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

The post Using Augmentative and Alternative Communication (AAC) Presume Competence for ALL Individuals appeared first on Certified Autism Specialist.

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 Taveesha Guyton, Social Worker & soon-to-be CAS

I am a social work professional whose expertise is working with the intellectually-disabled and population of individuals with autism. I really love my job and who I work for.  My sole purpose in my position is to provide resources, education and advocacy for this steady growing population, which affects 1 in 68 births in the United States.

1. Listen to you clients.  What I want for my clients is very different from what they want for themselves.  Many times in the field, professionals who work with clients look at the end result versus looking at the here and now. I have learned to listen what is being said and sometimes what is not being said.

2. Provide Choices.  Providing choices. It is important to exercise the ability to choose. Providing options are the best way for people to find out what they like and do not like and it also helps create more conversation about many other things. Choice making is a skill I feel is not exercised enough with this population. (Check out great visual support ideas here.)

3. Ensure proper supports are in place.  What is needed for this individual with autism to maintain a ” normal” life is usually the question asked and how do we as  a professionally supportive community help create this world for this individual? Will the individual need vocational rehabilitation because their goal is to earn competitive wages? If the individual’s goal is to live alone, will this person need the assistance of a Supported Living Coach? Will this individual need guidance for activities of daily living such as medication management, making doctor’s appointments, meal preparation and grocery shopping? What about socialization and community-based outings? Will the individual need someone to help integrate them into the community?

In assisting in the coordination and maintenance of services for the individual with special needs or autism, social workers are able to make the lives of  individuals with autism a little better.

The post 3 Tips for Social Workers and Autism 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

The post Is Your “Back to School” Budget Stretched? 18 Ways to Keep it UP! appeared first on Certified Autism Specialist.

Imagine going the first fifty years of your life with an invisible disorder that you don’t know you have.  It affects every move you make, every word you speak, and simply everything you do. You realize you are different than other people and never fit in, only you don’t understand why.  As a child, other children run away from you.  You try and make friends only no one wants to be your friend.  You have all kinds of sensory issues that others don’t seem to have.  Your sense of taste, smell, touch, hearing, and vision are amplified as if you live in IMAX 24/7, 365 days a year.   Every social interaction seems to end up as a negative one.  When you attempt to join in on conversations at work, everyone ignores you as if you are invisible.  You are a target of bullying and harassment, not only throughout your school years, but at your workplace as well.  You spend fifty years feeling like you are on the outside of life looking in.  As if there’s a glass shield keeping you away from joining in with others.  You see people together out in restaurants, in malls, everywhere you go, you see them laughing, talking, having fun. Yet there you are, alone.  You try and get used to it, but deep inside you long for even just one friend.  The feeling of loneliness at times totally consumes you.  Holidays are the worst, as you are aware that others are gathering for big celebrations, as you are home alone yet again.  Sadly, this is all common to individuals on the autism spectrum.

It wasn’t until 1994 when all the writings of Dr. Hans Asperger of Vienna, Austria got translated in the United States when Asperger’s Syndrome became known.  Prior to this event, people in their 30’s, 40’s, 50’s on up went through their school years undetected of being on the autism spectrum.  I was simply known as the weird kid that none of the teachers knew what to do with.

My autism diagnosis happened by chance, which is quite common to others in my age group and older.  One night at work, one of my co-worker’s came into the lounge crying, stating that her six-year-old son just got diagnosed with Asperger’s Syndrome.  I’d never heard of it.  She handed me some papers to show me what Asperger’s is all about.  As I looked at the top page, my eyes widened as I couldn’t believe what I read.  There was a list that said if you have ten out of twelve you have Asperger’s.  I had twelve out of twelve.  I looked at Lisa, who’d known me for ten years, and exclaimed “Good grief! I have Asperger’s!”  Suddenly all the pieces of the puzzle of my life fell into place.  I now knew why I was so different and never fit in.  I now understood all the sensory issues, and social difficulties were because of this.  That night on the way home from work I stopped at the book store and purchased every book they had on Asperger’s Syndrome.  I stayed up all night reading.  By the dawn’s early light, I knew without a doubt that I had it.  Three weeks later I went to a neuropsychologist, went through three days of testing, then received my formal diagnosis.

