B is for Blanket...and book

I almost forgot to ask the child to tell me something that starts with B that I could take a picture of. When I remembered, she was already snuggled up with Daddy for Bedtime Stories. When I asked she said, "Um..." and in the intervening pause I gave her a suggestion (Bad Mommy...) I'll include my suggestion below because I'm so dang proud of it, but first, I'll show you what she came up with on her own several minutes later. She finished her story with Daddy and came out to the kitchen to tell me she had thought of another idea for B, "Blanket! My Rainbow Blanket." Since the Blanket is a bedtime must I had to take a quick photo and pop her Back into Bed.

Her "Rainbow Blanket" is another gift from Grandma. Noticing a trend here? I think she got it when she was one. She is now eight and she still loves it and takes it everywhere except camping. She doesn't want it to get dirty so camping is not an approved activity. I love the Noah's ark imagery. She loves it because it is colorful.

What I had suggested to her is Book. She was very excited that she got to bring home her Poetry Book from second grade yesterday. She had been looking forward to this project since we toured the second grade classes on open house night about a year ago. Writing has been an increasing challenge for her, but her teacher says that poetry was very encouraging for her. Maybe because it is short. Maybe because poetry is unconventional anyway. Maybe she just likes the "free spirited-ness" of it. Her dedication at the beginning of the Book says it all "I dedicate my poetry book to my mom and dad for letting me do what I want." So here are some pictures of the front (left) and back (right) covers of her Book. They were asked to decorate the covers with fireworks and these were her original creations.




And one sample of her poetry... (a color poem)

Red is a smooth brick.
Orange is the cap on the glue.
Yellow is the bright sun.
Green is the field grass.
Blue is the cold ocean water.
Purple is a sweet plum.
Pink is the evening sunset
Gold is some autumn leaves
Peach is some skin.

Yes, this girl loves her colors!

 

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Sunday Digest 44...

...which I'm writing on Wednesday. Yeah...tough week. Actually I played a lot last weekend and I'm kind of paying for it now. Anyway - here are the coolest, most inspirational, most informative, most heart-tugging posts that I've found in my Internet roving over the last few weeks. Please enjoy and be sure to tell them you found them through The Simple Life.

1) This piece on waves from kidz pretty much sums up where I've been for the last four years or so. I'm learning to find treasures amid the surf.

2) As usual, Varda at Squashed Bologna nails it again with her piece about words. Varda is responding to the story about the father who planted a microphone on his son to find out what was happening to him during school. He discovered that his son's instructional staff were being verbally abusive to the children in his special needs classroom - children who often do not have the verbal abilities to tell their parents that something very wrong is happening. It's every special needs parent's worst nightmare. Yes, words are powerful.

3) I love reading Laura Shumaker's blog. Her book A Regular Guy was particularly meaningful to me because we live in the same area and I could relate to so much of her story from her son's early days. I also love reading about how Matthew is doing now as an adult with autism. On the one hand it's hard to hear that he is still struggling. On the other hand it's kind of encouraging to know that this is a long process and it's okay that we haven't figured everything out already.

4) Autism & Oughtisms post about words and rhetoric is also important, and kind of what I was trying to say here, but as usual said with more precision by A&O.

5) There have been a lot of mommy wars out there lately: tiger moms, working moms, stay at home moms, attachment parenting moms, blah blah blah. Katy at Bird on the Street says she is "Just a Mom" and that's plenty. I agree.

Reprise - Timer Tools

We are feeling the sandwich squeeze for the next couple of weeks as we are taking on my mother-in-law's care to give my sister-in-law a little break, and hopefully enjoy Easter with Grandma. To make things a bit easier I am reposting this oldie but goodie - originally posted April 2010. I started using timers with the child, and now I find I use them for myself almost as much as I use them for her...my frazzled brain needs something to remind me that I was just about to do something. My daughter has also taken on setting her own timers - for when to do homework, how long to use her mouthwash, when I've told her she can watch a show. It is a great skill to learn. Timers are just wonderful...

Many children, but especially those with special needs, struggle with transitioning from one activity to another. One very powerful tool to helping a child with special needs navigate their day is the use of a visual schedule, but just knowing the order of events to expect may not be enough. How much "time" can be alotted for each activity may also need support tools. For children with special needs a portion of the struggle can be understood as a poor concept of time. How much time to do I have to play? When do I need to be ready to go to school? What time does the party start? When will my friend come to play? All of these questions and more may be hard to conceptualize, vocalize, or comprehend the answer to.

