Meet Dominik

I have been working with individuals with autism for 20 years and have met many interesting and exciting people along the way. In this blog, I have someone that I would like to introduce to you that I believe is an extraordinary person. His name is Dominik and he is 14-years-old. Dominik has diagnoses of autism and apraxia and is essentially non-verbal with his spoken language, but is definitely NOT non-verbal when using other means to communicate aside from the spoken word. Upon meeting Dominik, you may assume that he has limited communication skills, but since we presume competence when working with our clients, I learned that the opposite it true. Dominik has a passion for writing and using language to communicate his vast interests. One of the ways he has learned to do this is through an augmentative communication application called “Speak for Yourself (SFY).” SFY runs as a communication device on the iPad and uses synthetic speech to aid individuals with their expressive language output. It is based on core vocabulary and allows the person to communicate using generative language. Dominik has learned to use the augmentative communication system to express his wants and needs, feelings, hold conversations with others, and to communicate his expansive knowledge and interests in a variety of topics. Our conversations using AAC have ranged from the etiology of autism to future careers. Dominik thinks that vaccines “are the culprit of autism” and wants to be “a neurologist” when he is older. When Dominik communicates using AAC, he let us into his amazing world of thought. Not only does he use SFY; he can type on a computer keyboard, write with facilitated assistance, and is now starting to use verbal speech as AAC has been a bridge to developing spoken language for him.

I told Dominik that I was going to write a blog about his AAC use and the amazing progress he has made in just a few short months. He was very excited about the opportunity! I asked him if there was anything that he would like to share with the readers and this is what he said:

“I would like to thank you for the opportunity of participating in this blog and having my “voice” heard. It may sound ironic since my oral language skills are almost nonexistent. The various specialists have called my condition apraxia of speech, but I call it “being mute!”

Dominik and Dr. Rosin, having a conversation using AAC

I obviously can’t represent everyone who is autistic and has apraxia of speech, but I think it is reasonable to conclude that there are other individuals similar to me, with similar issues and struggles. The daily struggles of trying to produce the words and the inability to do it successfully represent a great source of frustration and can lead to the lack of self-esteem, both of which have occurred in my case. My refuge has been a written word, and lately the synthetic speech app I have installed on my I-pad. When I was diagnosed with autism almost 12 years ago, there were essentially no programs or apps like the ones we have nowadays and the one I use currently. With the further advancement of technology, I believe that even more sophisticated apps will be developed in the near future!

I truly hope that society will become even more understanding and successful in helping us, the individuals with autism and apraxia of speech, in all aspects of our lives, but the speech in particular, since that is a hallmark of our disorder and the stigma we carry. People with autism and apraxia may not have a loud voice in decibels, but those who are willing to give us a chance may realize that our inner voice is worth listening!”

Dominik has shared two of his writings with me and would like to share them with you too. Please click on the links below to read two essays that he wrote for school.

“Happy and Crabby at the Same Time”  By Dominik Knez

Click here to read.

“Triple Epiphany”  By Dominik Knez

Click here to read.

Contact Sheryl:

srosin@palmbeachsls.com

www.palmbeachsls.com

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Thelma Atha, M.Ed, CAS; Director of Counseling Department & Learning Support Specialist at Lincoln International Academy in Managua, Nicaragua; Private practice in Managua, Nicaragua focused on Sensory Integration Therapy, TEACCH, and Behavior Modification Therapy.

Country: Managua, Nicaragua

School/ Organizations/Center: Lincoln International Academy, Managua, Nicaragua

1) How has earning the Certified Autism Specialist been meaningful and satisfying?

I began learning about ASD 9 years ago when I suspected my youngest son may be autistic.  Six months later, in Californian, he was diagnosed with autism and I was told he might not ever become verbal.  A year and a half after Raphael’s diagnosis, my husband´s work in the U.S. Navy took us to El Salvador. While in El Salvador I began formal studies on autism, SP, and ABA in order to better help my son.  Shortly after, I began to get invited to schools to talk about ASD and families began contacting me.    Suddenly, I found myself becoming an advocate for children with ASD. After much hard work, I am happy to report that, today, my son is verbal and high functioning. We face challenges every single day, but I am blessed to have had the opportunity to become a Certified Autism Specialist and to learn different ways to help my son and other children with ASD and their families.  In 2013, we moved to Managua, Nicaragua and in 2015 I earned my designation as a CAS. It has been truly meaningful to me as I can now better help children with ASD. Living in a third world country, where people are just beginning to learn about ASD, means a lack of sufficient resources.  There are very few service providers for children with ASD, so my experience and the training I received while becoming a CAS is very important as we work to fill the gaps in services and assistance for people with ASD in this region of the world.

