Montana 10th state to sign autism insurance bill into law

by Katy Beh Neas

Montana just became the tenth state in the country to pass autism insurance legislation that requires insurance companies to pay for treatment for children with autism. Easter Seals Goodwill Northern Rocky Mountain was intimately involved in passage of the bill.

Known as “Brandon’s Bill,” the legislation was signed last Tuesday, May 5th. In attendance at the signing ceremony were Laura Simonson with her son Brandon, a five-year-old with autism, and Shelley Oksness, senior vice president of program development for Easter Seals Goodwill Northern Rocky Mountain. Brandon received P.L.A.Y. therapy from Easter Seals Goodwill Northern Rocky Mountain.

Easter Seals Goodwill Northern Rocky Mountain worked with legislators, coalition partners like Autism Speaks and the Autism Society of America, parents and supporters. What began as a grassroots campaign of parents and providers ended as a new law. Governor Brian Schweitzer talked about his personal connection to the bill, raising a child with autism himself.

The new law requires that insurance companies cover up to $50,000 per year in coverage for children up to 9 years old, and up to $20,000 per year for services for children 9 through 18 years old.

Think high school years are challenging? Try going through them with Asperger Syndrome

by Patricia Wright

Many individuals with Asperger Syndrome report that high school years are particularly challenging. Self advocacy is especially important as these children grow into adulthood.

The Global and Regional Asperger Syndrome Partnership (GRASP) is an organization led and governed by individuals with Asperger Syndrome. From their web site:

What makes GRASP unique, other than its proven four year-old support group network, its educational outreach, and its use as an informational clearinghouse on issues relating to the autism spectrum, are the stipulations GRASP must adhere to in accordance with our bylaws — that the Executive Director, 100% of the Advisory Board, and 50% of the Board of Directors of GRASP must be diagnosed with either Autism, Asperger Syndrome, or Pervasive Developmental Disorder.

Connecting with others for peer support during the high school years can be helpful, and the resources on the GRASP website allow people with Asperger Syndrome to see how others have accessed support to meet their needs.

Parenting a high schooler with Asperger Syndrome can be challenging, too. But just like any other parent, those with children who have Asperger Syndrome dream of their children growing into confident young adults. The Online Asperger Syndrome Information and Support (OASIS) is a wonderful website, full of resources specifically addressing the needs of individuals with Asperger Syndrome. Many resources on this site offer additional ideas on how parents can support their teenage children with Asperger Syndrome.

Mother’s Day for special moms

by Beth Finke

For years after our son Gus was born, I begged my husband Mike not to get me a gift for Mother’s Day. “I’m not your mother!” I told him.

Our son Gus has severe mental and physical disabilities — he doesn’t understand what Mother’s Day is. Gus wouldn’t be making me a card. He wouldn’t be presenting me with dandelions picked especially for me. I knew that. But I was determined not to let any of that bother me. I knew I was a good mother, and I knew my son loved me in his own special way.

And then one year – Gus must have been 5 or 6 — I burst into tears on Mother’s Day. “I’ll never get to celebrate like all the other mothers do!” I wailed. Poor Mike didn’t know what to do.

This article on parental grief and adjustment to a child with disabilities reassures me I am not alone when it comes to feeling a bit of sadness on Mother’s Day. The article lists Mother’s Day as one of the “common occasions of stress for families of a child with a disability.”

Ever since that outburst of mine, we’ve gone out of our way to celebrate Mother’s Day. This Saturday we’re heading to Wisconsin to visit our grown son in his group home. We’re proud of Gus. I’m proud to be his mom and happy to celebrate as a family. Gus’ dad and I plan on spending Saturday night in a nice hotel. Sunday morning? We’ll order room service, and I’ll celebrate like so many other moms do — enjoying breakfast in bed!

I’d love to hear how other special moms have come to terms with Mother’s Day and how other families with special children celebrate each year.

Law enforcement and autism: a need for two communities to work together

by Patricia Wright

The prevalence of autism has increased dramatically. With as many as one in 150 individuals in the Unites States experiencing autism, it’s likely that law enforcement professionals will encounter an individual with autism. Effective training is needed for both the law enforcement professionals and for individuals with autism to ensure that these encounters do not escalate into unnecessary violence.

The media is full of stories of individuals with autism and violent encounters with the police. In my hometown of Chicago a story was reported recently. This story is replete with training needs on both sides. The police officers were not able to identify signs of autism, and the young man with autism was unable to interact successfully with the police. Clearly there is opportunity for improvement.

There are several programs that have been developed to increase autism awareness for law enforcement. The Autism Society of America has a free resource for law enforcement (PDF). Dennis Debbaudt is a leading expert in law enforcement training and has dedicated his career to promoting safety for individuals with autism. Debbaudt’s website is ripe with resources for first responders.

