Archive for the ‘Autism’ Category

The Medici Effect

December 23, 2009

I sell used books.  One of them attracted my attention because of an unusually realistic-looking bug on the cover.  I thought I’d use it as a prop for one of the kids I work with who has autism.  I would pretend that the bug was biting me and then pretend to step on it.  Joking with kids with autism, especially that slapstick kind of humor, has many benefits including enabling them to learn through imaginative play as well as to think abstractly instead of literally.  Plus it’s fun.

Anyway, I decided to read the book. Turns out Franz Johansson was preaching to the choir.  I wrote some related ideas in September (2009/08/22/the-age-of-specialization/).  My thoughts then were that the world had become too specialized – that people stay in their comfort zones and don’t venture out, but that there are a lot of gains to be made from branching out.  Though most people specialize in a narrow topic, the world is also interconnected more than ever.

The Medici Effect got its name from the Medici banking family in 15th century Florence, Italy.  The Medicis funded creativity from a wide variety of occupations.  There was an unusual amount of creativity – sculptors, scientists, poets, philosophers, financiers, painters, and architects.  They broke down barriers between disciplines and cultures and learned from each other.  This became known as the Renaissance.  The idea is that intersections of different disciplines or ideas come together to create new methods of doing things.

Brainstorming can yield great results if an atmosphere of openness is encouraged.  I’d rather have one great idea and five bad ones than no ideas at all.  Too often, people say, “No, we can’t do that,” without even thinking about it, not realizing that one idea might lead to another, or that having ideas that don’t work are necessary in order to have ideas that work.  People pass judgment on ideas too quickly.  I’ve even attended meetings in which the leader is more concerned with keeping power than fostering innovative ideas.

It’s important to have a culture in which creative ideas are accepted.  If you are afraid to bring them up, you will continue to get the same results you’ve always gotten.  People are often afraid of change to the point where they would rather continue what they are doing though it might be largely ineffective, than to try something new and risk a loss but gain the potential for something great.

When jobs become too specialized, people are afraid of trying something new because consistency and conformity are rewarded, but they also lead to complacency.  Instead, shaking your mind free from pre-conceived notions leads to great gains.  Unique insights can be gained when people perform different occupations and exchange ideas.

I’ve always bristled at the notion that a person is what they do.  Ten years ago I wore a tie to work every day.  Now I not only always wear sweatpants and sweatshirts, but I usually wear the same ones every day.  People look at my resume and say, “Oh, you’re an IT (Information Technology) person.”  I was anything but that.  You could have taken a dart and thrown it at any one of 20 topics, and I could have written about any of them, most of them probably better than I did about IT, though I was still the best at what I did, and could walk into any institute at NIH tomorrow, blindfolded, having had a few beers, and with no training on the topic write better than anyone else there.  If I had written about animals, I guess they would have said, “You’re an animal person.”  The ability to change careers is a good thing, not a bad thing.  I guess some people have such tunnel vision that they see themselves doing only one thing so that’s the way they perceive others as well.

Ironically, a network of like-minded people can create obstacles because they all think the same.  Creativity lies in taking risks.  Comfort and security are tempting but become boring.  Challenge yourself and don’t take the easy way out.  Be open to new ideas, even if they seem to be unconventional at first.

I like the brainstorming philosophy but I’ve been burned by trying it in an overly conservative atmosphere.  Once I was working at a school for disabled children.  I thought I could use my 10 years of experience by having a little bit of freedom to try new ideas – by adding some spontaneity to the structure.  The principal wanted a “drill sergeant,” though, which I believe doesn’t always work for children with autism.  Anyway, I had a solution that would have resulted in the kids learning more than they otherwise would have, the principal would’ve been happy, and the parent of a child trying to get into the school would’ve been happy because her child would have gotten a much better education than he otherwise would have by having a certain one on one instructor.  The idea was too out of the box, though, so everybody gets what they had before instead of the potential for spectacular results.

Do not be afraid of change.  Embrace unpredictability.

Progress of Children with Autism

December 23, 2009

How much can children with autism learn?  It’s a question I get a lot, as a person who provides therapy to kids with autism to improve their academic, social, and athletic skills.  The answer is that all children with autism can learn.  Some make amazing progress; for others the progress is much slower.

I’m listing below a couple of examples of students who have made excellent progress in all areas.  They are an eight-year old boy and a seven-year old boy I worked with who both made amazing progress in a short period of time.  (The greatest example of improvement that I am aware of is a teenage boy who I have been working with for five years.  I’m going to compile a before and after list of skills and behaviors.  This kind of progress is truly inspiring for parents who have young children who are worried about what the future holds).

