AUTISM SUPPORT NETWORK/AUTISM
(YORK REGION CHAPTER)
VOLUME 4; ISSUE 5 APRIL 22, 2002
TIPS ON EVERYDAY ISSUES (Part
to the final (for now) installment of “Everyday Tips on Everyday
Well, when I fielded the topic for this
issue, I had no idea I’d have such an amazing response!
In fact, so many of you were anxious to share tips that it was
necessary to come out with a three part series on everyday strategies.
Some tips may seem unconventional,
particularly if you have a fairly recent diagnosis. Please keep in mind we
are not endorsing any particular strategy, just passing along some hints from others.
Also remember some contributors are dealing with adolescents,
teenagers and adults. Never try anything that doesn’t sit right with you or interferes with
your philosophy or ethics. Never
do anything that could potentially harm your child. If in doubt, contact
your physician especially with respect to issues like medications,
supplements (herbals included) and sleep. Remember, we are not physicians
the following is not to be construed as medical advice. Phew!
Once again, I am in the debt of our wonderful
contributors. Thanks to
everyone who helped out! J
Safety in (and out) of the House
Going to the Doctor
Visiting The Dentist
Promoting Self-Help Skills
Riding in the Car
PREVIOUS E-NEWS ISSUES ON EVERYDAY
You Know of a Group of Parents With Newly Diagnosed Children in
Ontario Effected by Waitlists?
Autism’s newest feature is a workshop for this group entitled “How to
Help the Child Newly Diagnosed with ASD/PDD at Home”.
After a successful trial run, We are proud to announce that this
presentation has been honored with positively encouraging feedback and
discuss issues such as:
is a great handout packed with resources, service, agency and local vendor
brochures, ideas, articles and more.
This workshop was designed by the parent of a child with ASD; with
input from hundreds of other families and addresses what the family needs
to know when beginning their journey.
runs for an entire day or two evening sessions.
Please contact us for pricing and more information. Workshop may be
customized to suit region and audience.
Contact us at email@example.com
note: Our children our precious
to us. We always substitute their real names for an initial (unless
otherwise requested). Additionally,
we never include last names of contributors (or any personal information)
are not physicians. Real parents sent in these contributions.
you have any trouble opening graphics or have any other questions, please
let me know by email: mailto:firstname.lastname@example.org
TO AN UPCOMING e-news ISSUE: We
are looking for input on an “all about siblings” issue.
- If you did opt to tell your NT child (ren), did they ask questions? How do they describe autism to their peers?
- Have you decided to not tell the NT sibs about your child (ren's) diagnosis? If so, why? Have they asked questions?
What are your thoughts on this topic in general?
DEADLINE: MAY 10, 2002
MOUTHING ISSUES By Deb
another suggestion for something I didn't see on the list of "how do you
handle": mouthing issues. We have overcome this (for the most part) by
using ice cubes for JR and Wrigley's Extra (not as tacking as it's meant for
people with bridge work) chewing gum. We give him the gum and he gets his
exercise that way. The minute he starts to pull it out and play with it we make
him give it up to us. We only use like a half a stick at a time.
IN & OUT OF THE HOME By Deb
house isn't just child proofed it's "JR proofed" which anyone with an
ASD kiddo knows is about 100% better than ordinary child proofing to begin with
LOL. OK what we have done is we buy little eye and hooks and apply them to the
doors both in our home and those leading out of our homes. The doors that go
outside have the little metal clips with the springs behind them to keep them
more securely in place...the ones in the house are the standard type. They work
very well too. On the cabinets we use the standard cabinet latches that are used
for standard child proofing. Also when desperate or when the child is little/not
strong enough duct tape works on appliance doors like freezer and fridge doors
and closet doors around the upper part of the frame (duct tape will remove
wallpaper and paint though so decide what's more important; the appearance of
the room or the safety of the child).
By Mary M
Modeling skills and verbalizing thoughts out loud - ie.
"look both ways before crossing the street"; car is coming, move to
side of road. In house, pretend to
touch hot element on stove and show "hurt" facial emotion; bring his
hand close to heat so he can sense what "hot" means.
This worked with G, and I went through it with him when he was around 2-4
yrs of age. Now in his teens, he
seems to be mimicking my verbal thoughts, and telling me to "look both
ways" when we are at the curb, and need to cross a street.
