict.  Most of the time siblings’ relationships are positive.  Even when siblings do occasionally disagree, they tend to still remain near each other and continue to interact in a positive manner after the conflict subsides.    It is important that parents appropriately evaluate when to intervene and when to stay out of the squabble.  Too much negative intervention dampens the siblings’ ability to problem solve on their own.  Some intervention when appropriate can help the siblings recognize how their actions are affecting others and teach them moral reasoning skills.  This is something that is extremely hard for the autistic child to comprehend and will require a lot of patience as the parents help them learn.

Understanding that each child has unique interests and helping them to achieve success within those interests helps the child recognize and develop their talents.  A positive way to enhance a child’s academic achievement and self-esteem is encouraging participation in extracurricular activities.  A child that feels successful in one area will be better able to manage successfully with the areas that may be more difficult for them.  Parenting is an opportunity to encourage children to discover who they really are, what their strengths and talents might be, and guide them as they learn and grow.  The choices that parents make as they interact with their children reflect how they feel about their children as individuals and influences the choices they make.  Children learn by interacting with their parents.  The authors of an article “Attachment Theory and Mindfulness”, share an example of a stressful situation very familiar to parents and then suggests a positive way to handle the situation. The article tells of a mother who becomes frustrated because her child is making multiple attempts to get her attention while she is trying to finish a task.   She recognizes she is irritated and chooses to take a moment before she responds to her child.  This type of mindfulness, will allow the mother to pause, recognize her frustration, how it is affecting her, and her train of thought.  She then can see the stressful situation as an opportunity to choose “the high road.”  If the mother can pause before she reacts, she might be able to feel compassion for her child and realize the child is ultimately looking for connection and contact (Snyder et al., 2012, p. 713).  This type of self awareness demonstrates love and caring to the child and will help to further the secure attachment of the child as well as help the mother become better acquainted with herself through the process.  This is a good way to be a positive example for the child.  Showing children a positive way to handle stressful situations will help them learn to be kind, caring and more sensitive.  These attributes will serve all children well as they mature and spend increasingly more time with their peers and coworkers.  

When children are made to feel loved, valued, and of worth as an individual, as well as an important member of the family, they will have brighter happier outcomes.  

Yes, Parenting Matters!  

~Korin

Heath, P. (2013). Parent-child relationships: Context, research, and application. Upper Saddle River, NJ: Pearson     Education, Inc.

Snyder, R., Shapiro, S., & Treleaven, D. (2012). Attachment theory and mindfulness. Journal of Child & Family Studies, 21(5), 709-717.

Reader Question Response- iSTAR

Here is a reader question that has been submitted by the iSTAR research project at the University of Utah which focuses on educational intervention for high functioning autistic children that are school age and young adults. The question is as follows:

             

Do you think children with autism should be told about their disability/diagnosis and if so when? My experience is that the some parents we have worked with don't want to discuss autism with their child and this makes it hard for us given that the focus of our iSTAR project is autism!

Children on the autism spectrum whom have been diagnosed with high-functioning autism or Aspergers should be given information about their disability/diagnosis; however, parents should be cautious in how this information is given to their child.  By withholding information from a child about their Autistic diagnosis and not helping them understand their limitations, harmful consequences (low self-esteem and self-acceptance) can be produced as the child becomes an adult.   Parents may choose not to tell their children about their diagnosis for several reasons which can include the fear that the child will not understand because of language limitations; the child will become angry, depressed or the child will think of themselves as a failure with no positive outlook for the future.  These problems can certainly happen whether a child is told or not; however, the probability is greater when a child has not been told.  Autistic children may know they are different, but because they are delayed in certain developmental areas, they may come to the wrong conclusion about their perceived differences. 

Parents should be aware that there is not an exact time or age that is appropriate to tell a child about their Autistic diagnosis.  If a parent begins too early, the child may become confused.  If the child is older, they may become extremely sensitive to the fact they are different.  Preferably parents should allow their children to give signals of when they are ready to comprehend information about their disorder.  Questions such as “What is wrong with me?”; “Why can’t I be like everyone else? or “What is wrong with everyone?” are clear indications that a child is looking for clarification and guidance.