2) How has the CAS credential affected your professional growth?

The CAS credential has very positively impacted my professional growth! Having these credentials enhances the credibility of all my efforts to advocate for people with ASD and improves the services I provide for students, clients and parents. Also, being a parent of a child with ASD, gives me additional sensitivity and awareness on a professional and personal level which helps build better cooperation with those I work with.   This certification has made me grow in many other ways. My work as Director of Counseling and Learning Support Specialist for Lincoln International Academy and the work I do to support students from other schools, provide private therapies, and help support people and families with ASD has benefited greatly from all I learned while earning my CAS designation.

In 2015, I had the opportunity to give a TEDx talk on Autism, highlighting my personal experiences as a mother and my professional experiences as an advocate for people with ASD. One of the things I mentioned in my TEDx was my CAS designation. My TEDx talk has spread beyond borders. Since then, families and organizations from many countries have contacted me. I truly believe that CAS has given me much more credibility as a professional which in turn makes my work as an advocate for people with ASD much more effective. (TEDx link: https://www.youtube.com/watch?v=8IZs3wN4x_0)

3) How has your CAS credential been a benefit to your employer?

It has been a huge benefit for my employer. We have started a well-structured inclusion program to place students with ASD in the regular classroom to the maximum extent possible and continue to work to increase our capabilities to serve the members of our community with ASD.  Parents of children with ASD now seek admissions at Lincoln International Academy because they are confident they will be in a place where there is someone that truly understands their children’s needs.

4) How do you like to be recognized, acknowledged and rewarded for a job well done?

I know first hand how difficult it can be to get support, access to therapies, and better educational opportunities for children with ASD, so assisting parents and their children is all the reward I need.  Hearing: “I know you understand,” “thank you for giving our child a chance”, etc., is acknowledgement enough.

5) What is your greatest challenge or roadblock?

I find the biggest challenge is to work with people who do not understand ASD.  That was the main motivation I had in giving my TEDx talk, educating as many people as possible about the challenges faced by individuals with ASD and their families.

6) What makes you feel like a valuable contributor?

The fact that I am not only a professional on the field but also a mother of a child with ASD who now has the amazing opportunity to work with other children with ASD is what makes me a valuable contributor.

7) What do you enjoy most about your job?

I enjoy many aspects about my job. Most of al,l I enjoy working with parents and their children, providing the emotional support that they need to be able to stay strong and positive every day while facing the challenges associated with ASD.

The post Featured Autism Specialist: Thelma Atha appeared first on Certified Autism Specialist.

By Elayne Pearson, Special Needs Safety/Preparedness Specialist, CAS

More than one mother recently confided that getting her children ready to enter school with its fees, clothes, and required items was a real financial burden—and those students weren’t even in high school yet.  I recalled those same September concerns years ago, knowing taxes were also due in November, and Christmas was just around the corner.  With four amazing daughters, including Heidi (our beautiful daughter with Down syndrome and late-onset autism) my husband Rod and I felt so blessed, but our budget and stress levels were very stretched. With Heidi’s special needs for good quality vitamins/food, calming craniosacral therapy appointments each week, and educational toys and more – my motto, “keep it up!” served us well. Today’s parents can live this way, too, with some of our common sense advice.

TIDY UP – One of the best money savers is keeping your home organized so important items don’t accidentally get damaged among the clutter, or lost, resulting in duplicate purchases. Individuals with autism often obsessively hold on to odd things, creating more chaos, so set boundaries.

BUY UP – Buy in bulk and when items go on sale, but if it’s packaged food, watch for an almost-expired date. You don’t want a bunch of peanut butter jars in the pantry that are going to go bad before you can eat them.

CLEAN UP –  After you use a tool such as a saw, or an appliance like a blender, clean it well and store it away from moisture, etc. and they should serve you for several years.

COOK UP –  Sure, it saves money, but if you’re not itching to “cook from scratch” please realize it’s much healthier for people with special needs, like our Heidi, who are often pretty allergy prone. Home cooking usually has much less chemical additives for color, flavor and preservatives, so it’s a true win/win.

BREW UP – Some folks use their tea bag twice to stretch their dime, so doubling up is another tip. I’ve discovered the healing effect of herbal teas, and really enjoy a nice mug of peppermint tea to pick me up, or licorice root tea to calm me down. Licorice root (not the red candy, but in capsule/tea form) is a natural adrenal support (our anxiety mechanism) and I believe this supplement helped reduce Heidi’s extreme anxiety.

