When people think of student activities for Aspergers students, especially those in college, some may feel tempted to believe that such activities are not suitable for them. Students with Aspergers could feel hindered by a number of issues, whether it be social anxiety, time management, lack of awareness, or longer study sessions due to slower information processing, to name a few.

College, students, activities, organizations

The ASD student and/or those around them too often assume that such issues would prevent them from getting anything out of an activity. Consequently, this commonly held false assumption only makes it so that the Asperger’s student likely does not develop the inclination to do much beyond their comfort zones.

I suggest 10 steps that can help the ASD college student get beyond this:

  1. Take inventory of organizations in which you could get involved.

    • Ask a residence hall worker or go to the activities office and get a list of potential organizations and begin research
    • Go to events, such as student activities nights, whose purpose is to expose students or the public to organizations or look on website if there is one

  1. Explore the organizations online and then engage with them (ideal for introverts).

    • Usually, word of mouth and stories from current friends/acquaintances establishes links and piques interests of those with ASD, despite any general reluctance for involvement, as well as (stereotypically) restricted interests

  1. Do your homework: Understand the organization’s missions, visions, values, member testimonials, events, contact information.

    • Identify primary contacts
      • First priority to contact is a person in charge, or a group facilitator
    • Understand the steps to joining the organization

  1. Introduce yourself or get an introduction from somebody if necessary.

    • Both scenarios encompass a self-introduction and this is critical because it allows others to acknowledge and accept the true personality of the Asperger’s student

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Join Aspergers101 on Facebook for Livestream Series

There are many services available to help children with AS develop their skills and become more successful. Social skill groups, pragmatic speech and language therapy, occupational therapy, and special education services may all play a role in meeting the needs of your child. Guest speaker, Dr. Louise O’Donnell from UT Health Science Center, shares valuable insights into the autistic brain and offer solutions at every stage of a persons life when challenged with social integration. Host(s) Jennifer and Samuel Allen (Aspergers101) discuss effective strategies to teach social skills and address behavior are as varied and diverse as the unique individuals who make up the AS population and lead a panel of experts into the topic at programs end. (pre-recorded/runtime 1:31:00) 

There are no fee(s) to join us…see you on Aspergers101 Facebook tonight at 7p! (CST)

Keeping it Safe

With all the spooky costumes, scary decorations, eerie noises, and sugary candy, Halloween can be a pretty overwhelming day and night for a child with autism.  

The challenges that may arise for children with autism spectrum disorders (ASD) may seem obvious on the surface but if this is your first Halloween, there are some precautions you may take to keep the fear to a minimum and actually have some fun!

Halloween can be a great source of fun for kids, but there’s also no need to push it. Have your child join in, but only if she wants to. If any of the celebrations are not something you both enjoy, don’t feel obligated to participate.

Remember, the diagnosis of Autism does not mean your child cannot participate in Halloween, just take some extra time monitoring the stimuli.

Below are some pointers to make your Halloween a less stressful time for everyone.

  1. Let your child practice wearing their costume at home. This gives you time to make any last minute modifications and time for your child to get used to it.  If your child refuses to wear any costume, consider letting them trick or treat in pajamas or regular clothing.
  2. Know your child’s limits and do only what he or she can handle. For example, if your child is not comfortable trick-or-treating, you can start by going to three houses. Assess how your child is doing and build up to more houses the following year.
  3. Create a visual schedule. This might include a map of where you will go.
  4. Practice trick or treating in a familiar environment. Visit friends and family, if possible, even neighbors.
  5. Partner with family and friends that your child likes. A sibling keeps them with the younger crowd but is familiar.
  6. Use role play to practice receiving and giving treats.
  7. If your child has difficulty with change, you may want to decorate your home gradually, especially with sensory issues. Be cognizant of over stimuli (bright flashing lights) and smells (candles).
  8. If you are giving out candy at your home, give your child the option to give a piece of candy. During the day, practice greeting people and giving out candy.
  9. If your child is afraid of going out at night, plan indoor or daytime Halloween activities.
  10. Remember, Halloween looks different for every child on the spectrum and you know your child best. Use your intuition and if you only make it to three houses, that’s okay!

Finally, be aware that Halloween celebrations may be LOUD and painful for those with sensory issues. Either bring headsets to buffer the sounds or remove your child from the heart of the noise. Preparation and planning can help you stay stress-free and keep Halloween a time of much fun instead of true horror!

Trick or Treat!?

