Living In The Wonderful World Of Autism: Part 3

Living In The Wonderful World Of Autism: Part 3

Following is a Guest Blog by Shelly Lewis, President of Jackson Autism Support Network.

 This is the third in a series of blogs by Shelly, detailing both her personal experiences dealing with autism and as President of Jackson Autism Support Network

What it must be like to be trapped in a nonverbal body

…As I watch my son, who is 11 years old and has never spoken a single word his entire life, get frustrated that he cannot make us understand what he wants. His frustration level goes up because his stupid parents don't know his nonverbal signs – we call it the Garrett language. Day in and day out he encounters people that just don't speak his language; those nonverbal cues, pushes and pulls that he has created to communicate his wants and needs.

Inside our home, he usually gets his point across, or so we thought until the other night. He learned something new with one of his toys shortly before going to bed.  We usually let him take a toy to bed for 15-20 minutes before lights out. He laid there playing with this toy and becoming frustrated that he could not make it do the new trick. Unable to call for help or cry out, he only became more frustrated with himself and by the time we went back to his room to get the toy, he was in a full-blown meltdown, exhibiting self-injurious behaviors. It took hours to get him calmed down and asleep. I have lived in this world of autism for 20+ years and it blows my mind how even when I think a behavior is a thing of the past, it can pop out and show its ugly self

Thankfully with all the hard work of Garrett’s therapists at Comprehensive Speech And Therapy Center, Garrett is now working with an ACC device. Over the last several weeks we have had a huge breakthrough with him and he it is at the early stages of understanding the real power of language. As I watch him push the buttons and hear it talk, and he gets what he asked for, it brings tears to my eyes, the gigantic smile that he has on his face. 

As we go through our day taking for granted all the things that we can do and not realizing how our kids with autism struggle so hard to make attempts to master a small skill and maybe, if we are lucky, it won’t take them years to master it and fall farther behind in their development. It makes me realize how important it is that we, as parents go out and help educate the public and let them see a glimpse of what we go through as a family every day. Living with two children at opposite ends of the autism spectrum has been quite the challenging journey, one I will continue to share.

lewisautismstory@gmail.com

www.lewisautismstory.com

www.jasn-mi.org/ 

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Jackson Autism Support Network Garage Sale

Jackson Autism Support Network is having a 

Garage Sale

Friday and Saturday

May 18-19

9:00am to 3:00pm

803 Springcrest Blvd

Jackson, Michigan

JASN will be having a multifamily garage sale on May 18-19.  All proceeds will go to the Jackson Autism Support Network to help support families in the Jackson area.  If you would like to make a donation, call Deana Burritt at 517-914-5886.
Please come and shop our sale!

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Supported Conversation for Adults with Aphasia

Supported Conversation for Adults with Aphasia

Kelli Pierce


Aphasia is a disturbance to speech and communication caused by damage to the brain.  Typically, this damage is due to a stroke, but can also be caused by traumatic brain injury, brain tumors, or dementia.  Aphasia affects a person’s production and/or comprehension of language, and can also have an impact on reading and writing abilities.  It is important to know that an individual with aphasia has NOT lost intelligence or knowledge of speech and language – they have lost their ability to access language due to the brain damage.  This inability to access language prevents many individuals with aphasia from engaging in conversation and participating in social and recreational activities that they enjoyed prior to the event that caused brain damage.  If you know someone who has difficulties with language, there are many ways you can help.  Below are some tips and tools you can use to communicate with an individual with aphasia.




STEP ONE - Acknowledging Competence
• Use a natural tone and volume of voice (unless it is clear that the individual has a hearing loss)
• Strive for a natural, adult conversation
• Encourage the person with aphasia to keep trying when appropriate
     o      Acknowledge competence when individual becomes frustrated or upset by communication breakdowns (“I know you know what you want to say.”)
     o     Take some of the blame for communication breakdowns (“You know, sometimes I’m not very good at explaining things clearly.”)
The individual with aphasia will be more comfortable and open to communication when he or she feels as though the experience of being frustrated is shared


STEP TWO - Revealing Competence
Getting the message IN
• Try to use as many language modalities as you can if you feel like a person with aphasia is not understanding you

VERBAL
• Use short, simple sentences
• Use an expressive tone of voice
• Repeat when necessary
• If you feel like they are not understanding after a few repetitions, try to modify the way you are producing your message
      o “Before you do the dishes, take out the garbage”  “First, take out the garbage.  Then, do the dishes.”