Allow me to introduce you to my favorite time keeping tools:

(pictured above, left to right, top to bottom)

The digital clock - ideally a child will also learn to use an analog clock at some time, but when a child has learned numbers up to 59 a digital clock can be a much more accessible tool. We use the digital clock in our car to talk about what time we need to be somewhere, and what time it is now...so are we running late and needing to hurry, or do we have plenty of time and can relax.

The Time Timer (TM) - available in many teaching supply stores, the Time Timer also comes in a smaller more portable version, and is an excellent tool for children who are extremely visual. "How much time do I have to play?", "We have 30 minutes before we need to get in the car. Would you like to see how much time that is?" After a lot of use the child knows a little red is a little time, etc. There is also an audible (but friendly!) beep when the timer reaches zero. Our favorite use for the Time Timer is to set a kind but firm limit on "snuggle time" in the morning before time to get dressed. Because we always use it for this function we need no verbal reminders of what it means when the timer beeps.

The sand timer - also available in many teaching supply stores, and in various lengths of time. We have a one minute timer and a two minute timer. Thankfully we don't use them too much any more. They were primarily used for "time outs". Our time outs are used to reinforce our house rules and as an opportunity to calm down. Using the sand timer can be beneficial because watching the sand flow from one side of the vessel to the other is mesmerizing and has a calming effect. Hooray!

The portable timer - excellent for trips to the park ("We need to leave in 5 minutes...I'm setting my timer"), events in the back yard, or anytime that we're moving around the house a lot. It can also be used when giving the child a choice (and a little control) over which timer they want to use. "You can play on the computer for five more minutes...would you like to use the red timer (Time Timer), the white timer (portable), or...

The kitchen timer - ours beeps until you turn it off, so it is harder to ignore and claim that it didn't run out yet. It's only downfall is that it is rather fixed in place, so it requires some back and forth if you are elsewhere in the house.

I think as our world becomes more hectic, more technological, and more complicated, everyone seems to struggle with time management. There's a whole arsenal of tools to help our kids begin early to learn skills to manage their time, and bring some measure of peace to the flow of our days.

Special thanks to two wonderful people, Clarissa Montanaro and Robin Hauge, who turned me on to the power of using timers with children with special needs. Please contact them at clarissamontanaro-AT-gmail-DOT-com for more information.

Sunday Digest 41

I think I'm slowly getting back into the swing of posting more frequently here (and keeping up at 5 Minutes, too...) Part of that is keeping up with following a lot of other blogs to keep the inspiration flowing. Here are some of the links I've come across in my perusing...

1) I wrote a post on Trisomy 9  about a month ago, and had the privilege of having a Trisomy 9 Mom stop by and comment on it. Turns out that Erin has her own blog where she writes about all the challenges they face. Here is a link to the story of her son's diagnosis, be sure to check out other posts, too.

2) OH...how I relate to Autism & Oughtisms post about the endless questions of childhood. Oh yes, we've been there, and still go there every once in a while. I've even blogged about it. "Why don't you crash into the car in front of you, Mommy?" was the child's favorite question for about three months and every time we were driving in the mini-van she would ask. Sadly we saw a bad car accident on the side of the road one day on the way home, and when I told her that's what happens when you crash, the question turned into "What happens to the car after it's crashed?" and I answered that one every time we saw a tow truck hauling a smashed up vehicle. Now I am asked to recall the finest details of my own childhood...and "I don't remember" is not a satisfactory answer. And yet, when I consider how hard she has worked to get her language to the level of asking questions...I swallow my impatience and try hard to answer in a way that will keep the conversation going.

3) Another been there, done that, moment from Bird on the Street - who has an older child with special needs, and twins (just like me)...but she's pregnant with baby number four, and we're not going there...hat's off to you, Katy! Anyway Katy tells the story of taking her three children to the pediatrician. Those of you without kids are thinking "What's hard about that?" and those with children are thinking "What was she thinking?" I actually do this all the time because I prefer the short term chaos to having three separate appointments where I have to find child care for one or two other children; but it ain't fun...let me tell you. Or let Katy tell you...

4) Had to check in with Praying for Parker. All of Tammy's posts teach me a lot. This one was especially touching to see Parker enjoying his favorite books with his Grandma and see the special bond they have. Sweet.

5) We are big Signing Time fans around here, although I need to expand our library of DVDs. We have used simple signs to help enforce rules, in particular, around our house. It helps me stay calm, for some reason, and it helps the kids pay a little extra attention. Rachel has been posting about a trip to Ghana where she helped a school for deaf children learn to use sign language in their curriculum. Reading these stories is a great reminder to count our blessings, and also to reach out to bless others...and also to keep exploring sign language with my kids.