It’s always the child himself or herself who deserves the most credit for learning.  The parents, of course, also play a huge role.  Other than that, it’s a team effort, with teachers and home therapists making contributions to the child’s success.

Experience has shown that children learn best when subjects are integrated, rather than splitting them up into different areas.  I believe that in the future, a typical session will be run like this:  one-third academics and cognitive skills, one-third social skills and functional life skills, and one-third sports, exercise, and motor skills.

Each area builds on the others and makes all learning more effective so that the child can use skills in a natural environment.  Pathways in the brain are developed to work in conjunction with each other, not in separate areas.  Interventions should be meaningful to the child, rather than just memorizing information.  Kids aren’t robots and neither are the people who work with them.  It’s not the number of hours that are spent learning.  It’s how efficient those hours are.

Area Progress for a high functioning 8-year old boy with autism during a 7-month period
Math Improved ability in:

  • place value
  • addition, subtraction and early multiplication
    • addition:  he improved from mastering sums of 9 to sums of 14
    • subtraction:  he improved from mastering 5 –x to 12 – x
    • multiplication:  he improved from nothing to up to mastering 3 x 4
    • Expanded notation
    • Word problems – he was terrible at them at the start, and by June he had mastered several different types.  He learned to draw to find answers to problems.
    • Learned the basics of fractions
    • Addition carrying the one
    • Counting mixed coins
    • Skip counting
    • measuring
English
  • Learned how to do opposites
  • Improved reading comprehension (I had time to work on this with him 20 min. a week.  The other company had 20 hours a week.  He would have made more improvements with me with the same amount of time).
  • Improved on capitalization.
  • Improved on spelling.
Maps Improved ability to find spots on the map.  Learned directions better than before.  Learned most of the states, which he didn’t have before.
Time Improved ability to tell time by counting by 5’s on clock.
Sports
  • The neighborhood kids respect him a lot more now than before because he can play sports a lot better and can handle his emotions better.
  • He had major tantrums at the start but improved a lot.  Showed him how he looks through video, helping him see how others see him.
  • He became very competitive, really wanting to win.  At the start he didn’t care if he won.
  • He learned to play defense where his role was to stop the other team so he became less reliant on needing to score to be happy.
  • He understood the rules much better in soccer, hockey and basketball, than before and he improved in his knowledge of football and baseball though he still has a long way to go.
  • He became interested in local pro sports after reading about them on the web and going to the Freedom game.
  • Learned not to run into the street after the ball.
  • Ice skating – though he can’t glide, the first time he fell 100 times, the most recent time he fell less than 10 times.
  • We did exercises based in yoga, relaxation, and balance to help him focus.
  • Most of the sports we did happened from April through June – we accomplished most of this in three months.
Emotions
  • He learned that mistakes help you learn.
  • He can self-regulate better by taking deep breaths, counting, exercising, or talking about it.  This is a very important skill to have.  One that many kids cannot master.
Strangers
  • He knows he can’t sit in the lap of anyone except his parents.
  • He still has a long way to go but has learned that you can’t say hi to adults who you don’t know.
Pretend and Abstract Play Improved spontaneity, imagination, and creativity by using jokes and pretend stories.  He improved his ability to make up stories and use symbolic play.
Games Improved ability to sit down and play scrabble.  He had a terrible temper at first but now can play an entire game somewhat independently.  Improved spelling through scrabble.  Introduced other games.
Social skills
  • Improved social skills through play dates.
  • Talked about bullying
Overall He had his best session ever on 9/21.  We had a lot of momentum and things were only going to get better.

Area Progress for 7-year old boy with autism with severe developmental delays including language
Overall He has made a lot of progress.  I have only been working regularly with him doing two-hour sessions for 3 months.  Before then we did 1.5 hours sessions sporadically.
Books He is able to sit for 15 minutes at a time reading books with me and is interested in looking at books (colors, foods) by himself.  Before he would not sit still at all.  He can now read different books with help, looking at words instead of just pictures.  Once we read 7 books back to back.
Flashcards Here are words he has mastered from my flashcards or bean bags.  They were not on the Verbal Behavior Team’s list of words he’s mastered (I realize he may have known a few of these before, especially the foods) – desk, table, chair, TV, fridge, wall, door, sink, soap, mirror, stairs; crackers, chips, salsa, nuts, onion, goldfish, beans, taco, broccoli, cheese, carrots; triangle, rectangle, square, oval, circle; three, four, five, six, seven, eight, nine, ten; Mom, Dad, his name, his sister’s name; sleepy, (he hasn’t learned sad, mad, happy, or sick, but I’ve made those flashcards because they are very important).