NONVERBAL
• Use gestures when speaking
• Write key words down 
      o e.g., “Do you have any pain in your legs or arms?”
      o Write down: PAIN   LEGS    ARMS
      o Point to each word as you say it
• Eliminate any distractions (if possible)
      o Noise
      o Other people
• Respond to facial expressions, eye gaze, body posture, or gestures to help determine if your message is getting in

Getting the message OUT
• May be more difficult, but it ensures that the person with aphasia has a means of responding

• VERBAL
      o Ask yes/no questions; provide a visual or written YES/NO sheet for individual to point to if necessary
      o Ask either/or questions
      o Phrase yes/no and either/or questions from general to specific
• NONVERBAL
      o Ask him or her to gesture, draw, write, or point to objects to help relay their message
              “Can you show me…”
      o Provide enough time for the individual to respond



STEP THREE - Verification
• Accuracy of the individual’s response should not automatically be assumed
• “So let me see if I’ve got this right…”

      o Repeat the individual’s message
      o Add written cues and/or gestures
      o Expand on what you think the individual is trying to say


RESOURCES
• aphasia.ca(Aphasia Institute)
• www.aphasia.org (The National Aphasia Association)
• www.aphasiahope.org (The Aphasia Hope Foundation)
• www.stroke.org (The National Stroke Association)
• www.strokeassociation.org (The American Stroke Association/The American Heart Association)

Kelli earned her Bachelor of Arts in Psychology and Anthropology from Michigan State University, and returned to MSU for a post-bachelor degree in Communicative Sciences and Disorders.  She received her Master's Degree in Speech-Language Pathology from Eastern Michigan University .  She has worked in a variety of settings including community mental health facilities, inpatient hospital settings, school settings, and outpatient therapy centers.  Her special interest areas are aphasia, apraxia, early childhood development, and social language skills.

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Copyright 2012

Scissor Skills

SCISSOR SKILLS

By Angela Lefere

Kids should be introduced to scissors around the age of 
2 ½. Just snipping edges of paper is expected at this age. Besides safety, the most important thing to teach kids with scissors is to hold them with a “thumbs up” position. The thumb is positioned in the smaller loop and the other fingers are positioned in the larger loop. Sometimes, the pointer finger is left out and “points” the way to cut.   Encourage children to cut with their scissors pointing forward, away from their belly. The tip of the scissors should always be pointed to the front, not sideways. 
Helpful Tips:
• If your child has difficulty opening and closing scissors, a rubber band looped right underneath the small loop helps them spring back easier. 
• When cutting circles, encourage your child to cut to the right to follow the circle’s border. If your child cuts with his left hand, he should cut to the left to follow the circle’s border.  
• Hang a picture of a favorite cartoon or character on the wall opposite of where he is cutting. Remind him to always keep the scissors pointed at the picture. 
• Cue “Thumbs up to cut!” as often as necessary.


Some fun ideas for scissor skills:
• Snip straws- they “jump” far! Then, use tongs to pick them all up. 
• Snip folded over pieces of foil to make rings, jewelry and other flashy things. 
• Practice cutting play-doh hot dogs, cookies, etc. in half.
• Let your child cut out coupons.
• Allow her to cut as she desires on any scrap paper. 
• Draw yellow lines with a black dot to show where she needs to squeeze the scissors close. 
• Use tongs as much as possible! The bunny tongs that are used to hold Easter eggs when you color them are especially good.


Angela Lefere, OTR/L
Angie received a Bachelor of Science degree in Occupational Therapy from Western Michigan University. She has 10 years experience working with children with disabilities and their families in both an outpatient clinic and schools. Angie has extensive training in the areas of sensory processing difficulties and sensory integration therapy. Her areas of interest include: Autism Spectrum Disorders, social skills, feeding difficulties related to sensory challenges and Sensory Processing Disorder..

Copyright 2012





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Autism Insurance: What Parents Need To Know

