Did you know that children ages 6 to 13 years need a recommended 9-11 hours of sleep? Did you know that children ages 6 to 17 years need a recommended 60 minutes of exercise every day? Lastly, did you know that research shows a correlation between individuals with autism, exercise, and sleep? David Wachob and David Lorenzi from Indiana University recently conducted a study in which 10 individuals with ASD between the ages of 9-17 years were measured for two things: time spent participating in physical activity and amount of time in restful sleep. Their 7 day study resulted in their participants having more restful sleep as they increased their physical activity during the day. In other words, an increase in exercise like outdoor play meant an increase in sleep. This, in turn, could potentially lead to more positive results like increased attention span, weight loss, behavior changes, and social interactions.
Most kids see exercise as a chore when in reality it should be fun. Find something that your child can relate to. This can be stickers, coloring books, games, or tv time (tv time as an incentive) of their favorite show or characters, for example “Big Hero 6”.
Decorate your workout area in pictures or printouts of their favorite character and make it more inviting. You can even use a “Big Hero 6” t-shirt as their official workout uniform. This will hopefully shed some positive/fun perspective on exercise.
Hillary Adams and Jackie Clark presented “Bridging the Gap: Supporting Students with ASD as they Transition from College to the Workforce” at the 2014 Autism Society conference held in Indianapolis, Indiana. Representing the West Virginia Autism Training Center, Adams and Clark provided several tips and considerations for those who are about to graduate and those who support them.
The checklist does the following:
As part of our continued segment on Employment, today we bring you a sample of ASTEP’s (Asperger Syndrome Training & Employment Partnership) training offerings for Employers.
Seeking employment is a crucial topic for those with Aspergers and High Functioning Autism. Let’s look at the critical tools, tips, and training for both employers hiring potential employees with Aspergers, and for those on the spectrum searching for employment. It is important to prepare yourself for the workplace, and the initial interview. By understanding the view of the employer, you can collect a set of skills and information that will help you become a desirable employee to the place of work you are applying, and a successful sustained work-life.
It is also crucial for employers to have the knowledge and tools necessary in fully utilizing and incorporating their employees with Aspergers or High Functioning Autism.
Ask questions. The employer should, and will typically, provide an opportunity for you to ask questions at or near the end of the interview.
Having no questions prepared sends the message that you have no independent thought process, are ill-prepared, or some combination of the two.
Have you done your research on the organization? (If yes, good.) Are you asking dull questions that you can have answered from an internet search? (Not good.) Are your questions intelligent, thoughtful and cordial? (Very good.)
There’s no set number. It’s not a formula. It really depends on what you need to know. A good rule of thumb is to enter an interview with three to five questions that you are prepared to discuss. You may in fact have 20 questions on your mind, but there may not be sufficient time allotted to cover that many questions. So, prioritize your questions based on the interview situation:
Example: “I read on the company website that employees recently presented at conference XX. Is that a typical opportunity in the job for which I am interviewing?”
Not all employing organizations are “companies.” Governmental agencies and not-for-profit organizations are usually not referred to as companies. Most educational institutions are not for-profit (although some are), and may call themselves schools, colleges, universities, institutions, etc. Some for-profit organizations may call themselves firms or businesses or agencies.
Some of your prepared questions may be answered during the course of an interview. If this happens, you can simply state something to the effect that, you were interested in knowing about XX, but that was addressed during the interview and express appreciation for the thorough information you were given. You can also ask for additional clarification if appropriate.
This would simply reveal that you did not prepare for the interview, and you are wasting the employer’s time by asking these questions.
If you are having trouble developing questions, consider the following samples as food for thought to help you consider your own questions. However, don’t ask a question if you are not truly interested in the answer; it will be obvious to the employer.
Your questions should show your own thought process.
CHICAGO — Seyfarth Shaw, one of the city’s largest law firms, occupies nine floors of a skyscraper at 131 S. Dearborn St. Shalonda Sanders is responsible for picking up and delivering packages on each of them, plus keeping certain areas clean. It is a job she cherishes.
“I love my co-workers, all of them,” Sanders, 35, said of the 15-member office services team of which she is a part. “Downstairs,” she said, referring to the mail center, “I consider us as one.”
