Praise and
positively reinforce your child for following rules/expectations. BBB AUTISM SUPPORT NETWORK/
AUTISM
SOCIETY ONTARIO
(YORK REGION CHAPTER)
PRESENT
THE E-NEWS
http://www.bbbautism.com/about_bbb.htm
August 17, 2001 Volume 1; Issue 5
ARTICLE
OF THE WEEK
The
following excerpt is taken from Chapter 10 of Pervasive Developmental
Disorders: Finding a Diagnosis and Getting help by Mitzi Waltz, copyright
1999 by O'Reilly & Associates, Inc. For book orders/information, call (800)
998-9938. Permission is granted to print and distribute this excerpt for
noncommercial use as long as the above source is included. The information in
this article is meant to educate and should not be used as an alternative for
professional medical care.
There's a
parable about accepting children with disabilities that regularly makes the
rounds of support-group newsletters and Internet discussion groups. Written by
Emily Perl Kingsley, "Welcome to Holland" (Kingsley, 1987) talks about
the experience of planning a trip to Italy but accidentally ending up in
Holland, which doesn't have the Coliseum or Michelangelo's David, but does have
lovely tulips and Rembrandt. Holland is different, but it's good in its own
way--just like your child with a disability.
While many
parents have found this fable comforting, others feel patronized by well-meaning
advice and reading material that encourages them to simply accept their lot.
I look at that "Welcome to Holland" pap piece and think, "What the hell do they mean? Try `Welcome to Bosnia'!" --Krista, mother of seven-year-old Joshua
When you are encouraged to accept your lot, even to
see it as a gift, it can make you think you don't have the right to be mad--but
you do. No one deserves to have these disorders, and no one deserves to have
their lives turned upside down by caring for someone else who does. On one
level, you do have to accept the situation. On another, you cannot, and must not
if you are to have the energy and determination to help your child.
To
read the rest of this article, copy/paste this URL into your browser: http://www.patientcenters.com/autism/news/discipline.html
Handling
children's anger can be puzzling, draining, and distressing for adults. One of
the major problems in dealing with anger in children is the angry feeling that
is often stirred up in us. We need to remind ourselves that we were not always
taught how to deal with anger as a fact of life during our own childhood. We
were led to believe that to be angry was to be bad, and we were often made to
feel guilty for expressing anger.
It
will be easier to deal with children's anger if we get rid of this notion. Our
goal is not to repress or destroy angry feelings in children or in ourselves but
rather to accept the feelings and to help channel and direct them to
constructive ends.
To
access the rest of this article, copy/paste this URL into your browser: http://www.dbpeds.org/articles/article.cfm?name=angry
TALENTS
REQUIRED TO PARENT AN ASD CHILD
Contributed
by BBB Members: Lynn, Jen, Khris, Becca, Bernie, Liz, Diana, Sue and Michelle
*
Sense of Humor (7)
* Ability to listen to any and all information ever collected about global
warming
* A heavy-duty super-capacity washer/drier combo with a very good guarantee
* A fondness for Corel Livingware rather than fine china
* A very well made tough VCR that can withstand constant pause, rewind and fast
forward
*
Patience by the dump truck load
* The ability to boil your cabbages at least a dozen times! (to repeat yourself
time and again)
* The ability to make a schedule and then live by it!
* The ability to plan your life way in advance!
* The ability to love a child unconditionally through all that this disorder
will put him through!
*
The ability to answer the same question but put 100 different ways.
* The ability to hide in a supermarket after your child has just called a worker
an idiot, because they were out of stock.
* Boardroom level skills of negotiation.
* The ability to think ahead or always be 1 step ahead of your child.
* To have to smarts to keep tons of AA batteries in the house.
·
The flexibility to adapt to what your child can
not
* The multitasking capability to do 12 things at once
* A very large can of Scotchguard
* A good friend who has been through "the system"
* A really fast internet connection and a list of sites
*”Sensory toys"
* Endless financial resources
* A housekeeper that comes daily
* A big bottle of Advil (or something stronger)
* The address to the BBB Autism Club
·
The ability to see and experience imperfection and
let that be ok...
·
The
ability to accept the world and circumstances as they are but strive onwards
without giving into despair...
·
Unconditional Love
·
Be able to cook, shop, etc...at a quick pace
especially if your child's with you
·
Understanding
·
Persistence, assertiveness...so that you can
advocate for your child.