To place a positive approach to answering these questions which in essence is telling a child about their disorder, parents should develop an environment that projects positive discussion over a person’s learning style, temperament, personality, sensory issues and idiosyncrasies.  Also, use language that “emphasizes strengths in relation to challenges”.  When someone in the family does something well, point it out as an asset.  Make the connection that everyone (children and adults) excels in certain areas; this should promote non-judgmental comparison and a possible mentoring environment.  Discuss how to use strengths to balance challenges, i.e. poor penmanship but loves to draw.  And finally, explain in realistic terms that everyone has challenges either with their brains, emotions or physical capabilities.    

When Autistic children are present in the classroom but are unaware of their diagnosis, educators are placed in a precarious position.  These children may often turn to their educator to answer questions about themselves or about their peers especially if their parents are unwilling to share information.  Because of a parent’s reluctance, an Autistic child may feel trapped within a confusing and frustrating world with no positive outlet.  If however, a child is aware of their diagnosis, educators are then able to focus on the strengths of the child and provide a teaching environment that promotes success not failures.   

References:

Connie. (2012, March). The Easy Way to Tell a Child They Have Autism. [Web log comment]. Retrieved from

            http://parentcoachingforautism.com/2012/03/telling-a-child-they-have-autism/

Robison, J. (2011, April 18). When Should You Tell a Child They Have Asperger’s? [Wed log comment].  Retrieved from

            http://www.huffingtonpost.com/john-robison/when-should-you-tell-a-ch_b_849864.html.

Wheeler, M. (2003) “Getting Started: Introducing Your Child to His or Her Diagnosis of Autism or Asperger Syndrome”.  The Reporter, 9(1), 1-5.  http://www.iidc.indiana.edu/?pageId=362.

 -Elizabeth Holt

Understanding Autistic Students in the Classroom

- Elizabeth Holt

Recommended Blog

In my studies this past couple of weeks I have been looking for autism blogs that are supported by empirical evidence and have found that while many blogs are interesting and offer a unique perspective into the autistic world, few are supported by empirical research.

The blog titled Your Little Professor; Resources and Academic Programs for Children with Asperger’s Syndrome, does however, provide well documented and researched information.  This blog is very well written and references multiple academic articles and books authored by professional psychologists.  The posts are intended to provide support for parents and educate the community in an effort to help further the understanding and knowledge of autism.  There are multiple links and entries with information on a range of topics including the diagnosis of Asperger’s to loneliness and friendship that accompany the syndrome.   

The author of most of the blog’s posts is Catherine H. Knott, Ph.D., an anthropologist and educator specializing in education, community, environment, and agriculture. She received her Bachelors Degree from Yale University, and her Ph.D. from Cornell University. It is unfortunate that she does not have a link telling readers more about herself though.  

One of my favorite posts is titled Horseback Riding as Therapy.  In this post she does a beautiful job explaining the pains of parents as they mourn for the part of life that their autistic child misses out on.  The relationships that are not experienced, the emotional disconnect and the hard work it takes to train an autistic person’s brain to allow deep levels of connection to be learned are discussed. 

The Choosing Gifts for Children with Asperger’s post explains the importance of unconditional love and celebrating it every day, not just birthdays and holidays.  I enjoyed her perspective of time being the best gift of all.  Showing interest in your child and their special interest will show your child you value them for who they are.

The final post I want to mention is the interview with Dr Angela Ver Ploeg, a School Psychologist that specializes in the study of Asperger’s.  Every person of every ability desires connection.  Educators have the opportunity to assist all their students in making connections and creating relationships.  A young student with Asperger’s states,  “For my entire life, I have searched for a sense of belonging—for friends my own age, a club, or a community where I can be myself and feel at home” (Laursen & Yasdgerdi, 2012).  This post shares the importance of social skills groups and the need for school environments to be flexible in order to provide a secure safe environment for the autistic child to develop meaningful relationships with other students.

~Korin

Laursen, E. K., & Yazdgerdi, S. (2012). Autism and belonging. Reclaiming Children & Youth, 21(2), 44-47.

http://www.yourlittleprofessor.com/social.html

Social Skills

In response to a reader’s question last week, I have a few ideas and thoughts about AS children and their social skills.  First, as parents, we need to be extremely aware of our own feelings of rejection and loneliness and own them as such; our feelings are our own.  We may be sad and frustrated as we watch our child struggle socially, but our child may be perfectly content to be alone.  With this in mind it is extremely important to be positive and supportive as we encourage our children to experience the beautiful and confusing world we live in.  