Sanders, who suffered brain damage when she was struck by a car as a child, was hired at Seyfarth about a year ago with the help of Best Buddies Illinois, after many years of trying unsuccessfully to gain paid employment.
The local chapter of the national nonprofit, best known for fostering one-on-one friendships between people with disabilities and a network of volunteers, had recently launched a jobs program to place people with intellectual and developmental disabilities into competitive jobs.
Shalonda Sanders, 35, works in the mailroom delivering letters, documents and FedEx packages to law office employees at Seyfarth Shaw in Chicago. Sanders, who was hit by a car at age 9 and left with brain trauma that slurs her speech and causes some tremors, was placed in the job through Best Buddies. (Antonio Perez/Chicago Tribune/TNS)
The program, one of many attempting to tackle the massive unemployment rate among those with intellectual disabilities, is part of a movement away from what are known as sheltered programs that keep workers with disabilities apart from the mainstream workforce and often pay less than minimum wage. Its challenge is to show companies that tapping into this underused talent pool isn’t just a good thing to do, but good for the bottom line.
We at Aspergers101 would like to thank all who’ve taken part in getting the “Driving with Autism and other Communication Impediments” initiative state-wide in Texas! Two versions of the Public Service Announcement currently are airing across Texas on both TV and radio stations. Samuel Allen/Spokesperson of the Aspergers101 Driving with Autism initiative speaks on behalf of those with Autism or other diagnosis that may be slower to respond to an officer of the law. Emma Faye Rudkin, Founder & President of Aid the Silent organization, speaks on behalf of those who are deaf or hard of hearing. The framed posters and informative tri-fold brochures are in all DPS Driver License Offices informing citizens of their option to utilize the code informing law enforcement of the diagnosis of: Autism, Asperger Syndrome, Deafness, Parkinson’s Disease, Mild Intellectual Disability, Down Syndrome, Mutism and other diagnosis.
So what is a communication impediment with a Peace Officer?
Most common diagnosis include: Autism, Asperger Syndrome, Mild intellectual disability, Deafness, Speech & languages disorders, Expressive Language Disorder, Down Syndrome, Post-Traumatic Stress Disorder, Deafness, Brain Injury or Parkinson’s Disease.
How can you get Communication Impediment with a Peace Officer on your Texas driver license or state ID?
Only two actions required:
1. Have your doctor complete and sign the Texas DPS Physician’s Statement, Form DL101, affirming the Autism, Asperger, speech disability or other appropriate diagnosis.
2. On Texas DPS driver license application KL14A/S be sure and complete line 7 on the form.
For more information go to the Texas Department of Public Safety website: https://www.dps.texas.gov/DriverLicense/commImpedimentWithPO.htm
What a blessed journey this has been for our family…to God be the Glory, great things he has done. – Jennifer Allen/Founder & CEO Aspergers101
Individuals diagnosed with Aspergers or another autism spectrum disorder (ASD) may be presented with many challenges throughout their lives—especially during the transitional periods. As the individuals age and learn to use different skills in various environments, families, educators, medical professionals and the individuals themselves begin to anticipate the transition to adolescence and, eventually, to adulthood. Given the differences in abilities and behaviors that many individuals with Aspergers or HFA experience, it can often be overwhelming to plan for tomorrow much less several years later.
Examples of daily living skills are bathing, grooming, preparing meals, managing finances, using public transportation, etc. These daily skills are necessary for independent functioning in the home and within the community.
A recent study discovered that individuals with ASD improved in daily living skills during adolescence and the early twenties. These skills plateaued around late twenties and began to decline in the early thirties—this shows the importance of honing these skills earlier in life instead of waiting until later.
It is encouraging that daily living skills can continue to be gained at later points in development as other skills plateau. The authors suggest that more research is needed to develop behavioral and pharmacological interventions for older individuals on the autism spectrum.
While individuals with Aspergers or HFA may have challenges with the daily living skills necessary for transitional periods, it is important for their independence and quality of life to begin this journey at an early age to ensure success.
by Lupe Castañeda, M.S., BCBA
Sources:
Smith L.E, Maenner, M.J. & Seltzer, M. (2012). Developmental Trajectories in Adolescents and Adults with Autism: The Case of Daily Living Skills. Journal of American Academy of Child and Adolescent Psychiatry. 51(6): 622–631.
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