CUT UP – Don’t be seduced by credit card offers on TV or mail. Consider “plastic surgery” on extra cards you already have—they actually make a great guitar pic.

ADD UP – Rod and I really wanted to give our children the same blessings we experienced of having our mom stay at home—and were willing to live sensibly on one income. When you actually add up the additional expenses of a mother committing to outside employment, it doesn’t usually make sense.

READ UP – Richard Paul Evans, author of The 5 Lessons a Millionaire Taught Me for Women advises couples considering the mother to enter the workforce to honestly add it all up: daycare, wardrobe, travel, and meal expenses. Plus, the second income creates additional taxes to owe—and may put you in a higher tax bracket. Analyze your money matters to determine if you are paying interest with debt, or earning it with savings and investments, etc.

DIVIDE UP – With the unhealthy super-sized portions at most eating establishments, Rod and I often opt to simply share a meal and it’s just right. If we each order, we take home leftovers for lunch the next day. To be healthier we just say no to dessert, soda pop, tobacco, alcohol, and drugs.

DOUBLE UP – Making a double batch of a casserole or other food and freezing one is easy and helps you avoid the temptation to spend money eating out. Just warm it up and dinner’s ready.

BUY UP – With so much waste, why go buy some new item, if something is great but not being used anymore? Thrift store shopping offers unique back-to-school clothing, inexpensive household items, and helpful books.

GROW UP – Maybe you can’t manage a full garden or orchard with your loved one with special needs, but a few large potted plants on the patio, porch, or apartment balcony can harvest some yummy, almost free, organic food.

OFFER UP – Rod and I have always tried to give a little something whenever there was a charity or fund-raiser. Even if your cash flow is at a trickle, you can donate time or volunteer items you do have, like extra paper products or distributing posters, etc. You’ll be blessed for serving.

PULL UP – Going to the movie theater is exciting, but remind your family you can pull up plenty of entertainment on YouTube, etc., on your computer without spending a penny. Consider putting the unused money in a decorated goal jar.

SEW UP –  I’m not saying we should sew denim pants or men’s dress shirts, that’s beyond anyone I know! Yet, sewing is a fun skill for your home, plus mending clothing is a real money saver.

SWAP UP –  Sometimes bartering with a friend or neighbor is a happy arrangement. There was a time I gave free haircuts to my friend’s kids in exchange for her teaching piano lessons to my girls.

WAIT UP – Patiently waiting for clearance sales for future birthday and wedding gifts is great, but before you tuck them away, perhaps label bags and keep them in a reasonable place so they’re not forgotten.

LOOK UP – One of the most important financial patterns we’ve implemented over the years is to study things out and pray over potentially large purchases, such as a new/used car, appliances, or buying/building a home. We seek vital guidance from a loving God above who wants us all to live in peace and not financial bondage when possible. Gratefully, it’s paid off for us, and I hope these ideas help you, too.

Keep it up!

Elayne Pearson, Special Needs Safety/Preparedness Specialist, recently presented at the of the National Autism Society of America Convention.

For speaking invitations, email:hiddentreasuresofhealth@yahoo.com

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Everyone has a personal brand – whether you are a politician, celebrity, physical therapist, or teacher  — that forms their reputation, in person and online. Right or wrong, other people’s perception of us determines whether they want to work with us, hire us, partner with us, or interact with us.

In the 20+ years I’ve worked as a personal branding and reputation management specialist, I’ve helped define, design and re-direct the perceptions of my clients in industries across education, technology, healthcare, finance, coaching, and many more. I can say with all certainty that your personal brand is directly related to the opportunities you attract and the credibility you hold in your field.

As an Autism professional, you interact with educators, students, parents, administrators and other colleagues, who form perceptions of you that directly influences whether they see you as valuable and relevant to them.

What is personal branding?

In my book, “Reputation 360: Creating power through personal branding,” I offer this definition:

A brand is not something you can just put on paper, like a logo or a glossy photo; it has to be expressed in your actions. A brand needs to represent a set of values, promises and expectations, and meet those expectations at nearly every step.

Your brand tells others what you value, stand for, believe in and will fight for. As you interact with others, they believe in an expectation of an experience of working with you: What will it feel like to work with you? Do I like you? Will I feel safe with you? This is how perception works.

Personal branding starts with you

If your current reputation isn’t serving you well, or you receive feedback that indicates you aren’t seen as valuable, credible or memorable, you can fix it! Personal branding begins by inventorying your assets: What you are passionate about? What sets you apart? What makes you memorable and unique?