Getting diagnosed totally changed my life.  I then knew I wasn’t alone, and there were millions of others just like me with all the same problems.  I started up an autism support group which I led once a month.  I did that for several years.  In fact, that’s where I met my husband, Abraham, also autistic!  He had attended one of the meetings, and we immediately became friends.  Two years later we got married.  Wanting to change the world’s view of autism, we decided to get married at the Love & Autism Conference in San Diego, CA.  I had already been invited to speak at the event.  Soon after, Abraham and I got engaged.  I called the conference organizer to ask if we could get married at her conference!  Without hesitation, she proclaimed “Yes!”  As the planning evolved, we decided to have our entire wedding party autistic, so our ALL-AUTISTIC WEDDING was born! On September 26, 2015 we opened our wedding to the public.  We wanted to show that autistic people have the same need for love, relationships, and marriage just like everyone else.  Our event attracted international media attention.  We were in PEOPLE twice, Good Morning America, Fox News, ABC News, The Huffington Post, and many more.  Joey Travolta (John Travolta’s older brother), and his all-autistic film crew, made a documentary of our wedding!  We love to share our video to spread our message around the world.  It can be viewed at:

https://www.youtube.com/watch?v=USH3WLFAeuY&feature=em-share_video_user

Articles:

http://www.people.com/article/all-autism-wedding-san-diego

http://www.people.com/article/first-all-autism-wedding-photos

https://gma.yahoo.com/florida-couple-autism-marries-autism-wedding-celebration-192528490–abc-news-sex.html?soc_src=mail&soc_trk=ma

http://www.foxnews.com/health/2015/09/29/florida-couple-weds-in-first-all-autism-ceremony.html

http://abcnews.go.com/Lifestyle/florida-couple-autism-marries-autism-wedding-celebration/story?id=34104303

I feel it necessary to share all this with health care professionals to convey what autistic people feel on the inside.  Whenever you care for an autistic individual, whether it be a child or an adult, don’t judge them by how they seem on the outside.  Quite often, their facial expression doesn’t truly represent what they are feeling on the inside.  In fact, autistic individuals are actually quite emotional.  They just have difficulty expressing it on the outside.

One of the characteristics of autism is lack of facial expressions, and very limited ability to read or understand facial expressions of others.  There is also limited/no ability of understanding body language, hand gestures or nuances of vocal tones. Body language is the second form of communication that humans use to express their thoughts, emotions and desires. There is also a lack of the Autism Spectrum individual in making eye contact.  Many in fact will describe looking into another person’s eyes as literally being painful.1

1. disabled-world.com/artman/publish/autism-language.shtml

Obviously, these difficulties in expressing their emotions, feelings, and thoughts leads to difficulty in communicating with others.  In next month’s blog I’ll discuss the various methods autistic individuals use to communicate.  I will also provide ways health care providers can best communicate with autistic patients.

More of my story can be found on the CDC’s website at

http://www.cdc.gov/ncbddd/autism/features/living-with-autism-spectrum-disorder-anita.html

Have a Great month!

Best Wishes,

Anita Lesko

The post On the Outside of Life Looking In: Trapped Inside an Autistic Body appeared first on Certified Autism Specialist.

Throughout her life, Lily had been marvelous with her hands. She loved creating beautiful knitted sweaters, delicate embroidery and award-winning recipes. As she aged, Lily’s eyesight began to fade, and those wonderful hands became idle and chilled. The Twiddle gave Lily’s inquisitive hands something to keep them active, engaged and warm. Lily was also reminded of how much she was loved, even when her daughter, the creator of Twiddle, couldn’t be with her.

Meet Twiddle, a new Certified Autism Resource that was created as a sensory tool for individuals with autism, dementia and other sensory conditions. Twiddles are playful comfort aids that assist people of all ages with a range of sensory-related conditions. Providing comfort or activity as needed,Twiddles assist in organizing tactile, visual and auditory input. They are also a way of expanding someone’s personal space, and with more than 25,000 sold since 1997, Twiddles provide an affordable, drug-free therapeutic alternative.