Educators and parents must also take on the responsibility of supporting individuals with autism to develop the skills necessary to interact with law enforcement. Individuals with autism typically require direct instruction to learn new skills. Throughout childhood and youth, individuals with autism must be taught the skills of interacting with law enforcement professionals (e.g. not running away from them, keeping hands out of pockets). Debbaudt has a great resource to help guide this learning process (PDF).

I would like to think that people who choose law enforcement as a career do so because they are dedicated to keeping our communities safe. I also believe that individuals with autism can learn skills that allow them to successfully engage in community life. Training is needed, for both the law enforcement and autism communities.

Hizzonor, Maurice Snell

by Maurice Snell

In all the excitement of meeting White Sox players last week, and going to that White Sox game, I forgot to mention one very important thing in my post about Autism Awareness Month.

Chicago Mayor Richard M. Daley came to Easter Seals Metropolitan Chicago on April 23! The mayor held a press conference about job opportunities for individuals living with disabilities. The goal is to possibly create more programs in the Chicago area that will feature continuing work for many different clients.

Even though the Therapeutic School and Center for Autism Research currently has the Adult Vocational Program, there are still more faces out there that need more in their life. I just want to add that it was a good pleasure of meeting Mayor Daley once again.

PS: Unfortunately, I did not ask the mayor how Chicago is doing on our Olympic Bid. I was afraid that I may be the scapegoat of destroying our chances (LOL).

Maurice: Autism Awareness Month redux

by Maurice Snell

April has been a great month! Many organizations helped celebrate Autism Awareness month nationwide, including our very own Easter Seals.

I have been busy myself, going around and out of town meeting new faces and telling my life story. It all started with a trip to Great Falls to meet a group of people who were hosting Autism Awareness Week at Easter Seals-Goodwill Northern Rocky Mountain. It was the first time I’ve been to Montana and it’s a great state to visit!

Back home in Chicago, Easter Seals Metropolitan Chicago celebrated Autism Awareness Month in great fashion. This past Monday, the Therapeutic School and Center for Autism Research hosted a balloon release event with help from White Sox manager Ozzie Guillen, third baseman Josh Fields and pitcher Matt Thornton. Southpaw, the team mascot, was there, too. Even though most of the day was windy and grey, all of the students at the school helped released the different balloons into the overcast sky. After the event, Ozzie and the players took a tour of the Therapeutic School, visiting different classrooms and all of the interesting places within the school.

Later that evening, all the folks from Easter Seals Metropolitan Chicago were supposed to participate in Autism Awareness Night at the White Sox game. Terry Bracey — a graduate of the Therapeutic School and a member of my band The Naturals — was supposed to sing the National Anthem for that game, but the game was called due to rain. We had a lucky break — all of the festivities were pushed back to Game 1 of a double header the very next day, and Terry got the chance to sing the National Anthem after all. Even though I may not have been inside the ballpark (I was one of the thousand fans waiting in line to exchange tickets), I was fortunate enough to listen to Terry over the public address.

It was a good day for baseball (for the first game of the double header, at least — the White Sox won that one!) and an exciting end to an exciting month of April. We look forward to May and hope it’s a great month also!

Know your options when it comes to occupational therapy

by Ellen Harrington-Kane

What a pleasure it is to introduce guest blogger Sandra Schefkind, MS, OTR/L, pediatric coordinator for the American Occupational Therapy Association (AOTA).

Know your options when it comes to occupational therapy

By Sandra Schefkind

It’s no secret that parents want the best for their kids. When they’re at home they know firsthand what’s happening … but let’s face it — kids can’t stay at home forever!

Parents of children with autism need to know that occupational therapy practitioners (OTs) are important members of the school team to support both the academic performance and social participation of their child. From addressing sensory concerns that impact learning, adapting tasks and the environment to enhance participation, and addressing the child’s ability to manage his emotions and facilitate his social skills development, OTs in schools support a child’s participation in the academic and nonacademic curriculum and engagement in daily school routines. Using evaluation and screening, OTs help to identify the child’s abilities and strengths and determine the need for occupational therapy services.

Since OT services in schools help students succeed in their daily routines, occupational therapy can be offered in a variety of settings including the classroom, playground, or lunchroom. The goal is to offer services in the natural environment to the extent possible in settings in which the child participates in school-related activities. Occupational therapy practitioners are part of the school team meeting the needs of your child; they provide service to and on behalf of your child through direct service and consultation.

Download the fact sheet on the role of occupational therapy under IDEA and share with your teacher, principal, and PTA. Also, refer to the consumer tip sheet entitled Understanding Autism. These two resources provide valuable information about the profession of occupational therapy and articulate our role to consumers.