As you define and build your personal brand, ask yourself:

• Do people around me feel I am someone who can be trusted?
• Do my clients feel safe and respected?
• Do my actions match my words?
• What makes me different than others who do the same work as I do?

Who is your audience?

The next step it to understand your target audience since they are the people to whom you are positioning your personal brand. In personal branding we strive to make ourselves relevant and compelling to a specific target audience. Targeting those audiences who will find you relevant cuts down on your marketing efforts and makes your “self-promotion” efforts feel more focused.

Create a powerful reputation

Then, you create a reputation strategy that leverages your uniqueness, positions you for the personal brand you desire, and makes sure you stay relevant to your target audience. Consider how you’d like to be known: Are you passionate about advocating for special needs education in the classroom? Are you driven to ensure that every child with Autism receives the same opportunities as their peers? Are you relentless about highlighting the importance of certification for professionals working in the special needs arena? If so, then you’ll focus on building a reputation that consistently reinforces the values you are passionate about.

The success my clients’ experience comes directly from their ability to tap into their passions, create an authentic message and presence, and clearly relate to the needs of their target audience. While this sounds like a lot of work, it actually makes being you a lot easier in the long run. Strong personal brands are rewarded with recognition, opportunity, and fulfilling a life (and career) purpose that ultimately solidifies a meaningful and lasting legacy.

The post Reputation Matters: Personal Branding for Autism Professionals appeared first on Certified Autism Specialist.

Once again, we are at the time of year that brings about so many mixed emotions for professionals in the education field; The beginning of a new school year. The smell of fresh markers, the sight of a completely clean classroom, a desk without piles of paperwork are all soon to be fleeting things as the momentum of the school year kicks things into high gear. For some educators who are taking on new positions or responsibilities this year, there may we waves of apprehension wondering how everything will manage to get done on time. Others who have been in the field for a while may wonder how they can incorporate new ideas into their lesson plans to keep students interested. There are so many different situations going on and everyone is different.

It is in the cold December months that people sit around making resolutions about the next calendar year and things they wish to accomplish. These New Year’s Resolutions are sometimes the only time of year people sit down to analyze their behaviors and make a plan to change things. Since the beginning of the school year is also a new beginning, it is the perfect time to resolve to make some changes for the betterment of yourself and your professional development. Just like resolutions, it is the small steps we take that make the larger change to our lives. Below is a list of examples of resolutions provided by professionals who work in the education field in various ways.

1. Take the time to read one piece of material relevant to the professional development of my classroom or job a month. Things move so quickly in the school year, we can sometime blink and it’s winter break. Making the commitment to actively learn more about techniques to improve your professional skills while still in the classroom is beneficial for two reasons. One reason is you may make a stronger connection to the material while you are seeing things firsthand in your job environment. The second reason is you are able to directly apply the work you are learning about to your life without much of a delay. Try looking up books, articles, blogs, or even look at how a certificate program may benefit your career development. There are lots of different resources out there any your place of work may even provide some if you ask.

2. Set a daily deadline to finish work by that specific time each night. It’s important to unplug and set boundaries separating your work/home life. It is possible to get so involved with paperwork or lesson plans that you work through dinner or stay up so late that work bumps into bedtime. Setting a time to put away the work allows you to relax more and take care of the things you need to take care of in your personal life.

3. Resolve to not be so hard on yourself. Everyone makes mistakes and it is rare for things to be completely “perfect” even when we work really hard on it. It’s important to learn how to take a step back and look at what worked and what didn’t work so we can learn from the experiences. The next time you try, you may end up with completely different results.

4. Resolve to not bring your home life to work. Along the same lines of creating boundaries at home, it is important to create boundaries at work. This applies to both the setting directly working with students such as a classroom or in interacting with your colleagues. There are times and places to address your personal life with work friends, but it should never impact your job performance or work relationships. Try to take a few moments before going into work to breathe deeply and cleanse your mind for the day. It’s not that you are avoiding your personal life, it’s that your job and the people you support need your full attention.

5. Take the time to look ahead at the future. Summertime is often the time when people give serious reconsidering to their employment options and their career paths. However, if we spend the time to think about what do we want out of our careers during the school year there are many more resources we can utilize. Perhaps scheduling a conversation with the head of a department or your professional mentor can help open your eyes to new job opportunities. You will never know what is out there until you begin to look for new opportunities.

