Pick of the Week: Save 20% on 2D to 3D Learning Tools!

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We’ve got all the tools you need to develop imaginative play skills with our favorite hands-on learning storybooks and games!

This week only, save 20% on your purchase of these select 2D to 3D learning tools by using promo code 3D2017 at checkout!

*Promotion is valid until March 27, 2016 at 11:59pm ET. Offer cannot be applied to previous purchases, combined with any other offers, transferred, refunded, or redeemed and/or exchanged for cash or credit. Different Roads to Learning reserves the right to change or cancel this promotion at any time. To redeem offer at differentroads.com, enter promo code 3D2017 at checkout.

 

Medication Considerations

What do you do when your doctor recommends medication? In this month’s ASAT feature, Megan Atthowe, RN, MSN, BCBA, offers insight on a variety of approaches parents can take when medication is recommended for children exhibiting aggressive behaviors. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!


My son with autism has developed aggressive behavior, and his doctor is considering whether medication could help. What can I do to prepare for this conversation?
Answered by Megan Atthowe, RN, MSN, BCBA

doctor-563428_960_720First, you should know that there is no medication that specifically treats autism. Medications approved by the United States Food and Drug Administration (FDA) for other conditions can be useful only to lessen symptoms. That said, off-label use of pharmaceuticals is by no means unique to autism and is common practice for many health conditions. So while research on the use of particular psychotropic medications in the autistic population is growing, our body of knowledge is still limited. In addition, medications can and do affect every individual differently, and children can respond differently as they develop, so it is likely to take time to find the best medication at the appropriate dose. Medication management, in other words, is a complex and an ongoing process and one that is highly individualized. It is a good idea, then, to be prepared with the right information before every visit to your health care provider.

Do you know how often the aggression actually occurs? Bringing data like this to the visit can be very helpful. You may want to ask your son’s teachers to share any information they have about the aggression with your health care provider, too. (They would need your consent to talk with him/her or to share any confidential information such as behavior data.) If you have not been keeping track of the aggression, now is a good time to start, even if there are only a few days until your visit. An easy way to do this is to use a calendar. Record specifics about when the aggression happens, what the behavior is like, how long it lasts, and whether you have noticed any recent changes. It is difficult for anyone to recall these details accurately, especially if the behaviors happen frequently, so writing them down will help you to share the most meaningful information you can with your health care provider. If your son’s school team is not already collecting data, perhaps they should start as well.

In addition to information about the current levels of the behavior, be prepared to describe how the school and your family are addressing the behavior and how long that plan has been in place. Has your son’s team considered or tried Applied Behavior Analysis (ABA) to treat the behavior? Research supports ABA as an effective intervention for decreasing problem behaviors such as aggression as well as for teaching children with autism new skills. It is important to be sure that a qualified behavior analyst is supervising any ABA interventions, as they must be implemented correctly to be effective. Your health care provider may be able to refer you to a local ABA provider, or you can find a list of board certified behavior analysts at the Behavior Analysis Certification Board’s website.

Before your visit, prepare a list of the names and doses of any medications your son takes, as well as any over-the-counter medications, vitamins, or other supplements. If your son receives other therapies, share what they are with your health care provider. He or she will want to ensure that any new medication is safe to take and will not interact with other medications.

If you and your health care provider decide to start your son on a medication, decide what the goal is. How will you know when the medication has been effective? How will you know if it is ineffective? Be specific and write the goal down. Schedule a date when you will check in with your health care provider on your son’s progress. He or she may have specific suggestions about what type of data to keep.
Finally, there are some important questions that you should have the answers to before you leave. Make sure that you ask any questions you have—a responsible health care provider will want to know that you understand how to use the new medication correctly. If you think of questions later, do not hesitate to call and ask your physician, nurse, or pharmacist.

