Author Archive

February 28th, 2011

Tips for Making a Move More Successful

by Stacy Asay

I’ve recently moved from one apartment to another one only two blocks away.  The funny thing is that it has left me completely discombobulated.  I leave the house improperly dressed for the weather because I have no idea where the hats, scarves and gloves are.  I’ve fallen behind in several tasks and generally just feel a bit ‘out of it’.

This started me thinking about what families with a child on the spectrum most likely experience when moving.  Many children with autism are disrupted by change and any variations in the daily routine can dramatically impact their level of functioning.  It would be important when moving, like most predictable events, to prepare your child ahead of time.   I only have one first hand experience working with a family who moved.  It went pretty smoothly because they were relocating in the same city and had family close by where therapy could take place while the new apartment was being set up. Additionally, this particular child is pretty easy going and isn’t as bothered by change as many of my other students.  However, I have a feeling that this is the exception to the rule rather than the norm.

Clearly, all children are different and this should be taken into consideration when preparing them for the move but in general there are some things to consider for all children.  I would suggest the following ways to try and lessen the stress and help facilitate a smoother transition.

Prepare your child for the move. - This one goes without saying but I’m going to say it anyway.  Just because you think your child might not conceptually understand a discussion about moving doesn’t mean you can’t begin to prepare them for the change.  There are many great children’s books about moving and it wouldn’t be a bad idea to start reading these together several weeks before you move.  You can create social stories about what changes can be expected and even talk about some of the “what if’s” that can be encountered when moving.  If you are moving within the same city or town you can become familiar with the new neighborhood before hand by going to the new playgrounds or any other place you might frequent.  If you are not able to visit the new places you can put pictures of them in a photo book to review and discuss.  You can also count down the days until the move on a calendar so that the arrival of the actual day is predictable.

 

Keep the schedule the same as much as possible. -  This is always a safe starting place when unsure about how your child might react to change.  Whether a holiday or moving to a new apartment if you’re able to keep the schedule the same it will make everyone’s life a little easier.  It might also be helpful to reintroduce a visual schedule for a few weeks surrounding the move if you don’t have one in place already.

 

Keep favorite and comforting items accessible. – If there is a particular toy or item that plays a critical role in your child’s ability to self soothe when upset you will want to make sure you know where it is during the move.  The location will be changing but you want to make sure that it still feels like home by having familiar items available.  It is also a good idea to have the child’s room set up in a similar way in the new house so there isn’t too much of an adjustment in their personal space.  This isn’t a good time to update furniture or purge old toys as you will want to keep things as similar as possible.

Use Positive Reinforcement. – Moving is one giant transition but you can be sure that within that there will be a lot of little transitions and adjustments too.  It’s important to not lose sight of any success your child experiences with these smaller transitions up until and even after the move.  When your child transitions smoothly REINFORCE it!  Reserve a favorite toy or snack as reinforcement for transitions so that it remains powerful and meaningful to the child.  Even if these are transitions that no longer require reinforcement you can use it as an opportunity to emphasize their ability to transition and remind them up the upcoming move.

What is your personal experience with moving?  Were there things that were crucial to your child transitioning smoothly?  Are there things you tried that you would do differently if you had to move again?  What tips would you share with other families who are preparing to move? We would love to hear your story!

February 18th, 2011

President’s Day

by Stacy Asay

President’s day is on Monday and it is likely that there may be some gaps in your child’s home program or perhaps they are home without therapy because school is closed.  Either way we all know that structure and the maintenance of routine play a big role in a child’s success.  Your best bet is to not leave anything to chance.  Create a picture schedule of the planned activities for the day substituting any gaps with activities that your child has had success with independently or activities you can facilitate.  Depending on your child’s abilities and his or her individual interests this schedule may include some new activities mapped out by using pictures of each step involved.  I’ve really enjoyed simple cooking activities with my students lately.  The simple act of making lemonade together provides so many opportunities to expand language, turn-taking, following directions and sequencing.  The best part is that when you are done you have delicious lemonade to drink.  Whenever I include kitchen activities I like to draw up a pictorial recipe before hand that the child can follow along with.  It is also important to keep in mind that not everything has to be explicitly therapeutic or educational.  You can have structure without it necessarily including direct instruction.  In fact I think that holidays are the best time to mix in some more varied activities.  Try printing out images of your child’s favorite storybook character and paste them into a journal while writing your own story to go along with the pictures.  Parents and caregivers sometimes shy away from incorporating novel activities into a schedule but with some preparation and guidance it can be an enjoyable “day off” for all.