After about 20,000 Twiddles were sold, Vicki Quick and her husband, Barney, became the proud new owners of the Twiddle line in June 2014. They found that Twiddle was perfect for individuals on the autism spectrum who needed a sensory tool to help keep their hands occupied. Each Twiddle is made from a cozy, durable fabric. Four different fidget attachments help comfort or engage people across the autism spectrum, whether they’re drawn to or dysregulated by sensory input. Tethered inside is a flexible, soft-plastic orbit ball.

Twiddle is the newest Certified Autism Resource as approved by the International Board of Credentialing and Continuing Education Standards (IBCCES). As a Certified Autism Resource, Twiddle has been reviewed by the IBCCES board in detail and determined that it is fit to meet the sensory needs of individuals with autism. Twiddle is sold across the globe, and is additionally proven to be a positive memory support aid for dementia and other sensory conditions.

“We are honored to be affiliated with IBCCES through the Certified Autism Resource program. It is so gratifying, this singular opportunity to raise awareness among leaders in the autism community of our Twiddles’ sensory benefits for those living on the Spectrum. We envision input from these leaders informing the evolution of the Twiddles line.”

Certified Autism Resources must fall within one of the 10 IBCCES Areas of Autism Competency and complete a comprehensive application process and board evaluation, in which the resource is tested and determined beneficial to the autism community.

“I strongly believe that creating professional partnerships that help care for those with autism and other sensory processing disorders improves the quality of care,” Myron Pincomb, IBCCES Board Chairman, said.

For more information regarding Twiddle, please contact Vicki Quick at (844-894-3353), or visit their website at www.4twiddles.com.

The post Meet Twiddle, a Sensory Resource for Autism appeared first on Certified Autism Specialist.

Meet Helen Obiageli Oshikoya, the founder of Nigerian-based Nobelova Gradani. Nobelova Gradani is an IBCCES Certified Training Partner that was created to help train and educate professionals that work with individuals with autism in Nigeria.

As part of their self-funded effort to address the burden of autism in Lagos Nigeria, the organization has been involved in many efforts since 2012, including school-based awareness programs, screening of at-risk children and training of middle-level intervention service providers.

1. School-based awareness programs on autism and other neuro-developmental disorders: As part of effort to increase awareness of autism and related neuro-developmental disorders within elementary school settings, Nobelova Gradani selected elementary schools in Lagos and organized awareness programs among the teachers and sometimes the parents. The awareness program focused on explaining the nature and dynamics of autism spectrum disorders, including the importance of screening and surveillance.
2. School-based screening and surveillance neuro-developmental disorders: After a successful awareness campaign, Nobelova Gradani engaged in a large-scale screening and surveillance for autism spectrum in schools in Lagos. With the support of parents and schools, they have been able to screen over 5,000 children in 32 elementary schools in Lagos from 2012 to date. Through these screening processes they have identified a significant number of children with neuro-developmental risk or autism spectrum disorders, out of which at least 40 children are currently receiving intervention services.
3. Interdisciplinary intervention support for schools and pediatric hospitals: Nobelova Gradani has created an interdisciplinary team of experts and provided needed intervention for children identified with neuro-developmental disorders for schools and pediatric hospitals in the Lagos area.
4. Screening of at risk children: Nobelova Gradani commenced screening of children under the age of 5-years-old living with HIV in Lagos State University Teaching Hospital (LASUTH) Ikeja. To date, they have screened close to 50 such children.
5. Training of middle-level intervention service-providers: Due to a severe dearth of personnel to provide intervention services for developmental disorders with autism spectrum disorders in view in Nigeria, Nobelova Gradani has embarked on a structured training program to produce middle-level program facilitators for neurodevelopmental disorders. These facilitators are sourced among persons who already had some training in child-education or those who are currently working with children (such as pediatric nurses and social workers). They have developed a training curriculum which equips trainees with basic knowledge and skill in key interventional areas, and are trained to implement intervention programs developed by a specialist for a child with autism disorder.

