Understanding the Basics of Sensory Integration

I watched this video the other day and found it to be very insightful.  This is an Occupational Therapist explaining sensory integration and modulation - very important components to understanding our kid's behaviors and perceptions.  Enjoy!

For Madison

Still a favorite video of mine...

Meet and Expand

I was reading in "Engaging Autism" today (a spectacular book... I recommend everyone read it), and I came across this quote:

"The key to expanding children's ability to be secure, calm, and regulated in the shared world is to meet them first at the level of their existing abilities and then gradually expand out from that base of security." -p. 75

I thought it was a lovely quote and a great reminder.  While working with a child and his wonderful Mom today, I found that there were three common problems I see among adults working with children and trying to expand their abilities:

1.  We forget to determine or are unable to determine where their level of existing abilities currently are.

How easy it can be to forget to really determine a child's existing ability.  We look at their peers and think, "they should be like that."  Or, we look at their age and think, "This is what they should be doing."  Or, we look at our expectations and think, "I want them to be doing this."  But, how important is it to get reality in a child's baseline.  Yes, sometimes it hurts as a parent or teacher to face it.  But, without starting where they're at, they'll never get where we want them to go.  This is also usually most effective if done in a team.  Ask parents.  Ask others who have worked with them.  Ask professionals that might be able to help.  Read about what stages a child goes through to develop to something.  Pray.  All of these things help to get an accurate picture of where a child really is... and therefore what you can expect of them and where you can start with them.

2.  We move too fast and expand expansion to be immediate and not gradual.

Development is HARD.  It can be LONG.  It can be EXHAUSTING.  Although kids are very fast learners, that doesn't mean a child will develop a skill overnight.  Just today I was working with a parent who said to me, "We've been working on this the whole summer (three whole months!) and he hasn't gotten ANYWHERE!"  First, he has.  But, you forgot to look at and remember his baseline.  You're not giving him credit for where he's been compared to where he is now.  Secondly, three months?  You get up everyday and run 3 miles... every. single. day.... and then tell me how you feel in three months?  You may be hitting your goals a little more, but it takes WAY longer than 3 months for the skills, muscles, endurance and mastery to appear.  See the little steps.  And have patience.  Each step is gradual.  Each skill is built on a slow foundation that will be able to hold up further learning.  Enjoy the journey and don't forget to see the gradual incline for what it is - WONDERFUL improvement!

3.  We lack creativity in expansion and expect rigid and predictable changes.

So, we know where a child's at and we know it's probably gonna take more than overnight to get there.  Where's the FUN!?  If you're feeling like your child is stuck, you're not having enough fun!  Sure, you may do the same thing a BILLION times... so find a way to creatively change the flavor of it.  For example, a client of mine was obsessed with camping.  He wanted to play camping all the time - he would put up a tent and they would pretend to cook over the fire and sleep in sleeping bags, etc.  Apparently this was happening incessantly and there was no other forms of play.  So, we started where that child was at.  His mother said, "I think pretend play is hard for him, so he finds ways to make it safe.  That's why he likes camping - he can make a safe little tent."  I thought about that for a moment and I realized that if we were gonna start where he was at, we had to start where he was safe - with a tent.  Okay, so... how are we going to expand this pretend play and yet still keep the tent?  After a bit of brainstorming together, we came up with a whole list: Make a space shuttle out of the tent, make a cave out of the tent, make an umbrella house out of the tent, make a dog kennel out of the tent, make an underwater aquarium out of the tent.... you see where I'm going with this.  Suddenly, with a little more creativity, we were able to expand on what was already working for him and his pretend play became more imaginative, with more language and more cooperation.  Space turned out to be just as fun (and just as safe) as camping.

So, friends, keep the creative juices flowing!  Turn your brain loose!  Get out of the box and think about things differently than you ever have before.  The more you practice this, the better you will get and the easier you will be able to support your kiddo.

Anyway, just a few words from the moon, where I flew with a beautiful little friend of mine today in his brand new space shuttle tent :)  Happy day!