And more than anything else, as a parent of a child with autism, know your options when it comes to occupational therapy. Know what occupational therapy in schools can do for your child, and know how occupational therapy services work in your school system. Talk to your child’s principal, teacher, director of special education in your district, and your state occupational therapy association — they can answer questions and concerns and help you determine the best options for your child.

Easter Seals goes to the White House

by Katy Beh Neas

James E. Williams, Jr., president and chief executive officer, Easter Seals, joined leaders from other national disability organizations for a briefing at the White House last week. The briefing was hosted by Kareem Dale, Special Assistant to the President for Disability Policy. Dale is the first-ever assistant focused on disability. His appointment was announced by vice-president Biden at the Winter Special Olympic Games. an article in the Chicago Sun-Times explains Dale’s appointment like this:

Biden said the new position is proof of the administration’s commitment to
bettering conditions for persons with disabilities. Biden said of Dale: “He is going to have absolutely direct access to the President. What we’re trying to do is make sure that not only do we deal with getting support for what you’re seeing happening at these Winter Games, but also to make sure that persons with disabilities are in position to also be in the work force, so they don’t have to choose, like many have to do now, between staying in a job that’s a dead-end job that they don’t like, or else leaving a job that they like because it’s the only way to get health care.

At the White House meeting, Williams joined leaders of other national disability organizations encouraging President Obama to prioritize the needs of individuals with autism and other disabilities in health care reform.

The exchange included a discussion of ways to increase the ability of children and adults with autism and other disabilities to live, learn, work and play in their communities. Being invited to this briefing gave Easter Seals the opportunity to stress the importance of person-centered and lifespan-focused health care to White House officials.

Superbrain Yoga!

by Beth Finke

A news feature on a California T.V. station reported that Superbrain Yoga — a five-minute yoga exercise designed specifically to help the brain — has been endorsed by Yale-trained neurobiologist Eugenius Ang, Ph.D. The TV spot shows a few children with autism doing Superbrain Yoga and includes a testimonial from one mother who says her son’s behavior improved dramatically after they started doing the five-minute exercise.

An article in AARP Magazine about Superbrain Yoga links to a video and describes the exercise step by step:

Step 1 Place your left hand on your right earlobe, thumb on the front of the lobe with fingernail facing outward and second finger behind the earlobe. Then, with your right hand, grasp your left earlobe, again keeping your thumb on the front of the lobe, facing outward. Press both earlobes simultaneously, making sure your left arm is close to your chest and inside your right (which devotees say helps energy travel upward to the brain).

Step 2 As you press on the earlobes, squat down, keeping your back straight. Do 10 to 12 deep bends, inhaling through the nose on the way down and exhaling through the mouth coming up. You may place a chair underneath you as a safety precaution.

Step 3 Repeat daily

Okay, I admit it. I’m a skeptic. But heck — this little exercise only takes five minutes out of one’s day. And hey, maybe that’s five minutes away from the internet, away from big-screen TVs, away from cell phones. Who knows … that just might help your brain. At the very least, it could give you time to think!

Making kids more aware of autism

by Beth Finke

March was a busy and rewarding month for me in my role as a children’s book author. In one month, my Seeing Eye dog Hanni and I visited five elementary schools, two libraries, one health education center, one teacher education center, and appeared at one author-illustrator night.

A lot of the schools we went to prepared the kids ahead of time for our visit. They highlighted books about blindness, held reading sessions, did activities to give the children an idea what it might be like to be blind, or how they might assist a person who is blind.

So I was thinking: why not do this with autism?

It seems so much attention is given to making adults more aware of what autism is … wouldn’t it be good for kids to be more aware, too?

From my experience, I can easily imagine people with autism — or parents of children with autism — visiting classes to teach the kids about autism, explaining what it’s like to have autism. Classes could prepare for the visits by reading books ahead of time. Amazon.com features a terrific Listmania list for folks looking for children’s books about autism, and a fair number of the books on that list are available at our Easter Seals and Autism bookstore. Every time you order a book through our bookstore, a portion of that sale will go to Easter Seals.

One book in our bookstore that would be particularly useful during a classroom visit: The Friendship Puzzle, Helping Kids Learn About Accepting and Including Kids with Autism. Katy Neas recently reviewed this book on our Easter Seals and Autism blog.

The voice of the book is a typically developing elementary school girl — the story is about her journey to understand the new kid at school who has autism. The book presents information in a kind and factually accurate manner and offers activities that kids can do with kids with autism.

This would be a perfect book to recommend before a classroom visit about autism. Those of you who have autism or have a loved one with autism should consider visiting classrooms to teach kids about what it’s like. You’ll be surprised about how curious the kids are — and what fun you’ll have answering their questions.