Teaching AS children and teens social skills is a daunting task for sure.  Teachers and parents need to work together.  Years ago we participated in Barbara Lester’s social skills groups.  She is a licensed social worker and has a website with videos full of information to help teens improve their social skills.  Barbara recommends involving young adults with Asperger’s in groups that they share common interests with.  This could be a chess club, bird watching group or art class, to name a few.  Theater or acting classes are beneficial because they encourage repetitive interaction allowing them to practice social behaviors.  I think the key is to find the thing that sparks your child and engage him in a group of people with similar interests.

One blogger on yourlittleprofessor.com shares a really good comparison that shows some of the challenges we face as we try to help our AS children grasp the social world we live in.  “It is not like teaching how to ride a bicycle or tie a shoe, but rather trying to teach something no one formally taught you. How did you learn how to read a room? How do you teach someone how to read a room, especially someone who has no understanding of other people's emotions and body language? Children with Asperger Syndrome have no idea about how to reason socially and come up with proper courses of action in social situations. For example, one boy with Asperger Syndrome got lost in the school corridors on his way to gym. He had forgotten the route, but he did not think to simply follow his classmates to the gym.”

Sometimes I think autistic children prefer to be alone because it is less painful.  Most of the time they are not very well accepted and have been hurt by people.  The more we learn and understand about autism, the better able we will be to help and teach our children the social skills they need to be productive, positive members of the community.  Below I have included some great websites, blogs and book references that you may find helpful as you try to encourage your child to interact and socialize with the people around him.

~Korin

P.S. Tony Attwood is an amazing author and has written several books about Asperger’s Syndrome.  I would highly recommend looking him up as well! 

Atwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. London, England: Jessica Kingsley.

http://www.asperger-advice.com/asperger-teens.html

http://www.yourlittleprofessor.com/social.html

Barbara Lester blog videos-

http://www.youtube.com/watch?v=-II-rbkRbv4

http://www.youtube.com/watch?v=_J3T6MXb5_Q

Barbara Lester blog-

http://asdspecialist.com/blog/?page_id=59

Book- 

http://www.barnesandnoble.com/w/social-skills-for-teens-and-young-adults-with-aspergers-syndrome-nancy-j-patrick/1009273076?ean=9781843108764

Sheild of Love

As we send our children out the door for school each morning, we tell them we love them, hope they have a good day and we will see them later.  Children on the spectrum bring a new dimension to the idea of hoping that day will be a “good one.”  There were many days for many years that as I sent my son out the door, I desperately wanted to hold him tight and never let him go.  I wanted to physically open up my heart, let him climb in and wrap him snug and safe deep inside to protect him from the world.  However, I also felt that his best defense to not only survive but actually thrive in this life was to learn to navigate the world.  It broke my heart but, I armed him with my shield of love, guidance and understanding and sent my brave soldier out to find his way in the world of the unpredictable; where people rarely say what they truly mean.  

As our children on the autistic spectrum learn to navigate and fight their battles, there are many ways that educators can encourage, support and protect them while they are at school. In my research this week, I came upon a web site for educators called Autism Internet Modules (AIM) with learning modules to help teachers better understand and recognize ways to improve and enrich autistic student’s learning.  Educators and parents can go through a pre and post assessment.  The learning modules focus on cognitive differences and understanding how those differences influence school and social functioning.  Each objective is supported by a relevant case study that helps the educator better understand not only the behavior but the underlying influence that is prompting the behavior. 

It is often very difficult to figure out what the triggers are behind the behavior, but if we are going to help children on the spectrum be successful, we have to not only know their triggers but be 5 steps ahead of it to avoid a melt down all together.  Transitions and change are difficult.  Keeping routine and providing adequate “warning” of transition time can also help avoid melt downs.  It is also important for the teacher to understand that the child’s intense interest or favorite subject may interfere with learning because it may be hard to divert their attention to the task at hand.

The main objective of the learning modules is to help educators better understand those on the autistic spectrum.  The activities and resources at AIM provide interactive helps that accentuate the positive and focus on the strengths of the children.  The information available on the site is supported by research.  An article entitled A Special Educator’s Guide to Successfully Implementing Evidence-based Practices, explains that evidence-based practices (instructional approaches that have been thoroughly researched and proven effective), help students to realize their full potential. “When students are not responding to "business as usual" and not making desired gains, teachers need to ask themselves if they have really tried the most effective teaching approaches available. Many teachers are not aware that EBPs have already been identified and may be the key to success. Teachers can use this step-by-step guide as they begin the process of incorporating EBPs in their classrooms” (Torres, Farley, & Cook, 2012).  