6. Understand fully that changes in our students do not happen overnight and there are occasional setbacks. This one is the most important one what talking to my peers in the education field. It can be discouraging when no tangible progress is made for a student, especially when there is a need to document the progress for official records. Change takes time and there are so many factors out of our control as we work to help students become their personal best. There are also occasions when even with the best support, there are regressions in skills or behaviors. Take a second to see if there is something wrong with the support or if there may be another reason for this temporary setback.

You may only have one or two resolutions when you make your own, but they should be tailored to you and what you want to get out of the school year. Look back on what some of the events of the last school year that left an impact on you. Were there some challenges you wish you had handled differently? Was there a professional success you wish to obtain more often? Take the time, before the school year kicks into high speed, to look at where you want to be at the end of school year. Just like we see in our settings, change can happen for anyone if we provide the proper supports. Reach out to your colleagues or superiors to let them know you have some professional goals you want to achieve this year and you may be pleasantly surprised with the support you receive.

The post New School Year Resolutions appeared first on Certified Autism Specialist.

By Anita Lesko, Certified Registered Nurse Anesthetist, Autism Advocate, Author

I am a Certified Registered Nurse Anesthetist for the past 27 years.  I’ve been working full time ever since graduating from Columbia University in 1988 with my Master’s in Nurse Anesthesia. I specialize in anesthesia for neurosurgery, organ transplants, and orthopedic joint replacements. Oh, yes, there’s something else I’d like you to know!  I’m autistic, and I didn’t even know this until I was fifty, yes, 50, when I “accidently” discovered it.  I knew my entire life that I was different and never fit in.  I knew that I had endless social obstacles, and a myriad of sensory issues that baffled me and often interfered with my daily life.  I never had any early intervention of any kind.  Nothing.  My mom was my best friend, my sole support system, and my life coach.  She enabled me to find my inner strength and accomplish all that I have done.  My career literally forced me to interact with people, which was my “therapy!”   I’ve done over 50,000 cases to date, and I’ve had over one million social interactions with operating room staff, patients, and families! I’m also an internationally published military aviation photojournalist, and have flown in military aircraft including an F-15 fighter jet!

I did all my anesthesia training in New York City at Columbia- Presbyterian Medical Center and Roosevelt/St.Luke’s.  For many years I worked in the mid-west at a trauma-transplant-burn center and was on the trauma/transplant team.  I also did anesthesia for burns.  I’m at my current job for over 17 years now, where my specialties include neuroanesthesia and anesthesia for orthopedic joint replacement.  I’m also proficient in spinal and epidural anesthesia, and arterial line placement.

All these 27 years I’ve been looking at the healthcare system through my autistic eyes.  It is a very different perspective from what everyone else sees.  I see all the things that cause me to become stressed out, experience numerous sensory violations, and discourage me from seeking health care for myself.  Unfortunately, this is all too common for others on the autism spectrum.  I hear endless stories from autistic individuals and parents of autistic children of their negative experiences regarding health care.  The main reason?  Lack of understanding of autism by healthcare providers and other staff within the facility.  Additionally, the endless sensory overload while navigating the healthcare system.  There are endless positive things about the healthcare profession, but to an autistic person, their perspective is quite different.  They often feel a lack of understanding from the health care providers.  They get overwhelmed from the sensory overload in waiting areas from bright lights, overcrowding of patients and family members, and loud noise from TV’s and multiple conversations.   By the time the nurse or physician is with them in an exam room, the autistic person is on the verge of a sensory meltdown.  Their ability to process what the doctor is saying is gone.  How can there be a positive outcome for the autistic patient?

While this all seems a daunting list, it is actually quite manageable to develop evidence-based protocols and standards of care.  Keeping up with state-of-the-art autism information is only one part of the process.  Educating healthcare professionals and ancillary staff about autism coupled with how to communicate with them is key to success.  Additionally, making simple accommodations to waiting areas, exam rooms, and actual interaction with the autistic patient will go a long way.

With every 1 in 68 children being diagnosed on the autism spectrum, the population of the autistic community is exploding.  Additionally, there are already millions of autistic adults around the world.  We cannot wait any longer.  This community deserves the best care possible just like everyone else.  I have made it my goal to revolutionize the healthcare profession to provide top rate care to all my autistic population.  By joining in this mission, other healthcare providers can demonstrate their commitment to care for their autistic patients.  They will raise their standards from their competitor’s, and additionally, reduce chances of litigation.

