BBB AUTISM SUPPORT NETWORK/AUTISM SOCIETY ONTARIO
(YORK REGION CHAPTER)
MAY 28, 2002
FOR AUTISM/PDD PART TWO
Welcome to part two of “Interventions for
Autism/PDD”! When I started
compiling information for an issue on therapies, I quickly realized it would
need to be presented in more than one issue of our E-News.
If you have tried any of the therapies
mentioned here or in part one (or any not mentioned), we’d love to hear from you. A follow-up issue written by parents* about their experiences with therapies is in the works and
contributions are welcomed!
Some of these treatments are considered controversial. Inclusion in this issue does not constitute endorsement.
We do believe you have a right to know what is out there and with that
in mind, hope you find this latest issue informative. The contents are not to
be taken as medical or professional advice, but to be used as a starting point
in your research.
please note that some of the therapy descriptions have been adapted from
websites endorsing said therapy. Please
keep this in mind in your quest for information! J
I would like to credit Autism Network Resources for
Physicians Website (http://home.san.rr.com/autismnet/treatment.html).
This site helped me with descriptions and links to some of the
lesser-known interventions and is very helpful!
Do You Have 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” (Help@Home).
After a successful trial run, We are proud to announce that this
presentation has been honored with positively encouraging feedback and
We discuss issues such as:
Included 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.
It 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. To contact us, click the BEE icon
below or email email@example.com.
Monday and Tuesday June 3rd
and 4th from 10:00 am to 2:00 pm at the Loyal True Blue and Orange
House, 11181 Yonge Street, Richmond Hill
Saturday, June 15th
from 9:30 to 5:00pm (same location)
Brought to you by Autism
Society Ontario York Region Chapter!
To register, for pricing
or to ask questions, email mailto:firstname.lastname@example.org
DISCLAIMER: May contain links to
other sites. We are not responsible for the contents of those sites.
(http://www.bbbautism.com/vol_5_iss_1_therapies_one.htm) – Featured the
Integration Training (AIT)
B6 and Magnesium
Exchange Communication System (PECS)
obtain more information on these interventions and others, search the Internet
by inserting “therapy + autism” into your search engine.
Even if you don’t have Internet access, most public libraries offer
this service for free. This list is, by no means exhaustive.
is in a Hyperbaric oxygen chamber. The
logic for using Hyperbaric oxygen treatment for developmental disorders relates
to the autoimmune and/or viral theory of these conditions. Hyperbaric oxygen has
been studied for autoimmune disorders and found to be helpful. Hyperbaric
alternative means of expression for people who cannot speak, or whose speech is
highly limited (e.g. echoed, limited to one or a few word utterances), and who
cannot point reliably. The method has been used as a means to communicate for
individuals with severe disabilities, including persons with labels of autism,
Down syndrome and other developmental disabilities. Facilitated
should not be a stand-alone treatment for autism.
If, for example, you are experiencing behaviors that are violent, self
injurious, out of control, and have tried a number of other interventions
(always call physician first and check out medical, such as physical, dental,
sensory, behavioral, communication). It
may be time to discuss medications with your doctor.
disorders such as seizures or OCD may require meds of their own.
Sometimes, getting another issue taken care of can help diminish some of
these challenging behaviors.
Medications and autism: http://www.bbbautism.com/medications.htm
Evaluating the Effects of Medication by Temple Grandin: http://www.autism.org/temple/meds.html
unlocking certain areas in the body that are blocked in order for the cerebral
spinal fluid to flow correctly. Among the practitioners are some chiropractors.
A form of myofacial release performed by physical therapists and
Cranio-Sacral Therapy: http://www.healing-arts.org/children/craniosacral.htm
hormone that has a role in the immune system and in controlling ones sleep
cycle. It is sometimes given to children who have trouble sleeping at night. For
that reason and others, it has been tried on Autistic children.