Key Questions:

  • What is the name of the medication?
  • What is the medication used for?
  • When and how should I give it to my son, and how much do I give?
  • Should I give this medication with food?
  • What effects should I expect to see?
  • What are common side effects?
  • How long will it be until I notice the desired effects and side effects
  • What side effects are serious, and what should I do if I notice them?
  • Will side effects lessen over time?
  • Is there anything I should avoid giving my son while he is on this medication?
  • If I decide that I would like to stop giving him the medication, what should I do?
  • What should I do if I miss a dose?

Please note that there is information about research related to medications elsewhere on the ASAT website.

ABOUT THE AUTHOR

Megan Atthowe, MSN, RN, BCBA, LBA, is a registered nurse and behavior analyst who has worked with people with autism and other special needs in educational, home, and healthcare settings for over 15 years. Currently she consults to educational teams who serve students with autism in public schools.

Pick of the Week: Save 20% off Wh-Questions Flashcards

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Help your students practice answering who, what, where, when, and why questions with our favorite selection of  Wh-Question Flashcards! Each deck features vivid imagery and guided activity instructions.
This week only, save 20% on your purchase of these select Wh-Question Flashcard Decks by using promo code QUESTIONS20 at checkout! 
Promotion expires 3/15/17 at 12:00am and applies only to items DRC 402, DRC 103, DRC 102, DRC 104, DRC 536, & DRC 113.

The Truth About Having A Sibling With Autism

Here’s the truth about having a sibling with autism. When we were younger, I tried so hard to reach out to my brother, but he seemed to reject me. I would try to play with him, and he would either push me away or run away. It was frustrating. I knew my brother had a disability, but I didn’t really understand the different characteristics of autism. I couldn’t understand why if I showed him how to catch a ball, he would just let it hit him or drop to the floor. He wouldn’t look at me when I called his name. He wouldn’t even stay in one place to figure out how to play the game. Whatever was going on in his own head was much more fun than his big sister, and it ticked me off.

Things are really different now. I’m much more educated about autism. I understand that individuals with ASD have communication deficits. The disability also makes it difficult for people to learn social skills. Observational learning is something that isn’t instinctive, but has to be taught. There’s also a piece to the disability where people are really rigid in their behaviors. They might engage in repetitive behaviors and that’s much more motivating for them to do than interact with others. It’s just the disability. Everyone has different manifestations of these traits, and to varying degrees with different combinations. They often say, “If you met one person with autism, you met one person with autism.” It’s so true.

The Truth About Having A Sibling With Autism

The Truth About Having A Sibling With Autism

Deborah with her brother and worship band.

In our mid and late twenties, my brother and I hang out much more. We even hang out with other people. This took over twenty years to develop. I don’t want to paint a picture that my brother and I had only painful memories in our childhood, because we didn’t. It’s just now, we have a much more interactive relationship. Not only with me, but with others. As you can see in the pictures above, my brother is just one of the gang.

This is us hanging out at a cafe after a band practice. My boyfriend and I are part of a church worship band. My brother comes to our practices and listens to us. He loves music, and live music amplifies the experience. He often paces the room, and listens to us sing. Afterwards, we often all go out to eat and hang. When we hang, my brother is just part of the gang. He’s just as much a goofball as our friends are, and fortunately, they all treat him like one of the gang. I can’t say how much it means to me that we can hang out with friends together. It’s not always picture perfect, but this night definitely was.

How did we get here?

  1. On my end, the more I understood about the disability, it made me realize he wasn’t being a jerk. There are things you have to teach him, such as looking at your eyes. Now he does that really well.
  2. It helps being a practitioner in the special education field. I’ve encountered some learners who never learn a new skill and some learn really fast. Everyone is different. It’s not lessening your expectations, but understanding that he may or may not acquire the new skill you just taught him. For example, even after 26 years, the man still does not catch a ball outside of his periphery. At this point, as long as he doesn’t let a ball hit him in the face, I’m OK with him and his hand eye coordination. That doesn’t mean I don’t play catch with him or try, but it just doesn’t discourage me or bum me out.
  3. I realized real quick that my attitude towards my brother affects how everyone else treats him. I’ve had strangers and acquaintances give weird or concerned looks towards us. Even now, I get that from time to time. Whatever. I love this man, who is my brother. Just let the love shine!

