For WildCherry - Autisim or better yet, Asperger's Disorder

Autism Society of America
http://www.autism-society.org/site/PageServer?pagename=life_aspergers_working

Educational Issues
Because children with Asperger's Disorder may be only mildly affected, they may begin school prior to being diagnosed. During the elementary years, behavioral issues and immaturity may be a problem but academically these children frequently do quite well. Their ability to memorize information, do calculations and focus intensively serves them well. But as they move through the school system, difficulties with social skills, language and obsessive behaviors become more problematic and may leave them vulnerable to teasing from classmates.

Getting special education services may be difficult because children with AS have normal or above-normal intelligence and appear capable. However, every child with disabilities is guaranteed a free, appropriate public education through the Individuals with Disabilities Education Improvement Act (IDEIA). Keep in mind that IDEIA establishes that an appropriate educational program must be provided, not necessarily an "ideal" program or the one you feel is best for your child. The law specifies that educational placement should be determined individually for each child, based on that child's specific needs, not solely on the diagnosis or category. No one program or amount of services is appropriate for all children with disabilities. It is important that you work with the school to obtain the educational support and services that your child needs.

The first step should be a comprehensive needs assessment that will become the blueprint for your child's educational plan. Then, in collaboration with your child's school and teachers, you should develop a well-defined and thorough Individualized Education Plan (IEP). The IEP is a written document that outlines the child's individual educational program, tailored to his or her needs. A program appropriate for one child with Asperger's Disorder may not be appropriate for another.

While many children with Asperger's Disorder may participate in mainstream society, they still need support services. Teachers need to be informed that these children are not simply acting up or being difficult.

Counselors can provide emotional support and assist with social skills, helping children with AS to learn how to react to social cues and situations. Children with Asperger's Disorder may have a "buddy" who serves as a role model for social situations and may facilitate interactions with others by explaining appropriate behavior.

Speech and language therapists may help in the use of appropriate language, and occupational therapists can deal with delays in motor development.

Dr. Stephen Bauer, a developmental pediatrician at the Pediatric Development Center of Unity Health in Rochester, New York, suggests that the most important step in helping children with Asperger's Disorder is for schools to recognize that the child has "an inherent developmental disorder which causes him/her to behave and respond in a different way from other students." Because children with Asperger's Disorder respond best to a regular, organized routine, Bauer recommends the use of charts and pictures to help the child visualize the day and to prepare him or her for any changes in advance. Bauer also emphasizes the need to avoid power struggles since children with Asperger's Disorder will become more rigid and stubborn if confronted or forced. (Continued on the site.)

Autism Research Institute
http://www.autism.com/individuals/guidlifeon.htm

My Life With Autism: Implications for Educators
By Stephen Shore

The Autism Bomb and Preschool
After 18 months of normal development, I was hit with the "autism bomb," became nonverbal, and was diagnosed with "Atypical Development with strong autistic tendencies and psychotic." The diagnosing professionals considered me "too sick" to be treated on an outpatient basis and recommended that I be institutionalized. However, my parents, refuting their suggestions, supplied a crucial, home-based early intervention program emphasizing sensory integration, music, movement, imitation and narration -- all long before such service was formally conceived.

My mother would try to get me to imitate her, but to no avail. Finally, she imitated me; and in doing so, I became aware of all within my environment. The educational implication of this strategy is the importance of meeting the student (whether on the autism spectrum or not) where they are cognitively and developmentally before new material can be learned. If that means flapping and rocking with the child until they are aware of your presence, then that is what should be done before moving on to other material. My parents had no psychological or educational experience, but just did what good parents needed to do for their child. Although I didn't start to regain verbal skills until age four, with the help from my parents and later from teachers and professionals, I am now completing my doctoral degree in special education at Boston University, with a focus on helping autistic people develop their capacities to the fullest extent possible.

At age four, after my parents finally convinced the school that originally recommended I should be institutionalized to accept me, I spent a year there before transitioning to a nursery school program. Unfortunately, entering public school kindergarten at age six was an academic and social disaster. Although I was in regular education, I probably needed a program splitting my time between a special education resource room and regular classroom with assistance from an aide. (Continued on the site.)

Autism Society of America
http://www.autism-society.org/site/DocServer/EH_childrens_corner_school.pdf?docID=4742
Autism Society of America
7910 Woodmont Avenue Suite 300
Bethesda, MD 20814-3067
Web: www.autism-society.org Phone: 800.328.8476
Page 1 of 2
©2006 Autism Society of America

The Children’s Corner School: Combining Diet and Education for Optimum Results
By Stan Kurtz

My world collapsed when my son Ethan was diagnosed as having autism at 20 months old. I had no idea what to do with my overwhelming feelings of devastation and loss; and so began what I would consider an obsessive and aggressive quest to recover my son. That was three years ago.

