Fifty-eight enthusiastic campers joined us for Camp SSTAR this summer with the goal of making friends and learning new skills for the school year accomplished! Enjoying many camping activities such as fishing, hiking, and crafts as well as working on an official newscast and yearbook, the campers were involved, energized and excited to be a part of such a unique camp with the primary reward of lasting friendships.

The first week saw the Apprentice group on campus. This group had an age range of 13-18 and their primary focus was to produce a newscast complete with interviews, sports, weather, and on the spot reporting. While working on group projects such as a mosaic to be hung in the Heartspring Conference Center, all of the campers had a part in working on the newscast, yearbook, or website so that there would be a permanent reminder as to what they did this week, and what the following two weeks would entail for the rest of the campers. The newscast included some very interesting and fun interviews with McConnell Air Force Base staff that had some of our campers actually sitting in the cockpit of a KC-135 refueling airplane and experiencing the same feelings as some of our pilots who serve our country. Later in the week, Lt. Ken Landwehr, head of homicide with the Wichita Police department visited Camp SSTAR for an interview with one of our campers. Lt. Landwehr stayed long enough to meet all of the campers and answer a number of well thought out questions. The end of week one found all of us a little sad knowing that we would be waiting another year to see the tremendous growth these young men and women would make as they ventured back to school. On Friday of the first week we had field day which gave the campers time to have some fun outside with the counselors, water balloons, a water rocket, and towels as we all got soaked and enjoyed just hanging out with the campers after a long week of hard work! The first week was really like dipping our toe into bath water to check the temperature before we actually took a bath.

The Reporters group was with us for the second week of camp, along with some junior counselors from week one. This week was really our time to shine the skills that we know as counselors. This group was made up of 3-5 year olds, and had more energy and enthusiasm than you can imagine. It was quite amazing to see the growth in this group even over a period of one week. While there was a bit of trepidation on the part of some of the campers, by midweek, all of the Reporters were having fun, learning so much about themselves and others, and making new friends. On Friday, the campers were able to earn a ticket for the movie Madagascar as well as participate in field day outside. Even with thunderstorms looming, all of the campers sat outside the front of the building to watch as our large water rocket was launched over 150 feet in the air. While they were amazed to see the rocket, I was really touched to see that many of the campers were sitting right beside each other with arms around each other’s necks as friends. While the first week was like dipping our big toe into the bathtub to check the temperature, this week found us going “all in” as the campers brought out the best in us, and the best in each other! This group was definitely small but mighty!

The last week of camp SSTAR brought the Producers to campus. This group’s ages ranged from 8-13, and for the first time included enough girls to form their own group! What an amazing group of campers! They started off a bit slow because for many, this was their first experience at camp, but it didn’t take them long to bond with some of the other campers and become a group of friends. This week was more of a combination of week one and week two as these campers participated in some of the fun activities such as crafts, fishing, and group games, but also worked on the website, as well as stories for the yearbook. With so many personalities and so many new campers, the challenges of such a week could have been overwhelming for many, but each and every camper stepped up to the challenge and out of their comfort zone to make friends and have fun!

At the beginning of each week of camp, I asked all of the campers if they knew what the goal of the week was for them. Each week started with campers telling me the same thing…”to have fun!” I can guarantee that each camper had fun, and more importantly to me, they made friends and learned new skills.

For me and the counselors, the challenge is to facilitate the acquisition of appropriate social skills while engaging in typical camp activities. That meant that many of us worked with campers on conflict resolution, turn taking, self-advocacy, self-awareness, and self-regulation skills. While each day started with social skills chats, it was the responsibility of each counselor to encourage appropriate interactions between campers so that these skills could be learned, remembered, and replicated as each camper goes back to school. As I look back over the last three weeks, I am proud of a camp that has given children an opportunity to participate in something that they might not have had the opportunity to ever do if not for Camp SSTAR. I am proud of a staff that comes together and works as a team flawlessly with the primary focus being the campers… a staff that goes with the flow, and learns as we go so that when things change because we need to shift an accommodation or support, they are right there picking up as if there wasn’t a hiccup! That means that when we serve these campers, we are doing so with integrity, passion and the motivation to insure that each camper has a once in a lifetime experience!

