Healing Thresholds Autism Therapy Topic Feed

Corrections from the author of Following Ezra

Wed, 08 Feb 2012 08:09:49 +0000

Thanks for featuring my book Following Ezra on your site. However, I need to correct some inaccuracies in the post.

1. Ezra was never nonverbal. LIke a lot of children on the autism spectrum, he was remote and difficult to connect with when he was 3 or 4 years old.But he always had language and never lost it.

2. It wasn't a therapist who suggested that we celebrate our son. At a difficult moment when he was 3 and my wife and I were having difficulty connecting with him, a therapist suggested we might need to "grieve for the child he didn't turn out to be." I realized I did not have the instinct to mourn -- nor did I think that would be the most helpful response to having such a child. Instead, I was committed to celebrating and loving the child I had. While of course we have made great efforts to help Ezra live the most complete and fulfilling life possible, the approach I describe in my book was never to try to fix or change my son, but rather to support and celebrate him

3. Ezra did not "recently" complete his first film, as you write. He created "Alphabet House" at age 12 after he had already made a few other films. He's now 16 and has made many more animated shorts since then. "Alphabet House" house was recently adapted as a children's book, published in October 2011. It's called "E-mergency!" and is coauthored by Tom Lichtenheld and Ezra. The Boston Globe named it one of the 10 best children's books of 2011.

4.Ezra's comments about autism and Judaism were not a response to a question. They were observations he made in the speech at his bar mitzvah, when he turned 13.

I would appreciate it if you'd fix these errors in the post. Many thanks,

Tom Fields-Meyer,

author,

"Following Ezra"

Does Your Child with Autism Suffer from Anxiety?

scottie — Thu, 19 Jan 2012 15:00:00 +0000

Teaser:

Kathie Harrington, a speech and language pathologist and mom of a son with autism, has written an article on dealing with anxiety.

Body:

Kathie Harrington, a speech and language pathologist and mom of a son with autism, has written an article on dealing with anxiety. She points out that anxiety in a person with autism may affect sensory, physical, imagined, and communication areas in the person’s life. She explains, “They are anxious when they know and they are anxious when they don't know. They are anxious when they see something is close and they are anxious when something is not close enough…. They are anxious when, and when, and when... .” Some techniques she recommends include routine, relaxation, weighted clothing, music, flashlight, View Master, bean bag chair, and reading.

Read original article: How to Ease Anxiety in a Person with Autism/ASD

Children with autism and horses

Tue, 17 Jan 2012 20:18:59 +0000

PREFACE:

My experience working with children diagnosed with Autism has been a little like knocking on the door to their place of business.

Option #1

Sometimes, no one answers the door and even if the hours of operation are posted, they are not always observed.

Option #2

If the door is answered, you rare sometimes invited in, but once inside you realize it is a waiting room where messages are exchanged. There is no direct contact. This can cause delays, miscommunication and confusion. Patience and timing are critical.

Option #3

With enough effort and understanding you are sometimes (and hopefully) invited into the main office and speak to the boss directly. In this setting, skills understanding and effort are still required but are less demanding and more productive.

This is the most rewarding and productive of the three options.

The equine program developed at the Westwind Rodeo Academy has facilitated the opportunity to enter the office and speak to the boss directly. (Remember - they are not YOUR boss, but the boss of the company you need to do business with.)

I personally believe it has been a key ingredient in several instances, in moving forward and grasping the potential for the Education system to assist and direct students diagnosed with Autism in their academic efforts and opportunities.

FOLLOWING : Is a cursory description of a multi-faceted program that will hopefully provide a glimpse into these concepts.

CAUTION: The thoughts information and data provided here are solely my responsibility and have not been endorsed, accredited, approved or even spell-checked by the Westwind School Division, the Westwind Rodeo Academy or any other authority.

Harlan (Lanny) Smith B.S.W., Family School Liaison Counselor

e-mail lannysmith56@gmail.com

The Program

More than just a riding program, the Westwind Rodeo Academy in Cardston Alberta provides a unique program centered on relationships that is based on a triad as part of a larger group of nine. Each child that attends the program is matched with a specific horse and equine specialist EQ (horse handler) that is chosen for their skills and experience working with children with special needs as well as their command of horse knowledge and competence.

The group of 9 is formed with 3 groups of 3 to allow for broader experience, interactive activities and comparative experiences and an ambience in the session. The selection of which 3 students will attend together is carefully considered and may include children with a variety of challenges not limited to Autism. The sessions are repeated for 6 consecutive weeks and may be repeated up to 4 times a year, space allows and need requires, although each section is provided as a stand alone intervention.