What does at day off look like in your household?  Maybe you can share a fun activity you’ve recently tried?

January 21st, 2011

Free Downloads

by Stacy Asay

I’ve never been busier during the start of a new year than I have been in 2011.  It seems like many of my students were off to an ambitious start this month as well.  Some students made such significant progress that the revisions seem to never end.  Other students have required a lot of creativity and extra effort in finding ways to reach them and facilitate learning.   I found myself re-evaluating many program books, behavior plans and strategies.  I won’t further bore you with my lengthy “To Do” list but I will share some of the rewards of my work.  The end result is that there are new and improved versions of the free DRL data sheets and graphs along with brief descriptions for each.  I hope you find them as useful as I have. You can find them under the “DRL Downloads” tab underneath the Different Roads to Learning banner.  Now off to work!

December 20th, 2010

The Holidays Are Here?!

by Stacy Asay

The fast approaching holiday break can be stressful with therapists away, a school break and big changes in your child’s schedule making it difficult to maintain a routine.  Why not use the time to expand general knowledge and play skills?

Try to maintain the schedule as much as you can by replacing therapy or school time with activities based on one particular theme.  Take space travel and astronauts as an example and incorporate activities to address all developmental domains and have different “sessions” throughout the holiday vacation.  Depending on the length of the vacation you might choose more than one theme.

I like to start by using short videos to introduce a play schema.  This gets everyone excited about playing by becoming familiar with the specifics of the theme and making it “real”.  You can find videos on the Difflearn YouTube Channel.  Like this one showing a space shuttle lift off!

Next, you could use materials relating to the theme to work on building cognitive skills and expanding the general knowledge base about the topic needed for play.

Here are some ideas:

Parts of Whole - given a picture of an astronaut or space shuttle can the child identify parts both expressively and receptively?  This becomes important when expanding the comments used  during play.  A couple of examples include, “Don’t forget your helmet” or “I think the rocket blasters are broken, let’s fix them!”

Wh Questions – after reading short passages of a book or informational page related to the theme present various Wh Questions for the child to answer.  This improves comprehension and listening skills as well as providing more content for the space play.  You would be surprised at how well a child can do given a new and motivating topic!

Other sessions can include coloring sheets related to the theme you have chosen.  This provides an opportunity to work on task completion, graphomotor and fine motor skills.  You can find countless coloring sheets with a simple search on the internet. Like the ones found here: coloring sheets.

Additionally, you can have an arts and crafts “session” and use up some of those holiday gift boxes and gift wrap tubes to make helmets or space shuttle controls.

Last, it’s time to play!  Gather the whole family or some friends, line up chairs for the space shuttle and put on your gear.  Watch as all the information shared during your “sessions” comes alive during play!

Happy Holidays to All!

December 1st, 2010

Fire Safety Resources

by Stacy Asay

There is no one piece of advice that I offer more than “Prepare your child.”  We all know that children with autism tend to be inflexible in their adherence to routine.  Any unexpected change in their daily schedule can present emotional and behavioral difficulties for all involved.  That is why it is important to prepare your child for any  potential disruptions.  This includes fire safety and it just so happens that the National Fire Protection Association has created some great resources to help you.  Check out the social story that can be customized to include your child’s personal information below!

