Knowledge is Power- Teaching Understanding and Acceptance

As we are quickly approaching Autism Awareness month, it's time to really start thinking about educating others about ASD. Abby just had a great post on birthday parties and the importance of fostering awareness and so I thought I'd take a different spin and write a post on educating kids about ASD. Kids are usually very accepting and understanding, especially if they have some knowledge and education about differences. In this post I want to share with readers a program called  Understanding Friends, which was developed by Catherine Faherty, an author and TEACCH therapist in Asheville.

Understanding Friends is a curriculum intended to be used for Elementary and Middle School children. It can be used in classrooms to help promote acceptance of differences. The presenter can chose to talk in general terms about differences or parents of a child with ASD may request that the presenter use this curriculum as a way of telling classmates about their child's diagnosis (it is a personal choice as to whether or not the child is present during the discussion). Also, especially in the case of peer tutoring programs, this curriculum can be used as a way of teaching mentors about the learning styles of their mentees in an autism classroom. 

Begin with an interactive discussion about abilities and what it means to be unique. Stress that everyone has abilities that makes them unique and that what we all have in common is the need to be accepted and feel understood. For more specific information about how to facilitate this discussion and a complete guide to materials etc. click here. 

After the basic discussion, the presenter can either reveal the specific student with ASD or Autism classroom or go ahead and move on to the "Experiential Activity Centers." Here you will divide the class into 3-4 groups where the students will rotate through various activities designed to foster awareness and perspective taking. The centers include the following:

Fine Motor Activity: At this center students wear gardening gloves while trying to string beads and screw nuts and blots, stimulating what it may be like to have fine motor difficulties.

Visual Activity: For the activity students wear goggles covered in petroleum jelly while trying to complete a worksheet requiring reading and writing.

Sensory Activity: Here students are asked to try jumping rope using yarn and walk along a piece of tape on the floor while looking through binoculars backwards.

Attention & Auditory Sensory Activity: Students wear headphones with distracting noises while given a timed activity to complete, simulating what it's like to have to concentrate with so many auditory distractions.

* At each station there should be an adult present to facilitate discussion about regarding the activities. Next come together as a large group and pick one student to help demonstrate the next activity, which is the:

Receptive Language Activity: With materials necessary to set up a table (spoon, fork, plate, etc), instruct the volunteer to set the table while speaking in a different language or a nonsensical language. Then after some time of repeating the instructions in various tones and using gestures, give the student a jig that visually shows how to set the table. 

Use this activity to discuss what it must feel like to not understand what is being said to you and how helpful visual information can be. Talk about how everyone has different learning styles and how using objects, pictures, or written information can help many people better understand their environment and our expectations. To wrap things up, Catherine Faherty also suggests providing some information on autism specifically. Depending on the age of the child, you might consider reading a children's book or in the past when I've given this presentation in a sibling workshop, we talked about Carol Gray's sixth sense, which is the "social" sense (Click here for more information). 

This presentation can be a lot of fun and it's amazing to see how kids react-- when given a little knowledge and education, they are so accepting and understanding and they can be great teachers to others as well!

- Molly

Success with Autism and Birthday Parties



As I am preparing for my youngest child's birthday party today, I began thinking about how difficult this can be for those on the spectrum.  Parents can become quite anxious when thinking about planning for the child with autism's birthday but also attending those of peers.  With a little preparation and education hopefully we can make it successful all around.

The Peer Party
Starting when your child is young, you may get invites from kids in daycare, preschool, Mommy & Me, the neighborhood, etc.  These can be parents and children that you barely know but your child is "associated" with in these settings.  There are lots of factors to consider especially if you aren't as familiar with the family.

• Get the Scoop - Contact the host and try to get a better sense of what the party will entail.  Will there be a clown that you know your child is deathly afraid of?  What is on the menu?  How many children are expected?  Having this information ahead of time is invaluable in planning but also making the decision if you wish to bow out.  If you know this will be too overwhelming for your child, consider letting them know that you will be unable to attend. 
• Overstimulation - Children's parties can be some of the most overstimulating events ever!  I myself cringe when I think about being packed into a small space with 30 screaming, sugar happy children.  Now imagine it for your child.  If you can talk to the host before hand, find out if there is a quiet room that you can escape to if needed.  Also, the car, outside or simply a pair of headphones can be a way to have a few minutes to regroup. 
• Food - Hopefully you talked to the host and found out what food will be served.  If you know this may be a difficult time to try something new, consider packing snacks or items your child will eat.  Alert the host ahead of time.  If they are unfamiliar with your child, they may be offended if they think your child chose to eat other food. 
• Social Stories - Review ahead of time what is going to happen.  Prepare the child for loud singing, presents that will be opened (that won't be theirs!), taking turns on the playground equipment, etc.  Read the story many times before attending the party.  Trying to prepare as much as possible is important. 
• Advocate - It is a personal decision how you wish to present your child to the host.  If you wish to use a diagnostic 'label' or rather just discuss it in terms of overall sensitivities is up to you.  Let the host know what may be hard for your child.  Inform them that you may not stay for the whole party, will need to 'escape' if things get too overstimulating or will be bringing some items from home to help your child cope.  Educating others is the first step in a long road to acceptance but it is important when others tend to make assumptions regarding behavior they see. 