To further standardize this training program, Nobelova Gradani has sought affiliation with the International Board of Credentialing and Continuing Education Standards (IBCCES), a U.S.-based board established to meet the credentialing needs of professionals who work with children with special needs. IBCCES has now approved Nobelova Gradani’s training curriculum for the IBCCES Certified Autism Specialist certification as a Certified Training Partner. Currently Nobelova Gradani has 30 trainees in the program. Five of them sat for and passed their certifying exams in July 2016.

Addressing Autism in Nigeria

The key to addressing autism lies in early detection and prompt intervention. Early detection can be achieved through community-based neuro-developmental surveillance for all children within the first 36 months of birth. Population-based neuro-developmental surveillance is important in view of the fact that determining early risk signs and first emerging symptoms of disorder is imperative to enhance early detection and to identify targets and ideal time points for prevention and intervention efforts. Interestingly, the signs of autism first appear in early childhood and definitive diagnosis can reliably be made by school age for most. However, in resource-constrained settings such as Nigeria, population-based neuro-developmental surveillance is not always possible due to constraints in human and material resources. In such settings, an alternative is to engage in the conduct of neuro-developmental screening for children who are ordinarily at risk. Such children will include children living in difficult circumstance (example: those living in orphanages, refugee camps, or being raised by mothers with diminished parental capacity); children with chronic medical conditions (such as HIV, heart conditions, sickle-cell disease et cetera), children who experienced birth complications, and children with genetic risk of neuro-developmental disorders.

There are effective interventions for autism if detected early. Interventions are usually inter-disciplinary involving several disciplines working together as a team. This team often includes neuro-developmental specialists, speech and language therapists, applied behavior analysts, physiotherapists, occupational therapists, inclusive-education specialists, pediatricians and child psychiatrists.

Meet Nobelova Gradani’s Interdisciplinary Team

Ms. Toks Bakare is the Behaviour Analyst and Principal Consultant of asktoks.com. MS Bakare provides Applied Behaviour Analysis (ABA) treatment for children in Europe and in Nigeria. She holds a Bachelor’s Degree in Psychology and Philosophy. She has assisted with research on autism and Applied Behaviour Analysis internationally, in peer reviewed journals. Broad experience in ABA includes extensive consultant’s training, experience, research, teaching and management on the UCLA Multi-Site young Autism Project, at the UK replication site. MS Bakare is now the founder of asktoks.com, a platform for families in need of professional Behavioural advice, treatment and support.

Mrs. Patricia Orange is a speech and language pathologist. She holds a Master’s Degree in Speech and Language Pathology and has extensive experience assessing and working with children from nursery to primary school age. Her experience extends from typically developing children to children with neurodevelopment delays in Nigeria.

Dr. Olayinka Atilola is a consultant Psychiatrist and lecturer in Psychiatry at Lagos State University College of Medicine, Lagos. He has a Bachelor’s Degree in Medicine, a Bachelor’s Degree in Surgery and a Diploma in Children, Youth and Development. He has extensive experience in child and adolescent psychiatry providing mental health services to children and adolescents in Nigeria. A fellow of the West African College of Physicians and the Medical College of Psychiatrist, Dr Atilola is published in many peer reviewed journals internationally.

Dr. Bolanle Ola is of the Child and Adolescent Psychiatry Unit of Lagos State University Teaching Hospital. He has Bachelors of Medicine and Surgery from Obafemi Awolowo University Ile-Ife, International Masters (with distinction) in Mental Health Policy and Services from New University of Lisbon, Portugal, International Masters in Addiction Studies (with distinction) from King’s College, London, and PhD in Applied Social Sciences from De Montfort University in the UK. He has fellowships in Psychiatry from Faculties of Psychiatry, National Postgraduate Medical College of Nigeria as well as West African College of Physicians and Fondazione/World Psychiatry Association Fellowship in Child and Adolescent Mental Health.