 

Super Mom, Special needs mom

This is an older post. One I wrote many years ago when my son, Samuel was very young. The alienation I felt then, has been replaced with an empathetic wisdom from life lived. Seems important not to forget those initial (relate-able) feelings as many of you are just beginning your journey with Autism. Know you are not alone and that the hope you have for your child, above all the noise, is what will be your child’s ultimate ‘therapy’ for living the best life possible!

Neurotypical Mom, as a Special Needs Mom your world is foreign to me. Rotating seasons of soccer, cool moms club, overnight parties, and college sororities comprise a universe outside my own. Church youth camps and activities that have the word “team” in them are daily reminders that I have a special needs child. Your child is included, mine is not. And I must find a way to turn these negatives into positives for the sake of my child’s future.

You see compassion instead of judgment; inclusion is actually put into practice instead of just being a buzz-word; and being a warrior for your child might be the strongest asset you women posses!

Super Mom, Special needs mom

Raised competitive from a small town with sports and cheerleading in a world that didn’t include Autism makes it even more difficult to confess these surprising emotions. I’m not a whiner but what I want to do is shout “It’s not fair!” The only ones that hear or seem to want to understand this alien and painful feeling are what I’ve grown to refer to as special needs moms.Continue Reading

script, social skills, asd

Actors use scripts to help them memorize dialogue as part of their performance. Once they have memorized the script, then they can recite the words from memory adding meaning through inflection, tone and pauses. One of the common strengths of students with an autism spectrum disorder is that of rote memorization.

script, social skills, asd

Therefore, a script may be an excellent tool to build conversational skills. Scripts are written sentences or paragraphs that individuals can memorize and use as supports in social situations. From greetings to asking for help to engaging in a conversation, a script can be a simple and discrete visual support.

When possible, student interests may be incorporated to heighten motivation to use this strategy. If a student likes Harry Potter books, a script can incorporate pictures that represent events from that book that relate to the content of the script.

Scripts can also support students that tend to shift the conversation back to their own special interest.

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Samuel Allen Grand Marshal

Everyone loves a parade! Especially when it’s the annual abilitySTRONG Parade, San Antonio’s inaugural Disability Pride Celebration. It is a public expression of the belief that disability is a natural and beautiful part of human diversity in which people living with disabilities can take pride. We have all your information of where to park, parade route and a list of all the activities slated to participate in beautiful downtown San Antonio!

The Parade Theme Awareness….We’re Stronger Together, resonates strongly with this year’s Grand Marshal Samuel Allen. “Upon hearing of my Autism diagnosis, I learned that my voice mattered above all the medical noise of what I will never be able to accomplish. That voice would mold me into all I could be or it would stifle me into less than.”

Event Checklist:

2nd Annual abilitySTRONG Parade
Saturday, October 26th, 2019
9:00 am  – 10:00 am
Downtown, San Antonio

Parade Route: Avenue E & East Houston St. in front of First Presbyterian Church and Express News Bldg. South on Avenue E, West on Houston St. North on Flores St., West on Travis St., South on San Saba, East on Commerce St., South Pecos-La Trinidad and into the UTSA Cattleman Square parking lot.

Event Parking: Accessible shuttle services will be available between all of the ​lots below and Market Square from 7am – 2:30pm.UTSA D1 & D2 Lots
Employee A and B, and unmarked surface spaces.
*UTSA Geo Development Lot (On San Saba between Dolorosa & W. Nueva)
*Washington Square Lot (Santa Rosa & Nueva/Dolorosa)
*Washington Place Lot (Next to La Quinta on Dolorosa & South Santa Rosa)
*City Parking Lot (PAID PARKING Parking is available in the City Parking lot at Dolorosa between Santa Rosa and Laredo)

Event Program

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Though driving with an Autism diagnosis is not for everyone, many do decide to obtain their driver license and go on to live independent lives. Aspergers101 teamed with Dr. Temple Grandin to provide helpful information when considering if driving is for you, or your teen.

Long before driver education, Temple suggests first mastering your skills by practicing on a bicycle (coordination, motor skills). Then tackle driving in a safe remote area such as the country or large parking lot. You’ll begin mastering such challenging tasks, such as multi-tasking, prior to any driving on congested roadways.

One suggestion she has is that before you take a driver education course, you need to find a safe place and practice, and after that, practice even more! Getting the ‘knack’ of driving includes working on your coordination, motor skills, and multi-tasking which all come into play when learning to drive, even more so for those on the autism spectrum.