·
‘A case of beer couldn’t hurt, LOL’
·
A hearing aid you can turn off once in awhile, lol
·
Hostage Negotiator
Effective Behavior Strategies
Sandra
F. Rief, M.A.
These
strategies are designed to help you better cope with and manage the more
challenging behaviors exhibited by children and teens with ADHD. Many can be
adapted for all types of kids!
o
Establish a few specific,
important rules/expectations that are clearly understood by all members of the
household.
Praise and
positively reinforce your child for following rules/expectations.
o
Establish clear-cut
consequences (that are logical, reasonable, and fair) in advance with your child
for breaking the rules.
o
Enforce with consistency.
o
Provide structure, routine,
and predictability.
o
Set limits and let your child
know you mean business.
o
Catch your child behaving
appropriately (as frequently as possible). Immediately reinforce that good
behavior with a positive consequence. This means something your child likes
(e.g., praise, smiles, hugs, privileges, activities, points/tokens earned
towards a reward). Use the smallest reinforcers necessary. Don't overdo it. Keep
rewards reasonable -- no big-ticket items.
More tips:
http://familyeducation.com/article/0,1120,23-24393,00.html?eld_h07301
ADHD
Behavior Modification Techniques http://familyeducation.com/whatworks/item/group-index/0,2554,1-9126-All,00.html
Parent
Tip
by
BBB Member Liz
One of the
best tools I've ever used for determining the reasons for some of my son's more
difficult behaviors has been the Durand Motivational Assessment Scale (MAS)
http://www.monacoassociates.com/mas/index.html. The scale was developed by
V.Mark Durand, Ph.D., and Daniel B. Crimmins, Ph.D. http://www.monacoassociates.com/mas/abouttheauthors.html
"Despite
all of our best efforts, a large number of people who have severe disabilities
continue to display serious and disruptive behavior problems...".
This is a simplified way to carry out a functional analysis.
Quite
often, my son's behaviors seem to occur with no apparent antecedent (trigger or
reason), this scale helps me to determine whether the behavior is seeking
sensory input, attention, escape, or tangible.
The
MAS is a sixteen-item questionnaire that assesses the functions or motivations
of behavior problems. The sixteen items are organized into four categories of
reinforcement (attention, tangible, escape, and sensory). The MAS asks questions
about the likelihood of a behavior problem occurring in a variety of situations
(e.g., when presented with difficult tasks).
"In
addition, using this scale does not involve making behavior problems worse, a
feature that has obvious advantages. It is hoped that through the use of the
MAS, people with severe behavior problems will have greater access to positive
interventions."
To
help perform a functional assessment, try this PDF form for A (antecedent) B
(behavior) C (consequence). Cut and paste this URL into your browser: http://www.dbpeds.org/pdf/abcform.pdf
A
FOOD TASTING PROGRAM
by BBB Member Liz (with much help from her team!)
Note: this is best tried on an empty stomach.
The first part is probing for preferred stimuli
(preferred foods)
Step one:
Assemble a group (say, 6) of foods you'd like your child two try. Only
prepare a small amount of each; then section into very small pieces (i.e.. 1/2
of a pea, tiny shred of carrot, smidge of apple - you get the idea)
Step two:
Set out each of the six foods in separate bowls at the table in front of
your child.
Step three:
Determine the most preferred item by noting which food your child reaches
for. The first item that s/he reaches for three times is the most preferred
item. Set that one aside and determine the order of preferred foods, setting
each aside.
Once you have an order (from one to six) of preferred foods, you are ready
to start trials.
Step one:
Offer the most preferred item before dinner. Offer small bites ten times (10
trials), keeping data on this. When your child initiates eating this food on his
own 80% of the time over three days, it is time to move on to the second
preferred item.
Step two:
Follow instructions as above. When successful with 2nd item (80% 3 days in a
row), start to rotate that food with 1st preferred item.
Step three:
While still rotating 1 & 2, move on to #3 alone (in isolation). When 3
is successful, rotate with 1 & 2.
Step four:
Continue with each food as above.
NOTE: You may have to prompt the child to take the food.
Scoring:
correct: the child initiates taking the food independently
prompt: you guide the child's hand to take the food.
incorrect: the child throws the food, refuses to be compliant.
Only 'correct' is scored as correct. Mark 'prompt' with a "P", but do
not mark as correct. IE, 3 independent tastes, 4 throws and 3 prompts equals a
correct score of 3.