I also reinforced many of the words from the VBA team’s list by having him review flashcards.

Though he can read the words “Mommy,” “Daddy,” etc., he’s having trouble associating them with the pics on the flashcards, showing how important it was to make those flashcards.

Typing He wouldn’t do it at all at the start.  Now he has no problem sitting for 15 min. The work paid off as he knows where the keys are now.  Typing has helped him read his name and understand that the answer to how old he is is 7.  It has helped him learn to read Mommy, Daddy, his sister’s name and his name.  He has taken my finger and guided me to the letters before, showing joint attention, which is crucial to learning. Typing is NOT meant as an alternative method of communication for him, but it will help him spell and read words, then phrases, then sentences, and will ultimately help him speak better because he will understand language more.  Typing is one way to help kids generalize language – to learn words in several different ways rather than just reading sight words.  It also helps with fine motor skills.
Intraverbals In Aug. he mastered saying his name and 7 in response to “What’s your name?” and “How old are you?” but he lost them because of confusion with what VBA program has done.
Soccer He can kick back and forth on the grass. He can dribble the length of the field and then kick it hard into the net.  He can kick it into the goal over and over.  During the last two sessions I had him kicking back and forth with his brother, which is a huge milestone socially.
Basketball He can now shoot from several feet away rather than just dunk.
Trampoline He can play catch while jumping, kick the ball back and forth while on the trampoline, and stop and do imitative exercises, which he could not do before.
Imaginative and Pretend play He has a much stronger interest in stuffed animals now.  At first he had no interest.  Then he would smile and laugh and say “frog” or “bug.”This is very important to learn how to play and think abstractly.
Oral Motor He learned to imitate by using his tongue and lips.  In June he was able to blow bubbles but before he couldn’t.
Handwriting He is getting better at tracing numbers and letters.  Before he couldn’t do it at all.  He can’t do it independently but he in some cases is doing part of it himself.  He shows more interest in it.
Math He is very interested in counting though he loses track/needs help after about 15.  He has started addition.  His attention span has increased during math.
Numbers and shapes He has completely mastered numbers 1-10 and shapes with beanbags.  Determined he may be partly color-blind.
Spelling Spellmaster – He has chosen the right tiles to spell certain words. Using different ways to read is helping generalize (flashcards, books, typing, spellmaster, etc.)
Other He has been very engaged, with lots of two way interaction.  The rapport we have is very important to learning because kids will learn more when they are motivated and having fun.  He shows a lot of joint attention: Joint attention refers to the propensity of a child to engage another’s attention to share enjoyment of objects or events. Children display joint attention skills by initiating bids to others to pay attention to what they are attending to and by following the line of visual regard and point gestures of a social partner (Mundy & Thorp). Thus, children both initiate and respond to joint attention bids.

Joint attention behaviors represent a critical area in typical development. Joint attention skills have been found to be concurrently related to receptive and expressive language skills among typically-developing children. In addition, research indicates that joint attention is important for the development of a host of other, later-emerging, skills, such as more complex expressive language, symbolic play, and theory of mind.

Initiating joint attention, shared engagement, two-way interaction, connecting on an emotional level is how kids learn – this isn’t just from Greenspan but this is well known – this is taught at Johns Hopkins – and the relationship a child has with the therapist is very important to learning.  His words are very emphatic after we do something he enjoys.  He shows a lot of enthusiasm, also helpful to learning.  He has the ability to go with the flow.  These are all elements of RDI that he has shown for the past four months.  We have been doing RDI type games in a natural environment already.  He has not cried significantly with me since 6/21.

Helping Kids (Autistic or Typical) Regulate Emotions

December 21, 2009

Here are some strategies that are good to teach children to handle their emotions.  These can work for kids with autism, who have a hard time regulating emotions, as well as for neurotypical children.

1.  Validate their feelings.  Don’t diminish what they say by saying they should not be upset.  Tell them you understand they are upset and that it’s normal to be upset.  Identify with them by saying that everybody feels badly sometimes – even adults.

2.  Give them strategies to self-regulate their emotions.  Examples include having them:

  • Take deep breaths.  Have them breathe into their hands or use a windmill or a leaf.
  • Count to 10 or 20.
  • Talk about it with a parent, teacher, or peer.
  • Exercise

3.  Use a video camera to tape them complaining about doing an activity and also tape them acting appropriately.  Show them both versions so they can understand how others perceive them (theory of mind).

By the way, if anyone has any other ideas, feel free to contact me (contact information is at http://www.coachmike.net).