Anxiety can often be reduced (for the driver with Autism) by lots of driving practice in a safe remote location.  

– Dr. Temple Grandin

Once you’ve mastered working the brake, blinker, gas and other essential tasks while driving, you’ll then be ready to be thrown into a group/driver education training.Continue Reading

Suspect Autism or Asperger Syndrome?

Tonight at 7pm (CST), we continue to offer you our year-end giving of information with the Aspergers101 Facebook Live-streaming Series! Tonight’s topic is one you might want to share with someone suspecting they, or their child, might have a form of Autism or Asperger Syndrome. It is as important to know one way or the other. Our guest speaker is Dr. Berenice de la Cruz, will she offers an overview and insight into the signs of autism. Additionally we will offer downloadables….there is no charge for admission! Just go to the Aspergers101 Facebook Page at 7pm (CST) tonight.

What: Suspect Autism or Asperger Syndrome?

Where: Aspergers101 Facebook Page

When: TONIGHT! 7p (CST) Monday October 21st

Why: Do you suspect someone you love has autism or Asperger Syndrome? This pre-recorded program explores the signs, the medical explanation, and the hardwired facts. Topics discussed will be the importance of diagnosis, grief, and moving forward with awareness. Hosted by Jennifer Allen & son Samuel Allen, Co-founders of Aspergers101. Special guest: Dr. Berenice de la Cruz, Ph.D., BCBA-D (runtime 1:31:18) Panel discussion follows.

Animal Shelter

Volunteering at an animal shelter is a great way for tweens, teens and young adults on the autism spectrum to practice and improve social and job skills. They also learn responsibility and a respect for animals. As visitors come into animal shelters to look at animals available for adoption, it’s the perfect place for teens to improve face-to-face communication. The experience they gain volunteering at an animal shelter molds them into more effective volunteers and prepares them for the workforce.

Animal Shelter

Volunteering at an animal shelter is a fantastic opportunity, especially for teens with Aspergers. It has been widely discussed that children, teens, and adults with Aspergers form strong bonds with pets, and can greatly benefit from animal companionship.

Their time spent volunteering will produce better outcomes (adoptions) if they have good communication skills. Here are some top social skills from my book to ensure teens maximize the chance of an animal getting adopted, and master important social and job skills:

1. Smile and Say Hello:

When you see another person, whether a co-volunteer, staff member or visitor, smile and say “Hello”. Your smile will set the tone for positive future interactions and brighten the person’s day. It may even lead to an animal getting adopted or a financial donation. It all starts with a smile!

I used to volunteer at an animal shelter walking dogs. Often I would be in the back of the shelter bringing a dog in or taking one out. There would be people in the back of the animal shelter looking for animals to possibly adopt. I would smile and say “Hello”. I’d ask if they had questions about any of the dogs I walked. Often they would. After telling them about the animals, I’d suggest they spend time with any animal they were interested in. About 70% of the time they’d end up adopting an animal just because I engaged them and was able to provide helpful information. You can do the same thing!

2. Turn Off the Electronics:

When you are volunteering, keep your phone at home, or turned off, on silent or vibrate mode, and out of sight. This is part of being a professional volunteer and lays the foundation for good work habits.

3. Say Please and Thank You:

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Some students with disabilities require accommodations or modifications to their educational program in order to participate in the general curriculum and be successful in school. Each child with autism or Asperger’s Syndrome is different and has their own unique needs. Parents will meet with school personnel in an ARD/IEP meeting to determine what accommodations and modifications should be implemented to best assist their child. It is imperative that parents and educators understand the difference between the two.

Portrait of schoolboy looking at camera at workplace with anothe

For many students with Asperger’s Syndrome, accommodations will be needed to access the curriculum and remain in the least restrictive environment. Accommodations (the HOW) can be made for any student. Students do not need to have a 504 plan or an IEP.

Accommodations do not alter what the student is expected to learn but rather make learning accessible to the student.

They allow the student to demonstrate what they know without being impeded by their disability. Students are required to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. They do not alter in any way what the assignment or test measures.