Ministering on the Spectrum

A friend sent me this beautiful article outlining things we can do specifically as Primary teachers working with kids with autism.  I recommend this read to anyone wondering what to do and how to approach an individualized teaching plan for a child with disabilities - specifically autism.

http://bycommonconsent.com/2013/07/25/ministering-on-the-spectrum/

My favorite quote from it:

"It’s important for instructors in the group environment during Sharing Time and in the smaller classes to be on the same page with understanding the individual child, and with a plan of how to manage the child’s needs, while still respecting the needs of the other children and rules of the classroom.

The starting place with this understanding always begins with the parent(s).

The first call a Primary Presidency should make is to ask the parent(s) to tell them about their child. The parent(s) will be able to easily and most accurately convey the strengths and the possible trouble areas for the child."

Teaching Large Group Primary

I went to Primary with a beautiful little boy I know the other day.  And I was struck by a few thoughts that I figured I would jot down here and see if it would help.  This Primary I went to was wonderful to watch.  There were a few beautiful things they did that helped support children when they were all together as a large group.  As I watched, I found that the teachers who followed these tips not only had this little boy on my lap TOTALLY sucked in and engaged, but they had me singing and smiling, too.  So, teachers of ALL children, but especially those with developmental disabilities (autism, asperger's, ADHD, etc.), here's some things to consider:

Watch Your Visuals:
Every child needs visuals.  They need something that they can see that will support what you are trying to tell them.  Language is still a new concept for most of our kids - even those in the senior Primary!  They've only been talking for a couple years and we have to remember that most of the time we probably don't make the slightest sense to them.  By adding visuals, we can REALLY support understanding as well as add an element of organization and intrigue.

Your visuals need to be clear.  They need to make sense.  Visuals that are too small, too busy, too complicated won't help, but hinder.  Kids need visuals that are so clear they could explain to you what they mean.  They need to be organized and thoughtful.  Think simple and effective.  For example: At this Primary I went to, one of the teachers stood up in front of the classroom.  She had one of those Book of Mormon comic-strip type of books (like these: Comic Strip Book).  She held it up and read a page from the book.  Although these books are wonderful when sitting in a small group, they were extremely difficult to see or understand when standing in front of the whole Primary.  Sure, she was using a visual, but only the front row could see.  Even if the pictures were bigger, they are full of detail and very complex.  For a child who struggles to focus on the big picture thinking, presenting a complex picture might be difficult for teaching to a concept.  There's just too many tangents a child could visually take.

Contrast that with the music teacher who stood up and used visuals similar to this (see "Do As I'm Doing" Cards on this website):  http://sunbeamsinging.wordpress.com/2012/12/29/introducing-i-am-a-child-of-god/

Notice how clear their message is.  The idea is simple and using these visuals will really support what it is you want a child to do or understand from what you are saying (or singing).  If these are large so the whole primary can see them, even better.  You have to imagine being in the back seat with all the bouncy kids and chatting teachers in front of you - then consider your visuals and if they will still catch the attention of that kid.

Slow Down Your Words:
Are you spilling words out of your mouth at a million miles a minute?  Or are you slowing your voice down, increasing your facial expressions and dramatic expression in a way that is enticing and exciting?  Instead of saying, "now boys and girls I want you to sit down and then listen to this song and then after that we will use some sign language to try and sing it together," can you say in a sing songy voice with a BIG, BRIGHT face, "Liiiiiiiisten.  I hear a song.  Do you?"  Pause.  Act mysterious.  The put your hand to your ear and encourage the kids to do the same while you listen to the song.  "Now.  Ooooopen your eyes.  Can you SEE me sing this song?"  Open your eyes wide with wonder.  Then do it with signs.  Then say, "Can YOU sing this song with words and hands?"  Dramatically do it together, slowly, so the kids can be successful.  The pianist in this Primary really slowed the songs down which helped tremendously in adding meaning and success for these kids.

Read Your Student's Cues:
At this Primary I was at, there was a brand new little girl.  She was soooooo excited to be in this Primary.  She was trying to answer every question and had an exuberance that was almost overwhelming.  But, what I did notice was that she rose her hand EVERY time before yelling out.  And EVERY time, the teacher ignored her.  So, then she yelled out whatever it was she was going to say until someone had to say, "shhhhh!  Raise your hand."  But this poor little girl WOULD raise her hand and no one would care or pay attention.

