AAIG - Autism Awareness and Information Gateway newsletter

ARCCM Community Walk For Autism Fund Raiser

John Smitty — Thu, 07 Apr 2011 21:44:11 +0000

JOIN US FOR THE MOST AMAZING DAY YOU'VE EVER EXPERIENCED.

The Community Walk for Autism Awareness 2011 - Sunday, May 1 beginning at 1:00pm

Quinsigamond State Park, across from the ice rink at 284 Lake Avenue in Worcester. (map)

(To register for the 5K Run, please click here)

This is our signature fundraising event, and together each year we have raised enough funds to support our growing population of families with support, information, education, therapeutic programs, and year-round family activities and events.

Over 2,000 people come together each year to support the Center, because everyone understands how the Center can change lives. We bring people together and we support every member of the family.

What makes us unique? We support families who are living with autism right now, by giving them support right in their own communities, and connecting them with others who share their experiences. Every penny raised stays right here in Central Massachusetts; we do not send donations to a larger organization, for research or to fund national programs!

We've made it easy for you, and we appreciate all the effort you make to assist so many.

From this site, you can register for our fundraiser, start or join a team, set a goal, and begin raising money in support of our cause! You can also donate to our fundraisers or search for other participants and donate toward their goals.

Fundraising Page

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Jump! With Your Autistic Child.

John Smitty — Wed, 03 Nov 2010 14:06:12 +0000

It is so simple, yet so much fun. Jumping is a great way for your child to have fun, do something healthy and gain confidence.

Finding activities that children enjoy can often be a challenge. Often children with Autism may struggle with co-ordination or other physical challenges that make it hard for them to participate in sports. This often causes them to loose interest in sport related activities and can lower self esteem.

Consider Jumping! The physical act of jumping for most children is simple and individual enough that they are able to excel and in turn gain new physical capabilities and confidence. So how do you turn a simple jump in to an activity? Use your imagination. Invent games or imaginary worlds.

Most autistic children have great imaginations and enjoy inventing stories or worlds. Imagine walking through a magical forest, having to jump over logs or to enter the castle. Possibly a game to see who can jump the fastest in 10 seconds or who can jump the furthest or highest.

The most important key is to be sure to make it FUN. If you are competing in any way, let the child win most of the time! Be aware of the child's feelings and what they want to do. Try to adapt the activity to what they are interested in, not dictating the entire exercise having to happen a certain way.

Over time, the child will develop greater interest, confidence and you can start to shape the activities to further improve the child's skill.' It is also important to regularly participate to keep the child interested, but not too often as this may be overwhelming.

Variety is important to keep it interesting and the activity should be focused on the concept of the game or story, not the physical act of jumping. For example, you may ask your child "Do you want to play the magical castle game?" (which is actually the lets practice jumping and have fun at the same time game).

Jumping may seem simple, but that is the beauty of it - a child can make good progress in a non-competitive environment. Using a little creativity they can learn, gain physical ability and confidence and new interest in sports related activities.

Most sports benefit from jumping, either directly such as basketball, or indirectly as jumping can assist with co-ordination and running.

There are additional resources available for techniques and ideas on how to jump higher and better in The Jump Manual (link). Try to incorporate these ideas in your games slowly and build in additional techniques and exercises as the child is able.

Find The Jump Manual (link) HERE.

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School Suspension and kids with Autism or Aspergers

John Smitty — Wed, 27 Oct 2010 16:09:21 +0000

Should children with Autism or Aspergers Syndrome (or other related disorders) be suspended from school?

If the child is in a regular public/private school and is overly aggressive toward other students or teachers, what to do? What if they are on an IEP at this school?

If the child is attending a special school due to their condition, does it make sense that the child be suspended?

What about the age of the child? Should a child of 5 or 8 years old be suspended? What about a child of 12 or 13? Any difference if the child is 16 with a disorder?

My personal opinion is certainly if the child is on an IEP that recognizes their disorder or they are attending a special school that claims to be able to help children with the child's disorder, then NO, they should NOT suspend the child.

I might agree that in certain cases the age may play a role. HOWEVER, I think it is important to recognize every child is different. When it comes to these disorders, they are all different and two children with the same exact disorders, same age, similar backgrounds can have very different views and understanding of the world around them. It might be appropriate to suspend one child, but the other may simply not fully understand the seriousness. The point simply does not get through.

While it may be possible that the child will get the message, will understand the seriousness, I think it is important to be sure this really is the case. Often these children will learn to say what the adults around them want to hear. For example, when asked "Do you want to be suspended?" or "Do you understand that this is a really big deal (or problem)?" the child will most certainly respond with "Yes.", even if they enjoyed their suspension or maybe they enjoy the excitement and attention or change.

What do you think? comment and/or post in the forum!