The list for who needs to receive autism training is quite long.  Based on the list from the International Board of Credentialing and Continuing Education Standards, it is as follows, but not limited to:

Licensed Professionals

• Speech Language Pathologists
• Occupational Therapists
• Physicians
• Dentist
• BCBA and ABA Professionals
• Physical Therapists
• Psychologists
• Clinical Social Workers
• Licensed Professional Counselors
• RN Nurses
• Recreational Therapists

Education Professionals

• Special Education Teachers
• Special Education Directors
• School Psychologists
• Behavior Specialists
• School Counselors
• Classroom Teachers
• Principals
• School Nurses
• Administrators
• Clerical and Support Staff
• Paraprofessionals
• Higher Education

This extensive list indicates the vast number of professionals and ancillary staff that come in contact with autistic individuals.  There are even more than what’s listed.

In conclusion, it becomes obvious the great need to provide a standardized protocol of autism training, and also the need for someone like myself, an autistic healthcare professional, to bridge the gap between healthcare and the autistic population.  Everyone deserves the best care possible.

The post Bridging the Gap Between Autism & Healthcare Providers appeared first on Certified Autism Specialist.

By Lois Jean Brady, Author of Apps for Autism – www.itherapyllc.com

If you take my glasses away – I can’t read

If you encourage me – I still can’t read

If you give me a verbal model, I know what to say – but I still can’t read

If you give me cues or prompts, I have an idea of what to say – but I still can’t read

If you offer chips and skittles (reinforcers), I still won’t be able to read

If you test me, I will fail and be labeled illiterate or, worse, cognitively delayed

I may referred to resource or special education

If you give me my glasses

I can read!

Same is true for all assistive technology —

Glasses, hearing aids, wheelchairs, and, yes, iPads are essential pieces of equipment that are used to increase, maintain or improve abilities. For individuals on the autism spectrum technology has become essential for communication.  The phrase, “I can finally see how smart he/she is,” has become a common revalation for parents and educators alike. The iPad is not only a means to communicate, but teaches literacy and many crucial academic skills like math and science.

“What we’re finding is that a lot of these people (nonverbal) have a good brain hidden inside, and technology allows them to express themselves… and I think that’s wonderful.”

-Dr. Temple Grandin

Research has shown that using iPads can increase communication, (Kasari, Kaiser, Landa, 2013) academic responding (Hart & Whalon, 2012), behavior  ( Neely,  Rispoli, Camargo, Davis,  Boles), social interactions (Hourcade, Williams, Miller, Huebner, Liang, 2013), and enhance learning opportunities for students with disabilities, (Cumming).

Since its release in April 2010, the iPad has quickly become one of the most effective, motivating, indispensible learning tools ever for those on the autism spectrum — and just about everyone else!  In the past few years, we have seen an explosion in what mobile technology has to offer for the special needs population. Apple has incorporated terrific accessibility features, developers have created a plethora of fantastic apps, and companies are producing accessories to meet the needs of every user. But, the most impressive of all, is the way this technology is opening new possibilities for the special needs population: many users are showing capabilities that defy our expectations. Non-verbal individuals are communicating; some are writing blogs, even books! Students who would not touch a pencil began tracing letters on apps and can now write not only letters and words, but sentences! Others are developing speech, becoming literate, acquiring social skills, and just plain excited to learn. As a matter-of-fact, many are using educational apps as reinforcers: they are essentially working to “work.” The iPad is so appealing, I have not had to open a bag of Skittles or chips in years — these are boring, compared to a new app. It has truly been an exciting few years.

Please keep all assistive devices well within reach of the individuals who rely on technology to communicate and learn.
Hart, J., and Whalon, J., (2012). Education and Training in Autism and Developmental Disabilities Vol. 47, No. 4, Special Conference Issue Research to Practice pp. 438-446Cumming, T., School of Education, University of New South Wales, rm 129 John Goodsell Building, Sydney, New South Wales 2052, Australia

Hourcade, J., Williams, S.,  Miller, E., Huebner, K., Liang, L., (2013). Proceedings of the SIGCHI Conference on Human Factors in Computing Systems Pages 3197-3206,New York, NY, USA

Kasari, C., Kaiser, A., & Landa, R. (2013, November 12). IPads help late-speaking children with autism develop language. Retrieved August 2, 2016, from http://news.vanderbilt.edu/2013/11/ipads-autism-language

Kasari, C, Kaiser, A., & Landa, R. (2009). Developmental and Augmented Intervention for Facilitating Expressive Language. Sponsored by Autism Speaks, Grant 5666.

Murphy, S.A. (2005). An experimental design for the development of adaptive treatment strategies. Statistics in Medicine, 24, 1455-1481.