Please note: sometimes, you will have no luck with a certain food and you'll
have to give that one up for awhile. There is some accounting for taste.
Also, don't start out with all "difficult" foods like spinach,
broccoli, cauliflower, onions etc. Try to put in foods that may be agreeable to
the child (i.e.. bananas, peaches). It is important that the food is not part of
his/her usual repertoire.
FAVORITE
LINKS
Children's Stress in Childhood: http://stress.about.com/library/weekly/aa011501a.htm
How Parents' Stress Affects Children: http://stress.about.com/library/weekly/aa031201a.htm
How to Know When Your Family Needs Therapy: http://specialchildren.about.com/c/ht/00/07/How_Know_Family_Needs0962934528.htm
Family Medical Checklist:
http://www.printablechecklists.com/checklist62a.shtml
Printable Checklist Homepage http://www.printablechecklists.com/
Medication Checklist:
http://www.printablechecklists.com/checklist29a.shtml
Babysitters' Checklists:
http://www.printablechecklists.com/checklist1.shtml
Positive Behavior Checklist: http://www.printablechecklists.com/checklist68a.shtml
7-Day Food Diary: (to check
against possible food allergies) http://www.printablechecklists.com/checklist66a.shtml
RECOMMENDED
READING
Asperger Syndrome and
Difficult Moments Practical Solutions for Tantrums, Rage and Meltdown
by Brenda Smith Myles and Jack Southwick:
http://www.jkp.com/catalogue/book.php?isbn=0-96725-143-5
Growing Up Severely
Autistic They Call Me Gabriel by Kate Rankin: http://www.jkp.com/catalogue/book.php?isbn=1-85302-891-6
Learning To Listen; Positive Approaches and People with Difficult Behaviour
by Herbert Lovett: http://www.jkp.com/catalogue/book.php?isbn=1-85302-374-4
Sexuality: Your Sons
and Daughters with Intellectual Disabilities by Karin Melberg Schwier and Dave Hingsburger:
http://www.jkp.com/catalogue/book.php?isbn=1-85302-896-7
Toilet Training for
Individuals with Autism and Related Disorders A Comprehensive Guide for Parents
and Teachers by
Maria Wheeler:
http://www.jkp.com/catalogue/book.php?isbn=1-88547-745-7
The Explosive Child;
Understanding and Helping Easily Frustrated, "Chronically Inflexible"
Children by Ross
Greene, PhD:
http://www.explosivechild.com/
Sleep Better; A Guide
to Improving Sleep for Children with Special Needs
by V. Mark Durand:
http://www.ont-autism.uoguelph.ca/revnov.html
Solving Behavior Problems in Autism: Improving Communication with Visual
Strategies by Linda
Hodgdon:
http://www.mayer-johnson.com/instmatls/Solvbehv.html
ADDRESSING
THOSE TOUGH BEHAVIORS
Generic Habit Training:
Toilet Training:
http://www.bbbautism.com/pdf/article_9_generic_habit_training.pdf
Toilet Training: http://www.bbbautism.com/pdf/article_25_toilet_training.pdf
Dealing with Tantrums: http://www.bbbautism.com/pdf/article_10_dealing_with_tantrums.pdf
Supporting Students with AS Who Present Challenging Behaviors:
http://www.bbbautism.com/pdf/article_42_supporting_students_with_AS.pdf
Long and Short Term Strategies for Reducing Repetitive Questions:
http://www.bbbautism.com/pdf/article_44_reducing_repetitive_questions_Asperger.pdf
Autism and Echolalia: http://www.bbbautism.com/pdf/article_59_echolalia_and_autism.pdf
Bully Advice for Kids: http://www.myparentime.com/articles/articleS70.shtml
Bully Advice for Parents and Teachers: http://www.myparentime.com/articles/articleS69.shtml
Stereotypic (Self-Stimulatory) Behavior: http://www.autism.org/stim.html
Brief Report: The Effects of Exercise on the Self- Stimulatory Behaviors and
Positive Responding of Adolescents with Autism: http://www.sinetwork.org/Articles/Research%20Abstracts/Autism/brief_report_effects_of_exercise.htm
School Discipline and the Student with Disabilities: http://www.parentingteens.com/specialneeds6.shtml
Autism Society of America "Challenging Behaviors": http://www.autism-society.org/packages/challenging_behaviors.pdf
Avoiding Unfortunate Situations; Law Enforcement and Autism: http://www.policeandautism.cjb.net/
Autism Proof Your Home: http://autism.about.com/library/weekly/aa051900a.htm
Parenting Tips for Better Sleep: http://www.dbpeds.org/articles/article.cfm?name=sleeptips