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Book: School Success For Kids With Aspergers Syndrome

John Smitty — Thu, 02 Sep 2010 16:11:11 +0000

I received the book School Success For Kids With Aspergers Syndrome from a relative as a thoughtful gift.

The book itself is a resonable read - not too time consuming - about 175 pages of actual content. Good layout, easy to read text.

For someone (parent or teacher) just starting to learn about Aspergers, this is a decent choice. It gives some basic information on what aspergers IS, and how to recognize it.

It also has a chapter on actually diagnosing aspergers (though I would suggest leaving the ACTUAL diagnosis to a professional).

It has some good information on parent / teacher / school interactions and communications. Very important for the success of your child!

I would recommend this book for someone starting out as I like the fact that it is a reasonably easy read, but also offers useful and in some areas good detail. If you find that you need additional information in a topic area, there are other books (tomes?) that you can refer to later.

Let me know what YOU think!

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Fundraiser to benefit Summit Academy School ASD kids

John Smitty — Fri, 30 Apr 2010 20:03:44 +0000

The parent organization for Summit Academy School in Worcester, MA is hosting a "Fund In The Sun" fundraising event to benefit the special activities program at the school.

Summit Academy is a non-profit school in Worcester, Massachusetts that specializes in serving the needs of children with Aspergers, ADHD, PDD-NOS and high functioning autism. If you would like a non-profit letter for tax purposes, please call Summit Academy at 508-751-8500.

There are several opportunties to support this program:

Attend the fun filled tropical escape at Leo's resturant, the evening of Saturday, May 15th. Great music (live band) and raffles. Tickets are $20.00 per person (adults only). Use the donate button below and be sure to note your name, and how many people are attending. Tickets are LIMITED, if you plan on attending, be sure to purchase soon.
Donate to the cause - even if you are not attending, you may donate via paypal:

If you have services or products you wish to donate to the cause (to be raffled at the event), please call 508-751-8500 to arrange.

Thank You.

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Autism Book Review: My Child Has Autism, Now What? written by Deb Dockery

John Smitty — Wed, 21 Apr 2010 19:53:01 +0000

For parents suspecting or dealing with a diagnosis of their baby, toddler or child, this is a good book to start with.

Please note that this autism book is an 'eBook', which means you read the book on your computer or laptop. There are many benefits of this format over a normal book, including the ability to search the content. If you really want to print the content you may do so.

The book is intended to give advice and direction to parents with autistic children, or adults with autism - or autism spectrum (aspergers, pdd-nos).

I know it can be over wealming and frustrating to understand what is going on, what you should do about it, and there is a LOT of information out there. Just look at the statistics, depression is very common in ASD people. Information can be hard to find and confusing. I like this book, because it is a good starting point for learning various aspects of autism/ASD.

This autism book includes information on clinical definitions and advice on how to talk to doctors, and other professionals you will encounter on your life journey with autism.

There are sections discussing treatment options, medication, how to help your child have a happy life and direction on finding additional resources if needed. There are additional eBooks and resources included for screening your toddler (CHAT), NIMH book on autism, and a book specific to military families. These are included at no additional cost.

Hot topics like television, video games and appropriate school settings are covered. Very important topics!

This autism book is well written by an author that is experienced and has written other autism related titles.

Overall I am impressed with the book. If you are trying to understand autism from the point of view of a parent this is a great start, and will take you a long way. It has a money back guarantee, so it is a safe purchase. If you are looking for an aspergers book, this IS a good choice, as it covers aspergers in detail too.

Let me know what YOU think after reading it - please comment here.

My Child Has Autism, Now What?

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BBQ For Autism This Weekend in Northboro MA

John Smitty — Fri, 09 Apr 2010 11:45:33 +0000

Reminder - if you are able to get to Northboro MA, there is a great BBQ for Autism at Romaines restaurant.

Event: Barbecue for Autism

Date: Sunday April 11th rain date for Barbecue Sunday May 2nd 12:00-5:00

Time: 5k Race 10:30 Start time Barbecue Festival 12:00-5:00 pm

Location: 299 West Main Street, Northborough, MA 01532

MORE HERE

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Aspergers no longer a diagonisis? DSM-5

John Smitty — Thu, 08 Apr 2010 11:41:55 +0000

DSM-5 Action Alert
Asperger's Associationof New England

AANE's response to the APA draft proposal for changes to the DSM-5 which excludes Asperger Syndrome as a diagnostic criteria.

A draft of the Diagnostic Statistic Manual V (DSM-5), posted in February 2010 on the American Psychiatric Association's (APA) DSM-5 web site for public comment, proposes eliminating the diagnosis of "Asperger's Disorder," subsuming it without further identification, along with Autistic Disorder, Childhood Disintegrative Disorder (CDD), and PDD-NOS, into a broad new diagnosis of "Autism Spectrum Disorder" (ASD).

