BBB AUTISM SUPPORT NETWORK/AUTISM SOCIETY ONTARIO
(YORK REGION CHAPTER)
PRESENT

THE E-NEWS

VOLUME 4; ISSUE 5                                      APRIL 22, 2002

EVERYDAY TIPS ON EVERYDAY ISSUES (Part Three)

 MOUTHING ISSUES By Deb

Here is 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.

Learning to Keep Your Chin Dry By Shirley Sutton B.Sc(OT)

Reprinted from “Building Bridges Through Sensory Integration”  with permission

A wet chin or drool is a frequent concern for some children with PDD.  Excessive drooling may be a bother to the child and socially awkward.  Children with PDD may drool because of sensory processing problems.  If a child is a persistent mouth breather and has a chronic mouth open posture, they have incomplete lip closure.   This decreases the ability to produce the negative pressure required to adequately suck liquid onto the tongue.  Often children with respiratory, upper airway, allergies, or sinus problems have open mouth postures so these problems should be addressed.

Other Sensory Related Causes Include:

 Activities to Try:

.

SAFETY IN & OUT OF THE HOME By Deb

Well our 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 the street.

By Liz
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.

Be 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).

Eventually, 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

Autism 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.

By Mary M.
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.

VISITING 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 chew on.

By Cindi

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.

By Liz

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

SURPRISE! 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!!!

By Taline

I 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.

By Cenza

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.

By Taline
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.

 Riding in the Car by Bernie

 By Mary M

Try 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.

TV/VCR combo for the car - the best $500 I have ever spent.  In our car any ride over an hour and the TV goes in.

Read-a-long 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.

When 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 ASO YORK

SOCIAL STRATEGIES WORKSHOP - Deanna Pietramala, Consultant, Leaps & Bounds

Tuesday, April 23rd, 2002

Room 208 - 2nd Floor Boardroom

Registration & Refreshments 7:00 p.m.

Cost: Member families (any number of family members) $5.00, Non-Members and professionals $15.00 each.  RSVP to <asoyork@axxent.ca> or voicemail 905-780-1590

We 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 development.

_________________________________

SUMMER POT LUCK SOCIAL

Monday June 10th, 7:00 p.m.

Thank you to hosts Paul and Janet Kalmykow for offering their home again this year.  RSVP to Janet at home, 905-473-7648 or <janetkalmykow@hotmail.com> PLEASE CALL FOR DIRECTIONS AND TO LET JANET KNOW WHAT FOOD YOU ARE BRINGING!

_________________________________

ECHO is pleased to present:

Margit Pukonen, M.H.Sc., S-LP (C), Director of The Speech Foundation of Ontario

Wednesday, May 8th, 2002 7:30 p.m.

Meeting location: Richmond Hill Public Library, Main Branch - Yonge and Major Mackenzie (southwest corner) Free Parking

Members: $5.00, Non-Members - $10.00, Memberships available at the door -- $15.00 per year

Margit 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 apraxiaontario@yahoo.com

RSVP apraxiaontario@yahoo.com

LANGUAGE FOR LEARNING - A DIRECT INSTRUCTION WORKSHOP

Brookfield Academy & Learning Centre Presents Johanna Preston

Friday May 10, 2002 -- 9:30 a.m. to 3:30 p.m. Toronto

Registration by phone - 416-767-3176 by May 1, 2002. Cost $160.00

Language 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. 

Language for Learning" provides carefully sequenced lessons to help students.       

Outcomes you will achieve:

Workshop cost is $160.00 - payable by Visa/ MC or cheque by May 1, 2002 to Brookfield Academy

Venue - Toronto Preschool Autism Service: Surrey Place Centre located in St. Lucy's Catholic School at

80 Clinton Ave, Toronto (north side of College Street - 4 blocks west of Bathurst Street) on the 2nd floor.

Johanna 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 & Therapists

Conducted by Cherish Richards, BCABA & Holly Smith, BCABA

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:  

Prerequisites:

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 introduction workshop

·         Christina Burke, BCABA – introduction workshop

- and have at least some experience teaching children with autism within an intensive teaching program.

UPCOMING PARENT EMPOWERMENT WORKSHOPS

Registration Required, Limited Enrolment. Email asoyork@axxent.ca Location: 11181 Yonge Street, Richmond Hill
                                                                                                                               

1Social Skills ~ Deanna Pietramala, Leaps & Bounds TUESDAY APRIL 23, 2002

1School Discipline & The Exceptional Student  ~ Lindsay Moir TUESDAY, MAY 7, 2002

1Behavior 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

Past Issues
To request, email liz@deaknet.com and indicate which volume/issue(s) you prefer. You can order in HTML, MSWORD or PDF. Newsletter Archives are also available on our website.

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)

Permission to reproduce &d hand out is granted, provided the document is displayed in its entirety.  Other permissions may be requested by email: liz@deaknet.com

Permission to reproduce &d hand out is granted, provided the document is displayed in its entirety.  Other permissions may be requested by email: liz@deaknet.com

BBB PARENT GUIDES

CONTAINS PRACTICAL INFORMATION BY PARENTS FOR PARENTS Available on request, e-mail liz@deaknet.com and ask for: (now available in PDF format).   BBB GUIDES ARE NOW AVAILABLE IN PLAIN TEXT VERSIONS ONLINE AT: http://www.bbbautism.com/bbb_guides_contents.htm

1.      Halloween

2.      Epsom Salts (expanded version)

3.      Epsom Salts (condensed)

4.      Pros and Cons of telling your ASD child his/her diagnosis

5.      How we advocate for our children

6.      Guide to holidays and large family gatherings

A notice to our readers...

The founders of this newsletter and the BBB Autism support club are not physicians.

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

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