Today, Ethan is a lot like any other five-year-old. He attends kindergarten, where he is indistinguishable from his peers. I left my career as a technology executive, and now own and run Children's Corner School in Van Nuys, Calif. It is one of the most individualized schools in the country for pre-school and kindergarten-aged children.

The Children’s Corner School is changing the way people think about health and schooling by employing a combination of traditional education, sensory techniques and a unique whole-family approach to nutrition.

After struggling to find answers for Ethan, I decided to open a school where education, diet and other techniques are combined to help form the optimum health conditioning for early childhood. It all works together and goes far beyond what we know about "food as fuel." It’s about how food can have profound effects on mood, brain functioning, chronic illness, including autism spectrum disorder, and general
quality of life.

We saw amazing things happen when we started using the same dietary techniques at the school that we used to help recover my son. Children with asthma, eczema, attention deficit hyperactivity disorder (ADHD), aggression, sensory issues and speech delays began improving--sometimes in days. We understood the implications of diet on autism spectrum disorder, but we were completely surprised at the
broad range of chronic illnesses that were aggravated or alleviated by diet. (Continued on the site.)

Autism Society of America
http://www.autism-society.org/site/News2?page=NewsArticle&id=11423

New Book Highlights Unique Early Education Program for Children with Autism
Thursday, May 22, 2008
By: Carin Yavorcik

Program can improve options for parents and school districts.

It’s Time for School! provides valuable support and training in services once thought to be out of reach for many schools. The book was written by the Autism Partnership, whose Applied Behavior Analysis (ABA) classroom model has been used in some of the largest school districts in the United States, namely Las Virgenes Unified School District in California, Clark County School District in Nevada, Los Alamitos Unified School District in California and Knox County Schools in Tennessee. The publication of It’s Time for School! Building Quality ABA Educational Programs for Students with Autism Spectrum Disorders makes it possible for all schools to take an important first step in setting up system-wide services to address the needs of children diagnosed with autism. (Continued on the site.)

Autism Society of America
http://www.autism-society.org/site/PageServer?pagename=life_edu_IEP

The Individualized Education Plan (IEP) is a written document that outlines a child's education. As the name implies, the educational program should be tailored to the individual student to provide maximum educational benefit. The key word is individual. A program that is appropriate for one child with autism may not be appropriate for another.

The IEP is the cornerstone for the education of a child with a disability. It should identify the services a child needs so that he/she may grow and learn during the school year. It is also a legal document that outlines:

The child's special education plan by defining goals for the school year Services needed to help the child meet those goals. A method of evaluating the student's progress. The objectives, goals and selected services are not just a collection of ideas on how the school may educate a child; the school district must educate your child in accordance with the IEP. (Continued on the site.)

Found all of that and so much much more here: Autism Collaboration
http://www.autism.org/
In the search box, all I did was type in schools. So much came up it was overwhelming. Type in laws, or child rights, or what ever you need to help those at the school offer your son's god given right to a proper education.

Loves ya,
Deb

wow - dee - great searching results!!!

"Educational Issues
Because children with Asperger's Disorder may be only mildly affected, they may begin school prior to being diagnosed. During the elementary years, behavioral issues and immaturity may be a problem but academically these children frequently do quite well."

he did start school with out us knowing about his issue. he never had any behavor issues in tell this year. (i feel cuz he has giveing up and fallin in to the idel that "im failin any way what does it mater " class clown syndreom if you will) academically he is a overly intelagent child we see this. but cuz of very speratic test resolts we can not prove this on paper where it needs to be. there for academically he is failing.

"difficulties with social skills, language and obsessive behaviors become more problematic and may leave them vulnerable to teasing from classmates."

been there. sigh


"Keep in mind that IDEIA establishes that an appropriate educational program must be provided, not necessarily an "ideal" program or the one you feel is best for your child."

yeah dealin with that now. and no i do not expect ideal or perfection out of this. just resonable for him"

The IEP is a written document that outlines the child's individual educational program, tailored to his or her needs. A program appropriate for one child with Asperger's Disorder may not be appropriate for another. ".

yup set up a "new" game plan for him the other day. but it really has not chaged form last year much. they still have him under the A.D.D. plans as they refuse to acept he is NOT ADD. sigh or any way near it.