One of the most inspiring experiences is when children fully embrace the horse and the relationship when they take the opportunity to lay down on the horses back without saddle (sometimes with a bareback pad or blanket, but not always), and spend quiet time, just embracing the horse while the child is at rest. This can include conversation with the EQ as originated by the child and is largely a listening activity for the EQ, or just a silent time. This activity is sometimes suggested by the child and sometimes by the EQ and may occur at anytime during the session. It is can be used to de-escalate the child or address stress or emotional discomfort. It is also used as a modest celebration or reinforcement in the relationship.

Actual riding occurs during these sessions but is not the object or the goal. Many sessions pass without the child being on horseback as the situation dictates. Each session is focused on the child's orientation to the world around them as far as they can express through words, body language, choices or actions, their needs and concerns as well as interests and inclinations. Although safety is an over riding principal, convenience to the horse or EQ is secondary to the child's expressed or perceived preference.

We have witnessed EQ's trotting beside the horse as ridden by the child who has expressed a desire to have the horse move at faster than a walk.

(Again, safety is paramount which necessitates one or more EQs running beside the horse. In this case, the child's skills and aptitude to remain safely on the horse is previously determined. We also consider the horses history and attitude and performance on that particular day as part of the decision making process.)

This can be physically demanding and inconvenient for the EQ but a major contributor to the child's experience and benefit. The results the child experiences, the more effort required by the EQ to facilitate without imposing or tainting the child's experience.

The other component of this system is the support of a Mental Health Practitioner and supervision by the Facility Director. This completes the formal team. Decisions about activities, concepts and specific goals are managed by the Facility Director and Bahavior Specialist and the EQ's in consultation.

We have also encouraged with some success, the attendance to at least one of the sessions in each section by a significant family member as well as the students classroom teacher and possible other support personnel. These individuals are given direction about the concepts of non-interference and non-projecting on the child's experience while acknowledging the elements the child is embracing. They meet the horse, the EQ and observe the activities. We often take pictures or video and encourage this experience to be talked about at home and in the classroom.

Of course this is a snapshot of the experience in condensed form and there are many details and intricacies that cannot be explained or properly presented in this format. Overall, the development of this process has been most rewarding and inspiring and worth the investment of time, money and effort. It requires many elements working in concert to achieve this model. We are fortunate that these things have come together thus far.

Questions or comments leading to discussion and education are appreciated.

Responding to relationship development intervention (RDI)

Fri, 06 Jan 2012 16:54:13 +0000

I am a parent of an 18 yr. old young man with ASD who we have been doing RDI with for the past 3 years. Once we began the program his life and ours changed. He now initiates conversation with us - true conversation, with give and take, perspective sharing, observations are related and my interests considered. He is much more other-focused and considerate. Outbursts and anti-social behaviors have been significantly decreased. Our household is so much more calm and life normalized. His ability to make study us during communication (total body language - faces, posture, tone - not just the words said) and approrpriately respond and interpret this non-verbal aspect of language is really imporved and remarked upon by family/friends and teachers. He is able to do this on his own, no prompting, no scripting - it is becoming "normal" and happening as expected. We are completely satisfied with this program and while costly, it has delivered the results where others haven't. It really changed his life. I work in Special Olympics and have a control group to compare him and this intervention against as a result. His progress compared against his peers (same age/ school experiences/ but different interventions) is significantly better. We very much look forward to how far he can go.

Affordable App Provides One-Stop-Shop for Families of Kids with Autism

scottie — Mon, 02 Jan 2012 19:13:04 +0000

Teaser:

Both the Hill boys enjoy iPhone games, so Joe Hill, their dad, decided to develop Aeir Talk, an app to help kids with autism communicate.

Body:

Both the Hill boys enjoy iPhone games, so Joe Hill, their dad, decided to develop Aeir Talk, an app to help kids with autism communicate. Hill wanted an inexpensive one-stop-shop for children to learn language skills. One of the pediatricians he approached for advice, Dr. John Harrington, explained, “Language is one thing that makes a huge difference with autistic children. Most kids, if they're speaking by age 5, often have a better outcome than if they're not." Hill’s vision included allowing parents to customize the noun and verb flashcards with their own photographs, text, and voices. The app is thus personalized for each child who uses it. Hill partnered with We Are Titans who did the actual programming for the app. They both are continuing to accept parent feedback and make improvements to the app.