Johns Hopkins University Graduate Certificate in Autism

December 20, 2009

A couple of years ago I completed a Graduate Certificate in Autism and other Pervasive Developmental Disorders at Johns Hopkins University.  The program provides an excellent education in autism from some of the leaders in the field.  The certificate is focused on autism, whereas a Masters in Special Education only has parts of the curriculum devoted to autism.  I believe the Hopkins Graduate Certificate in Autism is an excellent program not only for professionals but would also be a great way for parents of children with autism to keep up with the latest techniques on teaching children on the autism spectrum.

In a blog post earlier this year (2009/08/22/lessons-learned-from-autism-therapy/) I wrote:  “It is tempting for parents to say, ‘I’m busy enough already,’ and hand over the reins to the head of a home program and give them complete power.  However, parents need to periodically check up on the status of the program to see how much progress is being made and to make sure they agree with the strategies and subject matter being covered.”  Parents should be a part of teaching their children so that the kids are constantly learning.

I list below the classes I took along with the course description from the web site at http://education.jhu.edu/specialeducation/certificates/autism/. There are several other classes offered in the program.

SURVEY OF AUTISM AND OTHER PERVASIVE DEVELOPMENTAL DISORDERS

Providing a comprehensive review of current information about autism and other pervasive developmental disorders, this course draws on research findings and clinical experience from a number of related disciplines, including psychiatry, psychology, neurobiology, and pediatrics. In addition to exploring theories of causation, developmental aspects, descriptive and diagnostic characteristics, and legal and social issues, students are introduced to the primary therapeutic and intervention strategies employed with students who have autism. The theoretical basis of, and empirical evidence for, the diverse traditional and nontraditional therapies that have been proposed for persons with autism are also explored.

APPLIED BEHAVIORAL PROGRAMMING

Students investigate the principles and procedures of the field of applied behavioral analysis. Observational methods, single-subject designs, behavior promotion and reduction, and generalization strategies are reviewed in relation to the needs of students with disabilities. Participants develop individual projects that demonstrate their ability to design, implement, and evaluate behavioral support programs in an ethically responsive manner.

CLASSROOM PROGRAMMING FOR STUDENTS WITH AUTISM

Students examine the design and implementation of effective classroom programs, such as those based on the TEACCH model, for students with autism who differ in age and level of functioning. The course topics include classroom structure and organization, group instruction strategies, educational assessment and IEP development, record keeping, curriculum, instructional activities and materials, parent involvement, and staffing and support services.

TEACHING COMMUNICATION AND SOCIAL SKILLS

This course examines the assessment and instructional strategies that have been shown to be effective in promoting the development of cognitive, language, and social skills by students who have severe disabilities, including those diagnosed with autism, Asperger’s Syndrome, or other pervasive developmental disorders. Participants examine the instructional adaptations needed to promote the development of cognitive, communicative, and social skills in students with severe disabilities, and review the relevant empirical literature.

EDUCATION OF STUDENTS WITH SEVERE DISABILITIES: AUGMENTATIVE COMMUNICATION SYSTEMS

Students examine the design of augmentative communication systems that include use of graphic symbols for individuals with severe disabilities. Participants design and construct communication aids and develop strategies for integrating augmentative communication into the curriculum.

Try Hard. Do Your Best. Put Your Heart Into It. Be Intense. Care.

December 5, 2009

Don’t ever let anyone take your passion away.  Don’t ever let anyone tell you you’re trying too hard or that you care too much.  Always put your heart into everything.  Don’t apologize for doing a great job.

As the saying goes, “Nothing ventured, nothing gained.”

But mediocre people are afraid of the opportunity for greatness.  They are afraid of change.  They like the status quo.

Of course, a weak person would say, “Nothing ventured, nothing lost.”  That means that they perceive any risk by looking at what could go wrong.

These people like the status quo.  They may say they want their lives to be improved, but they really just want to sit around and do nothing.  They’re more comfortable around people who are like themselves:  people who don’t try too hard, who like things to always be the same.  All they want is for things to be easy, safe, predictable.

They run from any and all problems, not realizing that by figuring out solutions, you can turn problems into opportunities.  They are afraid of progress because progress can be scary.  It involves change.  Progress comes in leaps and bounds along with a few regressions rather than in a straight line.

They are allergic to even the slightest bit of pressure, not understanding that a little bit of pressure can be beneficial.

They look for the easy way out.

I call these people the donut eaters.  Imagine government employees who have become complacent.  They just want things to be easy.

Then they wake up and wonder where the time went by.  They ask themselves if it was worth it to sacrifice the chance for greatness by putting comfort and familiarity first.

They vote on personality, not on the issues.