Melatonin – The Sleep Master: http://www.autism.org/melatonin.html
Welch is the primary proponent who argues that autism results from a failure to
bond with the child. The child is forcibly held by the mother. Both Temple
Grandin and Bernard Rimland have argued that it provides sensory stimulation and
the psychogenic basis is erroneous. Temple Grandin has stated that forced
holding is not necessary. Under such a theory, Holding Therapy can be classified
as a kind of sensory stimulation. You can read about one mother’s experience
with Holding Therapy in “Let Me Hear Your Voice”.
Let Me Hear Your Voice: A Family's Triumph over Autism by Catherine Maurice, Trade Paperback, ISBN: 0449906647, Published by Young Adult Series
children, play is a mode of communication and a vehicle for working out ideas
about social roles, fears, and relationships. Counselors working with young
children often use hand puppets, stuffed animals, dolls, and sand tables with
small figurines to encourage them to "talk" about what's on their
minds by playing.
Therapy is the unique application of music to enhance personal lives by creating
positive changes in human behavior. It is an allied health profession utilizing
music as a tool to encourage development in social/ emotional,
cognitive/learning, and perceptual-motor areas. Music Therapy has a wide variety
of functions with the exceptional child, adolescent and adult in medical,
institutional and educational settings. Music is effective because it is a
nonverbal form of communication, it is a natural reinforcer, it is immediate in
time and provides motivation for practicing nonmusical skills. Most importantly,
it is a successful medium because almost everyone responds positively to at
least some kind of music.”
Read the rest of this article here: http://www.autism.org/music.html
Pivotal Response Training (PRT)
Response Training, like ABA, is based on discrete trials.
Unlike most traditional ABA programs, these trials take place in a more
natural play setting. In this way it has similarities to Dr. Greenspan's
floor-time program--one might say that it elements of both of these proven
was developed by Robert L. Koegel and Laura Schreibman. As of this writing, the efficacy of PRT is still under
investigation. Clinicians at the
University of California at San Diego's Autism Research Laboratory have received
NIMH funding to work with children and their parents using either PRT or an
ABA-style discrete trials method.
Focus on PRT: http://www.autism-spectrum.com/archive/prt.htm
“DMG is another nutrient that, according to reports from thousands of families, is quite beneficial to many autistic individuals. Similar to vitamin B6 and magnesium, DMG is safe, relatively inexpensive, and helps about half of autistic children and adults.
on humans and laboratory animals have shown that DMG strengthens the immune
system. The immune system is dysfunctional in many autistic individuals. Some
autistic children and adults have seizures, and there are two published reports
of decreases in seizure activity as a result of DMG.
have also reported positive results with a similar product, tri-methyl-glycine
(TMG). There are, as yet, no published reports on its efficacy for autistic
individuals. TMG breaks down into DMG and SAMe in the body. SAMe is a
nutritional supplement and is sometimes used to treat mood disorders such as
“Hippotherapy, or the practice of using a horse as a therapy tool, was first applied by the Greeks to help rehabilitate war injuries. In recent history, hippotherapy came to the attention of the world in 1952 at the Helsinki Olympics when Liz Hartel won a silver medal and told the world that horseback riding had helped her recover from polio. In the 1960s, horses were incorporated into physical therapy programs in Germany, Switzerland, and Austria. In the 1970s, a team of American speech, physical, and occupational therapists went to Germany to learn about hippotherapy. This was the very beginning of the American Hippotherapy Association.
is provided by a licensed physical, occupational, or speech therapist. It is a
collaborative learning, healing, and rehabilitative effort by therapist, horse,
and client.” http://www.commtx.com/hippo.html
additives, and the products that rely upon them, are big business. In addition,
the drugs used to treat symptoms that are triggered by these additives, are also
since Dr. Feingold first described the harmful effects of these chemicals, this
work has been the target of well-funded and intensive distribution of
misinformation from the food and chemical lobbies, which continues to this
Feingold Association of the United States: http://www.feingold.org/home.html
Fast ForWord Family of Programs™ develops the critical thinking, listening,
and reading skills that are necessary for success in the classroom, the
workplace and in everyday life. Based
on over twenty-five years of brain research, Scientific Learning's interactive,
adaptive programs use patented technology to target the language and reading
skills widely recognized as the keys to all learning.