However, a teacher a little bit later would notice her hand and she would wink at her and sign "wait" with her fingers while mouthing it so she could see.  This little girl, although exploding in anticipation, would wait because someone noticed her.  She would slap her hand over her mouth and hold it in because she knew that EVERY time she would get to say her answer.  Sometimes she didn't get to answer it to everyone.  The teacher would say, "on the count of three, whisper your answer," and all kids would answer.  Or she'd say, "if you know the answer, tell your neighbor."  By reading this particular child's specific cues, this teacher was able to support her by giving her the extra attention she needed and as a result, she had more engagement from ALL kids and less disruption from this child because she found a way to functionally allow her to express herself in ways that worked.

Anyway, these are simple ideas that we all know, but I thought I'd just throw them out there again after watching this beautiful Primary with such talented teachers.  Enjoy!

AZFloortime Yahoo Group

So, some of you may know that I moved to Arizona!  What an adventure it's been.  :)  I am struggling to find people in the area who use the Floortime approach and really would like to connect with others that see the value in a child-led, relationship-based intervention.  In my search to connect with the Autism community here in Arizona, I have started a Yahoo Group - AZFloortime.  If you look to the right of the page, you should see a Yahoo Groups link to join if you would like (or you should be able to search it using the Yahoo Groups page or by entering your email into the box below).  I would love to see what resources, schools, respite and more is available in Arizona and hope to connect with families and professionals.  If you are in Arizona and love Floortime or want to learn more or you know someone who would like to connect with us, please join our group!  I would love to get a conversation going and learn more about the wonderful things Arizona has to offer!

      Subscribe to AZFloortime

  
  


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Serving Individuals With Disabilities

So, I have a wonderful friend.  She is amazing and knows EVERYTHING there is to helping people disabilities.  And even more, she knows how to help other people understand helping people with disabilities.  She was asked to give a Sacrament Meeting talk on serving individuals with Disabilities.  After she typed it up she sent it to me and gave me permission to post it here.  It includes  information that comes from questions from people and information people were asking for, so hopefully it will be of help to you!  Thank you so much for sharing it with us, RRF!

Serving Individuals With Disabilities

      Good Morning. When Brother C asked me to give this talk, I told him I appreciated him giving me a topic that is sure to make me cry. For those of you who know me well, you know how near and dear to my heart this topic is. I also asked him how he expected me to keep it to 15 minutes with such a topic. So, I apologize in advance if I go over time, and/or if I cry. Next time, perhaps he will give me a topic that I know or care less about.

      On the morning of September 5th 2003, I was at my parent's home. My father and I were out in the driveway, as he was teaching me how to change the brakes on my car.  There were some small pins that he was trying to put back in place. I remember him commenting on how he didn't understand why he was having such a hard time with them. My mother came out and called him in to answer a phone call. After a few minutes, he still hadn't returned. It was hot outside. So, I went inside to get a drink of water and to make a smoothie.

      A few minutes later, my father walked into the kitchen, said something indecipherable, and then sat down on a chair in the nearby family room, and slumped over. Over the course of the next few hours, between ambulance and hospital, we learned that my father had suffered a major stroke, as a result of a blood vessel bursting in his brain and bleeding severely. According to experts, given the extent of the bleeding in his brain, he never should have survived.

      As a result of that stroke, he had to relearn how to do many things, including walking, talking, reading, and eating. Though it has been nearly 9 years since that stroke, and he has regained many of his capacities, he still remains with some permanent disabilities. Once a brilliant physicist, he is left with physical limitations that prevents many from seeing that his intellectual capacities remain largely intact. As a result, many people talk to him as if he is a child, or ignore him all together. It is heartbreaking to see.

      Rewind back a few more years, to March of 2000. I was student teaching some theatre and film classes at a high school, in my last semester in BYU's teacher education program.  I was diagnosed with a large tumor, about the size of a child-sized baseball, on my skull. The neurologist was astounded that the tumor had not disabled me in any way. He explained that it was pushing very hard on the left side of my brain (the side that controls spoken language), and that it most likely was there at birth, growing very slowly over the years. Through two surgeries, the tumor was removed, and artificial material was attached to my skull to replace the removed bone. Miraculously, and to the surprise of all specialists involved, the tumor had never penetrated my brain.