Weak people are also susceptible to the sales-type personality.  You can see the stars in their eyes when they listen to an authority figure speak.  They don’t remember what was said, but boy are they impressed by a good speech.  They don’t like honesty, bluntness, frankness.

Weak people aren’t loyal.  They aren’t there for you when you need them or when things are down.  They are there, though, for you when things are up.

Don’t ever let anyone tell you you’re trying too hard, that you care too much, that you have too much passion, that you’re too intense.

Try hard, care, have passion, and be intense.

Using Disrespect for Motivation

December 2, 2009

A couple of months ago I wrote a blog called “Using Disrespect to Motivate Yourself and Prove People Wrong.”

I decided to reprint some of it now.  You see it in sports all the time.  When you’re disrespected it gives you extra incentive to not only prove your doubters wrong, but to beat them if it’s in the sports world, or if outside of the sports world then at least to show them that they made the wrong decision.

You see, you take a personal slight, get upset about it, make it bigger than it is, and then actually relish the fact that someone disrespected you.  It takes on a life of its own – you never, ever forget – and then you do some truly great – even transcendent – things afterwards, partly because of the extra motivation.  You may say that you shouldn’t need that extra motivation, but it is what it is, and you should do whatever works for you.

I was reminded of this lately because of the recent situations involving Michael Jordan and Brett Favre, not to mention countless games in which underdogs beat favorites, and I’ve even had a few situations myself for which the concept applies.

I’ll start with me and then get to the more interesting stuff.

Three years ago I wrote about why I like working with kids with autism under my first FAQ at http://www.coachmike.net/autism-faq.php:

“I’ve always loved sports, and I root for the underdog. Anybody who has played sports or been a sports fan knows that when someone says you can’t do something, you love to prove them wrong. I prefer working with the kids who have the most severe disabilities because I love the challenge. One of the things I like most about working with kids with autism is the amount of progress that they have the potential to make.”

In the past five years, I’ve worked with a lot of children and several adults with autism.  I have never had a situation that didn’t work out well.  But sometimes schedules change. I was working on sports skills with a five-year old child once.  When he started kindergarten he had less free time so I had to stop after about eight months.  Sports was the first thing to get cut because of the “schedule.”  I could have (perhaps should have?) – said that that made sense.  But I took it personally.

I use things like that for extra motivation and can honestly say that the kids who I work with make great progress in all areas.  I believe that with all my heart, and I will do anything to make it so.  I can assure you that any kids who I work with will end up being more successful in all areas (and I usually break the areas down into 1) academics, cognitive skills and communication skills; 2) social skills, playdates, and emotional awareness and management; and 3) sports, exercise, and motors skills).

Anyway, now onto Michael Jordan.  His speech at the Pro Basketball Hall of Fame induction ceremony in September was considered controversial because he mentioned several times during which he felt slighted and he used those incidents for extra motivation.  Jordan was famous for that.

In 1993, LaBradford Smith of the Washington Bullets (yes, the Bullets – here’s hoping new owner Ted Leonsis will change the name back and change back to the old red white and blue uniforms too) scored 37 points against Jordan and the Bulls and supposedly said, “Nice game, Mike.”  Jordan vowed to score 37 points against the Bullets the next game by halftime and he scored 36 by the half, 47 in all in just 31 minutes.

Great story, but it never happened.  At least the part about Smith taunting Jordan.

The funny thing is that Jordan admitted later that Smith never taunted him, but he just made the story up to give him extra motivation.  Here are some highlights from the game in which Jordan got his revenge: http://www.youtube.com/watch?v=VdDb32m2EsM.

Jordan didn’t mention that incident during his Hall of Fame induction ceremony, but he did mention the following, and I borrow from Brian Mahoney’s article from the Associated Press:

  • The coach who cut him from the varsity as a North Carolina schoolboy.

“I wanted to make sure you understood: You made a mistake, dude.”

  • Isiah Thomas, who allegedly orchestrated a “freezeout” of Jordan in his first All-Star game.

“I wanted to prove to you, Magic (Johnson), Larry (Bird), George (Gervin), everybody that I deserved (to be there) just as much as anybody else, and I hope over the period of my career I’ve done that without a doubt.”

  • Knicks coach Jeff Van Gundy – Jordan called him Pat Riley’s “little guy” – who accused Jordan of “conning” players by acting friendly toward them, then attacking them in games.

“I just so happen to be a friendly guy. I get along with everybody, but at the same time, when the light comes on, I’m as competitive as anybody you know.”

  • The media who said Jordan, though a great player, would never win like Bird or Johnson.

“I had to listen to all that, and that put so much wood on that fire that it kept me each and every day trying to get better as a basketball player.”