Mediators have also worked with crossing at an intersection,
but this will take a lot more practice for G before he could independently cross
As J’s seizures continue to be a concern; we had a custom gate built for his bedroom. I have always been scared he would wander out in the night, seize, and fall down the stairs, so this is my solution. The gate is bigger than a standard baby gate (I want it to last a few years) and is a heavily reinforced and varnished (so no splinters) wooden gate-style, so it looks attractive. We totally removed his bedroom door (he had taken it off it’s hinges too many times anyway) and because of the style, I can look right in his room at him. I had our Behaviorist come in and work with the carpenter to look at exactly what we needed in design and strength.
aware, this costs, but is so worth it. You
might be able to get a deal by referring other parents of children with ASD to
the carpenter. You can also try
asking local groups like the Kinsmen or Shriners to finance.
Another route is to contact your local Home Depot; they sometimes fund
things like this. Be sure to save
ALL receipts for income tax and be sure you put this in your yearly funding
applications (i.e. SSAH, ACSD).
we will have to get some sort of alarm system for when he figures out how to
unlock the door. When those
telephone solicitors call, I always throw them into a state of panic because
they’ve never heard of anyone who wants an alarm for someone trying to get out
of the house! LOL
Proof Your Home
Going to the
Doctor by Sonya
I had a little talk with my pediatrician and told him that I
just absolutely could not sit in the waiting room for 45 minutes (or longer
sometimes!) when we had an appointment. I explained how the child runs
down the hallway, tries to climb into the aquarium, climbs over chairs, and
disturbs others in the waiting room. I told him, that I wouldn't be asking
if the child were normal functioning, but because he isn't, that I needed to be
brought to a room immediately upon arrival. I also made it clear that no
matter how great of a doctor he is, this was absolutely necessary and that if he
couldn't provide it, then I would switch to another doctor that would
accommodate us. Now, when we arrive and check in (I never get there early,
but right on the minute instead), they immediately take us back to the room
where we see the pediatrician. Sometimes we have to wait 30 minutes in
that little room, but it is better than destroying the large waiting room.
I bring snacks and favorite toys and I let the kids play in the sink with the
water running. No harm done and everybody is happy.
Call doctor ahead of time and make sure you will not have to wait!! Once in room, G needs many words of encouragement to not become frightened; keep telling him how proud we are that he is so brave.
THE DENTIST By Sonya
My OT has a brother that is a dentist. So she borrowed
the little mirrors and some other dental instruments from him. And twice a
week during her normal OT sessions, she would put on latex gloves and act like a
dentist putting the instruments into their mouth so they got used to the
feeling. We did this for 3 months before going to the dentist at 4 years
old. Now, we just practice a couple of weeks before an appointment and
they don't have any problems going there. Our dentist also gives them a
toy and a toothbrush when they are done. They love toothbrushes to just
Before A. started seeing a dentist, he was a spectator of my daughter's visits. They gave him a ride on the chair, let him use the water-squirter, tickled his fingers with the tooth-polisher, etc. We did this over several visits before A. became the patient. He thinks it's a great place with neat gadgets and is always happy see them! Also, storybooks of trips to the dentist were helpful.
Our dentist also has the capability of administering
anesthesia in his office. This is more helpful than going all the way to
downtown Toronto to Sick Kids’
Hospital. He is also my brother in
law, so J knows him and is comfortable
By Mary M
Drive there without telling him where he is going; make sure he's got the first appointment, and just go right in (G unfortunately needs general anesthetic to have even a cleaning done, do we just have to "go for it" as he is nervous enough as it is). We give him lots of praise afterwards, and again, this seems to get him back on track, and feel good that he came through the ordeal.
Dentist Visit by Mary
B has a vibrating chair pad that he takes with him for every visit. It works wonders!!!
find that reading books that focus on these topics ahead of time really help C.
Choose books with favourite characters (e.g.: Little Critter Visits the
Dentist, Chuckie (Rugrats) Visits the Eye Doctor, etc).
I say common phrases from the books in context while there and he seems
to relate and calm down.
Visiting doctor, dentist,
restaurants, amusement parks etc. - I started with Barney books. There's
a series of Barney books dealing with these very issues. We read and read,
pointed to the pictures, introduced community helpers etc in ABA and used PECS
to categorize why we go to the doctor etc. what do we do at the
doctor/restaurant/ what does the doctor/waiter do. It's a lot of work but
doctor appointments have never been an issue and we do go to restaurants quite
frequently - we go early - but we go.
PROMOTING SELF HELP SKILLS by Sonya
I use strip
sentences of PEC cards. For brushing teeth, I have a sentence strip with a
picture of the sink, a picture of the toothbrush, a picture of the toothpaste,
putting toothpaste on the toothbrush, spitting into sink, rinsing toothbrush.