In August we will invite all the campers and their parents back to Heartspring for a Camp SSTAR BBQ where we will watch the newscast, hand out yearbooks and celebrate what our campers have done!

Summer camp….for some children it means staying away from home, and swimming, hiking, fishing, and making friends. For Camp SSTAR campers, it means that and a whole lot more. Camp SSTAR delivers those camp experiences as well as keys for communication, relationships, friendships and most of all happiness. These keys are made up of social skills that assist each camper as they go back to their families and to their schools. Keys that will give them the opportunities each of us have to be a part of a world that is very social, very loud and very busy. Camp SSTAR 2009 was an experience for campers and counselors alike. For counselors, it was an example of why we come to work each day…to be a part of something that matters in the lives of every child we serve each and every day!

April is National Autism Awareness Month in the United States, and April 2 is World Autism Day, celebrated by countries around the globe. Organizations large and small focus efforts to increase public awareness of the condition and the needs of individuals diagnosed with autism spectrum disorders. Heartspring is celebrating Autism Awareness Month by sponsoring the 2^nd Annual walk for autism awareness with the Autism CARE Walk on Saturday, April 4, 2009. Building upon the tremendous success of the inaugural walk in 2008, this year’s walk brings more activities and resources, fantastic raffle prizes and vendors specifically chosen to deliver valuable autism resources for families and individuals. Most importantly, the Autism CARE Walk raises awareness about autism spectrum disorders in our community and across the nation.

The most important component in providing appropriate support for a child with autism is understanding how autism “looks” or affects the child. This requires us to step outside of our preconceived notions and experiences and step into the world of autism from their perspective. Understanding the function of a behavior as it relates to a child with autism is fundamentally critical when considering appropriate interventions and supports for the home and school. Parents become knowledgeable advocates for their child when they understand this process, and IEP meetings become the “team” process as all members of the child’s IEP team, including the parent, work together for a common goal - supporting the child. Enjoy the following “recipe” for the month of April. You are sure to create successful outcomes, if you carefully create the right mix of “ingredients” for your child!

Recipe for Successful Behavior Plans

1 cup, equal parts, Comprehension and Compassion

For a child to follow verbal directions, he or she must first understand what is said. Some children have auditory processing problems, which may cause them to misunderstand some of the words used. They may also miss aspects of a directive that contains multiple parts or miss hearing key words. In addition, in the heat of the moment, our listening skills are often the first to shut down since listening requires complex neurological processing including figuring out the emotional content of the information. The following supports may help:

• Provide visual supports in the form of
  • Visual models
  • Visual cue cards
  • Visual representation of the sequence of instructions - A child should be able to sequentially complete a task/activity by looking at the visual instructions given. Visual instructions will help the student to combine and organize a series of steps to obtain a desired outcome
  • Visual organization - Visual organization refers to the task of presenting the materials and space in an organized manner so that the sensory input or extra stimulation is reduced.
  • Visual Clarity - The purpose of visual clarity is to highlight the important information, concepts, specific parts of the instruction and key materials (1). The nature of the task is designed to prompt the student to focus on the important details of the “work job” (task/activity/assignment). These details are highlighted through colors, pictures, numbers or words. Providing visual clarity promotes student independence rather than relying upon adult guidance (2). The most concrete level of visual clarity is achieved by limiting the materials needed to complete the task successfully (e.g., removing unnecessary, irrelevant or extra materials).
• Ask the child to restate the directions to check for correct hearing of the information.
• Check the execution of instructions to ensure correct understanding of the information.