  • Lastly, Utah’s Bryon Russell. Jordan recalled meeting Russell while he was retired and playing minor league baseball in 1994 – and with Sloan looking on in horror – told of how Russell insisted he could have covered him if Jordan was still playing. Russell later got two cracks at Jordan in the NBA finals, and he was the defender when Jordan hit the clinching shot to win the 1998 title.

“From this day forward, if I ever see him in shorts, I’m coming at him.”

Brett Favre is another example of someone who tries to prove somebody wrong.  Now let me first say that I’m not a Brett Favre fan.  I think he’s been overrated throughout his career because his tendency to throw too many interceptions hurt his team almost as much as his abilities helped him.  Also, he was very wishy-washy the last several years about whether to retire or continue to play quarterback for the Green Bay Packers.

In fact, a couple of years ago he said his heart wasn’t in the game.  I still think the Packers made the right choice by keeping Aaron Rodgers instead of Favre.  By the time Favre wanted to come back, Green Bay had made other plans.  But having said all that, Favre is having an unbelievable season.  True, he has a great running back and an excellent defense, but Favre has 24 touchdown passes and just three inteceptions, and the Vikings are 11-1.

The thing is, Favre wanted to play for the Vikings, one of the Packers’ most hated rivals last year but he had to go to the New York Jets instead.  This year he got his wish, and you have to give him credit – the Vikings beat the Packers twice this year.  Part of Favre’s motivation is to say, “I told you so,” to the Packers and to make the Packers regret their decision.  I don’t think it’s healthy to use revenge as a motivational tool, but maybe a little bit of “I told you so” or “I’ve proven you wrong” is healthy.

Now, this isn’t the stuff of MJ legend, but when I tried out for the junior high school tennis team in ninth grade, I was cut from the team.  I made the team the next year in high school, and during my junior and senior seasons I had a combined record of 23 wins and eight losses playing at number one doubles.  Then I lettered for four years at Division III Ohio Wesleyan University, albeit a small university.  I never forgot that the “coach” wrongly cut me in ninth grade and put other players on the team ahead of me whom I was much better than.

Then in 2000, after not playing competitively for a decade, I signed up to play in a 4.0-level tennis league.  They told me I would play the first match and then I showed up and they said I wasn’t going to play the first match – I would have to watch.  So I went home, cancelled the check, and looked for a 4.5-level (higher level) league.  I found one and won six of the eight matches I played in doubles.  The local tennis board had to rule on whether to let me play after cancelling the check and writing a new one.  Luckily, they let me play.

Anytime somebody tells you you can’t do something or doubts you, you hate it.  You hate it so much, but then you savor it.  Because it gives you extra motivation.  You never, ever forget it, and then you use it to achieve something great.

Thanksgiving

November 21, 2009

As Thanksgiving approaches, we all have things to be thankful for. I’ve noticed a disturbing trend in the world of autism therapy, though. Sometimes parents take therapists for granted.  (By therapist I refer to someone who works with the child at home to improve his cognitive, social, and/or motor skills).  It’s human nature when you have a team of five people working with your child, year after year, to lose a little bit of appreciation, I guess.

People move on and parents switch personnel, so in some cases, by the time a child is 10, he has been to several different schools, had multiple home programs, and had enough turnover within each program that he has worked with more than 50 teachers and therapists.  It is not good for children to get attached to therapists and then have them taken away from them, because it teaches children that people are expendable and interchangeable.  It’s not good for the children psychologically to have people constantly shuffled in and out and taken away from them because they may develop problems in the future related to that.

The more money the parents have, the less they tend to appreciate the people working for them.  Not always, but as a general rule, it holds true.  You can take that to the bank.

Autism: What Works and Why

November 1, 2009

I was pleased to see that the theme for the upcoming annual Interdisciplinary Council on Learning Disorders (ICDL) Conference is “Autism:  What Works and Why.”  I’ve been to too many government meetings on autism that focus on the size of the amygdala or genetic components rather than treatments, therapies, and services for children and adults with autism.  The ICDL does an excellent job of working to help improve the lives of children with autism.  I’ll be attending the three-day conference from November 6-8 for the third straight year.

Dr. Stanley Greenspan is the author of the book “Engaging Autism” and the founder of the Developmental, Individual Differences, Relationship-based (DIR) model of autism therapy.