"Counselors can provide emotional support and assist with social skills, helping children with AS to learn how to react to social cues and situations."

or they can become your kids most favorit friend at school and be so closed minded that they are trying to force your kid in to their cookie cuter misconseptions of the clear facts? only mixing them up more in the head and sending htem in to a new trun of issues.

"may have a "buddy" who serves as a role model for social situations"

yeah a class CUCK FULL OF ADHD kids and "buyddys" hece IMHO helpin him wiht his 'class clown syndrom" as i like to call it this year.

"Speech and language therapists may help in the use of appropriate language, and occupational therapists can deal with delays in motor development."

YUP got one of them too. lol

." Because children with Asperger's Disorder respond best to a regular, organized routine, Bauer recommends the use of charts and pictures to help the child visualize the day and to prepare him or her for any changes in advance. Bauer also emphasizes the need to avoid power struggles since children with Asperger's Disorder will become more rigid and stubborn if confronted or forced."

DUH YA THINK?

"After 18 months of normal development, I was hit with the "autism bomb," became nonverbal"

NO WAY? REALLY? golly gee never would have thought. (rolls eyes)

"Unfortunately, entering public school kindergarten at age six was an academic and social disaster."

im hearing the man. boy o boy im hearing him loud and clear there.

The IEP is the cornerstone for the education of a child with a disability. It should identify the services a child needs so that he/she may grow and learn during the school year. It is also a legal document that outlines:
The child's special education plan by defining goals for the school year Services needed to help the child meet those goals. A method of evaluating the student's progress. The objectives, goals and selected services are not just a collection of ideas on how the school may educate a child; the school district must educate your child in accordance with the IEP.''

yupers but for the IEP to work you must first get the team to understand that the child is infact a "Individual" and not a number or a stario typ ADD.

AND THAT is our prob we can not medicly PROVE terry is Asperger's Disorder the test resolts are all over the dam place and with soo many differant counslers doc and programs. its not comeing to gether. and many times when bits and peaces start to fall in place many test are tossed out the window for the new years test resolts.

the past resolts and mounting info from over ALL HIS YEARS are over looked for the "new" years plans of action. meanin new teachers new counslers new team. never really resurchin the past teams work. and puting it all together. the only fators that are consistant in all this mess is terry my self. and the fact he is NOT PASSIN.

WC...there is a wonderful clinic up here in Portland that would probably be able to give the proper testing and diagnosis for your Terry. I think they even go so far as to plan out HOW he should be taught in school and pretty much it becomes 'law'....the school not having a choice but to comply. Do you want me to look into a medical grant that would allow for your and Terry's travel, accomodations, and testing to take place???? Let's get this boy (ok, the school but boy first) on the right track.

sure hun if you can get some phone numbers for me that woudl be great ill see if they can help. i mean its worth a try to see after all. i think we are out of choices here in our area.

so sure im a wilin to give them a call.

dan wants a meeting set up this monday or next monday. he hasnt really gone to any meetings for any of the kids. but when he heard that terrys counsler "sugested" (cough more like demanded cough) that he beplaced on drugs for this. he got pissed.

dan and i both are 100% against medacations of this typ with a child. and for a few reasons.
1. he is only 10 yrs old meaning his mind has not yet fully devleoped. (what are the long trum reactions to his mind if it is medated now at this age to work the way they think it should?) counsler reply to that question was as fallows. "dont worry about long trum he needs help now" with a long drawn out list of scitctics includeding and not limited to failin of high school, inabity to hold a job, self distruction, deprestion, and a high chance of "medacating him self with street drugs." LMAO sounds to me just like any posable chances and choices for ALL TEENS in this day and age... maybe she forgot to do her resurch that shows 89% of teens using and dealing drugs now days are infact finding them in there oun bathroom cabnets? mm odd how she was not willing to show consern for long trum efects of a medaded stund brain of a person. just the numbers she had been trained to use. and for the here and now time line of wich would require her to be a active part of this childs life.

2. personal experance with children on these typs of drugs. my brother for one. was infact serveraly ADHD. boy had to where a helmit on his head for almost 10 yrs of his life. at the age of 5 the doc findly diagnosed him with ADHD. by the age of 7 he was comited in to a hospital for atemting to kill him self with a sharp blade many times. as well as for speaking poorly of any reason for life. in general most kids are afraid of death. most dont want to die. not my only personal experance with these drugs and kids by a long shot. nor for my husband eather infact has a buddy whoms son did infact kill him self. at only the age of 12. started showing these signs after the start of the meds at the age of 10. NO WONDER the drug has such a high ranking. the kids useing it do fantastic in there abitlys to focus will on the drug. they dont tend to miss the mark of the right vital artary or vain.

those are just 2 reasons we have but there are others.