I have also done similar things with washing hair, washing face, washing hands,
etc. And I have sentence strips for getting dressed in the order then
need. I still supervise when they do this and will point to a picture to
remind them if they get off track. Try www.dotolearn.com
for free ones.
It's important to look at each individual skill required to complete the task (this is called a task analysis). One skill that C has a weakness in is motor sequencing /motor planning (i.e. he would put his pants on and then his underwear on top) so I found that a mini task schedule showing the sequence of underwear first, pants next, etc. helped a lot). Visuals are easier to fade than verbal prompts and he doesn't need the schedule for this particular skill anymore.
in the Car by Bernie
Here a few tip for traveling in a car that I have found
Walkman, snacks (finger foods, cheerios, pretzels); "rewards" - stops
at McDonalds for fries along the way; allow for "stimming" activity
with more leniency ie. We would allow G to "flick" his book to his
heart's content to keep him happy.
books with tapes help a lot. Also
snacks and pointing out interesting things along the way (interesting to the
child that is - of course you know they don't really care about what's
interesting to you). C likes
billboard signs so I talk about the pictures- great for building receptive
language skills as well as teaching commenting, etc.
B was younger the only way to keep him calm during long car rides was to let him
sit in the front seat. Of course that was before we had air bags. Now at 19
years old he can tell us that looking out the side window makes him dizzy.
NEWS AND REMINDERS FROM
STRATEGIES WORKSHOP - Deanna
Pietramala, Consultant, Leaps & Bounds
April 23rd, 2002
208 - 2nd Floor Boardroom
& Refreshments 7:00 p.m.
Member families (any number of family members) $5.00, Non-Members and
professionals $15.00 each. RSVP to
<email@example.com> or voicemail 905-780-1590
will be talking about strategies to help promote social skills in children, some
activities and what scripting would look like in social situations, Social
conversations. We will also talk about Theraplay as it related to social
POT LUCK SOCIAL
June 10th, 7:00 p.m.
you to hosts Paul and Janet Kalmykow for offering their home again this year. RSVP to Janet at home, 905-473-7648 or <firstname.lastname@example.org>
PLEASE CALL FOR DIRECTIONS AND TO LET JANET KNOW WHAT FOOD YOU ARE BRINGING!
is pleased to present:
Pukonen, M.H.Sc., S-LP (C), Director of The Speech Foundation of Ontario
May 8th, 2002 7:30 p.m.
location: Richmond Hill Public Library, Main Branch - Yonge and Major Mackenzie
(southwest corner) Free Parking
$5.00, Non-Members - $10.00, Memberships available at the door -- $15.00 per
will be speaking about the Speech Foundation, the Toronto Children's Centre, and
the programs that are offered. If you have any specific questions you would like
answered, please submit them in advance to email@example.com
FOR LEARNING - A DIRECT INSTRUCTION WORKSHOP
Academy & Learning Centre Presents Johanna Preston
May 10, 2002 -- 9:30 a.m. to 3:30 p.m. Toronto
by phone - 416-767-3176 by May 1, 2002. Cost $160.00
for Learning is a comprehensive oral language program that teaches essential
concepts and skills that children need to succeed. Direct Instruction is the
teaching method used. It applies a behaviour approach to instruction and its
curricula. Direct Instruction programs are "scripted" and can be
purchased from SRA publishers (see SRA 4kids.com). Teaching material is provided
at no additional cost due to the generosity of SRA publishing. Workshop is
limited to 15 people. Contact Brookfield at 416-767-3176 or fax at 416-767-3431.
for Learning" provides carefully sequenced lessons to help students.
you will achieve:
Learn common vocabulary as well as language used in textbooks and other
Develop precise knowledge of "little," but important, words such as
first, next, between, who, what, and where
Use different sentence forms, ask and answer questions, and follow instructions
Acquire important information and knowledge, such as days of the week, months,
Learn the logical aspects of language, such as classification and
Learn how to do "Direct Instruction" (DI)
Review the "Language for Learning" Curriculum
Learn about DI design elements and why they are effective
Learn hand signals; correction procedures; problem solving techniques
Practice skills and receive personal feedback from workshop leader
Learn about other DI products from SRA display
cost is $160.00 - payable by Visa/ MC or cheque by May 1, 2002 to Brookfield
- Toronto Preschool Autism Service: Surrey Place Centre located in St. Lucy's
Catholic School at
Clinton Ave, Toronto (north side of College Street - 4 blocks west of Bathurst
Street) on the 2nd floor.