      Through a series of events that I now summarize as "divine intervention," I ended up accepting a position as a paraeducator (teacher's assistant) in a self-contained mixed disability classroom that Fall. Two weeks after starting that job, I walked to my car at the end of the work day, wondering how I came away so unscathed from that tumor, wondering why I was not left with multiple disabilities and complications, fully aware that my life had been nothing short of a miracle. It was then that I decided to go back to school to pursue a teaching certification in Special Education.

      The point is, disability can strike any of us at any time. I want you to think and ask yourselves the following: If you suddenly acquired a disability, how would you like to be treated? If you had a child, sibling, or parent with a disability, how would you want them to be treated, and what support would you need to press forward and remain strong?

In the November 1998 Ensign, the article "We Are Children of God," Russell M. Nelson, states:

“A perfect body is not required to achieve a divine destiny. In fact, some of the sweetest spirits are housed in frail frames. Great spiritual strength is often developed by those with physical challenges precisely because they are challenged. Such individuals are entitled to all the blessings that God has in store for His faithful and obedient children."

      For those of you who don't know, I have specialized in educating individuals with Autism Spectrum Disorders for the past 11 years, and as such, many of my friends come from the Autism community.  I have a very dear friend whose son, now a young adult, has an Autism Spectrum Disorder that has severely affected his capacity for spoken language and for impulse control. In church, he often makes noises, loudly objects to certain hymns and musical numbers, and refuses to attend meetings other than Sacrament Meeting. Twelve years ago, she joined the Church. Early on in our friendship, she shared with me that the reason she originally accepted the lessons from the missionaries and invited them into her home was because it was the first church she had ever attended in which her son was welcomed and accepted. Sadly, a few years after joining the Church, she moved to a state with a high population of Church members. On pure faith, she quit her job and moved without knowing where they would live or where she would work. Sadly, in each of the wards in which they've lived in that state, her son has not been accepted. Members of her congregation have struggled to understand and accept the unexpected movements and sounds of her son. As a result, her family has been largely ostracized by the very individuals who should be supporting them through gospel living.

      In 2 Nephi 26:28, we read, "Behold, hath the Lord commanded any that they should not partake of his goodness? Behold I say unto you, Nay; but all men are privileged the one like unto the other, and none are forbidden.”

      Handbook 2 of the Church states:  

"Church members are encouraged to follow the Savior’s example of offering hope, understanding, and love to those who have disabilities. Priesthood and auxiliary leaders should get to know those who have disabilities and show genuine interest and concern. Priesthood and auxiliary leaders also identify members who may need additional care because a parent, child, or sibling has a disability. Caring for a family member who has a disability can be a refining process that builds faith. But it can also contribute to financial, marital, and family challenges."

      From this, we learn that there are 3 things we are to offer when serving individuals with disabilities in and out of the Church: hope, understanding, and love. We also learn that there are 2 populations we are to serve within the disability community: individual members with disabilities, and their family members or caregivers.

Offering Hope

So, how do we offer hope to individuals living with disability? First and foremost, we should pray to know how to offer hope. Disability affects each individual and family in different ways. Our Father in Heaven knows what actions and words will give hope to those who need it, and we should seek His guidance in such matters.

Second, ask. Ask what you can do to make activities and lessons more accessible, engaging, and enjoyable for the individual with disabilities and their family.

Third, know that it is acceptable to adapt and supplement to help increase the individual's ability to engage in gospel activities and spiritual learning. Indeed, the Church admonishes us to adapt and individualize. If you go to http://www.lds.org/disability, you will find a wealth of resources on a variety of disabilities, along with ideas on how to adapt and accommodate instruction, and how to interact in appropriate and non-offensive ways.

Fouth, be kind and teach your children and friends to be kind, in language and in deed. In the May 1991 Ensign, in an article titled "The Moving of the Water," Elder Boyd K. Packer admonishes"

“Parents, take time in the next home evening to caution your family never to amuse themselves at the expense of the handicapped or of any whose face or form or personality does not fit the supposed ideal or whose skin is too light or too dark to suit their fancy. Teach them that they, in their own way, should become angels who ‘move the water,’ healing a spirit by erasing loneliness, embarrassment, or rejection.”