Your Child's Party
This is supposed to be a fun filled day to celebrate the birth of your child but it doesn't always go as smoothly as you would like.  You cannot avoid every conflict or potential problem but try to steer clear of as many as possible. 

• The Guest List - Take into consideration how many people you are inviting and their familiarity with your child and family.  We are conditioned to believe we have to invite everyone the child has ever met and this can make for a chaotic situation in itself.  I may not get 'Parent of the Year' but I have not tackled the peer party yet with my own children.  Sometimes grandparents, aunts, uncles and cousins can be enough of a group!  Try to think of it from your child's point-of-view.  What amount of people would make it a positive day for them? 
• Location - Where is the best place to go for a birthday?  This is again a personal decision based on the needs of your child.  Sometimes home parties are more comfortable and predictable than other locations.  You have more control over your own domain and typically less unwelcome surprises.  Some children are perfectly capable of handling 'Chuck E. Cheese', a bounce venue, an arcade or maybe a circus so individualize for your child. 
• To Sing or Not to Sing - I cannot count the number of times that the 'Happy Birthday' song has left those on the spectrum in tears.  This is again a personal choice and also based on your child's individual needs.  Sometimes you don't know unless you try if this will be overstimulating to your child.  Occasionally, it is not the noise but rather the unexpected noise that was the problem.  Preparation can make a huge difference.  You may decide that you don't want to sing, especially if you had bad experiences before, and this is OK!  Adjustments to make it a happy party for your child are not a bad thing.  We do not need to stick to the 'typical' party for those on the spectrum. 
• Visual Schedules - Not everything can be planned perfectly nor go according to plan.  However, try to figure out the sequence of events ahead of time.  Review with your child prior to the party when things are expected to happen and the order.  Use pictures, objects, or a written list of activities that your child best understands; use the schedule during the party to understand expectations.
• Social Stories - As with peer parties, try to review any difficult situations in story format before the party.  Talking about who will be there, what events will occur and other things to expect.
• Educate & Advocate - This is the opportunity to handle any difficulties in others understanding your child.  Recognize that some people may not be adequately educated about autism, sensory processing disorder or other spectrum diagnoses.  Before the party, sit down with any individuals (including family members) that may need help recognizing why certain behaviors occur and what the underlying issues may be. 

Planning your child's birthday party can always be overwhelming and stressful but even more so with children on the spectrum.  There is no perfect party and having a party outside of the 'norm' is perfectly fine!  Do what will make the day most enjoyable for your child whether that be a huge party or just a relaxing day at home.  And no matter what, have fun!

-Abby

Building Independence in Hygiene and Other Areas of Daily Living

As Abby eluded to in the previous post, hygiene skills, particularly as it relates to puberty can be hard for all adolescents and even more so for individuals with ASD. Taking Care of Myself by Mary Wrobel is a great resource for older children and adolescents on the spectrum. It breaks down topics in a simple, easy to use format. The book is intended to serve as a curriculum to teach individuals self-help skills, especially as they enter puberty. It is broken up into seven different units, which are:

* Hygiene

* Health

* Modesty

*Growth and Development

*Menstruation

*Touching and Personal Safety, and

* Masturbation

The author uses stories written in first person to describe concepts in a straight forward fashion. Having said that, it is important to use this book only with individuals who are able to read the stories themselves. The vocabulary is intended to be simplistic, but I think this style also works very well for particularly bright students. She provides explanations on topics that we often don't think to explain, such as the purpose of bathing, using toilet paper, going to the doctor, and wearing deodorant. At the end of each unit, there is often a Question/Answer activity section to check for understanding and comprehension.

If you are a parent who is often unsure of how to bring up these topics with your child, check out this resource. It is easy to photo copy pages and discuss one topic at a time with your child without overwhelming him/her with too much unnecessary information. I have also used this resource many times with clients as a way to explain the purpose of hygiene and its importance. Oftentimes individuals need even more structure and support to promote independence in daily hygiene routines and we'll soon discuss specific systems to put into place to make toileting, showering, and other self help tasks more successful! Stay tuned!

- Molly