Volume 8, Issue 3 - Early Autism Project

Weap:The People
Volume 8, Issue 3
Wisconsin Early Autism Project, Inc.
Autism
and
Pets:
More
Evidence of Social Benefits
2014
A-maze-ing Maize
By Justin Sallows
Wisconsin Early Autism Project
Autism Speaks
http://www.autismspeaks.org/science/science-news/autism-andpets-more-evidence-social-benefits
Best friends Taz and Kyle
A new study lends support to the idea that
interacting with a pet benefits many children with
autism. However, the author emphasizes the
need to consider each child’s sensitivities as well
as family dynamics in carefully considering pet
ownership.
The study, published in the Journal of Pediatric
Continued on page 3
INSIDE THIS ISSUE
1 Autism and Pets: More Evidence of Social Benefits
1
A-maze-ing Maize
4
Obama Signs Autism CARES Act
5
WEAP Classics: Ask Dr. Sallows
8
Halloween Party!
www.wiautism.com
On Saturday, September 27 from 12:00pm 5:00pm, Treinen Farm will host the A-Maze-ing
Day of Autism. Activities this year include
Balloon Artist, ice cream, Face painting, Jake the world's largest horse, games, Pony Rides,
Bounce House, Mazes, and FUN! As always,
Treinen Farm is an inclusive, accepting
environment for all families.
Regular rates apply for admission, maze,
pumpkin patch and hayrides. A portion of the
proceeds from the day will be donated to the
Autism Society of South Central Wisconsin.
Alan Treinen is the third generation to farm the
Treinen Farm just five miles west of Lodi,
Wisconsin. The eighth of ten children, Alan
relies on the help of his close extended family to
farm the 200 acres. The farm produces hay,
corn, soybeans, free-range chickens, beef, pork,
and of course the popular corn maze and
pumpkin patch.
Alan and his wife Angie have two sons, Patrick
Continued on next page
1
TREINEN continued from page 1
(age 7) and Thomas (age 11). Thomas has
been diagnosed with Aspergers.
re-evaluated by Neuropsychologist Nancy
Viscovich, and she felt that he also had
symptoms of Attention Deficit Disorder. At first, I
was extremely skeptical, but when we did a
medication trial, the difference in his functioning
at school was incredible.”
Like all parents, the Treinens were getting to
know the person their child was going to
develop into, so at first they didn’t recognize
Thomas’ behaviors as being out of the
ordinary. Angie elaborates “Thomas spoke very
early and precociously. He was lecturing
people about the correct pronunciation of
words and about the technical aspects of all
construction equipment known to man by the
time he was 3.” Over time they began to
suspect something was different. “Thomas had
somewhat unusual speech. He spoke very
precisely and with a slightly choppy pattern. A
few other things that we recognized in
hindsight were his lack of facial expression
much of the time compared to his younger
brother, his intense special interests, onesided conversation and minimal eye contact.”
The Treinens continue to work with the school to
develop strategies for keeping up with the class
and
learning
to
function
more
independently. With the help of an educational
assistant for most academic subjects, Thomas is
doing grade level work. Angie continues, “We are
working specifically on organizational skills,
techniques to stay on task and motivated, as well
as providing accommodations such as a laptop
so he can type rather than write, sensory breaks,
and lots of flexibility in the classroom.” When
Thomas’ IEP is due, he is also seen by Autism
Consultant Glenis Benson for more insight and
opinion. “She has been a terrific help”, declares
Angie.
The Treinen’s began to realize that something
was out of the ordinary and this caused them
severe stress as the time to register for school
loomed. “I literally started having panic attacks
over planning for Thomas to enter
kindergarten.”,
Angie
says.
“Several
acquaintances independently mentioned to us
that we should consider having him screened
for autism.”
The Treinens also work with Thomas at home.
“Sometimes we’ll have “Speech Class” where
everyone role plays social situations.” Angie has
found that Thomas isn’t the only one that benefits
from such experience. “It’s made me realize that
we can all use a little practice in listening,
greeting people, conversational skills, etc.”