Sleep Log: http://www.dbpeds.org/pdf/sleeplog.pdf
Law Enforcement and the Autism/PDD Issue: http://autism.about.com/library/weekly/aa060600a.htm
Group Homes and Other Alternatives: http://autism.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.geocities.com%2FHeartland%2FWoods%2F2869%2Falternatives.html
Information Written for Law Enforcement: http://autism.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fautism-ascc.org%2Fpolice.htm
Tic Severity Checklist: http://www.dbpeds.org/pdf/ticseverity.pdf
GENERAL
ARTICLES
The Ostrich Syndrome: http://autism.about.com/library/weekly/aa020401a.htm?once=true&
The Dark Side; Loving Every Minute of it - addressing negative feelings
of motherhood: http://www.parentpreneurclub.com/dark.shtml
HARD
TO TALK ABOUT - IMPOSSIBLE TO IGNORE
People with Mental
Retardation and Sexual Abuse: http://www.thearc.org/faqs/Sexabuse.html
Family Violence Against Women with Disabilities: http://www.hc-sc.gc.ca/hppb/familyviolence/womendiseng.html
A
SPOONFUL OF HUMOR... HELPS THE MEDICINE GO DOWN
SURVIVOR: WELCOME TO MY WORLD
By Lain Chroust Ehmann
I don't know what the big
deal about Survivor is. What's so tough about getting along on a remote tropical
island, anyway? For most of the parents I know, a few weeks of solitude-or a few
weeks surrounded by other adults without a nose to be wiped, a bottom to be
cleaned, or a toddler to discipline-sounds like pure heaven. Heck, forget about
the million dollars in prize money; I'd pay to get sent to Pulau Tigua. Somehow,
the hardships these participants face don't seem so bad.
I hear the show's producers are already planning next year's
Survivor: 2001 in Australia. Maybe instead they should consider a sequel that
really tests the limits of human endurance: isolate team members in a secluded
house with several members of the under-six set and let 'em battle it out.
I can just see it now: MTV's The Real World meets Romper Room. Ratings
will skyrocket as parents everywhere take time from reading "Hop on
Pop" to tune in.
The first episode, warring Tribes (Pampers vs. Huggies) compete in a relay race
Reward Challenge. Which team can be first to unload the groceries from the
minivan in sub-zero temperatures while the three-year-old is clamoring for a
Popsicle, the toddler is eating cat food, and the newborn is sleeping peacefully
in the car? The Pampers Tribe is rewarded with a Baby Bjorn pack, suitable for
keeping colicky infants quiet while still allowing "Mom" or
"Dad" some limited freedom to do the dishes and clean the house.
At the Tribal Council, the Huggies Tribe votes the former Navy SEAL out because
he inadvertently wakes the baby with his cursing when he drops a grocery bag
containing a dozen eggs on the icy front steps as he attempts to keep the Golden
Retriever from mauling the cookie-selling Girl Scouts who appear at the door at
an inopportune moment. His errors compound when he fails to rekindle the oven's
pilot light after the preschooler extinguishes it by dumping the entire contents
of the flour canister on the stove.
The next week, contestants face their first real crisis as all three children
are hit with a simultaneous case of the stomach flu at the same time the house
is invaded by swarms of unexpected visiting relatives, wanting to be fed and
housed for "just a few days." The mail also brings a few unpleasant
surprises, and the teams must band together to make important decisions, such as
whether to pay the furnace repairman or get a new transmission put in the
minivan.
The Reward Challenge of the
week-the Bath and Bed relay-goes to the Huggies Tribe, who successfully bathe,
diaper, pajama and put all three kids to sleep in record time. They walk away
with a stack of Barney videos and a VCR for the family room TV set.
At Tribal Council, in an unprecedented move, all participants under the age of
25 on both teams are kicked out for dissension (the final straw was when the
younger contestants, fed up with the steady diet of macaroni and cheese, tater
tots and Teletubbies use the money set aside for a family outing to Chuck E.
Cheese's to order in sushi and the Bare Naked Ladies Pay-Per-View concert
special).