*Step 1: Determine Student, Environmental, and Instructor Characteristics

*Step 2: Search Sources if EBP’s

*Step 3: Select an EBP

*Step 4: Identify the Essential Components of the Selected EBP

*Step 5: Implement the Practice Within a Cycle of Effective Instruction

*Step 6: Monitor Implementation Fidelity

*Step 7: Progress Monitor Student Outcomes

*Step 8: Adapt the Practice If Necessary

*Step 9: Make Instructional Decisions Based on Progress Monitoring Data

*Step 10: Become a Leader and an Advocate

Below are the links developed for a brief description of each of the evidence-based practices for learners on the autistic spectrum.

• Antecedent-Based Interventions (ABI)
• Computer-Aided Instruction
• Differential Reinforcement
• Discrete Trial Training
• Extinction
• Functional Behavior Assessment
• Functional Communication Training
• Naturalistic Intervention
• Parent-Implemented Intervention
• Peer-Mediated Instruction and Intervention
• Picture Exchange Communication System (PECS)
• Pivotal Response Training
• Prompting
• Reinforcement
• Response Interruption/Redirection
• Self-Management
• Social Narratives
• Social Skills Groups
• Speech Generating Devices/VOCA
• Structured Work Systems
• Task Analysis
• Time Delay
• Video Modeling
• Visual Supports

As much as we wish we could encase our children in head to toe armor, we can’t.  We have to encourage, comfort, teach and protect the best we can.  Those vulnerable areas left unprotected by the armor need to be  protected by the caring educators that our children spend a majority of their day with.  The more our teachers know and understand about autism spectrum, the better able they will be to provide a positive learning experience day to day for their entire class!          

For more information see the references and links below.

http://www.autisminternetmodules.org/

http://autismpdc.fpg.unc.edu/content/briefs

Torres, C., Farley, C., & Cook, B. (2012). A special educator's guide to successfully  implementing evidence-based practices. Teaching Exceptional Children, 45, 64-73

~Korin

Recommended Blogs on Autism

The Autism Teacher

Nicole Mays, the author of a blog named, The Autism Teacher, presents easy and practical ways to teach children with Autism.  Mrs. Mays is in the process of completing a Special Education PhD degree with a concentration in Autism at Georgia State University in Atlanta, Georgia.  She is currently a special education teacher with a classroom consisting of mainly students with severe autism. The purpose of The Autism Teacher blog is to communicate Mrs. Mays’ personal experiences in the classroom through expounding upon day to day classroom routines, crafty ways to teach Autistic children, and furniture ideas that help her students become more focused on the school lesson and not on their sensory sensitivities.  The following are examples of these teaching strategies.

An example of Mrs. Mays’ creative teaching methodologies is demonstrated in the October 22, 2009 post entitled, “File Folders Activities”.  In this post Mrs. Mays provides several ideas on how to create visual file folder activities which can be used to “provide visual structure and allow repeated practice on skills and recognition”.  Mrs. May precludes her ideas by stating that “people with autism tend to be very visual thinkers”.  She provides additional links for the file folder activities but also incorporates her own unique techniques as seen through photographs taken of her final products.  Also, the January 15, 2010 post, “Video Modeling” demonstrates ways to instruct Autistic children on life skills that are not teachable in the classroom, i.e. bathing, shopping at the grocery store and eating at a restaurant.  One of the benefits of video modeling according to Mrs. Mays is it “allows parents, teachers and other therapist to collaborate and use the same method, terminology, etc. when working with a student”.

An example of Mrs. Mays’ furniture modifications can be seen in her October 13, 2009 post “Adapting Furniture”.  To combat students who like to rock in their chairs and tip over as well as students who are prone to push themselves away from her during instruction time, Mrs. Mays had several footstools attached to the front legs of each student’s chair.  This simple renovation grounds the chair to the floor; therefore, students are unable to move or tip their chairs.  In addition, a soft mat was added to the top of the footstool to control foot noise.  Chairs that are across the table from each other are also connected to prevent students from pushing backwards.  Other devices she shows in her post are core disks which fit in the seat of a student’s chair and curtail “wiggly” movements. 