Thomas has developed friendships with peers at
school and through Cub Scouts. Angie explains,
“Since we live in the country, we have to make a
point to schedule times for someone to come
over, but we do that every now and then.”
The Treinens began researching Autism and
discovered that the list of characteristics
matched Thomas’ behavior almost exactly.
Subsequently they were referred to a
Psychologist by their family Pediatrician and
Thomas was diagnosed just before he turned 6.
Anyone who has visited the Treinen farm can
see that Thomas has a wonderful, large and
close-knit family. “Thomas’ cousins Joe (age 8),
and Jake (age 11) spend lots of time at our farm,
so it’s almost like having two extra brothers. This
also provides opportunities to practice social
skills.”
Having identified the problem, the Treinens set
about treating it. Angie says their local school
district has been an immense help to her son.
“Thomas began receiving services through the
Lodi Schools in kindergarten, and the school
district has been very supportive and
helpful. We have tried many strategies to keep
him engaged in the classroom and functioning
independently at home and school.” At one
point they received a revelation. “Thomas was
www.wiautism.com
Angie says that Thomas is able to connect with
his peers with little problem. “His special interests
tend to be pretty age appropriate and he can talk
Continued on next page
2
TREINEN continued from page 2
at length
Bakugan.”
about
Star
PETS continued from page 1
Wars,
Pokémon,
or
According to Angie, Thomas is still a bit shy
around the general population. “He prefers to
help behind-the-scenes at the farm, so he’ll help
me in the office or help take care of the baby
chicks, etc.”
The Treinens know they aren’t out of the woods
yet. “Thomas will be in middle school next year,
and I’m apprehensive about that.” says Angie,
“Partly because of the more complex social milieu
in the middle grades, but also because of the
greater need for independent functioning.”
One thing is for sure; Thomas Treinen couldn’t
ask for a better support network than his lovely
family.
The Treinen Family Farm is located five miles
west of Lodi on Highway 60. The pumpkin patch
and other attractions operate through Halloween
while the corn maze is available until November
9th. See website for details, pricing and
directions.☼
Nursing, surveyed parents of children who had
autism about the children’s interactions with dogs.
Nearly two thirds of the families owned a dog. Of
these, 94 percent said their child bonded strongly
with the pet. Even in the families without dogs, 7
in 10 parents said their child enjoyed interacting
with dogs.
Previous research involving children with autism
found that those who had a family pet from a
young age tended to have greater social skills.
Still other research has shown how social
behaviors in children who have autism
temporarily improve after even a short play period
with a live animal such as a guinea pig (versus a
toy). And a number of Autism Speaks Community
Grants have supported successful equine-therapy
programs for children with autism.
“Children with autism may especially benefit from
interacting with dogs, which can provide
unconditional,
nonjudgmental
love
and
companionship,” says the new study’s author,
Gretchen Carlisle. Dr. Carlisle is a research fellow
with the Research Center for Human-Animal
Interaction at the University of Missouri College of
Veterinary Medicine.
The
need
for
careful
consideration
Parents should consider their children’s
sensitivities carefully when choosing a pet to
ensure a good match, Dr. Carlisle emphasizes.
“Bringing a dog into any family is a big step, but
for families of children with autism, getting a dog
should be a decision that’s taken very seriously,”
she says. For example, a child who is easily
agitated or has sensitivities to noise may have
great difficulty with an extremely active dog or
one that tends to bark.
Although her study addressed dog ownership, Dr.