Oregon Health & Sciences University
http://www.ohsu.edu/cdrc/clinical/portland/autism.html
Autism Program
Scope of Care
The CDRC Autism Program provides services to children with established or suspected symptoms on the autism spectrum. We provide diagnostic evaluations, treatment and ongoing consultation to the families we serve. Our program is comprised of an interdisciplinary team of clinical psychologists, developmental pediatricians, speech/language pathologists, occupational therapists, audiologists, physical therapists, and a family consultant who come together to understand the individual differences and needs of each child we meet. Our goal is to provide competent interdisciplinary care for children and their families in a supportive and caring environment, where parents are respected and believed to be their child's best advocate. Our mission is to improve the quality of life for individuals on the autism spectrum and their families through partnerships with families, professionals, and the autism community.

You should be able to receive State assistance for costs that your insurance will not cover here:
CA Dept. of Mental Health
http://www.dmh.cahwnet.gov/Services_and_Programs/Children_and_Youth/default.asp
Programs for Children and YouthThe California Department of Mental Health administers a number of programs for children and youth. The programs’ services are directly provided at the local level by counties and their contract providers. To find local mental health services, contact your local county mental health agency .

PROGRAMS
Children’s System of Care/Interage Enrollee-Based Program (IEBP)
Early Mental Health Initiative (EMHI)
Early and Periodic Screening, Treatment, & Diagnosis (EPSDT) (Medi-Cal)
Mental Health Services Act (Prop. 63)
Mental Health Services for Special Education Pupils (AB 3632)
FIND SERVICES
The Network of Care for Mental Health is a great resource to obtain information about mental health issues and to search for a wide variety of mental health and other support services in your local community. To find local mental health services, contact your local county mental health agency .

For more information about California Department of Mental Health programs for children and youth, contact the DMH Children and Family Program Policy office at (916) 654-2680.

SWEET!! ill try that number. thank ya hun .

as for the CA Dept. of Mental Health they cant help us cuz we are not on any state aid. or med a cal. so their "programs are ment to be used for people who have no sorce of income for treatment of a debilatating condition. " or so they told me i think last year or maybe the year befor. when i had callled them.

they did give a list of places and names for me to check out. but all those leads had more dead ends then a tree has leaves.

so i have had to look for docs and stuff that took our inserances. lmao found out shortly that it would seem we have up to 4 differant companys i have to work with to get care. and only ONE is for mental issues. LMAO.

what happend ot the days you called up kiser or blue cross and just told htem you need X kind of doc and they sent you on your way?

lmao haveing the same issues now tryin to find a ear nose and thout doc for julia. i need one that does hearing testing. THIS SHOULD NOT BE HARD PEOPLE!!!! lmao

i think i need to just go back to bed.

http://www.autism-society.org/site/PageServer?pagename=about_whatis_related

Defining Symptomatology
Occasionally with autism there are certain symptoms that become defining of the individual as he/she ages. It is critical not to confuse the evolving, defining symptom as primary in nature, but rather secondary to the syndrome of autism itself. Those symptomatologies are obsessive /compulsive disorder, bipolar disorder, depression, anxiety disorder, epilepsy, and attention-deficit/hyperactivity disorder.

hmmmm is it possable his secondary symptom might be attention-deficit/hyperactivity disorder??

and yet even still its not the adhd that would need the work its still the base autism that still needs to be adressed FIRST.

http://www.autism-society.org/site/PageServer?pagename=about_FAQ

What is Asperger's Syndrome?
What distinguishes Asperger's Syndrome from autism is the severity of the symptoms and the absence of language delays. Children with Asperger's may be only mildly affected and frequently have good language and cognitive skills. To the untrained observer, a child with Asperger's may seem just like a normal child behaving differently. They may be socially awkward, not understanding of conventional social rules, or show a lack of empathy. They may make limited eye contact, seem to be unengaged in a conversation, and not understand the use of gestures.

One of the major differences between Asperger's Syndrome and autism is that, by definition, there is no speech delay in Asperger's. In fact, children with Asperger's frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection, or have a rhythmic nature or it may be formal, but too loud or high pitched. Children with Asperger's may not understand the subtleties of language, such as irony and humor, or they may not recognize the give-and-take nature of a conversation.

Another distinction between Asperger's Syndrome and autism concerns cognitive ability. While some individuals with autism experience mental retardation, by definition a person with Asperger's cannot possess a "clinically significant" cognitive delay, and most possess average to above-average intelligence.

THIS IS THE FORM i have been telling them for years i think terry is.