1 cup of Activity Level Regulation

Children who have either very high or very low activity levels or who have trouble regulating their alertness levels, often have difficulty paying attention. This interferes with their ability to listen to and follow through on instructions. These children often become easily distracted and/or indicate a strong need to move. Movement helps them to regulate their bodies so that they may demonstrate more appropriate responses to the demands of the situation. Appropriate sensory tools can help children remain at more optimal levels of alertness. Careful observation may reveal that certain activities help children calm, feel more alert or become more organized. Helping children to regulate their bodies first before requiring follow through on directions, can lead to more successful outcomes.

1 cup of Organizational Strategies

It is important to keep in mind that organization is learned behavior. It does not develop automatically. How we organize our time, our materials, our activities and ourselves will directly relate to how effectively we are able to respond to the demands of each day. Organizational strategies help a child to predict the schedule for the day, prepare for upcoming events, respond more quickly to routine events and to better handle changes in the routine. The better a child can predict what will happen during the day, the more comfortable and confident he or she will be to engage in and complete the necessary demands of each day. Below are just a few suggestions for organizational strategies.

• Provide a daily schedule for the day’s activities. This is probably the most important organizational strategy that can be used. A visual schedule will tell the child with autism what activities will occur, where the activity is to take place and in what sequence. Teaching the child to use a visual schedule is critical as it helps address the difficulty children with autism have with sequential memory and organization of time. A child’s anxiety level is also lessened as he or she begin to understand what is expected of them, thus reducing the occurrence of challenging behaviors. Schedules clarify that activities happen in a certain sequence, and prepares the child for unexpected changes within their day. Each and every one of us utilizes tools that organize us and help us to be successful throughout environments. Modifying these tools that we use to meet the needs of children with autism gives them the same opportunities for success as their peers. A daily schedule is a foundational support with which to build self-regulation skills, increase successful transitions and decrease anxiety and melt downs associated with the stress of a child not knowing the what, where and when to do a certain activity. Depending on the child’s level of understanding, this can be in the form of objects, pictures, drawings or words. It is important that the child is taught how to access their schedule, navigate through the schedule, indicate when an activity has been completed on the schedule, as well as understand what they are to do when there is a change in their schedule. The schedule is a tool that also assists adults as it allows them the tool to re-focus the child during transitions, and answers questions such as what is happening, where the activity is to occur, and how much time that activity should take. This aids in transitions and improves “on task” behavior.
• For children who have difficulty ending activities, visual or auditory timers assist by indicating the amount they have to complete an activity and transition to the next one.
• Consider structuring the physical environment both at school and home. Physical structure provides environmental organization for people with autism. Clear physical and visual boundaries help the child to understand where each area begins and ends. It also minimizes visual and auditory distractions. Much like how we organize our homes so that we know where things are in relation to their function, children with autism are better able to understand what is to occur in various environments if the environment is structured and organized. As children learn to function more independently, the physical structure can be gradually lessened.

1 cup of Behavior Management Strategies

When considering behavior management strategies, it is important to consider the function of a particular behavior so that the intervention appropriately addresses the targeted behavior. Remember, being proactive supports the child, while being reactive supports the behavior. The best time to be reactive is when the child has exhibited an appropriate behavior and your reaction is praise. The appropriate behavior is then repeated to elicit the same response of positive attention. Remember a few key points for success, such as

• Be consistent.
• Understand the function of the behavior and the context in which it occurs.
• Provide immediate and consistent feedback for all behaviors.
• Individualize your interventions to meet the needs of your child…remember, “one size does not fit all”!
• Be clear and deliver your expectations in a manner that is understood by your child using visuals as needed.
• Keep your verbal interactions at a minimum during high stress situations. Many times this only exacerbates an already tense situation.
• Structure your home so that the environment becomes a safe haven that is easily understood by the child. A predictable, structured home is much easier to navigate and facilitates a decrease in anxious moments, and difficult days.
• Keep an updated list of those items, activities or people that are highly motivating for the child to be used as reinforcement for appropriate behavior.
• Always monitor ways to make changes to the behavior plan to meet the needs of your child on a regular basis.