Preston, MA - Child Study and Education; O.C.T. Principal, Lawton Learning
Clinic Senior Consultant, Angus Lloyd Associates, Inc. Johanna has worked for
Angus Lloyd Associates, Inc. for over four years. She currently works as the
principal of the Lawton Learning Clinic, and as senior consultant for Angus
Lloyd Associates, Inc. She has received training in Direct Instruction, both in
specific programs and in how to train teachers to teach Direct Instruction
programs through the Association for Direct
Workshop #4: Teaching Verbal Behavior
Hands-on Training for Tutors &
Conducted by Cherish
Richards, BCABA & Holly
This two-day workshop is designed to provide tutors,
therapists, and parents, that serve as their child’s primary therapist, with
guided practice in implementing the methods described in Dr. Carbone’s
Workshop #1: Introduction to Verbal Behaviour. The participants spend most of
their time practicing the methods of effective instruction demonstrated in
videotape illustrations during the Introductory Workshop. Each participant
receives precise feedback on their teaching methods.
The participants are provided supervised practice in
the following areas:
instructional control with an unwilling learner
establishing operations (E0) during teaching opportunities to maintain
ABLLS and developing instructional objectives
appropriate response form (sign, vocal, pictures)
the echoic repertoire and transitioning from sign language to vocal verbal
EOs to teach early to advanced manding skills
early to advanced receptive, visual performance, motor imitation, tacting,
and intraverbal skills
reciprocal conversation skills in advanced learners, verbal behavior
across all settings, and social skills in early and advanced learners
your program materials and data recording methods
All participants are required to have previously
attended an introduction workshop by one of the following presenters:
Dr. Carbone’s Workshop #1:
Introduction to Verbal Behaviour
Dr. Jim Partington – one-day
Christina Burke, BCABA –
- and have at least some experience teaching children
with autism within an intensive teaching program.
(Audio taping is allowed—please refrain from videotaping.) To print out a registration form, follow this link.
PARENT EMPOWERMENT WORKSHOPS
Registration Required, Limited Enrolment. Email firstname.lastname@example.org
Location: 11181 Yonge Street, Richmond Hill
Skills ~ Deanna
Pietramala, Leaps & Bounds TUESDAY APRIL 23, 2002
Discipline & The Exceptional Student
~ Lindsay Moir TUESDAY, MAY 7, 2002
Management ~ Deanna
Pietramala, Leaps & Bounds TUESDAY, JUNE 4, 2002
The Autism Society Ontario York Region
Chapter would like to thank IBM Canada Limited
for their generous donation of a computer.
IBM is a
corporate supporter of the ASO York Region
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(C) 2002 BBB Autism
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Volume 1; Issue
1 WELCOME ISSUE!
Volume 1; Issue 2 SUMMER CRISIS
Volume 1; Issue 3 SPOUSAL CONCERNS
Volume 1; Issue 4 SENSORY INTEGRATION
Volume 1; Issue 5 CHALLENGING BEHAVIORS
Volume 1; Issue 6 BACK TO SCHOOL
Volume 2; Issue 1 IEP
Volume 2; Issue 2 KEEPING YOUR COOL - WHEN YOUR EMOTIONS ARE ON FIRE
Volume 2; Issue 3 DEALING WITH STRESS
Volume 2; Issue 4 GIFTS FOR THE CHILD WITH ASD
Volume 2; Issue 5 ONE CHILD’S STORY – A TALE OF LOVE AND INTERVENTIONS
Volume 3; Issue 1 SURVIVING THE HOLIDAYS
Volume 3; Issue 2 HOW TO ENJOY DISNEY WORLD
Volume 3; Issue 3 PARENT (AND GRANDPARENT) PIONEERS 2002
Volume 3; Issue 4 EVERYDAY HEROES
Volume 4; Issue 1 DE-MYSTIFYING THE GFCF DIET
Volume 4; Issue 2 ACCEPTANCE AND DENIAL
Volume 4; Issue 3 EVERYDAY TIPS (PART ONE)
Volume 4; Issue 4 EVERYDAY TIPS (PART TWO)
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Epsom Salts (expanded version)
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Pros and Cons of telling your ASD child his/her diagnosis
How we advocate for our children
Guide to holidays and large family gatherings
notice to our readers...
founders of this newsletter and the BBB Autism support club are not physicians.
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
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Autism - 2002
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