LMFAO just got a call form terrys teacher. we have a meeting again on monday. lmao. dan wanted this one set up. so she called to say it was a go.

any way she just mentioned to me.

"you know. i dont knwo what is going on with terry but he is doing ALL HIS math work the last 3 days strat. i dont know what he is doing?"

basicly she was wanting to know why he is doing this now.

LMAO i told her to please not take offenc to this method. but we just clearly told terry. that he has to prove you stupid. lol told him we know and agree they are wrong. DEAD WORNG but in tell its on the paper we cant prove it. so we sent him on a misson in life this year for no other thing but to PROVE YOU STUPID.

she laughed. and said well its working so what ever. lol

i hope i didnt come of as upset with the staff or team workin with terry. they really are good people and they really are tryin to help him. they just dont seem to get terry. or understand.

SORRY THIS POST IS JUST FOR ME TO LOOK AT REALLY. TO MUCH TO PINCEL DOWN LOL. i so need a printer. lol


Autism & Asperger's Syndrome Checklist (High Functioning)

Child keeps to himself when free to play (e.g., lunchtime, recess) X
Child is not interested in team sports or interactive board or playground games X
Child lacks pretend play involving other kids X
Child is not aware of unwritten rules of interaction (e.g., games with made-up rules are difficult) X
Child is indifferent to peer pressure (e.g., clothing style) X
Child has elaborate routines or needs things arranged in a certain way
Child becomes upset by change in schedule
Oversensitivity to sounds or skin contact (e.g., clothing tags) X
Child makes less eye contact then expected X
Child does not modulate voice (e.g., formal monotone, too loud) X
Child is overly fascinated by a topic so collects information (e.g., walking encyclopedia of facts) X
Child’s emotional expression is too much or too little X
Child lacks ability to understand another’s feelings or point of view
Child is uninterested in your side of the conversation (e.g., tends to lecture)
Child interprets statements literally (e.g., misses jokes or sarcasm) X
Child expects others to automatically know how he thinks or feels X
Child makes inappropriate comments and is unaware of their impact on others

ADHD Symptom Checklist

Fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
Has difficulty sustaining attention in tasks or play activities x
Does not seem to listen when spoken to directly
Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace x
Has difficulty organizing tasks and activities X
Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as homework) x
Loses things necessary for tasks or activities (toys, school assignments, pencils, books, or tools) x
Is easily distracted by outside stimuli
Is forgetful in daily activities

Symptoms of Hyperactivity

Fidgets with hands or feet or squirms in seat
Leaves seat in classroom or in other situations in which remaining seated is expected
Runs about or climbs too much in situations in which it is inappropriate
Has difficulty playing quietly
Is 'on the go' or acts as if 'driven by a motor'
Talks too much


Symptoms of Impulsivity

Burts out answers before questions have been completed
Has difficulty waiting his or her turn
Interrupts or intrudes on others (such as butting into conversations or games)

ok there ....... thank ya anna for leting me use your board as my personal scrach paper. LMAO. lol

ok up there or the check list for both the conditions we are battlein over with terry.
mmm i think the little red X's tell the tale.

soooo now im judt gonna go take a nap and let my brain frezz up and rest for a wile alfter all this rediging of info im all in a fuzzy haze again.

WC, can you copy and paste the 'hit home' segments into an email that you can send to his teacher that you are having the meeting with on Monday?

Might as well arm her with what the truth is in the matter...right?

well yeah i could do that.. i mean it woudl be a nice gestor and all.

but i think im gonna keep digin up infor and dirt on this. keep comparing differances of add and ash.

i think it WAY MORE FUN to smack them up side the head of reality.

lmao keeps them on their toes never really knowing what this mommy will pull out her hat this time around. lol

WC, I want to commend you for your efforts in making sure the school system doesn't push meds on Terry. He is very lucky to have parents that care and truely want what is best for him! I haven't been through anything close to what you are going through, but Im affraid I would have already lost it with the schools. If their counselors dont have a clue what is going on with the students, then they need to get someone else in. Im pretty sure you are his mother and have been to the doctor with him, and interact with him more than both the teacher and the counselor put together. Keep on Keeping on! Your motivation astounds me.

Deb, you are such a giving person and I think that it is great that you have helped with the reseach and info that you have provided. So many people get so hung up on one thing, they see black and white, and no grey. He has Asperger, side effect can be ADD ADHD like symptoms...doesn't mean he is ADD/ADHD, mean he has Aspergers. Jebus crispus, people can be so damn dense at times!!!

scratch away all you want Mommy if it helps go for it