Don’t Forget to Add the Final Ingredients for Success

• Provide more positive reinforcement than negative consequences keeping with a ratio of 10:1
• Be your child’s biggest advocate and cheerleader! Remember, their self-esteem is a vital component to life long success.
• If you need assistance advocating for your child, look for a professional that can assist you as you navigate through IEP meetings and parent teacher conferences.

Mix everything together carefully. This will certainly help your child enter adulthood with a great foundation and yields a lifetime of benefits.

The phone rang, it was four o’clock in the morning, and on the other end of the line was the mother of a child I had been working with for over 4 years.  Through her sobs, she told me that their beautiful little boy had just passed away.  Brian, who had autism, had suffered a seizure earlier in the evening in his sleep, and never woke up.  To say his parents were devastated just doesn’t quite do justice to the deep pain and loss they felt.  Although that was 15 years ago, I think about Brian often because it was on that day that I learned a valuable lesson about the true “ability” of each and every one of us.

Renee, Brian’s mother, asked that I come over to the house later that morning, so I did.  As I drove to their house, I was trying hard to get my emotions in check.  I didn’t want to be a part of their grief and burden them more…I wanted to share their grief so that they felt some measure of relief if that was even possible.  As I entered the house, I was struck by a large picture of Brian with a candle lit next to it on the coffee table.  Renee and her husband Bill greeted me with warm lingering hugs.  I could literally feel their loss through those embraces.  As we sat down, Renee shared the details of what had transpired over the past 12 hours.  As she told of the devastating experience of losing her precious son, my attempt to be strong fell away, and the tears came.  Bill and Renee then gave me a tremendous gift…they shared the life of their son with me.  

To me, Brian was such a challenge, but a challenge I sincerely loved.  Brian was diagnosed with autism at the age of three.  Bill and Renee came to me seeking assistance, advice, and companionship as they began their journey into the world of autism.  Parents often apologize for not knowing more about autism, as did Bill and Renee.  They were frustrated that they didn’t notice some of the signs earlier, the fact that something wasn’t quite right with Brian, that they didn’t push their pediatrician more, and that they just felt hopeless in the midst of this puzzling diagnosis.  I still don’t know of any child that is born with a “handbook” that tells parents all the intricate details of what to expect as they begin nurturing this new life, and with a child diagnosed with autism it isn’t any different.  Parents are left to seek out information regarding the diagnosis of autism, and that often leaves them frustrated because there is so much, and many times, too much.  For Brian’s parents, this was the case.  They needed information, but they didn’t know how to access the resources that would best meet Brian’s unique needs.

As I worked with Brian and his parents, I developed a program they used with him at home.  Coordinating the services he received at school with his individualized program at home provided Brian with a comprehensive support system throughout his day.  For Brian, autism meant that he had difficulty communicating, playing and socializing, along with some significant sensory issues.  He didn’t like loud noises and absolutely craved hugs, not soft touches, but deep hugs.  Although Brian had difficulty maintaining social interactions, he would request “bear hugs” often.  It was important for me to understand Brian’s sensory diet, as well as his social challenges, communication difficulties, cognitive functioning, seizure disorder, food preferences, and favorite toys or the fact that he absolutely loved Spider Man.  Knowing Brian meant knowing all of these details so that his program was filled with appropriate supports, interventions, strategies, reinforcements, and genuine passion.  Outside of all the all of the “characteristics” was just…well, Brian.

Brian had dark brown hair, almost black.  Paired with his deep green eyes, and sweet smile, he was just adorable.  While it is understood that a connection with children with autism can sometimes be difficult, it actually just takes a little more time, more with some than others, but building rapport opens the gates to beautiful souls.  Brian had a great sense of humor, and once we “understood” each other, laughter was a common component of our sessions.  Our first few sessions were understandably stiff, but the last session I would ever have with Brian was much more representative of our bond.  Brian would come to my office, smack the door with his open hand repeatedly, and the door would open.  He hadn’t quite made it to the age where I was going to teach him the “appropriate” way to greet people (with a handshake), so instead we warmly hugged…Brian’s bear hug.  Brian was familiar with the structure, and thrived with all the visual cues, work systems and his daily schedule.  Life at home had greatly improved as Brian continued to use the supports needed to independently navigate his daily routines.  