(http://www.texasprojectfirst.org/ModificationAccommodation.html)

Accommodations can be referred to as good teaching practices. Here are some common accommodations made for students with Asperger’s, high functioning autism, and other related disabilities.Continue Reading

An Aspergers101 Exclusive with Artist Carl Parker

I happened upon the brilliance of Carl Parker by accident. He had engaged in a discussion on the Aspergers101 Facebook Page and his positive nature was very apparent among the sea of negative comments. Found out quickly that Carl is the real deal! His positive outlook and adult Asperger diagnosis proved to be a powerful combination when creating his artwork. Each piece tells a story that he narrates via blogs. He describes each creation with a beauty that allows it’s viewers a rare glimpse into his world. I know this was no accidental encounter. So proud to share with our readers the brilliance & artistry of Carl.

About the Artist: Carl Parker is a dynamic, Canadian artist whose work focuses on the life experience. His style is abstract expressionist. He creates thought-provoking and emotionally engaging works and explores the beauty and subtlety of both rural and urban life, having experienced both himself.  His art can be found in private and corporate collections throughout the world, including Canada, the U.S., Australia, New Zealand and Europe. To date, he has shown his work in various cities including Toronto, Calgary, Florence, Italy and Paris.  His piece, Rustic Place, can currently be viewed at the Ontario Legislative Assembly’s In Camera Dining Room. 

Aspergers101: Clearly you are an artist with great talent. What inspires you?

Carl Parker: I began drawing at around age 8. I remember using a Spider-Man comic and being on my bedroom floor on my stomach. I was fascinated by how wonderful the character was drawn, so I attempted it myself. I was hooked. I’ve always been inspired by the human form. Over time, I would let my own style to develop with my painting of figures. I’m inspired by showing the emotions and complexities of us humans in my own, individual painting style.

Carl Parker shown with his work “Rustic Place” which is currently on display in the Ontario Legislature’s In Camera Dining Room.

Aspergers101: Upon learning you were diagnosed with Asperger Syndrome, did this affect your art in any way? Do you think it plays a part?

Carl Parker: I feel the Asperger’s plays a part in my unusual style. It pushed me to always be different in everything I do. This always felt like a sense of healthy pride for me, and never a weakness. To me, the Asperger’s is absolutely was not a negative. It gave me ambition to be a good artist. My late-in-life diagnosis was good for me, I wanted to know, and have since become a very level and successful person in this beautiful world of ours. Nobody paints like me. That makes me smile.

The person on the spectrum CAN experience triumphs of massive proportions. They CAN contribute important things to the world.

Carl Parker

Aspergers101: How would you describe the meaning in your paintings…are they connected?

Carl Parker: When someone sees and/or feels something in my art, I have done my job. I’ve contributed something and when the viewer connects with the piece, I feel joy and excitement because I’ve translated a piece of life, effectively in a powerful way. When a person has Asperger’s, they can often feel the need to isolate themselves from people and society in general, but with my art, I can connect with people. This is huge in such a healthy and progressive way. For me, my art is actually therapy. They say people with Asperger’s have a hard time showing their emotions and seem cold. In my paintings, people find emotion. It’s a magnificent thing when emotion is found, both for me and the viewer. I’ve noticed my art has the power to transcend all worries, hang-ups, negativity, and the pointless aspects of the trivial sort of mind. All pettiness begins to fall away. How brilliant this is.

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Many school students carrying the diagnosis of Asperger’s Syndrome exhibit challenges in the area of social interactions and social skills. These social difficulties are worrisome for parents and family members who look for supports to address these challenges. Struggles in the school setting often center on their child’s inability to “fit in” with other students or an inability to grasp social expectations from their teachers and peers. Additionally, their child’s feelings of high anxiety and stress can make the learning environment challenging for them and the people around.

Depositphotos_44865227_s-2015

Over time, I’ve listened to concerns from parents and teachers regarding a student’s lack of understanding when it comes to social situations in the classroom environment. This often leads to isolation and the need for behavior support.

There is information in the literature that suggests both adult and peer mediated techniques to teach and build social skills in children with autism.

Strategies that are directed by an adult include reinforcement of shaped social skills. This is a technique where the child is reinforced when they demonstrate closer and closer approximations of a desired behavior. Peer mediated strategies incorporate the use of proximity, prompts with reinforcement, and teaching peer initiation. The literature also supports using social scripts to capitalize on visual learning methods (Krantz and McClannahan 1993).

In my experience, I’ve observed how visual supports can be very beneficial in producing non-transient messages for the student to follow and use during social situations. When paired with direct instruction using ABA techniques like shaping and reinforcement, social skills training can be accomplished.

When you set out to develop visual supports, first perform an internet search to get some ideas.

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