In her October 20, 2009 post, “Schedule”, Mrs. May provides the reader a complete daily schedule of her classroom – from breakfast at 7:15 am to loading the buses at 2:10 pm.  She describes each time slot in great detail such as Circle Time/Math at 8:45 am.  “We first count to 100, then go over the calendar, make a ‘graph of the day’ as a group,…..then we use the Intellitools Math (Oshie Otter) program on the interactive whiteboard – each student gets two turns.”

Mrs. Mays provides many different links to alternative websites for her audience’s disposal; however these links are not properly cited.  Also, Mrs. Mays does not cite any research resources to back up her posts.  Overall, the quality and quantity of her posts has waned over time.  Her later posts, specifically 2009 and 2010 are especially written well in regards to the details given on these posts’ subjects.  Her writing style is easy to follow and she incorporates her enthusiasm and love of her students in her posts.  However, her most current posts have steered away from the focus of her blog and leave the reader wondering if her commitment to the blog has ended.  Personally, I believe that Mrs. Mays’ blog is a reasonable resource for other teachers of Autistic children.  She clearly has a certain level of expertise that Autistic teachers can benefit from, especially teachers who have recently graduated with their Special Education degree.

Reference:

Nicole Mays. (2009).The Autism Teacher. Retrieved from http://theautismteacher.blogspot.com/

Brought to you by:
- Elizabeth Holt

What is Autism?

- Elizabeth H.

The media today has presented to the public a wealth of information, positive and negative, regarding Autism. This information ranges from statistics to parent expectations to causes of Autism. Educators in the early elementary school years have been inundated with literature informing them how to recognize Autism in their classrooms.  Few educators have been well informed but many have not. With Autism on the rise, educators need a basic understanding of this developmental disorder; therefore, the primary question that educators need to start with is What Is Autism?

According to the American Psychological Association (APA) (2013), “Autism is the most severe developmental disability.” The APA continues its definition by stating, “Appearing within the first three years of life, autism involves impairments in social interaction — such as being aware of other people’s feelings — and verbal and nonverbal communication.” The APA recognizes Autism as a “spectrum disorder with symptoms ranging from a mild to severe”. A person’s diagnosis on the spectrum can vary based upon “the level of their developmental delay”.  Under the broad diagnosis of Autism, there are four main subcategories: Asperger’s Disorder, Rett’s Disorder, Child Disintegrative Disorder and Pervasive Development Disorder (PDD) - Not Otherwise Specified (NOS). Each of the following subcategories present characteristics that are based on criteria set through the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV) (American Psychological Association, 2013).

Asperger’s Disorder is characterized by an intense and long-lasting impairment in social interactions and the development of constrained, recurring patterns of manners, interest, and activity. This disorder clinically shows impairment in social behaviors such as lack of eye-to-eye contact and body gestures; occupational functions- not being able to express enjoyment with others; and other developmental areas, e.g. repetitive motor mannerisms - flapping of the hand(s); or possessing an obsession with collecting items such as rocks. Children with Asperger’s often have adequate to good cognitive and language skills.  These children want to “fit in” but do not know how to do so (Autism Society).  Asperger’s Disorder is most commonly found in males, but some females have been reported with this diagnosis (Gould & Smith, 2011).

Rett’s Disorder, unlike Asperger’s, begins with a period of normal development after a child is born (usually for five months). After this initial time of normalcy, the child will start to lose all learned hand skills and will instead develop hand motions such as wringing or hand washing. A child’s interest in their social environment will decline within the first couple of years after the onset of the disorder. Language development is also affected with the loss of “expressive and receptive language” in conjunction with “severe psychomotor retardation” as well as head circumference decline between 5 and 48 months (Autism Society). Interestingly, Rett’s Disorder is more prevalent in females than males (National Institute of Neurological Disorders and Stroke, 2012).

Childhood Disintegrative Disorder begins much like Rett’s, however the outcomes of this disorder are more severe. A child will experience normal development within the first 2 years of life after birth. Then following the 2 years of normalcy, the child will suffer a considerable loss (before age 10) in some or all of these area: expressive or receptive language (delay or lack of spoken language), social skills or adaptive behavior (failure to develop peer relationships), bowel or bladder control, play (lack of varied make-believe play), and motor skills (repetitive mannerisms such as hand flapping) (Autism Society).