Carlisle emphasized that other pets may be better
suited for particular children and families.☼
The Treinen family. From left to right: Alan, Thomas, Patrick and
Angie. (2009)
To learn more about programs that train service
dogs to help individuals with autism, go to
www.treinenfarm.com
http://www.autismspeaks.org/services/service-dogs
This article was based on one that originally
appeared in WEAP: The People v.3, Is.6. The
operation dates and activities are current to 2014.
www.wiautism.com
3
President Obama Signs Bill to Support the Needs of
People with Autism
Taryn Mackenzie Williams
http://www.whitehouse.gov/blog/2014/08/11/president-obama-signs-bill-support-needs-people-autism
understanding of the barriers that youth and young
adults with an autism spectrum disorder or other
developmental disability face as they transition
from school-based services to those available
during adulthood by charging federal agencies
with assessing the particular needs of this
population.
In addition, moving forward, the law ensures that
the Interagency Autism Coordinating Committee
(IACC), administered by the Department of Health
and Human Services, will include individuals on
the autism spectrum, parents or legal guardians of
individuals on the autism spectrum, and
representatives of leading research, service, and
advocacy organizations.
On Friday August 8th, President Obama signed
into law the bipartisan Autism Collaboration,
Accountability,
Research, Education and
Support Act, or Autism CARES Act of 2014, into
law. Autism CARES, which reauthorizes the
Combating Autism Act, continues important
investments in research, prevalence monitoring
and services for both children and adults on the
autism spectrum.
Friday’s signing is the result of a diverse group of
people working together. Members of Congress,
self-advocates, leading disability organizations,
and the parents and grandparents of individuals
on the autism spectrum all played an important
role in achieving this goal.☼
Approximately $1.5 billion has been dedicated to
autism spectrum disorders research over the
past five years through the combined efforts of
U.S. government agencies and private
organizations. This investment has helped to
support progress in key research areas such as
identifying risk factors, treatments and
interventions, services, and data collection. The
Department of Health and Human Services also
supports
the
Leadership
Education
in
Neurodevelopmental and Related Disabilities
(LEND)
program,
which
trains
health
professionals from a variety of disciplines in
evidence-based ASD practice and also supports
states in developing and improving the system
of health care for autism spectrum disorders,
including early identification and coordination of
care.
To find out more, visit:
http://www.hhs.gov/autism/factsheet_autism_support.html
Taryn Mackenzie Williams is Associate Director of the White House
Office of Public Engagement.
EMPLOYEE RECOGNITION
The Autism CARES Act will allow us to continue
to build on these efforts. It will increase
www.wiautism.com
4
Jeff Schmidt
September Green Bay
Julie Gaston
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Kendall Klineschmidt
Carol Mohr
Jessie Wulff
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Jenna Wehmeyer
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WEAP Classics
Periodically we will republish a previously written article to emphasize an issue of particular importance or value.
My child is a picky eater and only eats a few
foods. What can I do?
Most interventions for selective eating rely on the
child’s hunger as a motivator, so eliminating between
meal snacks is the first step. Try using a favorite food
as a reward for tying a small bite of healthy food, or
mix a small amount of healthy food with the favorite
food. Hiding healthy foods in favorite foods can work,
but may fail if the child feels “tricked”. The most
successful approach is “non removal of the spoon”;
in which the mix of mostly preferred food is
presented until the child finally eats it. This may
initially result in gagging and vomiting, but many
severely selective eaters have been helped.
Ask
Dr. Sallows
How can I choose a treatment provider that
will be the most helpful for my child?
Behavioral interventions have been shown in
rigorous research studies to be effective in
building the skills necessary to succeed for a
large percentage of autistic children. Try to
locate a provider who 1) trained with a well
known clinic 2) has worked with at least 50-60
children; 3) The children varied from non verbal
to highly verbal, and from toddler age to upper
elementary age 4) has worked with autistic
children for several years; 5) can describe many
children who improved to the average range; 6)
upon hearing the description of your child’s
problems, can easily describe procedures to
address them.
My child doesn’t pay attention when I talk to him
and doesn’t listen when I ask him to do things.
What can I do?
First, become the provider of things your child likes,
whether treats, physical play or provider of toys.