Learning programs use neuroscience principles to create an optimal learning
environment that enables you to:
cross-train multiple skill sets to maximize learning.
and language difficulties.
underlying causes of these difficulties.
Temple Grandin's "Hug Machine"
Grandin is an adult with autism who has written two books about her life-Emergence
Labeled Autistic and her recent book, Thinking in Pictures. In her
books, she describes her severe anxiety and how her discovery of deep pressure
ultimately helped her reduce the anxiety's debilitating effects.
her childhood years, Temple would crave deep pressure. She would crawl under
sofa cushions or wrap herself in blankets to provide pressure. She stated that
she could not obtain the 'right' amount of pressure from people because they
either gave her too much deep pressure or too little.
a teenager, Temple observed cattle being branded in a squeeze chute at a
relative's farm and noticed that they immediately calmed down after pressure was
administered to them in the chute. Temple reasoned that the deep pressure from
the chute led to an overall calming effect and thought it might be able to
settle her 'over-stimulated nerves.' She then built her own device which is
referred to as the 'Hug Box,' the 'Hug Machine', the 'Squeeze Machine,' or the
'Squeeze Box.' Temple still uses her 'Hug Box' on a regular basis to provide her
the necessary deep pressure to cope with her anxiety.
Thinking in Pictures: And Other Reports from My Life with Autism by Temple Grandin
Trade Paperback ISBN: 0679772898, Published by Random House
Emergence: Labeled Autistic by Temple Grandin, Margaret M. Scariano, ISBN: 0446671827
Published by Warner Books
method is developed in Japan and imported into the USA. It includes elements
normally found in the education of autistic children, but places unusual
attention to physical exercise. Upon entering high school, all students participate in
community work and ultimately employment. Areas of employment opportunities
include clerical, custodial, stocking,
food service and landscaping. All vocational students are paid employees.
Cod Liver Oil
Cod Liver Oil is being used in autism and ADHD base on the findings of Dr. Mary Megson in Virginia. Dr. Megson has found that many autistic/ADHD children have "G" protein defects, which cause classic symptoms of these disorders. "G" proteins are cellular proteins, which are responsible for sending signals in sensory organs. These sensory organs regulate vision, hearing, smell, taste, and touch and are therefore very involved in awareness and response behavior. "G" proteins stimulate Vitamin A receptors and when these G protein pathways are blocked, Vitamin A absorption is restricted. With Vitamin A stores depleted, behavior, vision and learning are severely affected and the immune system is suppressed.
The Earobics Literacy Launch is based on two decades of literacy research, incorporating the techniques proven most effective for developing essential listening and sound awareness skills, vocabulary, alphabet knowledge, decoding and spelling and beginning reading and writing. These include the theories and principles of speech acoustics, speech perception, speech and language development, and literacy learning. Earobics Literacy Launch delivers an optimal blend of sensory and language-based training techniques. Earobics Website: http://www.earobics.com/
able to play with the dolphins is the motivator in a behaviour modification
procedure used in dolphin therapy. It works like this: the child goes through an
intense, one-to-one session with a therapist. Then, the child is rewarded for
good responses with a dolphin swim.
EEG Biofeedback is a learning strategy that enables persons to alter their brain waves. When information about a person's own brain wave characteristics is made available to him, he can learn to change them. You can think of it as exercise for the brain.
Biofeedback is used for many conditions and disabilities in which the brain is
not working as well as it might. These include Attention Deficit Hyperactivity
Disorder and more severe conduct problems, specific learning disabilities, and
related issues such as sleep problems in children, teeth grinding, and chronic
pain such as frequent headaches or stomach pain, or pediatric migraines.
training is also helpful with the control of mood disorders such as anxiety and
depression, as well as for more severe conditions such as medically uncontrolled
seizures, minor traumatic brain injury, or cerebral palsy.