Dr. Remilekun Durojaiye is a physiotherapist with over 25 years’ experience. She obtained her Diploma in Physiotherapy from Bristol Royal Infirmary, Bristol, England in 1988, her Masters in Physical Therapy from The University of Health Sciences, The Chicago Medical School, Chicago, USA in 1993 and her Doctorate in Physical Therapy from the Alabama State University, Alabama, USA in 2009. She is Board certified in Biofeedback for the pelvic floor and has worked in a variety of settings during the course of her career including but not limited to pelvic rehabilitation, orthopaedics and Pediatrics.

Mrs Queen Onalaja is one of the founding directors of the Innovative Teaching and Learning Company and currently pursuing a Professional Doctorate in Special Needs and Inclusive Education. She gained her first degree is in Law from the University of Buckingham and was called to the Nigerian Bar in 1990; her Post Graduate Certificate in Education and Qualified Teacher Status was obtained from the University of Greenwich; her Masters in Special and Inclusive Education from Roehampton University (UK); Level 3 National Open College network Certified Forest School Leader and a Professional Development Certificate in Applied Behaviour Analysis (ABA) from the Institute of Child Education & Psychology (Europe). She has experience in different educational roles, these include: Special Needs and Inclusive Education Consultant, Class Teacher at St Margaret CE Primary School (UK), Personal, Social and Health Education (PSHE) Co-ordinator at St Margaret CE Primary School (UK), Forest School Leader and is qualified to teach an alternative curriculum outdoors. Mrs Onalaja has a learning centre at GRA Ikeja Lagos.

Mrs Helen Obiageli Oshikoya is the founder / CEO of Nobelova Gradani PsychoEducational Services. A member of the Nigerian Bar Association since 1991 she holds a Master’s degree in Social Science from the United Kingdom consisting of child development, clinical and learning assessments and other areas of social sciences that require mental health expertise . With a wealth of experience in children’s rights she has been the foremost advocate for several campaigns involving the Rights of the Nigerian Child, developmental screening at birth being one. A member of the Nigerian Psychological Association, British Psychological Society, American Psychological Association, Dyslexia Guild and the Chartered Institute of Educational Assessors she has made a great impact with children that have neurodevelopmental disorders. As a Certified Autism Specialist and a certified training partner of IBCCES she has created a whole new industry in mental healthcare. Children with specific learning disabilities in Nigeria are able to have examination access arrangements for schools in the United Kingdom due to her being a Specialist Assessor. Her CHILD-P initiative has provided hospitals, schools and establishments with developmental, educational and psychometric tests as well as also providing interventions and workforce engaged programmes that really work.

For more information, please visit www.NobelovaGradani.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.

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Featured CAS or ACAS Name: Dr. Ann Marie Leonard-Zabel, CAS, ACAS 1 and ACAS 2; Full Professor of Psychology; School Neuropsychologist; Clinical Instructor and Clinical Supervisor

State/Country: Massachusetts

School/ Organizations: Curry College Department of Psychology; NEALAC Clinic – private practice; KidsInc School Neuropsychology Post-Graduate Certificate Program

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

I had the distinct pleasure of earning my CAS, ACAS 1 and ACAS 2. Having these credentials is special to me since I can provide a variety of services to my clientele who have children and youth with ASD. Most of all, I can develop new courses for my college undergraduate program to enhance a given student’s skill set in order to pursue additional graduate training in ASD. In addition, I can enhance my delivery of skills to provide in-depth training to my students who are pursuing a diplomate credential in School Neuropsychology.

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

Hugely! Having these credentials enhances credibility and best practices to service students/clients and families living with ASD. My goal is to offer more services within my private practice and to enhance service delivery that is state of the art in the field. I am so thankful to have the opportunity to train and enhance my professional skill development to help others.

3) How has your CAS or ACAS credential been a benefit to your district/ organization/ or employer?

I believe my credentials  will enhance my college’s course offerings and to prepare college students for a field that needs as many highly trained professionals as possible. My private practice will be enhanced to provide “best practice” approaches with not only assessment but interventions and strategies so necessary to assist families, educators and the medical communities with knowing how to effectively interact with ASD individuals in a positive light.