Next, have him follow your lead in switching between
preferred activities, e.g., “let’s play chase”, then
“High five”, always rewarding or praising him for
joining you. Next, get him to look when you say “Hi”,
by approaching him closer, tapping his shoulder if
necessary and repeating the greeting. When this is
established, give a clear instruction that he is likely to
follow, e.g., “come get a snack”, gently guiding him if
necessary. Once fairly compliant, many children can
use visual schedules to follow multiple instructions.
I have an autistic child who is a “runner”.
How can I take her into the community?
Controlling a child’s behavior in the community is
much easier once it is under control at home.
First, set a few household rules that you can
enforce, such as asking nicely before getting a
treat. Next, put up visual markers around the
yard (e.g., traffic cones) and reward your child
for observing the boundary. Next, practice
having your child stay by your side when on
walks. Next, before traveling to a public place,
prepare a visual schedule with a picture of each
place that you will go, ending up at the child’s
favorite store. Go over this several times with
your child, and bring along a special treat for
good behavior on the outing.
My child has meltdowns. What can be done?
Like most children, those with ASD have meltdowns
or tantrums when repeatedly placed in situations
where they anticipate failure, including unfamiliar
situations, or when denied something they really
want. For children with ASD, tantrums may continue
into adolescence. An approach to reducing tantrums
includes the following components: 1) reduce rigidity
through gradual exposure to new, unfamiliar or
changed situations; 2) use visual strategies and rules
to clarify what to do; 3) adjust task difficulty and
demands so the child can succeed; 4) provide a
means of communicating requests or when needing
help; 5) reward effort as well as success; 6) let the
child choose the rewards.
Continued on next page
www.wiautism.com
5
ASK continued from page 5
What can we do “in the moment” when my
child has an outburst or aggresses?
Children aggress or have outbursts when they
lack the skills to succeed in a situation or they are
highly motivated to avoid failure or to get
something they want. Building the skills to
succeed requires treatment. However, there are
several strategies you can use “in the moment”:
1) ignoring; not looking, changing expression, or
commenting, while continuing the current activity;
2) redirecting to a preferred activity; 3) directing
the child to select a preferred activity using
PECS, voice output device, sign, or speech,
eventually prompting communication before the
child becomes upset, so that communicating a
preferred activity replaces the outburst.
My child was diagnosed with ASD. Is it necessary to get
an MRI or additional tests?
Children with autism do not typically have other treatable
medical problems and MRIs, which can identify major brain
abnormalities, are usually negative. However, a full physical
plus tests for hearing loss, allergies and blood nutrients
performed by your pediatrician or hospital-based specialists
can identify treatable problems, possibly resulting in
resolution of bowel and sleep problems and increased
attention and concentration. An extended EEG (24 hours)
can detect seizures, which if treated may result in improved
learning. Chromosome analysis can identify some treatable
inherited conditions and provide parents with information
regarding genetic risks for future pregnancies.
You can submit more questions to Dr. Sallows by putting “Ask Dr. Sallows” in the subject
line of an email to:
[email protected]
Upcoming Events
Transition Resource Fair
2014 Madison Walk-4-Autism
This Resource Fair is geared towards parents and
families of students with disabilities and is FREE to
attend! The Fair will include exhibitors from local
transition-related agencies and colleges/universities
and mini-breakout sessions led by CESA 1 staff and
representatives from the exhibitor agencies.
Sunday, October 12, 2014
Warner Park 3110 N. Sherman Ave, Madison
11:00 -- 12:30 Registration/ T-Shirt Pick Up
12:30 Welcome and kickoff
1:00 Walk begins
2:00 -- 3:00 Post Walk Celebration
When: October 15, 2014 from 4:00-7:00 pm
Where: Tommy Thompson Youth Center, Wisconsin
State Fair Park, 640 S. 84th St., West Allis, WI 53214
http://www.friendsofautism.org/walk_4_autism.a
sp
Visit the link in August/September for more details!
http://www.cesa1.k12.wi.us/programs/transitionresourcefair/
Current Openings
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Oct 18
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8