The DIR model aims to improve social, emotional, and intellectual abilities in a way that is meaningful for the child rather than focusing on isolated skills and behaviors.  I wrote about the DIR model three years ago on my website, www.coachmike.net:

The DIR method focuses on the emotional development of the child. It takes into account the child’s feelings, relationships, and individual differences. DIR is based on following the child’s lead and enables the child to learn by doing what he or she likes to do in a fun and meaningful way that resonates most with the child. DIR focuses on the child’s skills in all developmental areas, including social-emotional functioning, communication, thinking and learning, motor skills, body awareness and attention. The DIR method can also help a child generalize skills initially learned through drills.

There are imitators who switch the DIR letters around, but DIR is the original.  I picked up Greenspan’s “Engaging Autism” again recently and looked at a few of the parts I underlined.  Here are a few of them that are certainly worth repeating:

  • We now understand that the lines of early development are interrelated.  Rather than assessing language skills, motor skills, and social-emotional skills separately, we should look at how well these abilities are integrated, how they work together as a whole.
  • Emotion always comes before behavior.  The child needs to enjoy relationships with parents, peers, and teachers in order to learn. Emotion is critical to brain development.
  • We always recommend that kids have at least four playdates a week, so that their main source of companionship begins shifting from parents to peers…Mommy is still important for security, warmth, and problem solving, but not for going out and riding bikes together.
  • We have never worked with a child or adult who didn’t have a desire to relate to others.

Other than the courses I took at Johns Hopkins University in its Graduate Certificate program in Autism and other Pervasive Developmental Disorders, the ICDL training is just about the best that I’ve experienced.

Using Disrespect to Motivate Yourself and Prove People Wrong

October 5, 2009

In sports, as in life, sometimes when you feel slighted and disrespected, it can give you extra motivation to do well to prove people wrong.

Michael Jordan was famous for it, Brett Favre is going through it now, and I’ve even used it myself for extra incentive.

“It” happens when people underestimate you.

A lot of people were put off by Michael Jordan’s Hall of Fame induction speech last month, when he recounted many instances when people said he wasn’t good enough.  Jordan was cut from his high school basketball team, and he never forgot it, so he became the greatest player of all time.  Writers said he’d never win a championship, so he won six.

In 1993, LaBradford Smith of the Washington Bullets scored 37 points against Jordan and the Bulls and supposedly said, “Nice game, Mike.”  Jordan vowed to score 37 points against the Bullets the next game by halftime and he scored 36 by halftime, 47 in all in just 31 minutes.  The funny thing is that Jordan admitted later that Smith never taunted him, but he just made the story up to give him extra motivation.

Now, just hours before Brett Favre of the Minnesota Vikings takes on his former team, the Green Bay Packers, there’s a lot of talk of revenge.  This is different than the Jordan situation, though.  While the Packers decided to let Favre go a couple of years ago in favor of Aaron Rodgers, it was partly because Favre kept going back and forth and wouldn’t give Green Bay a decision about whether he wanted to come back instead of retire.  When the deadline had passed with Favre deciding to remain retired, the Pack decided to go with Rogers.

Last summer before Favre signed with the New York Jets, it was clear his first choice was to go to Minnesota because they were one of Green Bay’s major rivals.  Favre wanted revenge.  He would like nothing better than to prove the Packers wrong.  But the Packers made the right decision.  Favre broke down at the end of last season, and though he’s having success this year, it’s mainly because he’s on a very good team.  And most football insiders know that Favre takes away as much as he gives, as he has more interceptions than any QB in NFL history (Click on “Quarterbacks” on the right side of the blog to see what I wrote about Favre a year ago).

Still, the idea of proving someone wrong can be very strong, and if you can use it as motivation, more power to you.

You see this most often in sports when an underdog uses disrespect as extra motivation to win.

Three years ago I wrote about why I like working with kids with autism under my first FAQ at http://www.coachmike.net/autism-faq.php:

I’ve always loved sports, and I root for the underdog. Anybody who has played sports or been a sports fan knows that when someone says you can’t do something, you love to prove them wrong. I prefer working with the kids who have the most severe disabilities because I love the challenge. One of the things I like most about working with kids with autism is the amount of progress that they have the potential to make.

I remember a time when an autism therapist asked why multiplication should be taught to a child who would never have a reason to use it.  About a year after that, the child mastered triple digit multiplication.

When I tried out for the junior high school tennis team in ninth grade, I was cut from the team.  I made the team the next year in high school, and during my junior and senior seasons I had a combined record of 23 wins and eight losses in doubles.  Then I lettered for four years at Division III Ohio Wesleyan University, albeit a small university.  I never forgot that the coach wrongly cut me in ninth grade and put other players on the team ahead of me whom I was better than.