Read original article: Chesapeake Father Creates App to Navigate Autism

Speech Center Uses Total Approach to Help Children with Autism

scottie — Mon, 12 Dec 2011 16:50:01 +0000

Teaser:

The Suburban Speech Center in New Jersey is able to treat children as young as one year of age.

Body:

The Suburban Speech Center in New Jersey is able to treat children as young as one year of age. By adopting a total approach, speech therapists work with learning consultants, occupational therapists, and physical therapists to help children with autism and other disorders as soon as they are diagnosed. So that their skills can keep increasing, therapists give parents and/or caregivers a list of speech and language-related apps for the iPad as well as interactive DVDs. Finally, to help raise awareness for early intervention, Suburban Speech Center offers free screenings at nursery schools. Nancy Polow, the Center’s founder, explains, “Parents want to be reassured. We can give them suggestions about ways to work with their children at the time of the screening."

Read original article: Suburban Speech Helps Children Master Language

Speech Clinic Teaches Life Skills to Kids with Autism from Childhood Through Young Adulthood

scottie — Mon, 05 Dec 2011 21:17:59 +0000

Teaser:

Speech Therapy Associates is a California location where kids with autism are served from preschool through high school.

Body:

Speech Therapy Associates is a California location where kids with autism are served from preschool through high school. They believe that communication is a crucial life skill for kids to adapt. They also understand that skills a child with autism gains at the middle school age may need to be updated when the youngster transitions to the workforce. The clinic offers several levels of therapy: Building Blocks is for 18 months to 5 years and focuses on language and social skills; Circle of Friends is a social group where children learn turn-taking and social skills; and Building Connections is for teens and young adults to learn transition skills into a college or work situation.

Read original article: Students with Autism Learn Life Skills in Lodi

Listening Therapy Center Opens in the Philippines

scottie — Thu, 03 Nov 2011 12:28:10 +0000

Teaser:

Dr. Gina Diaz-Cembrano recently opened the I Listen Enhancement Center for Maximum Learning in the Philippines.

Body:

Dr. Gina Diaz-Cembrano recently opened the I Listen Enhancement Center for Maximum Learning in the Philippines. Although a dentist by training, Gina felt teaching preschool was a better way to help families who had children with autism and other developmental issues such as ADHD. The center uses the Tomatis Method. Gina explains, “The Tomatis method re-trains the listening system by using electronically modified music and language to re-educate, stimulate and improve the way in which we process auditory information.” Children with learning disabilities often have difficulty in communication and social interaction, the Tomatis methods attempts to increase listening skills, communication, and memory and attention. Gina has seen that Tomatis worked well with other therapies including occupational therapy, sensory integration, and speech therapy.

Read original article: All Ears for the Tomatis Method

Federal Funding Helps University to Prepare Speech and Language Pathologists

scottie — Wed, 26 Oct 2011 13:42:30 +0000

Teaser:

San Francisco State University received federal funding for Project Common Ground, a program to better equip graduate students to help people with autism.

Body:

San Francisco State University (SFSU) received federal funding for Project Common Ground, a program to better equip graduate students to help people with autism and other communication disorders. Professors of Special Education, Betty Yu and Pamela Wolfberg, are working together to prepare speech and language pathologists and help families in their homes. Wolfberg explains, "There couldn’t be a better time to pair the disciplines of special education and communicative disorders to train our students." Students will be taught various methods of communication and will focus on using Integrated Play Therapy. These groups allow children with autism to transfer their new communication skills outside a one-on-one therapy setting. SFSU students will also work with families and children in their homes.

Read original article: New Approach to Teaching Children with Autism Earns Federal Backing

Drug Therapy May Improve Language and Social Skills in Children with Autism

scottie — Thu, 06 Oct 2011 12:32:22 +0000

Teaser:

This article focuses on a new study using the drug propranolol to help increase social skills and language in children with autism.

Body:

This article focuses on a new study using the drug propranolol to help increase social skills and language in people with autism. Propranolol is typically used to treat high blood pressure, control heart rate, and reduce test anxiety. Dr. David Beversdorf, MU Thompson Center for Autism and Neurodevelopmental Disorders, and his group are the first to study the potential benefits of this drug on autism in a controlled manner. They believe the drug acts on the brains of people with autism to assist in language and communication. In earlier studies, researchers discovered that propranolol helped with word unscrambling and word fluency. In follow-up studies, Beversdorf hopes to be able to discover who with autism will respond favorably to the drug.

Read original article: Promising Drug Treatment for Improving Language, Social Function in People with Autism