Neely, L.,  Rispoli, M.,  Camargo, S.,  Davis, H.,  Boles, M., (2012). Texas A&M University, United States Received 2 October 2012, Revised 12 December 2012, Accepted 14 December 2012

Schlosser, R., Wendt, O (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism:  A systematic review. American Journal of Speech-Language Pathology, 17 , 212–230.

The post I Can’t Read Without My Glasses (an analogy) appeared first on Certified Autism Specialist.

In July, I was an attendee of the Autism Society National Conference held in the beautiful city of New Orleans, Louisiana. I am a social worker who specializes in working with the intellectually disabled and autism community. When the opportunity arose for me to not only go to New Orleans, a city I have admired for many years, but also attend a conference I professionally attached too, I became Super Man, “Faster than a speeding bullet! More powerful than a locomotive! Able to leap tall buildings in a single bound”!

Here, I was bright-eyed and bushy-tailed, being exposed to this community of people, who like myself, associate themselves either professionally or personally to world of autism. I was able to network with those individuals who work in behavioral health, such as IBCCES, who established the industry standards for the Certified Autism Specialist and Autism Certificate. These credentials ensure that professionals remain current and up-to-date in the field of autism.

So how does one survive their first conference?

1. Volunteer– Many conferences are expensive, but that doesn’t mean you can’t attend. If you can volunteer for the conference which peaks your interest both professionally and personally, DO IT. It allows one to see the in’s and out’s of how a conference operates, plus volunteering looks good on any resume. However, like attendees, volunteers are responsible for their own accommodations.Organizations such as www.autismsociety.org fill up fast with people who want to volunteer, so sign up as soon as possible.
2. Check surrounding areas for affordable hotels-  Most conferences have a designated hotel. Usually, the hotel offers discounts to those who are attending the conference. Depending on what your pockets are looking like, one may have to venture into other hotels closer to the conference if funding is an issue. This is another item that needs to be researched prior to going to volunteer, especially if  the conference is out-of-state. Use sites such as www.kayak.com or www.hotels.com for exclusive deals.
3. Network, Network, Network- I cannot stress this enough, especially if this a conference where one relates to professionally, or one wants to move up or network toward their next career move. It is important to position one-self with those in the industry. You never know who you will meet, so bring your business cards. Sites like www.vistaprint.com and www.moo.com help quickly create business cards and other advertisements, or check for your local printer in your city or town.
4. Find things to do in the visiting city–  Usually a conference is a few days and between the hours of 9-5. So,what does one do after they have in break out sessions all day? Find something to do. Even better, find activities that you can incorporate networking! I was in New Orleans, so places like Bourbon Street offered many options. It is helpful if one researches things to do before the conference, and discount activity sites can make playing tourist affordable: www.groupon.com and www.livingsocial.com. 
5. After, it’s all said and done, recap the experience, take it all in and sign-up to do another conference.  

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Alison’s background is in web marketing for clients in a wide range of industries, but she most enjoyed her work marketing for clients in healthcare. She received her Bachelor’s from Florida State University in English, and graduated from the University of Florida in April with her MBA. At the University of Florida, Alison concentrated in marketing and was the Community Outreach Chair for the MBA Association, where she organized various charity events and fundraisers. This is what helped her decide that she wanted to start her career with a company that served those with special needs after graduating. Alison recently relocated to the beach in Jacksonville, therefore she spends most of her free running, walking her dogs, or just relaxing.

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By Elayne Pearson, Special Needs Preparedness Specialist, Author, and National Speaker

July is great for recalling our amazing heritage in this choice land. I adore the patriotic music, programs, and parades. However, there were many years when even attending a local July 4^th parade with Miss Heidi, our cute daughter with Down syndrome and autism, was very stressful. Personally, I loved the spirit of patriotism, the scalloped star-spangled bunting, and creating parade floats. Our four daughters in their crisp red, white, and blue outfits (and matching hair bows) undoubtedly felt the excitement in the air too, but our youngest, Heidi (who craved peace, quiet, and predictability) probably felt like she was entering a war zone, with random firecrackers, flashing police lights directing the excited mobs, smoke and BBQ odors from vendors, and bands playing with true vigor.  More than once, Heidi darted off in a “parade panic” and our family (also in a panic) thankfully always found her.

Over the years I’ve learned a lot and offer terrific safety tips for parents of loved ones affected by autism. Truly there are three phases to managing any big event; before, during and after. My cheerful theme song? “Keep it up!”