Then in 2000, I signed up to play in a 4.0-level tennis league.  They told me I would play the first match and then I showed up and they said I wasn’t going to play the first match – I would have to watch.  So I went home, cancelled the check, and looked for a 4.5-level (higher level) league.  I found one and won six of the eight matches I played in doubles.  Some tennis board had to decide whether to let me play or not after cancelling the check and writing a new one.  Luckily, they did.

I’m not trying to compare Michael Jordan to me, I’m just saying that proving people wrong can be a powerful motivational tool.

How many times has the media counted someone out?  John Elway can’t win a Super Bowl (he won two).  Peyton Manning can’t win the big one (he won a Super Bowl).  Kobe Bryant can’t win an NBA title without Shaq (he did it last year).

Keep giving people motivation.  Keep saying they can’t do something.  But don’t put limitations on anyone.  I just searched on the word “limit” from the “Autism” category of my blog.  It came up three times:

I quoted from the book “Engaging Autism” by Stanley Greenspan:  “Schools tend to be very structured and to put a high priority on compliance and limit setting, rather than on engaging, interacting, problem-solving, and thinking creatively and logically.”

Then, from “Sports for Children with Autism,” which I wrote last summer:

“I never would have thought hockey would be a great sport for kids with autism because of the need to skate and handle a stick simultaneously, but it turns out that it can be great, and it just goes to show that we shouldn’t put limitations on anyone.”

And finally, this:  “A lot of people are familiar with the amazing story of Jason McElwain, an autistic teenager who scored 6 three-point baskets in a game for his high school team a few years ago. This type of success doesn’t happen a lot, but it would never happen if too many limitations are put on children who have autism and other disabilities who want to play sports.”

Bernard Rimland and Autism

September 27, 2009

Sometimes I buy used books and resell them at http://www.amazon.com/shops/mikeneedsakidneydotcom.

The other day I bought an interesting book:  “Infantile Autism: The Syndrome and Its Implication for a Neural Theory of Behavior,” written by Bernard Rimland and published in 1964.  Someone bought it as soon as I put it on amazon, so I just had a chance to briefly skim through it.

Rimland was one of the first researchers to state that autism was a neurological disorder.  He also founded the Autism Research Institute and the Autism Society of America.  Rimland was one of the first researchers to advocate biomedical treatments that have improved the symptoms of countless children and adults with autism.  He also served as the chief technical advisor on the movie “Rain Man.”

According to Wikipedia, Rimland’s book “is credited by many with changing the prevailing view of autism, in the field of psychiatry, from an emotional illness -widely thought to be caused by refrigerator mothers – to the current recognition that autism is a neurodevelopmental disorder.”

I picked out a few interesting quotes from the book.

“Many writers consider the child’s hostility or indifference to his parents as evidence that the parents are guilty of causing the disease…It would seem more reasonable to regard the child’s actions as ‘symptoms,’ not as symptoms of etiology.  In the case of the adult who insists that he is being persecuted by the Communists, one does not take his statements at face value but only as an indication that he is ill.”

So Rimland was saying that doctors who blamed parents for their children’s autism were wrong, just as those who blamed parents for their children’s mental illnesses were wrong.  Believe it or not, as recently as the 1970s much of the medical establishment believed that autism as well as mental illnesses were the result of the coldness of the mother, which obviously is anything but the case.  But it wasn’t until the late 1970s that this view was debunked, so Rimland, writing in the early 1960s, was ahead of his time.

It makes you wonder what else the medical establishment is wrong about, and it goes to show that you shouldn’t just blindly follow it.   If you’re a parent of a child with autism now, imagine how bad it must have been back then if doctors had told you that your child’s autism was your fault.

Another quote from the book talked about how rare autism was at the time:  “The extreme rarity of the disease is attested to by the fact that Kanner himself who is reported to have seen over 20,000 disturbed children in his more than thirty years of psychiatric practice, had by 1958 seen fewer than 150 cases of early infantile autism.  This includes children brought to him for diagnosis from all parts of the world.”

We know now, 45 years after the publication of this book, that there is an autism epidemic that is attributable to much more than an expansion of the diagnostic criteria.  I myself have met hundreds of children with severe autism in the Washington, DC area, and I’m sure I’ve only met a tiny fraction of all the kids with severe autism in this area.  According to the Centers for Disease Control, 1 in 150 children has an Autism Spectrum Disorder.

Finally, Rimland said, “Most writers regard the children as quite agile and graceful…the children who do use their hands are remarkably dexterous.”  He describes their “fast and graceful movements” and “excellent motor coordination.”  In fact, a majority of children with autism now have very poor motor skills and coordination, so that shows that at least in this respect the disorder has worsened, and some type of trigger has resulted in children with autism having worse motor skills than before.