There are a variety of commonly used slang terms that draw from Mental Health terminology. These terms are offensive, derogatory, hurtful, and unnecessary when used to negatively describe people and events. Work to eliminate them from your vocabulary, and to increase your use of more mature and appropriately descriptive vocabulary.

Finally, help individuals with disabilities and their families feel peace. In the New Testament, in the book of John, chapter 14, verse 27, we read, "Peace I leave with you, my peace I give unto you: not as the world giveth, give I unto you. Let not your heart be troubled, neither let it be afraid.” May we ever strive to do the Lord's errand and leave peace in the lives of those whom we serve.

Offering Understanding

We are also admonished to offer understanding. The first step we can take to towards this goal is to pray. Pray for understanding. Know that no one expects you to know it all. Individuals with disabilities and their families do not expect that you will know all there is to know about their disability and how it affects them. Ask the Lord to help you increase your understanding. Individuals and families will appreciate your efforts, and the Lord will expand your knowledge and perception to help you serve as an instrument in His hands.

Second, know that there is nothing to fear. We often fear and isolate when we do not understand. By seeking understanding, we can dispel our fears. A number of years ago, a friend of mine told me of a wonderful experience she had. Her young single adult ward was asked to serve as "Ma"s and "Pa"s for their Stake Youth Conference and pioneer trek. In her assigned "family," was a young man with mental disabilities. She admits to having been afraid at first--afraid of doing or saying the wrong thing, of doing too much or too little, etc. At the end of it all, she said she learned a lot, but what she learned most was that there was nothing to fear, that this young man was just like the other youth on the trip, except he was harder working and more forgiving of other's shortcomings.

In Ether 12:27, we read, "And if men come unto me I will show unto them their weakness. I give unto men weakness that they may be humble; and my grace is sufficient for all men that humble themselves before me; for if they humble themselves before me, and have faith in me, then will I make weak things become strong unto them.”

Though I have specialized in educating individuals with Autism Spectrum Disorders for the past 11 years, I once actually feared Autism. The year after I graduated from BYU, when I was a paraeducator, there was one child in the classroom with Autism. I just didn't understand it. Knowing that as a Special Educator, I would need to understand Autism, I requested that I student teach in a classroom designated for individuals with Autism Spectrum Disroders. Since that time, I have found that the students I understand the best, are the ones with Autism. The Lord absolutely makes weak things become strong when we seek His assistance and grace. What once was my weakness, and something I feared, is now my strength and passion.

Third, take the time to learn about the disabilities of those whom you serve. Go to http://www.LDS.org/disability to find the information you need. It is so very useful.

Fourth, be especially understanding of parents and other caregivers. Know that they are often under a lot of stress. Know that they are most likely sleep-deprived, as many individuals with disabilities experience sleep issues. Know that their resources are often stretched very thin--their resources of time, money, emotions, and energy. Be forgiving if they are unable to meet your expectations or if they seem too blunt or short with you. Marvin J. Ashton, in an article titled, "The Tongue Can Be a Sharp Sword," in the May 1992 Ensign, states:

 “Perhaps the greatest charity comes when we are kind to each other, when we don’t judge or categorize someone else, when we simply give each other the benefit of the doubt or remain quiet. Charity is accepting someone’s differences, weaknesses, and shortcomings; having patience with someone who has let us down; or resisting the impulse to become offended when someone doesn’t handle something the way we might have hoped. Charity is refusing to take advantage of another’s weakness and being willing to forgive someone who has hurt us. Charity is expecting the best of each other.”

Fifth, know that you will almost always learn more from those living with disabilities than you can ever offer to teach them yourself. In Corinthians, Chapter 12, we learn

“But now are they many members, yet but one body. And the eye cannot say unto the hand, I have no need of thee: nor again the head to the feet, I have no need of you. Nay, much more those members of the body, which seem to be more feeble, are necessary: And those members of the body, which we think to be less honourable, upon these we bestow more abundant honour...And whether one member suffer, all the members suffer with it; or one member be honoured, all the members rejoice with it.”