Pervasive Development Disorder- Not Otherwise Specified (PDD-NOS) usually occurs later in a child’s life and is distinguished by severe and constant impairment in the development of common social interaction e.g. playing or lack of remorse; lack of verbal and nonverbal communication skills, mainly language and emotion; and the development of stereotyped behaviors, interest, and activities such as hand wringing and finger flapping.  This diagnosis will only be assessed if the child’s behavior and development does not fit with any of the other PDD Disorders such as Asperger’s, Rett’s, or Childhood Disintegrative Disorder (Autism Society).

With a clearer understanding of Autism as a whole and the individual subcategories, educators will be able to assist these children not only in their school life, but in their home life by working with parents and caregivers to ensure their wellbeing. Therefore, better informed educators can support the statement that Autism Matters.

References:

American Psychological Association. (2013). DSM-IV: Autism. Retrieved from http://www.apa.org/topics/autism/index.aspx

Autism Society. Diagnostic Classifications. Retrieved from

 http://www.autism-society.org/about-autism/diagnosis/diagnostic-classifications.html#autism

Gould, J., & Smith, J.A. (2011). The National Autistic Society. Women and girls on the Autism Spectrum. Retrieved from

 http://www.autism.org.uk/About-autism/Autism-and-Asperger-syndrome-an-introduction/Gender-and-autism/Women-and-girls-on-the-autism-spectrum.aspx

National Institute of Neurological Disorders and Stroke. (2012). Rett’s Syndrome Fact Sheet. Retrieved from http://www.ninds.nih.gov/disorders/rett/detail_rett.htm

Book Reviews

Asperger Syndrome, the Universe and Everything, by Kenneth Hall.  

Have you ever wondered what it would be like to be a child with Asperger’s Syndrome?  How do people on the autistic spectrum perceive the world around them?  Have you wondered how autism affects their relationships?

In the book Asperger Syndrome, the Universe and Everything; a ten year old boy named Kenneth Hall gives us great incite into the mind of a young boy with Asperger’s.  He was diagnosed with autism at the age of eight and wanted to write a book to help adults understand the best way to help children on the spectrum.  Being ten at the time the book is published, he is wise beyond his years.  

Kenneth always knew that he was different from other children.  He knew that other children enjoyed playing in groups and talked differently, but he thought he was the “normal” one and that everyone else was different.  Before his diagnosis he was depressed and did not understand why.  After he discovered he has Asperger’s, everything in his life changed and people started treating him better.  “When I heard that I had AS I was very pleased because I had been wondering why everyone else seemed to be acting strangely.  So I felt a bit relieved” (Hall, 2001, p.14).

Sandy is Kenneth’s cat and has helped him learn to relax.  He loves to snuggle in his sleeping bag on his bed with Sandy.  His sleeping bag is the perfect softness.  When he gets stressed he likes to go to his bag and be alone.  His favorite days are “jammie” days.  He looks forward to being able to relax, read and not get dresses all day.  The thing that makes him the most upset is when people don’t keep their promises and when his mom promises a jammie day and then makes other plans for him.  Kenneth give a unique perspective into the reality of extreme anger that often accompanies those on the spectrum.  He is learning to deal better with his emotions as he learns more appropriate ways to express them.  He talks a lot about a reward system Applied Behavioral Analysis, or ABA which breaks goals down into smaller steps with rewards and tokens that can be cashed in for prizes.  This has made a big difference in his behaviors and his attitude because his environment is now more positive.  

A few things Kenneth does not like are crowds, concentrating, being patient, understanding others, groups, not enough attention, staying still, and change.  He is able to explain these dislikes in a way that helps the reader more fully understand his perspective.  He is extremely smart but struggled with the traditional school setting and teaching style.  His mother decided to home school him after his diagnosis and he blossomed.  He was able to pass the math test in Ireland 6 years ahead of schedule because his tutors were able to teach to his learning style.

This book is a necessary read for newly diagnosed autistic children, their parents and family members, teachers and anyone else involved in their lives.  I loved the unique perspective that Kenneth offers in his book.  It adds depth to the research and knowledge we have about Asperger’s Syndrome.  In the book Asperger’s Syndrome; A Guide for Parents and Professionals, Tony Atwood supports Kenneth’s views expressed throughout his book.  For example, Tony Atwood devotes a large portion of his writing to social behavior of children with Asperger’s.  He acknowledges the autistic child prefers to be alone and struggles with group activities.  “They can become withdrawn and solitary when in a group” (Atwood, 1998, p. 48).  He then gives great detailed examples and helps for teachers and parents to help the child improve their social skills.  Kenneth’s book is supported by the research, but more importantly, enhances our understanding of the struggles and joys of autistic children.