1) The draft language proposes diagnostic criteria for ASD be organized into two domains:

a) clinically significant, persistent deficits in social communication and interactions, and

b) restricted interests and/or repetitive patterns of behavior.

2) It stipulates that symptoms must be present in early childhood.

3) It proposes establishing scales for the measurement and characterization of "severity" of symptoms in the two domains, but the measurement criteria for these scales have yet to be published.

We consider these changes problematic on several grounds. First, the proposed language is likely to result in misdiagnosis or underdiagnosis for people with Asperger's Disorder. Prior to the publication of the DSM IV in 1994, there was no Asperger Syndrome (AS) diagnosis in the United States, and people either went undiagnosed or were diagnosed inaccurately. Since 1994, hundreds of thousands of children, teens, and adults have received the Asperger's Disorder or Asperger Syndrome (AS) diagnosis, and it has become an essential tool for them, their families, educators, clinicians, and researchers. The AS diagnostic criteria, although at times admittedly ambiguous, has created a recognizable profile enabling people to identify (in themselves or in their family members, students, clients, or patients) a distinct range of strengths and challenges, which has led patients to seek professional help and clinicians to provide a clinically useful diagnosis for patients.

This diagnosis has also helped parents, educators, and clinicians determine what interventions or accommodations are most useful.

Second, the term "Asperger's" has meaning to many individuals with AS. For people who have struggled to find their place, it seems counterproductive to completely eliminate a nomenclature that helps them identify their issues and needs. There are also many service providers, teachers, parents and siblings who have come to understand what AS means, and what daily supports are necessary for an individual with AS to succeed in the family, at school, at work, and in the broader community. Parents, educators, clinicians, researchers and adults with AS have formed a strong, mutually supportive community, united by the concept of AS. Taking AS out of the DSM would fragment this community, with unfortunate results for everyone involved. Further, the AS label and formulations have provided the public with access to an understanding of this population's journey.

Third, the criteria for diagnosis in the proposed ASD definition do not include the complete cluster of symptoms found in individuals diagnosed with AS. Common associated features of AS include sensory atypicalities, anxiety, executive function problems, and right hemisphere learning difficulties. Including a description of these associated features in DSM-5 would facilitate proper diagnosis. Mitigation in these areas is often an essential element of services, support, and accommodation for people with AS.

Fourth, the detaileddefinitions of the scales associated with the diagnostic criteria domains have not yet been released. The time period for public comment ends on April 20, 2010, resulting in inadequate time for public comments and meaningful dialogue about these issues. We would like to see the DSM-5 committee define severity in terms that are clear and unambiguous and avoid descriptive words such as "mild", since no one in the proposed ASD umbrella has a mild disorder.

Looking ahead to the 2013 publication of the DSM-5, we want to move forward, preserving the progress made since 1994, rather than regressing to the counterproductive situation that existed prior to DSM-IV. Whatever changes are made in the diagnostic categories, it is essential to ensure that any person who falls into the existing Asperger's Disorder definition will fit within the new ASD nomenclature in the DSM-5. Individuals with AS need to continue to be accurately diagnosed, and they must continue to receive the support and accommodations they need, without interruption of services.

Therefore we strongly recommend:

1. That the term "Asperger Syndrome" be retained in the DSM-5, to designate a category or subset of the new ASD diagnosis into which individuals currently diagnosable with AS fall because the AS nomenclature (i) has enabled so many individuals to be properly diagnosed and receive appropriate accommodations and support, and (ii) has provided a common, well-understood terminology for those diagnosed with AS and their support community as well as allowing the public to better understand this population's journey;

2. That DSM-5 reference common associated features, such as sensory atypicalities, anxiety, executive function problems, and right hemisphere learning difficulties.

3. That the time period for public comment on the severity scales be extended for a reasonable time after they are released for public review, and that the scales be clear and unambiguous.

Recommendations for Action

We welcome your thoughts on the DSM-5 proposal and recommend that you make your voice heard by contacting the DSM-5 committee.
Let the DSM-5 committee know what you think about the proposed changes, and how the new definition would impact you or your family member. You can contact the DSM-5 committee by going to the APA website. Register a username and password for yourself (no cost), and submit your comments.
Include brief, specific examples from your own experience in your comments.
If you agree with our thoughts outlined above, please feel free incorporate them into your comments.
Please share your comments with AANE. Thank You!

Prepared by the AANE DSM-5 Committee members: Nancy Schwartz, Phil Schwarz, Dr. Daniel Rosenn, Dr. Scott Mcleod, Jody Acford, Dot Lucci, & Dania Jekel with Lucy Berrington, & Stephanie Loo. The Asperger's Association of New England, April 5, 2010

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Curt Schilling Talking About Autism

John Smitty — Tue, 30 Mar 2010 23:06:34 +0000

Check out this audio of Curt Schilling talking about Aspergers / Autism - via NPR.

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