Not a day goes by in my classroom that my students don't teach me more that I teach them. From them, I have learned in-depth about patience, understanding, unconditional love, forgiveness, perspective, gratitude, grace, and more.

Offering Love

Lastly, we are asked to offer love. Again, the first thing we should do is pray. Pray to know how to demonstrate your love. For some individuals, hugs or excess help can be invasive or offensive. Pray to our Father in Heaven to help you know how to offer love in a way that will be acceptable to the individual and/or family.

Second, learn and strive to do "with" instead of "for." Independence and self-reliance is still a key objective for every member of the Church. It is important for use to do for others what they cannot do for themselves. It is equally important for us to help each and every person increase their capacities.

I served my mission in an area where all sister missionaries receive welfare training. We were expected to dedicate several hours per week to welfare service. During welfare training in the MTC, we were given the following motto to follow: "Give a man a fish and feed him for a day; teach him to fish and feed him for a lifetime; teach him to teach others to fish and feed generations." When offering help, we need to consider both the immediate needs and the long-term needs of the individuals we serve. Sometimes, we need to give them a "fish;" sometimes we need to teach them to "fish;" and sometimes we need to teach them to teach others to "fish."

Third, use sensitivity and compassion, to build trust and enduring friendship. Often, those who offer help, tire after a few months. Be careful not to abandon individuals and families who live with disabilities, simply because it is easier than serving. Be mindful of them. Pray for the strength to offer the help they need.

Fourth, offer acceptance. Highlight abilities and similarities rather than disabilities and differences. Focus on your similarities, as you do with all your friends and acquaintances.

Fifth, offer respect . Use age-appropriate vocal tones. It is inappropriate and degrading to speak to a 35-year old in the tones you use for a 5-year old, simply because a disability prevents you from seeing the individual's true intelligence. Use respectful and non-derogatory language, as discussed earlier. Acknowledge the individual's intelligence.  Employ "people-first" conversation and language. On the Church's disability website, it reads:

"Terms considered appropriate often differ from group to group and from generation to generation. A good rule of thumb is to consider the person before the disability. For example, a person with a disability is not a “disabled woman” or “handicapped man.” Nor is Sister Smith “disabled” or “handicapped.” Rather, refer to the person first and, if needed, the disability second: “Sister Smith” or “Sister Smith has a disability”

The Lord, in John 13:34-35, teaches us that we should offer love to all men: "A new commandment I give unto you, That ye love one another; as I have loved you, that ye also love one another. By this shall all men know that ye are my disciples.”

Finally, when it is hard--and it will be--think heavenward. When I find it hard to offer hope, to love, and to find understanding, I like to imagine my conversations in the after-life. What will I say? What will the individual say to me? Will we embrace, or will we have an awkward moment of silence? Will I shrink in shame or rejoice in the reunion? This always seems to help me increase my patience and strengthen my understanding, allowing me to move forward and serve.

In the Book of Mormon, we are instructed that, "The soul shall be restored to the body, and the body to the soul; yea, and every limb and joint shall be restored to its body; yea, even a hair of the head shall not be lost; but all things shall be restored to their proper and perfect frame.” (Alma 40:23)

We are also instructed to, "Bear one another’s burdens, that they may be light; … mourn with those that mourn; yea, and comfort those that stand in need of comfort, and to stand as witnesses of God at all times and in all things, and in all places that ye may be in, even until death, that ye may be redeemed of God, and be numbered with those of the first resurrection, that ye may have eternal life.” (Mosiah 18:8-9)

In the New Testament, we are taught about service, (Matthew 25:35-40):

For I was an hungred, and ye gave me meat: I was thirsty, and ye gave me drink: I was a stranger, and ye took me in:

Naked, and ye clothed me: I was sick, and ye visited me: I was in prison, and ye came unto me.

Then shall the righteous answer him, saying, Lord, when saw we thee an hungred, and fed thee? or thirsty, and gave thee drink?

When saw we thee a stranger, and took thee in? or naked, and clothed thee?

Or when saw we thee sick, or in prison, and came unto thee?

And the King shall answer and say unto them, Verily I say unto you, Inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me.