Some, not all, children with autism exhibit behavioral problems that are lessened when dairy and wheat products are removed from their diet. There is evidence that certain pancreatic and stomach enzymes (pepsin, trypsin, elastase) cleave casein and gluten in a specific way such that exorphin peptides are produced. These peptides act as opiates, binding to opiate receptors (proteins on the surface of cells which convey outside signals into the cell) in the gut and brain. In autism, this receptor-peptide interaction causes behavior different from that in neurotypical individuals: stimming, aggression, lack of socialization, etc. have all been attributed to opiate peptides. If an injection of naloxone is given, which temporarily blocks peptides from interacting with opiate receptors, an improvement in the child is noticed. This is evidence that the opiate receptor system is somehow involved.
Now, if we can subvert the cleavage of casein/gluten such that the peptides are not produced, then casein and gluten ingestion should not have an effect. Supplementation with proteases having different specificities of cutting the protein can alter the ultimate production of exorphins. It is similar to adding additional scissors to the cutting of a ribbon, it gets cut faster and in different spots, so different (smaller) lengths of ribbon are produced. What if, on top of this feature of additional cutting, we added a peptidase, which could specifically destroy casomorphin? We would then be assured of not only stopping production of exorphins from the diet, but also have a means of eradicating casomorphin produced from gut bacteria, yeast or as a by-product of cellular metabolism. This is the advantage of having DPP IV peptidase in the formula. Casomorphin is highly resistant to proteolytic cleavage; DPP IV is one of two enzymes that can produce this effect. (From the Houston Nutroceuticals Website): http://www.houstonni.com/index.html
Melvin Kaplan, O.D., of the Center for Visual Management, explains that children with autism or PDD frequently display abnormalities due to visual distortions in the way they perceive their environment. The aspect of vision involved in spatial organization — related to body posture, locomotion, and the perception of self-motion — is referred to as ambient vision. The public is more familiar with a separate visual system, known as focal or acuity vision. Ambient lenses, often referred to in the literature as conjugate prisms, yoked prisms, or performance or transitional lenses, can be used to help modify ambient vision. They are distinct from “prism glasses,” which are also recommended for autistic children by some professionals. http://www.latitudes.org/amb_lens.html
Essential Fatty Acids
Essential fatty acids (EFAs) are a vital part of the biology of autism. EFAs are important for maintaining cell membrane structure, forming hormones, creating and controlling inflammation and in making memory and neurotransmitters. Imbalances can contribute to allergies, asthma, eczema and digestive problems. It seems likely therefore given the histories of people with autism, that they may have EFA deficiencies.
(From the website: http://server37.hypermart.net/autismunravelled/Fatty%20acids%20autism.htm)
Ojibwa Tea of Life
Ojibwa Tea www.ojibwatea.com Ojibwa Tea of Life is a four herb, organic/ethically wild-crafted blend. When considering using Ojibwa Tea of Life for Autistic children, please consider the following information. This is not medical advice. This tea is traditionally used for detoxification. This may be just one of the many reasons why the tea has been shown to be beneficial for some of the conditions associated with Autism.
GFCF Diet (Tea): http://www.gfcfdiet.com/Beverages.htm#Tea
The Edelson Center for Environmental and
Autism Treatments: http://www.healing-arts.org/children/autism-treatments.htm
Autism Resources: Methods, Treatments, Programs: http://www.vaporia.com/autism/links-methods.html
Treatments and Therapies: http://www.business.gatech.edu/users/bmiddlebrook/therapies.html
Quackwatch – Questionable Treatments: http://www.quackwatch.com/01QuackeryRelatedTopics/treatmentindex.html
There are many
types of interventions available today for autistic individuals, including
nutritional, biomedical, educational, sensory, and behavioral. When beginning a
new intervention, it is important to be as objective as possible to determine
whether the treatment truly helped the person. If the treatment is not helping,
then it does not make sense to continue it especially if it involves a great
deal of time, money, or effort.