Phase 1 – BEFORE the Big Parade

TEAM UP- Many people with special needs experience high anxiety and become impulsive when overwhelmed, and resort to fight or flight mode. It’s scary having individuals like my Heidi unexpectedly dart off, knowing when they finally stop running or are found, they’re hardly even able to say their name, let alone give personal information. While it may feel a little embarrassing, wise parents realize they need support from friends, family, trusted neighborhood watch groups, and local authorities to keep everyone safe. Start these conversations.

SPEAK UP- When Heidi was a teenager, I finally took a photo of her to our Sheriff’s office, and shared our cell phone numbers and address. They appreciated my pro-active connection. I indicated she had no fear of typical dangers, and may ignore their questions.  Also, Heidi could be enticed with a candy bar or soda pop (which has pros and cons). I shared information about her attraction to water (ponds, pools, and fountains), animals, and high places (like balconies and playground slides).  This simple step was a real comfort to me, and a real help for them. Just wish I’d done it sooner.

PRINT UP- Some parents create a special T-shirt, identification bracelet, or dog-tag-type necklace with vital information for their vulnerable children. Several choices are available, so tailor it to your needs. For example, does your child “mouth” everything? We invested in a sturdy metal bracelet for Heidi, because she’s so strong and broke pretty necklace chains. There are “buttons” which can be personalized then pinned on, or “safety stickers” printed up.

GATHER UP- The morning of the parade is too busy to organize all the things you may need, so a few days in advance gather the sunscreen, hats, blanket, safety harness, bug spray, medications, camera, extra undies/diapers, wet wipes, snacks, bubbles and umbrella. Be sure and freeze some water.

POWER UP- If your loved one needs batteries for hearing aids or power-generated items, like a wheelchair, make sure it’s juiced up in advance or pack spare batteries that are ready to go.

BUY UP- Depending on where you sit on the parade route, the procession can take a while to get there, and sometimes negative actions set in. Beforehand, pick up a new little toy or something appropriate to amuse your child while waiting.

Phase 2 – DURING the Parade and Park Activities

DIVIDE UP- Consider possible parade locations carefully, if your special child needs bathrooms close or a shady quieter area, you may want to “stake your claim” early with camp chairs, rope, or a couple of old blankets. Some parents split up the family arrival times, and keep their cell phones handy.

OPEN UP- Umbrellas are great for rain and shade, but another easy tip is blocking visual clutter. Super-excited children running around Heidi creates anxiety, so simply opening our umbrella in front of her while we waited for the pretty floats actually helped her.

LINK UP- After the parade confirm your child’s safety harness, or “buddy-up” to avoid separation. Having a pre-arranged meeting place if someone gets lost is smart. (Not the flag pole at the post office, because there may be several flags around that day, creating a lot of confusion.)

BREAK UP- Breaking up the marathon into small portions of quiet time somewhere, or even going home, might be wise to help ensure everyone lasting through the family BBQ and fireworks.

CUT UP- At the family picnic or park after, please remember hot dogs are the number one food which creates a choking hazard. Don’t let that spoil your holiday, please cut them into small pieces.

FILL UP- Before any fireworks are lit, fill a large bucket with water for dousing hot sparklers, matches, etc. Watch for dry weeds or wood in your area. Go over the safety rules and stick to them. Fireworks have blown off fingers and caused blindness, so please remember, safety saves.

LIGHT UP-  Even seemingly simple “sparklers” can cause burned hands if not handled properly. Swapping sparklers for glow sticks provides safe, inexpensive fun.

BACK UP- Frequently, individuals with disabilities have hyper-sensitive senses. The noise of the exploding fireworks, the smell of the smoke creating watery eyes, while sitting in the “prickly” grass, quite often is just too much. Consider moving into the house or your vehicle and watching the light-show from there.

Phase 3 – AFTER the Big Holiday

REST UP- Everyone will be pretty wiped out, so don’t plan anything that next day or two if possible. You all need a quiet, simple day with fairly normal routines.

FOLLOW UP- After it’s all over, evaluate the day and jot down some adjustment for next year. Thankfully, these courageous children are growing every year with our loving guidance and support. Over time we’ll come to new mutual understanding and find additional joy in family traditions and holidays.

CHIN UP- Keep smilin’ and carry on! You’re a modern-day patriot doing your part for your country.

~ Elayne Pearson, Founder of Hidden Treasures of Health, is a Special Needs Preparedness Specialist, author, and national speaker. She loves learning natural health tips and teaching trauma-recovery tools. Her hobbies include performing in musical theater productions, scrap-booking, and playing with her grandchildren.

~ For more helpful tips, tools, and techniques visit Elayne at www.hiddentreasuresofhealth.com

~ For speaking invitations, please email:  hiddentreasuresofhealth@yahoo.com

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