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

How I would like to be recognized, acknowledged and rewarded for a job well done is when one states, “thank you for helping me understand my child, my student, and/or providing me credible knowledge to pursue a career”. That would be the greatest joy for me coming from my clientele.

5) What is your greatest challenge or roadblock?

My greatest challenge in the field of ASD is to work with someone who does not fully understand ASD and its neurocognitive implications upon learning and behavior. I exercise due diligence and care  when applying research knowledge to help educate the individual, to not only understand the unique needs of ASD, but how to exercise patience, meekness and understanding toward the individual(s).

6) What makes you feel like a valuable contributor?

My career has spanned 35 years and I can say having a solid knowledge base with learning differences and developmental disabilities has allowed me to expand my expertise to help others. I will be  the Keynote Speaker and will present two papers soon at the 24th World Congress on Learning Disabilities at the University of Sunderland, London, England. It is in this venue,  I will  share information with colleagues from around the globe on the topic of “Resilience” despite learning and behavioral disorders. One of my papers will focus on the topic “Solving the Assessment Mystery of Autism Spectrum Disorder from a Pediatric Neuropsychological Perspective”. I believe achieving my CAS, ACAS 1 and ACAS 2 will allow me the avenue to expand my skills to offer more training and program development for children and youth globally.

7) What do you enjoy most about your job?

As a professor and a clinician I am so grateful to have a career that I love and cherish. I enjoy so many facets of my jobs but most of all empowering one to succeed despite his or her personal challenges. Afterall, that is the most important role I can take.

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St. Andrew’s Autism Centre (SAAC) in collaboration with the International Board of Credentialing and Continuing Education Standards is presenting a two-day conference in Singapore September 8-9 to bring a world class autism training and certification to professionals in Southeast Asia. The internationally-recognized program is regarded as the gold standard in certification that recognize individuals with advanced knowledge in autism.

During the two-day training conference, attendees will take part in hands-on activities and group sessions with other education and therapy professionals from around the world. Collaborative sessions will teach how to leverage autism traits and characteristics as potential springboards for success in education and health care. Attendees will also take part in engaging discussions on effective self-advocacy, meaningful engagement in the community and how to effectively model training for individuals with autism. Through a series of two-day conference sessions, they will provide attendees with expert knowledge centered around the IBCCES 10 Areas of Autism Competency.

The training program will also effectively prepare each participant to sit for a certification exam which will allow them to become internationally recognized as a Certified Autism Specialist®. Certified Autism Specialists® can be found throughout the world at schools, health care facilities and other areas that service individuals with autism.

Those interested in registering for the conference workshop may contact Alison Williams at alison@ibcces.org. Please click here or visit www.ibcces.org/international-autism-training-and-certification-for-asean-professionals for more information. 

About the Presenter: Dr. Robert Naseef

Dr. Robert Naseef is seasoned by 25 years of professional practice as an independent psychologist with Alternative Choices in Philadelphia. Dr. Naseef’s specialty is working with families of children with autism and other special needs. He has published in scholarly journals and other publications. He has a special interest and expertise in the psychology of men and fatherhood. Robert relates to community and professional audiences and is a sought after speaker around the country and internationally and who has appeared on radio and television. In 2008, Robert was honored by Variety, the Children’s Charity for his outstanding contributions over the past 20 years to the autism community.

About St. Andrew’s Autism Centre (SAAC)

St. Andrew’s Autism Centre (SAAC) is a non-profit, integrated center for the education, training, and care of persons with autism and their families. Our students and clients tend towards moderate to severe autism.

A community service of St. Andrew’s Mission Hospital (SAMH), SAAC operates a special school for children and youths with autism from seven to 18-years-old, and a Day Activity Centre (DAC) for adults aged 19 years and beyond. Both students of the school and DAC clients benefit from shared services in specialist therapies — speech, occupational and music therapy — and in varying extents, expressive arts programmes in dance, art and music. SAAC also supports and equips families and caregivers with members with autism with knowledge and skills through a range of family services, including parent support and networking. SAAC engages in public education, advocacy and community outreach with the vision for an inclusive society.

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