“I like being different.  I would prefer being different to being normal.  I am glad to have AS and I am proud of who I am.” ~Kenneth Hall 

For additional information about autism visit - http://www.autismspeaks.org/

Hall, K. (2001). Asperger syndrome, the universe and everything. London, England: Jessica Kingsley.

Atwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. London, England: Jessica Kingsley.

~Korin

Ten Things Your Student With Autism Wishes You Knew

by Ellen Notbohm

Ten Things Your Student with Autism Wishes You Knew by Ellen Notbohm is an excellent resource book for educators as well as parents. She gives multiple credible sources pertaining to recent Autism research in the Endnotes section of the book. Mrs. Notbohm uses the voice of an Autistic child to communicate how children with Autism learn differently and how they should be taught differently by educators. According to Mrs. Notbohm, teaching is a comprehensive methodology which includes not only instructional teaching, but also communication (verbal and nonverbal), life-skill instruction, social and emotional instruction. The “child” states, “Merely teaching me facts or skills with no social or emotional connectivity between them may not be teaching me much at all.”

Mrs. Notbohm through the use of a light-hearted, witty writing style list ten things that an Autistic child wishes his/her teacher to know. These include:

• ·         Learning Is Circular: We are all both teachers and learners
• ·         We Are A Team: Success depends on all of us working together
• ·         I Think Differently: Teach me in a way that is meaningful to me
• ·         Behavior Is Communication: Yours, Mine And Ours
• ·         Glitched, Garbled And Bewildered: If we can’t communicate effectively, learning can’t happen
• ·         Teach The Whole Me: I’m much more than a set of “broken” or “missing” parts
• ·         Be Curious…be very curious
• ·         Can I Trust You?
• ·         Believe
• ·         Teach Me “How To Fish”: See me as a capable adult and hold that vision

Under each of these headings Mrs. Notbohm provides strategies and tactics for the educator, but strategies and tactics are not the book’s primary focus. The intent of the book is to teach “to the strengths and deficits of a different kind of learner.” She also emphasizes throughout the book the idea that “teachers and parent-teachers must never lose sight of the fact that ASD (autism spectrum disorder) children also share many characteristics with typical children.” An example of Mrs. Notbohm’s philosophy can be found in the chapter entitled “I Think Differently” where she explains how various techniques such as teaching children to categorize and teaching them to think flexibly and cohesively will help an educator grasp how an Autistic child comprehends old versus new information.

In the chapter entitled “Teach The Whole Me”, Mrs. Notbohm addresses the fact that Autistic children have similarities with their “normal” peers. She encourages the educator to understand that Autistic children have dreams and aspirations for the future such as owning a home, driving a car, getting married, etc. They have a sense of humor, feelings, and they want to be liked and have friends. Autistic children may not have the necessary social skills to achieve these aspirations but this does not mean that they do not want these things. Mrs. Notbohm also speaks to building trust and believing in a student’s overall abilities (social, emotional, physical, and psychological). She states in chapter nine entitled “Believe”, “The quickest route to building that trust is to nurture and communicate your belief that this child can do it.” One of the students Mrs. Notbohm interviewed for the book makes the following statement:

            “I can sense far more than I can communicate and the number one thing I can sense is whether or not you think I ‘can do it.’ Expecting too little of me is just as bad as expecting too much. Believe that autism imposes no upper limits for me other than the limits of your willingness to stretch as a teacher. Autism is an open-ended disability. There’s no telling how far I can go if you lead- not just point- the way.”

Overall, Ten Things Your Student With Autism Wishes You Knew provides a clear and comprehensive guideline for educators as well as parents in regards to developing, instructing, and nurturing the “whole” Autistic child. Mrs. Notbohm makes a profound statement in speaking to an educator’s and parent’s behavior towards Autistic children. She states,

           “Your words, your attitude, your actions and your reactions are determining factors in your child’s environment and his response to it. Only when we have a clear-eye look at our own behavior will we have a chance of positively impacting our children’s.”

Notbohm, E. (2006). Ten Things Your Student With Autism Wishes You Knew. Arlington, TX: FutureHorizons

-Elizabeth H.