When deciding to
try a new treatment, whether ‘proven’ or not, here are a few tips to help
determine whether the person may have improved from the specific treatment:
When a parent begins to learn about all of the various
treatments given to autistic children, he/she sometimes tries many at once in
order to see improvement as soon as possible. However, if the child improves
after receiving several treatments, it will be impossible to determine which
one(s) really made a difference. A general rule is to try a treatment for about
two months before beginning a new one, to determine whether or not the treatment
was helpful. However, if it is quite clear that the child improved from a
treatment, even after a week or two, then another treatment can be started.
Parents should consider completing the
Autism Treatment Evaluation Checklist (ATEC) monthly for a few months prior to
the intervention and then monthly following the intervention. The ATEC was
designed specially to evaluate treatment effectiveness. If improvement occurs
due to maturation, then one typically sees gradual improvement over time.
However, if there is a sharp improvement after the intervention is started, then
the treatment may be helping. There is no charge for use of the ATEC. You can
complete the checklist on the Internet at: www.autism.com/atec or obtain a
hardcopy of the checklist by writing to the Autism Research Institute (4182
Adams Ave., San Diego, CA 92116; fax: 619-563-6840).
If at all possible, tell no one when a
child starts a new treatment. This includes teachers, friends, neighbors, and
relatives. If there is a noteworthy change in the child, it is likely that the
people who come in contact with the child will say something about the
improvement. It is also a good idea not to ask “Have you noticed any changes
in my child?” In this way, any spontaneous statements regarding the child’s
improvement will be credible.
People who do know that the child received
a specific treatment can, independently, compile a list of what changes they
have noticed in the child. After a month or two, you can compare their
observations. If similar changes are observed by different people, then there is
a reasonable chance that these changes are real. It is important they these
observations be written down; otherwise, when appropriate behaviors replace
inappropriate ones, you may not remember what the child’s behavior was like
before the treatment, especially if the behavior was an undesirable one.
Parents and others should note in writing
when the child’s behavior ‘surprises’ them. Basically, parents usually
know how their child will respond in various situations; and once in a while,
their child may do something that is unexpected. If a child improves soon after
an intervention is begun, one can assume that the child will act differently
than before; and his/her behavior will likely lead to more ‘surprises’ than
usual-hopefully good ones!
Some people suggest that parents should give their children
only treatments for which there is ample research evidence to support their
effectiveness. However, when a relatively new treatment is introduced, there
will likely be a limited amount of research, if any, on its effectiveness. It
takes, on average, 5 to 10 years to complete enough research to support or
refute an intervention’s efficacy. Additionally, chances are fairly good that
even after 10 years, the results will be mixed, because researchers often use
different populations and assess changes using different measures. Be leery of
any treatment if it has been around for ten or more years, and there are no
research studies to support its effectiveness. For example, Ritalin is one of
the most frequently prescribed treatments for autism, but we are not aware of
any published studies supporting its effectiveness with this population.
Before trying a
new treatment, learn as much as possible about the treatment. Rather than just
focusing on positive reports, it is also important to seek out criticisms of the
treatment. When evaluating conflicting claims, look to the nature of the studies
and their methodologies--poorly conducted studies should not be given the same
credence as methodologically sound research.
It is important
to keep in mind that no treatment will help everyone with autism. Although one
child may have improved dramatically from a certain treatment, another child,
even with similar characteristics, may not benefit from the same treatment.
Careful observation along with a critical perspective will allow parents and
others to decide whether or not a treatment is truly beneficial.
would like to thank Dr. Bernard Rimland for his constructive comments on an
earlier draft of this article.
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Prior written permission is required for any commercial use of this document, in
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document by changing or removing a few paragraphs.