The day Brian died, I was privileged to sit with Renee and Bill as they gently and lovingly talked about their son.  As they shared and wept, I sensed that their memories were not of a child with a disability, but of a child that had the ability to move people, to accomplish great things, and to touch the very heart of those he encountered.  Even though tests showed that Brian had problems communicating, Renee and Bill felt his “I love you” every time Brian touched their faces with just the tips of his fingers…it was how he greeted them each morning. Typical of a child with autism, Brian wasn’t a very social young man, however, he’d developed a bond with Fran, the neighbor to the west of them.  Fran would be out working in her garden, and Brian would join her.  Although no words were exchanged, Fran and Brian “worked” in the garden…Fran planting and grooming flowers, and Brian sitting quietly enjoying the breeze and the sun on his face. Fran would talk to Brian, and although silence was his reply, they communicated, they had a bond.  In the presence of those Brian knew and loved, he was understood, appreciated, valued and adored.  It was at his funeral that a quote by Helen Keller was read, and best addressed how Brian’s life affected those around him. “When we do the best that we can, we never know what miracle is wrought in our life, or in the life of another.”  

Whether we celebrate the accomplishments of a scientist, physician, musician, movie star, or a child with a disability, each and every one of us has the ability to achieve great things.   It would have been easy to write about the abilities of a child with autism rather than a disability by referring to all the famous people with autism who have accomplished great things in this world such as Albert Einstein, Thomas Jefferson or Ludwig van Beethoven.  That, however, would not have done justice to all of the families and individuals living with challenges of autism. That wouldn’t have included Brian, and all of the other children society doesn’t see as accomplishing great things or having great abilities.   Moving beyond definitions and perceptions, what we find are children and adults with unique characteristics and talents that we’ve only begun to understand and support.  Dr. Temple Grandin, a professor from the University of Colorado who, despite her autism, has acquired a worldwide reputation for her development of humane cattle chutes, has said that if we could somehow have eliminated autism from the globe, many of the world’s major inventions would never have seen the light of day.  

It was most certainly the positive attitudes of various people involved in the lives of Albert Einstein, Thomas Jefferson, and other accomplished individuals with autism that impacted their ability to be successful.  Setting aside perceptions and having the vision to see beyond a disability allowed for success on a grand scale for these men.  Success, however, isn’t necessarily measured by inventions, musical compositions or even becoming president of the United States.  

The valuable lesson learned over 15 years ago rings true today.  It wasn’t Brian’s autism that “disabled” him.  Autism was Brian’s daily challenge.  It was the perception or lack of vision by others that actually disabled Brian.  When viewed by those that saw the possibilities, or others that were content with what Brian had to offer, Brian was a bundle of abilities.  And just like Brian, each and every child diagnosed with a developmental disability offers us the opportunity to discover what the word “ability” really means.

“Children with autism don’t have a father around to tell them, don’t act like a moron. You’ll get nowhere in life. Stop acting like a putz. Straighten up. Act like a man. Don’t sit there crying and screaming, you idiot.”’ On July 21st, 2008, Radio talk show host Michael Savage described 99 percent of children with autism as brats. While Savage’s comments reflect an outdated, cruel and misguided point of view, it prompted advocates to step up their efforts to educate the public and move forward rather than fall further behind. Grasping the evolution of autism requires a step back over 100 years of history.

The word autism comes from the Greek word autos, meaning self. The term describes conditions in which a person is removed from social interaction – hence—an isolated self. While autism seems to be a fairly new diagnosis, eighteenth century descriptions of behaviors and characteristics similar to autism exist. Unfortunately for many families, initial understanding of autism didn’t evolve until 1911 with Swiss psychiatrist Eugen Bleuler coined the term autism in his work with schizophrenic patients. He observed that his patients were isolated from the outside world and appeared self-absorbed and exhibited a social disconnect. Although Eugen Bleuler was able to accurately document symptoms and characteristics that we now know as autism, his patients were still considered schizophrenic and children were being diagnosed with childhood schizophrenia.