In upcoming installments, watch breathlessly as teams deal with issues such as
chronic diaper rash (Will the chemist, Ramona, be able to concoct a solution to
cure the condition, or will the team have to resort to cloth diapers?), sibling
rivalry (Who really flushed the Cabbage Patch Kid down the toilet?), and
parenting philosophies (What exactly is "Attachment Parenting,"
anyway?).
See them dump members for transgressions such as giving the kids nightmares by
allowing them to view Bride of Chuckie ("I thought it was a 'Rug Rats'
movie," says the ousted contestant). Watch the tribes vie in Challenges
such as the Potty Parade and the Supermarket Scurry for creature comforts like a
Peapod grocery delivery account, a subscription to Parents magazine and renowned
pediatrician Dr. T. Barry Brazelton's home phone number.
Who will survive the changing emotional weather of life with three kids? Who
will prove hardy enough to withstand the ups and downs of parental life? Who
will walk away with the big prize? Tune in and find out.
Now that's entertainment!
Past Issues
(to
request, email liz@deaknet.com
and indicate which volume/issue(s) you prefer
Volume
1; Issue 1 WELCOME ISSUE!
Volume
1; Issue 2 SUMMER CRISIS ISSUE
Volume
1; Issue 3 SPOUSAL CONCERNS ISSUE
Volume
1; Issue 4 SENSORY INTEGRATION
How
to Defuse an Angry Outburst
Say Good Bye to an Angry Outburst
Here's How:
Tips:
Restricted
Repertoires in Autism and What We Can Do About It
Revised by Cathy Pratt
This
is a summary of a presentation by Tony Attwood, Ph.D., from Brisbane, Australia.
Dr. Attwood described the developmental sequence followed by typical children.
Children with autism spectrum disorder follow the same developmental sequence,
but in an exaggerated fashion. For example, children with autism spectrum
disorder may collect the same type of objects as other children, but to a point
of excess. Another example is the intense need for symmetry, or for information
on a certain subject. These exaggerated behaviors are identified as a restricted
repertoire of activities and interests.
Many
individuals with autism spectrum disorder engage in simple, repetitive actions
such as rocking or spinning objects. What to do about repetitive actions depends
on the reason the individual is performing the activity or the function of the
behavior. The following are possible reasons for repetitive actions and
programming ideas specific to these reasons.
To
read more, copy/paste this URL into your browser: http://www.bbbautism.com/pdf/article_57_restricted_repertoires_in_autism.pdf
Check out our PDF files for great printable articles on
challenging behavior. http://www.bbbautism.com/pdf_files.htm
How
to Build Self-Esteem
Boosting
Self-Esteem is Essential to Good Health.
Here's How:
1.
Applause,
applause.
2.
Happy
notes tucked in their lunch or under their pillow.
3.
One-on-one
attention.
4.
Hugs.
5.
Praise.
6.
Attending
their school activities.
7.
A
favorite meal or treat.
8.
Telling
your child how proud you are of him or her.
9.
Saying
"I love you."
10.
Celebrate
their accomplishments.
11.
Give
your child extra privileges.
Tips:
1.
It
will always be in the best interest of your children to nurture a healthy
self-esteem.
2.
Avoid
negative power plays and accentuate the positive behaviors.
Teaching Play skills to a Child with ASD
"This is a selection of notes from over two
years of behavioral intervention sessions with a young child who ultimately
recovered completely from autism. It includes many curricula ("drill
sheets"), therapists' notes, and parents' notes, covering (in part) his
development from no pretend play skills all the way to fully independent,
spontaneous, creative play.
The notes are by the parents, Megan and Jim Sumlin
(pseudonyms), who feel strongly that this information should be freely available
to all who might benefit from it. They ask only that these drills belong in the
public domain, and are not to be claimed or copy written by any person who is or
will in the future be seeking monetary gain for wide distribution of same. Feel
free to re-distribute this document, but please include this entire preface.