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
BEHAVIOR MANAGEMENT COURSE
Presented by Behaviour Management Services, Mental Health
Program of York Central Hospital & Kerry's Place Community Services Autism
June 4, 11, 18 & 25, 2002 4-consecutive Tuesday evenings
from 7:00-9:00 pm at Loyal True Blue & Orange Home building, 11181 Yonge
Street, Richmond Hill, ON
Please Register early as space is limited to a first come
first serve basis. Cost is $15 per person.
Register by voicemail: (905) 780-1590 or return e-mail
The Parent Education Course is geared to parents whose
children are under 12 years of age.
Motivating your child
Setting up situations for success
Effect of your behaviour on your child's behaviour
AND METABOLIC CONSULTANTS - DAN PROTOCOL
Cynthia Heavener D.C. and Dr. Frank Janowicz D.C., Nutritional and Metabolic
Consultants For Autism Spectrum Disorders, Aurora Family Health Clinic
13 Church St., Aurora, ON (905) 727-0119
of a child with a diagnosis in the autistic spectrum of disorders (ASD), it can
be overwhelming trying to decipher all the therapies and options that are out
there. We know because, as well as being Chiropractors and DAN! practitioners,
we are also the parents of two ASD children.
first child, now 11 years old, was about a year old, we noticed that certain
foods exacerbated his symptoms. There our quest began. For the past decade we
have been researching the relationships between diet, biochemistry, and autism.
We have also done laboratory testing in Canada, the U.S. and Europe and, based
on that testing, have implemented dietary changes and supplement regimes. We
have found this approach to be very fruitful with our own sons and with the
children we have worked with. We would like to present this as a pathway you may
wish to pursue.
Dr. Bernard Rimland, director of the Autism Research Institute, brought together
about 30 clinicians and researchers, all of whom had a special interest in
autism spectrum disorders. Their goal was "to accelerate the development
and dissemination of information that will be helpful to many families of
autistic children". The conference was called Defeat Autism Now!, or DAN!
From that meeting, a consensus was formed and the DAN! Protocol was published.
The report outlines several laboratory tests and corresponding treatment options
that have been found to be helpful for children with autism. The report is
updated as new information is discovered. The latest version, entitled,
Biochemical Assessment Options For Children With Autism, is the guide we use in
assessing and treating ASD children.
point here is that we are treating children, not autism. All children are
different and the approach will vary from child to child. Many of our children
are not healthy. They may be pale, have eczema, chronic ear infections,
gastrointestinal disturbances, mercury toxicity, or any number of health
problems. Some of them may have genetically induced biochemical or metabolic
abnormalities. Others may have nutritional deficiencies due to a restricted
diet, or an inability to absorb some nutrients. Identifying the cause of these
problems and correcting them, can often lead to dramatic changes in the symptoms
of autism. One simple example is seen in serum ferritin. Serum ferritin, or
blood iron levels, are often found to be low in children in the autistic
spectrum. A recent study showed that low serum ferritin levels adversely affects
neurological development, even in the absence of anaemia. Any child with
developmental issues should have their serum ferritin checked, and iron
supplements should be given if indicated.
fatty acids are called essential because they are. They are especially critical
in building brain tissue. In the past several years numerous studies have linked
fatty acid deficiencies or impaired fatty acid metabolism with learning
difficulties, including ADD and autism. This is not surprising because the brain
is composed primarily of lipids (fats). An essential fatty acid test can reveal
if your child is lacking the fatty acids required to build a healthy brain or if
there are problems in how his or her body is metabolising their fats.
Supplementation can greatly improve fatty acid biochemistry.
are a huge problem for many children in the autistic spectrum. While some
people's allergic responses are restricted to hives, others may exhibit
behavioural responses. A family history of allergies, or symptoms such as red
ears, chronic ear infections, gastrointestinal disturbances, dark circles under
the eyes or eczema are some of the findings that would prompt us to explore the
possibility of an allergic connection in your child.
past few years a connection has been made between heavy metal toxicity and
autism. Symptoms of mercury toxicity can mimic the symptoms of autism. It is
important to test each child's heavy metal levels. If the levels are high, we
need to look at possible sources of contamination, as well as any impairment the
child may have in his own detoxification systems. A process called chelation is
effective in removing the metals, although it can take some time.