It was during this time and well into the 1960’s that parents and caregivers were counseled to put their children in Institutions where doctors felt the children could get the best care. Sonoma State Hospital was the largest institution for children in California. At the time, the hospital housed 3,500 children with diverse needs, from babies born with minor defects, like a cleft palate or a club foot, to children with epilepsy, autism, and Down syndrome. A large number of families made the difficult choice that many eventually regretted. Parents lived with incredible guilt and regret once they fully comprehended the results of their devastating decision Horrifying stories of neglect, abuse, and even scientific experiments surfaced shedding a sickening light on the realities of the children placed in such institutions.

While some parents today still struggle with an ignorant society who prefers to blame autism on bad parenting or emotionally distant mothers, it is researchers such as Dr. Leo Kanner, and Dr. Hans Asperger who in the early 1940’s shifted the light of scrutiny from parents to actual research that better described the characteristics of autism spectrum disorders. In separate studies, unbeknownst to each other, both men conducted research in which they described children as autistic…not in reference to schizophrenia, but to what we now know as the classic definition of autism. Kanner conducted research in the United States, and Asperger in Australia. It is a remarkable coincidence that both men conducted these studies in different parts of the world, and that both researchers referred to the children in their studies as autistic. Kanner’s definition of autism was referred to as early infantile autism or childhood autism. Kanner described children who fit the criteria of classic autism who displayed such behaviors as impaired social interaction, lack of imaginative play, and verbal communication problems. Asperger described children who were similar, but seemed to have higher IQs and precocious language skills…they spoke like little adults. These children presented with well-developed speech but poor communication skills. Today, some have characterized children with Asperger syndrome as “little professors” because their speaking style is so adult-like and pedantic. Unlike the children Kanner described, Asperger also noted that the boys he was studying appeared to have a desire to be a part of the social world, but lacked the skills to do so. Over time, experts placed Asperger’s and other autism-related conditions on a spectrum ranging from mild to severe dysfunction.

In 1965, U.S. psychologist Bernard Rimland established the Autism Society of America, one of the first advocacy groups for parents of children with autism. In establishing the Autism Society of America, Rimland provided parents the opportunity to learn and advocate for their child. Still a highly misunderstood diagnosis, autism was now beginning to peak the interest of many researchers and doctors who didn’t quite grasp to true spectrum of characteristics associated with autism. By 1967, autism was still being classified under schizophrenia in the International Statistical Classification of Diseases and Related Health Problems. This continued to promote the suggestion that autism was a mental illness rather than a developmental disability.

To compound the evolving understanding of autism as a developmental disability, in 1971 psychologist Bruno Bettelheim promoted the “refrigerator mother” theory, which holds that “cold,” unurturing parents, especially moms, were to blame for autism. Parents today continue to face the ignorant and misguided opinions of others who still hold this belief. Comments, such as those made by radio shock jock Michael Savage promote an uneducated and ignorant view of autism that perpetuates a societal prejudice that impacts families.

In 1980, autism was characterized as a developmental disorder separate from schizophrenia in the Diagnostic and Statistical Manual of Mental Disorders, (DSM III) the diagnostic reference book used by health-care professionals. By 1994, Asperger syndrome was officially added to the DSM-IV as a progressive developmental disorder. The National Alliance for Autism Research and Cure Autism Now, are founded to stimulate autism research and raise awareness about the disorder at this time as well. While opinions and theories continue to swirl, the true conundrum of autism is the actual cause and the cure. In the 83 years since Swiss psychiatrist Eugen Bleuler coined the term autism in his work with schizophrenic patients, the 80’s and 90’s brings a sense of understanding as to the true definition of autism as a spectrum disorder including Autistic Disorder, Pervasive Development Disorder-Not Otherwise Specified, Asperger Syndrome, Childhood Disintegrative Disorder, and Rett Syndrome.

