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.

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What is Family Life Education?

Family life education is committed to educating families in an effort to enrich and strengthen the quality of family life.  Educators work with families to enhance interpersonal relationships and help them reach their potential.  This preventive approach to education helps increase a person’s ability to better function in their personal lives and within society. 

Family Life Educators must have a minimum of a bachelor’s degree but many have advanced degrees.  Educators have completed college courses with emphasis on human development, parent-child relationships, family belief systems, family economics, and policy.  The educator is able to effectively share this knowledge to help families facilitate better management of money and time, and understand the value of parent education. Working together to enrich and improve family life is the focus of family life education. 

About This Site

We ladies are currently students at the University of Utah and are aspiring Family Life Educators. The primary audience for our blog is educators; however, we also want parents and caretakers to benefit as well.  Through our research, we will provide pertinent information pertaining to the intricate components of the Autism spectrum, ranging from medical diagnosis, behavioral patterns to how to promote stronger community support and advocacy.  Remember all information on this blog has been thoroughly researched and documented; sources will be noted.  We hope this blog will be beneficial for any one that has a connection to Autism because in the end we know that Autism Matters.