many other assessments, and treatment protocols in the DAN! Protocol. My goal
here is to give you a sampling of what could be happening with your child. I
don't mean to give the impression that there is usually a 'magic bullet' that
will cure your child's autism. Most often it is a long and arduous task of
determining which foods and/or supplements will bring optimum health to your
child. Obviously a child will have the best chance of achieving their potential
if they are healthy.
approach to autism is an adjunct to other therapies, not a replacement. It
addresses the metabolic and physiological needs of the child. In our experience,
it has been exceptionally worthwhile.
CENTRE MOVIE NIGHT
Centre for Autism will host our next movie night for individuals with Asperger
Syndrome, and their guests, on Monday evening, May 27th, 2002. The feature film
will be The Lord of the Rings. The Regent Theatre is located at 551 Mount
Pleasant, south of Eglinton and north of Davisville Ave. Doors open at 6:30 p.m.
and the movie will begin at 7:00. The movie and snack are complimentary.
Deschenes, Director of Fundraising, email@example.com, Geneva Centre for
SOCIAL SKILLS GROUP ORGANIZING FOR 5 - 7 YR. OLDS.
Social Skills group for 5 - 7 year olds being developed, with a planned start in
September 2002. We are collecting the names of families interested in
planning, participation and further details.
conference is in the planning stages. Please suggest topics and speakers that
are of interest to you.
Adult Autism Resource & Support Network
ADULT AUTISM NETWORK OAARSN offers a rich and expanding collection of up-to-date
information and communication tools that can put you in touch with others. We
can all benefit from the opportunities for mutual support, encouragement and
information sharing. We especially hope that OAARSN's efforts to draw attention
to positive approaches and best practices in supporting adults with autism can
help all who live and work on the front lines.
CENTRE SUMMER TRAINING INSTITUTE, GENEVA CENTRE
Training Institute is scheduled for August 19-23, 2002 in Toronto. Brochure may
be viewed in PDF format here: http://www.autism.net/.
Centre International Symposium is scheduled for October 23, 24, 25, 2002 at the
Metro Toronto Convention Centre. The Symposium 2002 brochure has been mailed out
and is available at http://www.autism.net/. This year you have the option to
register on-line; major discounts for early bird registrations. Also, for the
first time, delegates from around the world can access 8 presentations of the
International Symposium 2002 live through the Internet.
VERBAL BEHAVIOUR - WORKSHOP
following workshop is being offered by the Child Development Centre of Oakville:
Verbal Behavior: Hands-on Training for Tutors & Therapists
Presenters: Cherish Richards, BCABA and Holly Smith, BCABA (from Dr. Vincent J. Carbone, Ed.D., Florida, USA)
Dates: June 4 & 5, 2002 or June 6 & 7, 2002
Location: Hilton Garden Inn, 2774 South Sheridan Way, Oakville, Ontario
Prerequisites: Workshop #1 by Dr. Vincent J. Carbone (or equivalent)
Participants Limited to 20 participants per session (As May 3, 2002 - only 2 spots available for June 4/5th and approximately 6 spots available for June 6/7th, 2002)
Information: Tracie Lindblad (905) 849-7993 e-mail: firstname.lastname@example.org,
Director, Child Development Centre of Oakville, President, Four Points Inc.
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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)
Volume 4; Issue 5 EVERYDAY TIPS (PART THREE)
Volume 5; Issue 1 INTERVENTIONS (PART ONE)
Volume 5; Issue 2 INTERVENTIONS (PART TWO)
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BBB PARENT GUIDES
PRACTICAL INFORMATION BY PARENTS FOR PARENTS Available on request, e-mail email@example.com and ask for: (now available in PDF format).
BBB GUIDES ARE NOW AVAILABLE IN PLAIN TEXT VERSIONS ONLINE AT:
Epsom Salts (expanded version)
Epsom Salts (condensed)
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.