National Fire Protection Association Fire Safety Flip Book

Sparky the Fire Dog Website

November 22nd, 2010

Thinking About All the Parents Out There…

by Stacy Asay

With the holidays approaching we all know that gift giving will soon be in full swing.  This undoubtedly means that your families will be generously bestowed with electronic cause and effect toys.  These types of toys help to stimulate development as your child discovers the function of the toy and how to elicit certain responses from the object.  Children with special needs tend to have a longer relationship with these types of toys as they often serve as powerful reinforcers, meet ongoing sensory needs and continue to provide opportunities to address language and motor development.  Additionally, it may take a special needs child longer to master this type of play before moving onto more imaginative and creative play.  What I’m getting at is that these toys are going to be in your house longer and some of them are LOUD.  So when I came across the following post on Apartment Therapy the other day it jumped out at me as a piece vital information for all of you special needs parents out there.  We are always thinking about adaptations for toys and games for the kids but what about the parents?  A former sound engineer for children’s sound books shares a secret on how to turn down the volume on these toys.

Check it out and Happy Holidays!

Bringing Down the Volume on Electronic Toys

November 1st, 2010

Children helping children!

by Stacy Asay

I am always moved to learn about inventive developments in the fields of education and intervention for children with autism.  But how often do you hear about interventions being designed for children BY children?  Well that is exactly what Zak Kukoff did when he developed Autism Ambassadors.  Zak, a typically developing 15-year old, created a curriculum that “will engage typical children and children with ASD’s in a mutually beneficial relationship.” There is research that supports the efficacy of using peer models to facilitate observational learning with children with autism but how often have you seen examples where it has been successfully implemented?  We would love for you to share your stories regarding peer modeling or your experience with Autism Ambassadors!

October 20th, 2010

Have A Listen

by Stacy Asay

I am a HUGE fan of the Radiolab program on National Public Radio (NPR) and just had to share this one.  I’ll admit that the Radiolab podcasts are usually my escape from work and a time to think about something different.  However, the podcast ‘Words’ focuses on the role language plays in our thinking.  It offers several interesting perspectives on language development and non-verbal individuals that really moved me.  There is no  mention of autism but so much of what is discussed felt relevant to this population.  I hope you will listen in…

http://www.radiolab.org/2010/aug/09/.

October 12th, 2010

Astronauts, Pirates and Superheros. Oh My!

by Stacy Asay

Many children look forward to Halloween with the costumes, candy, parties and being with friends.  However, for parents of children with autism the approach of October 31 and the extra challenges might bring about stress and anxiety.  Here are some tips to help it go more smoothly.

  • Choose a costume together!  This can take time so start early.  I like to start by looking through catalogs or online with the child to determine which costume they are most excited about.  This decision won’t be made right away.  I find that children on the spectrum need to see their options several times before they can accurately determine which one they would like.  Once you decide on the basic theme it is always a good idea to see the different options in person and consider sensory issues.  How does the fabric feel? Does it require things to be worn on their head? Are there uncomfortable seams or does it require face paint?
  • It is a  good idea to expand your child’s general knowledge on the theme related to their costume and on Halloween in general.  This is easily accomplished with books and videos.  I use YouTube all the time for expanding play schemas.
  • Practice!  It is so simple and makes such a difference when it actually comes time for trick-or-treating.  Takes turns being the one handing out the candy and the one doing the trick-or-treating.  This also involves rehearsing questions and statements they might encounter such as “What are you?” or “You are so scary.”
  • Ease into it.  It’s best not to wait until Halloween to put on the costume.  Set aside time to try on different parts of the costume and use positive reinforcement to increase the number of items until your child is comfortable with the entire costume.

Check out our new YouTube page, it’s a work in progress but we hope to do all the work for you in finding relevant clips for teaching and reinforcement.

September 30th, 2010

Is That You On TV?

by Stacy Asay

No, I know.  In all seriousness, it’s Team Braverman from the NBC program “Parenthood”.  One of the show’s main storylines portrays a family whose son is diagnosed with Asperger’s Syndrome.  This image is from the episode where the family participates in an Autism Speaks walk.  The plot revolves around the struggle a family faces when they are deciding how they should tell their child about his or her diagnosis.

I have been hooked on this show for the last few weeks.  I find the way ‘Parenthood’ tackles difficult topics to be touching and feel that it is an realistic account of a family ‘behind the scenes’.  I spend a lot of time with families dealing with many of these same issues and can only imagine being in their shoes.  From where I stand this show seems to be a powerful and accurate portrayal of life with a child with Asperger’s.  However, I’m curious how parents, grandparents and other clinicians are reacting to the program.


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