Autism Insurance: What Parents Need to Know

Michigan Office of the Governor sent this bulletin at 04/09/2012 03:42 PM EDT

 Documentation Requirements for Autism Insurance: What Parents Need to Know
  You may have been told by a person you trust, such as a teacher at your child's school, that your child is on the autism spectrum. It is important to note that criteria for access to special education services at your school is not the same as a medical diagnosis. This October, insurance coverage for Autism Spectrum Disorders (ASDs) will go into effect under Michigan law. To qualify for coverage under your insurance policy, your child must have a medical diagnosis.
  Prescribing therapies for autism spectrum disorder starts with an accurate diagnosis. The new autism insurance benefit for children with autism will allow children to receive speech, occupational and physical therapies, and applied behavior analysis (ABA). However, appropriate documentation that your child has an autism spectrum disorder (autism, pervasive developmental disorder-PDD, or Asperger’s) is needed before these therapies can begin.
  NOW is the time to act! The autism insurance benefit will become available to families in October of this year. You will be required to provide the following information to your insurance company BEFORE therapies begin:
1. A diagnostic report by a licensed psychologist or physician documenting a diagnosis of autism spectrum disorder.
2. Your insurer may require a standardized test known as the Autism Diagnostic Observation Schedule (ADOS) or additional comprehensive diagnostic criteria. Be sure to check with your insurer to know exactly what they need to ensure coverage.
3. School Reports WILL NOT be accepted. Schools DO NOT diagnose autism, only determine ELIGIBILITY for autism service. A medical diagnosis is needed!
  If you do not have the documentation described above, you will need to schedule an appointment as soon as possible with a professional who can evaluate your child. Your child’s pediatrician or family practitioner may be comfortable diagnosing your child. However, the requirements listed above MUST be met. Other types of specialists who diagnosis autism include:

1. Neurologists
2. Licensed, PhD Psychologists
3. Psychiatrists
4. Developmental Pediatricians
5. Multidisciplinary Diagnostic Teams that include one or more of the above

IT IS IMPORTANT TO BEGIN THIS PROCESS NOW. MANY SPECIALISTS AND AUTISM CENTERS HAVE LONG WAIT LISTS FOR EVALUATIONS. BY SCHEDULING THIS APPOINTMENT NOW, YOUR CHILD WILL BE MORE LIKELY TO BEGIN MUCH NEEDED THERAPIES ONCE THE INSURANCE BENEFIT GOES INTO EFFECT IN OCTOBER.
 If there is anything I can be doing for you, please do not hesitate to contact me directly.
   Yours in service, 
 Hartmann AueConstituent Services Division
Office of the Governor

http://content.govdelivery.com/bulletins/gd/MIGOV-3aa61b?reqfrom=share#.T4RhAxLEiNk.email



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Copyright 2012 Comprehensive Speech And Therapy Center

Summer Groups! See what's available.

Summer Programs at Comprehensive Speech and Therapy Center

Our programs are forming now.  Call 517-750-4777 to reserve your spot!

July 9-August 17 2012

Occupational and Speech Therapy “Mini Groups”
Groups are small, progress is big, with these extended sessions. The goal of these cost effective mini groups are based on your child’s current IEP or individual therapy goals. Mini Groups join 2-3 children and are available for a variety of ages and disorders. Speech and Occupational therapy Mini Groups are forming now! Groups will run for six weeks, meeting once per week for 45 minutes.
  Academic Tutoring “Mini Groups” Keep your child’s school skills sharp through the summer! Tutoring by certified teachers is available in all grade levels and subjects. These mini groups are a cost effective way to maintain and/or learn new skills for success in school.
Happy Hands This group focuses on new and fun ways to promote correct grasp patterns and improve fine motor skills. This group is ideal for children who have trouble with writing tools and hand skills as well as those who need an extra “boost” in writing.
It Takes 2 Come play with your kids! A group for children to attend with their parents. Focus of the group is to promote speech and language skills, socialization, and play skills as well as teach parents to facilitate language and communication skills for their children.
Buddy Bunch Making friends and fitting in with peers is an important part of child-hood. This fun group focuses on social skills and cover topics such as; conversational skills, cooperative play and self-regulation.
Crafty Kids Messy projects, paper mache, and modeling mixtures, will expose kids to unique tactile experiences and sensory exploration. Through creative art, the group will teach pre-writing, cutting and basic fine motor skills at the com-fort level and developmental ability of each individual.
 Handwriting Help Is your child's writing illegible? This remedial class is designed to help kids who have illegible handwriting or difficulty writing. Printing is reviewed using the First Strokes Program. Children are taught to recognize common handwriting errors and progress through a series of exercises to correct their own errors.
Fun With Food “Problem Eaters/Feeders” will benefit from this sensory based approach.  The group is designed to increase a child's comfort level with a variety of foods and progress to experimenting with different textures.  If your child refuses to try new food, has a limited diet, is picky about brands or containers or has stopped eating foods they previously ate, this group is for you.
Mini Movers This group focuses on providing experiences that encourage children to walk, run, jump, and climb.  Sensory play activities are also introduced to expose children to additional ways of learning and exploring.  Socialization with peers is easily facilitated in the open room and at mini stations.  Parent instruction on easy ways to replicate similar therapeutic activities at home will be provided.

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Copyright 2012 Comprehensive Speech And Therapy Center