Researchers continued to investigate causes and possible cures, and in the year 2000, in response to government concerns and growing public fears, vaccine makers removed thimerosal, a mercury-based preservative, from all routinely given childhood vaccines. The connections to childhood vaccinations, preservatives in foods, chemicals in rain, as well as many other environmental factors have contributed to a growing number of controversies that continue to swirl around autism spectrum disorders. By the year 2000 the National Institutes of Health estimated autism to affect 1 in 500 children. In less than a year the National Institutes of Health updated that number to 1 in 250 children. By the year 2007, the Centers for Disease Control and Prevention reported autism to affect 1 in 150 children. Medical experts conclude that the number does not indicate a spike in the disorder, but reflects a number of factors including increased public awareness, broader diagnostic criteria, better detection, and a better understanding of the disorder.

Today, families struggle to find funding that assists them in accessing appropriate services to better meet the unique needs of their child. The diagnosis of autism propels a parent into a vast chasm of information from hundreds of sources that often create more confusion than calm. Pair a diagnosis with the cost of services, and parents hit the ground but don’t immediately start running because they don’t know where to turn. Creating responsible advocates for persons with autism spectrum disorders means that society must be aware of the truths surrounding autism rather than believing the myths and misconceptions. It requires professionals working with families to increase their efforts to educate, support, and assist the whole family. It requires parents to educate themselves about autism and how autism affects their son or daughter so that they can actively participate in the planning and treatment process. It requires the government to understand the substantial need, and increase funding for research and programs that support children with autism.

Finally, it requires all of us to be passionate advocates…to believe that together all of us can make a difference in the lives of those around us. As we begin 2009, whether an educator, doctor, neighbor, friend, or parent, our resolution to play a positive and active role in lives of those around us requires us to embrace the abilities and differences in all of us. It means that together we can develop a community that shares a passion of care and support so that eventually, families who are struggling to cope with a diagnosis of autism have the support they need to plan and see what the future holds for their child.

The opportunity to communicate and collaborate with people from around the world regarding best practices when working with children with autism spectrum disorders is phenomenal! I had such an opportunity on Monday, November 5th 2007 in the wee hours of the morning to accommodate for the 12 1/2 hour time change. Using SKYPE, Chris and Gary were able to connect with me so that I could present to the teachers and staff of the Open Door School, The National Centre for Autism in India, also known as Action for Autism or AFA as it is referred to by those who work there.

In preparation for this presentation, Gary took with him a notebook of resources I’d prepared covering various areas of intervention, teaching strategies, and actual supports specific for children with autism spectrum disorders. I’d originally planned on talking about the various supports in the notebook, however, once things got started, I had other resources I wanted to share with these people as well. After going through the initial technological snafu’s, I did my best to offer these professionals with resources that would meet their needs, and spark other ideas of collaboration amongst them, specific to their children. I reviewed a powerpoint presentation that represented various aspects of an individualized model called Structured Teaching. Although I included many pictures of the actual classroom structure along with pictures of various interventions and tasks, I later learned that they wanted to see these resources being used with children. This will be something we will be working on for future web casts.

Telling someone about how well a support works, and showing them how it works are vastly different perspectives, and so I believe future web casts will include actual hands on implementation of some of the resources suggested. Questions followed, and then about an hour and a half after it started, we were done.

What was even more exciting were the people from India that have been emailing me since the presentation. Just like the collaboration with the people from China, I am now working with the people of India. I find this international connection invaluable on many levels. Although it benefits those places we are reaching out to, it also benefits us here at home. Considering the alarming rate of increase with autism spectrum disorders, it behooves us to work together as a team locally, state wide, nationally, and internationally. It is with this type of collaboration that all children become the concern of many, and it is with many that we will collectively move forward. I look forward to other opportunities such as this with great enthusiasm!

Autism is autism worldwide, and if connecting to the world increases our opportunities to better serve children, then we have begun what will surely be a beneficial collaboration for all.