To read the Sumlins' program, please copy/paste
this URL into your web browser: http://rsaffran.tripod.com/play.html
Some Behaviors Associated with Autism
Social
Behavior
Socially Avoidant
·
May avoid many
forms of social interaction
·
When interaction
occurs, the most common response is tantruming/ running away
·
Infants arch
their back to avoid contact
·
Caused possibly
by hypersensitivity to certain sensory stimuli
Socially Indifferent
·
Some individuals
will not seek social interaction; avoid social situations
·
Seems to prefer
being alone; indifferent to the company of others
·
Caused possibly
by not obtaining "biochemical" pleasure by being with people
Socially Awkward
·
May try hard to
have friends, but can not keep them
·
Do not learn
social skills and social taboos by observing others
·
Lack common sense
when making social decision
·
Caused possibly
by the lack of reciprocity in their interactions, since conversations revolve
around themselves
Self-Stimulatory
Behavior
Visual
·
Hand flapping
·
Staring at lights
·
Repetitive
blinking
·
Moving fingers in
front of eyes
·
Watching things
out of the corner of his/her eye
Auditory
·
Tapping ears
·
Snapping fingers
·
Making Vocal
Sounds
·
Placing hands
over ears
Tactile
·
Scratching
·
Rubbing the skin
with one's hands or with another object
·
Sometimes tactile
defensive; i.e. some fabrics can be painful to feel
·
Can have a high
tolerance to pain
Vestibular
·
Rocking front to
back
·
Rocking side to
side
·
Turning in
circles
Taste
·
Placing body
parts or objects in one's mouth
·
Licking objects
Smell
·
Smelling objects
·
Sniffing people
Self-Injurious Behavior
This type of behavior can be characterized by any behavior,
which causes bodily harm to him/herself. The most common observed
self-injurious behavior would include head banging, hand biting, and excessive
scratching or rubbing. Problems can occur due to some ASD individuals having a
high tolerance to pain.
There are two main sets of theories as to why people engage
in self-injurious behaviors social and physiological.
Social Theories
·
Self-injurious
behavior occurs to gain attention from other people
·
Self-injurious
behavior occurs in an attempt to avoid or escape a task
Physiological Theories
·
Behaviors release
beta-endorphins in the brain, which provides an internal pleasure
·
Self-injury may
be caused by sub-clinical seizures
·
Head-banging or
ear hitting may be caused by an ear infection
·
Behavior may
occur as a result of over stimulation, a release
UPCOMING
CHATS:
APRAXIA - Thursday,
August 16th at 2pm and 9 pm EST convert to your time zone here. http://www.timezoneconverter.com/cgi-bin/tzc.tzc
PLEASE NOTE: TRANSCRIPTS FROM APRAXIA CHAT
AVAILABLE UPON REQUEST liz@deaknet.com
AUTISM
AND ENZYMES -
Monday, August 20 at 9 pm EST
AUTISM
AND CHALLENGING BEHAVIORS (SELF INJURY AND VIOLENCE)
Wed Aug 29 2:00 pm EST
Thurs Aug 30 2:00 pm EST
Back to school
Thurs Aug 23 9:00pm
Tues Aug 28 2:00pm
coming soon: "How to Set Up a Home IBI Program",
"Autism and Essential Fatty Acids"
Regular
chats take place Mon-Fri at 1pm and 8:30 pm daily. If no one is in the chat room
when you get there...give it a chance. You never know who might drop in!
For chat instructions, please email the chat(s)
you wish to attend to liz@deaknet.com
BBB PARENT GUIDES
CONTAINS PRACTICAL INFORMATION BY PARENTS FOR PARENTS Available on request, e-mail mailto:liz@deaknet.com and ask for: (now available in PDF format)
A notice to our readers...
The founders of this newsletter and the BBB Autism support club are not physicians.
This newsletter references books and other web sites that may be of interest to the reader. The editor makes no presentation or warranty with respect to the accuracy or completeness of the information contained on any of these web sites or in the books, and specifically disclaims any liability for any information contained on, or omissions from, these books or web sites. Reference to these web sites or books herein shall not be construed to be an endorsement of these web sites or books or of the information contained thereon, by the editor.
The editor reserves the right to make decisions as to whether contributions are appropriate with respect to content, length, etc. We will not publish offensive material using foul language, or contributions that are inflammatory or disrespectful to decisions by other parents (i.e. therapies). We do not generally accept contributions if they are ads for private service agencies/clinics. We are also unable to accept contributions after an issue has been completed. We reserve the right to edit content, but will inform you in advance if we are going to do this. J
(c) BBB Autism – August 2001
This E-News is the intellectual property of BBB Autism Support Network.
Permission to reproduce and hand out is granted, provided the document is displayed in its entirety. Other permissions may be requested by email: liz@deaknet.com. The purpose of this copyright is to protect your right to make free copies of this paper for your friends and colleagues, to prevent publishers from using it for commercial advantage, and to prevent ill-meaning people from altering the meaning of the document by changing or removing a few paragraphs.