To any families out there… Be brave! Have hope! Press on!

 

We’re incredibly honored to publish this guest post by Deborah Chang, an autism blogger. Visit Deborah’s blog here. If you’re interested in submitting a guest post for our blog, please email elizabeth@difflearn.com for more info. 

Pick of the Week: Sensory Tools for Staying Calm And Focused

Maintaining calm and focus can be a challenge in a busy classroom. Our solution? Help reduce fidgeting and reward good behaviors with these sensory tools for staying calm and focused: the Fidgets Kit and Reinforcer Kit. For this week’s Pick Of The Week, save 20% on these items by using promo code FOCUS20 at checkout.

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Fidget toys can be a great and socially acceptable management tool for stereotypical or repetitive behavior in the classroom or community that may be distracting to classmates. While there are many reasons for fidgeting, including sensory overload, boredom, frustration, or anything in between, the good thing is that it can be easily managed. Some students find the repetitive action of “fidgeting” to be calming; thus, they are then better able to focus on the task at hand. Created in conjunction with our behavioral consultant Stacy Asay, LMSW, our Fidgets Kit includes an array of tools that provide a variety of sensory experiences: stretchy, chewy, spiky, twisty, bumpy, twisty, clicky, bouncy and smooshy!

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Our Reinforcer Kit provides a selection of products that many children diagnosed with autism would not only want to play with but would be willing to “work for” during their one-on-one intervention. Although teachers can always use praise, food, candy and other toys, we think this bright and colorful kit of tools will help our families get a head-start on what to use for children wanting a favored object. The kit includes:

Spectra Spinner (battery operated)

Wooden Slide Whistle

Magic Mic (an Echo Microphone)

Magic Spring

Squishy Flashing Ball

Jelly Ring

Bubbles and more!

 

*Promotion is valid for one-time use through September 20,  2016. Offer cannot be applied to previous purchases, combined with any other others, transferred, refunded, or redeemed and/or exchanged or cash or credit. Different Roads to Learning reserves the right to change or cancel this promotion at any time. To redeem offer at differentroads.com, enter promo code FOCUS20 at checkout.

Pilot Study Finds that Parent-led Early Intervention Can Reduce Autism Symptoms in Babies

Autism symptoms can display in babies as young as 6 months old. A new pilot study at the UC Davis MIND Institute found that parents could reduce symptoms of autism in babies under 12 months by using intervention treatments in the home as detailed in the Early Denver Start Model.

As reported in a recent Huffington Post article, the study involved parents and their babies between 7 and 15 months of age in a 12 week-long treatment conducted by parents in home-like environments. The treatment was based on the Early Denver Start Model and revolved around parent-child interactions, such as bathing, feeding, playing, and reading. Four comparison groups were also included: Those who were at a higher risk for autism because of an affected sibling; those who were at low risk; those who had developed autism by age 3; and those with early symptoms who received treatment at a later age.

At the start of the study, all babies displayed early signs of autism, such as low interest in interactions and repetitive behaviors, which increased by around 9 months. However, by 18 to 36 months of age, the children in the treatment group produced lower autism severity scores than the comparison groups who did not go through the treatment.

The Huffington Post article “Pilot Intervention Eliminates Autism Symptoms In Babies” highlights the importance of early intervention in autism treatment. While this research is highly preliminary, the findings show that therapy and early intervention are key factors in treating infants and children with early signs of autism, and possibly in reducing them altogether. This study offers hope for parents and professionals in helping their children succeed with more tools and resources for the earliest stages of autism.

Read more about the pilot study on Huffington Post here.