In closing, I'd like to share the words of our prophet, President Thomas S. Monson, who, in the October 2009 New Era, admonishes us to "Reach Outward":

"As we look heavenward, we inevitably learn of our responsibility to reach outward. To find real happiness, we must seek for it in a focus outside ourselves. No one has learned the meaning of living until he has surrendered his ego to the service of his fellow man...There is no dividing line between our prosperity and our neighbor’s wretchedness...Ours is the opportunity to build, to lift, to inspire, and indeed to lead. The New Testament teaches that it is impossible to take a right attitude toward Christ without taking an unselfish attitude toward men:

“Inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me” (Matthew 25:40)."

I bear witness that as you pray and strive to serve individuals with disabilities and their families, you will increase your ability to offer hope, understanding, and love. You will also be witness to the unyielding forgiveness, love, and friendship that those you serve are always so willing to offer. I say these things in the name of Jesus Christ, amen.

A Child's View of Sensory Processing

Free Autism Webinar

I'm not totally sure how this works, but I'm thinking it will be fabulous.  Josh Feder is an amazing speaker with passion and knowledge about autism that is unparalleled.  So, if you've got time to check it out (it's FREE), why not?  Here's the details:


FREE webinar:

Title: How do we decide what to do for our kids?
Date: Tuesday, May 3rd
Time: 6PM Pacific (9PM Eastern)
Speaker: Dr. Josh Feder

For Event Info & Post Your Questions
http://clicks.aweber.com/y/ct/?l=Exqip&m=JaQI_prtdCmYR5&b=RbtfJLJUnpYrpNdx50GbIg <---Click Here

Description:
There are so many people who tell us so many things about what we
ought to do or ought not to do for our children with autism and
autism spectrum disorder (ASD).

This talk will sort through how we decide what we do for our
children, and includes discussion of current important concepts of
Evidence Based Medicine to help families demand real informed
consent and have real parental choice in selecting interventions
for their children with ASDs.

Can't Make This Webinar?

Get a copy of this webinar for just $1.00
http://clicks.aweber.com/y/ct/?l=Exqip&m=JaQI_prtdCmYR5&b=2DjimLuIVSOpUJoQNVKDHQ <--Click Here

Missed the Autism Conference 2011? Get your copy today!
http://clicks.aweber.com/y/ct/?l=Exqip&m=JaQI_prtdCmYR5&b=zlXhscdZhu1n1B.4tl6Wgg <---Click here
 

Kind of interesting...

Great two minute video to help you better understand what it might feel like to be a parent or sibling of a child with autism...

http://vimeo.com/22151334

The Moving of the Water

Obviously an older article, but great sentiment in it.  And I loved that it was directed to everyone in our different experiences.  A wonderful reminder of God's promises :)

http://classic.lds.org/ldsorg/v/index.jsp?hideNav=1&locale=0&sourceId=9f6266ce3a47b010VgnVCM1000004d82620a____&vgnextoid=2354fccf2b7db010VgnVCM1000004d82620aRCRD

LDS Radio Show

Came across this great little radio show... had some good points in it and thought I'd share :)

http://broadcast.lds.org/ldsradio/MormonIdentity/2010-12-0340-christmas-with-autism-64k-eng.mp3

For Madison

A Glimpse of a Wonderful Mother

Ten Things Everyone Should Know About Autism

And one more...

http://chaoticidealism.livejournal.com/82464.html?view=455968#t455968

7 Easy Ways to Help a Family Diagnosed With Autism

I thought this article was phenomenal.  So many things we can do to support and love each other in ways that are effective and wonderful.  Spread the word!

http://www.huffingtonpost.com/elaine-hall/living-with-autism-7-easy_b_681033.html

DIR/Floortime short introduction

Graduation

Thought this was cute. Remember, never underestimate the power of a smile...

http://abcnews.go.com/WN/Broadcast/student-autism-class-salutatorian-delivers-high-school-graduation/story?id=10933858

DIR/Floortime YouTube Channel

For some good information on things you can do, check here:

http://www.youtube.com/dirfloortime

Stanley Greenspan and CNN

LOVED this clip! Some GOOD training that has concrete ideas on how to work with some of our kiddos. Enjoy!

http://edition.cnn.com/2010/HEALTH/05/10/stanley.greenspan.autism/