That's it for this round...I hope you enjoy the links as much as I did. Please tell them you heard about them through The Simple Life.

Book Review - The Interrupting Chicken

Dinner conversation at our house these days is an event to witness. Everyone has something to say, even if it is not relevant to anything, often all three children are talking at once. I try to moderate:

• "It's Sissy's turn to talk, please wait."
• "Make sure no one else is talking before you talk."
• "Mommy can only hear one person at a time."

I am not always this calm about it. The child hates being interrupted and because of her language processing issues it takes her a while to figure out what she wants to say. If she is interrupted she has to start back at the beginning (yep), and then she has to figure out what she wants to say all over again. You can see why it is upsetting to her. Meanwhile her social skills haven't quite reached the level of knowing when she is dominating the conversation. She rattles on and on and her siblings just want to ask for more bread. Fun times. Really.

I asked for some help from our Speech Pathologist at school, and she recommended this fun story about interrupting. I'm not sure it is quite what I was after, but Interrupting Chicken is a really cute story. The little red chicken is all ready for bed but she wants a bedtime story. Papa agrees to read on the condition that little chicken will not interrupt. You can tell they've been through this before. "I'll be good, Papa." Papa tries three different familiar stories, and each time little red chicken interrupts and "ruins" the story. Papa gives up in exasperation. He is more sleepy than little chicken. He decides to turn the tables and have little chicken tell the story. So she writes a story and reads it to Papa, who interrupts, "ZZZzzzzzzz." Finally we see them snuggled up together fast asleep. This reminds me of our family. Daddy often does the bedtime stories and can read himself to sleep quite easily. Meanwhile the kids are still wired and ready for action.

Taken as its own story, this is a great book, as evidenced by winning a Caldecott Honor Award. The text is engaging and easy to read. The illustrations draw you into the story until you feel like you are in little chicken's room trying to get her to sleep. I really like how the three familiar stories are brought in both in text and illustration. I think it helps the reader understand the impact of the interruption.

For my purposes, I'm not sure this is quite what we need. First, the book isn't about a conversation, but story time. Though not perfect, our kids have gotten a lot better about sitting and listening to a story. All of those trips to the library are starting to pay off, I think. My second hesitation with this book is that there's no clear consequence to little chicken when she interrupts. In fact she kind of gets her way because she wants to stay up later. That's the kind of message I don't want my kids to pick up on. I want them to learn that interrupting is rude and reaps trouble.

So I'm still looking for a tool to help teach my kids polite conversation skills, but if you want a fun read, check out The Interrupting Chicken. If you know of a good book I should check out, let me know in the comments below.

Ability Awareness - Part 2- Building Peer-Advocacy

We are continuing our series on Bullying. You can start from the beginning of the series here. This post also continues the story from Shelly, a friend of mine from our local Special Needs Parents group. When we left off, Shelly was just about to speak to her son’s 1st grade class to explain her son’s autism. To read part one, click here…then come back and continue reading…

...I had printed off four full color 8x10 photos of my son: swimming in the deep end of the pool with grandma, playing iPad games with a friend, at the arcade playing a driving game on his uncle’s lap, and standing around a fire ring roasting marshmallows with a group of friends. I held up the first photo and said, “How many of you have ever been in a swimming pool?” They all raised their hands. I explained how my son had learned to swim last year and was in the deep end in that photo. A few kids said, “Oooooooh, the deep end.” I then held up the next photo and asked, “Have any of you ever been to Lake Tahoe?” all hands went up again. I explained that this was a photo of my son and his friend playing a game on the iPad on our vacation to Tahoe. One of the kids whispered, “He has an iPad? Wow, that’s cool!” I did the same with the other photos. The affinity the kids had for my son was palpable. I said to them, “Well, many of you have done the same things that he has done and you are a lot like him in that way, but there is one way that he is different from you guys. He has something called ‘autism’.” Everyone’s faces scrunched up. I had them repeat the word. I told them that when you have autism sometimes you have a hard time making friends and you can’t always say what you want. You might do things like make loud noises or stand up in the middle of circle time and be silly when it’s really time to be quiet. I explained to them that my son was born this way and that the doctor’s have no idea why. That even though he looks just like the rest of the class his brain is a little bit different than theirs. I told them to remember that when he makes noises, or maybe if he hits himself, he isn’t doing those things to try to make others upset, but that sometimes he just can’t help it. I told them that they could help him by being patient with him and understanding. We talked about using only a few words when talking to my son, giving him a choice between two things when they’re out on the yard (want to go on the slide or the swings?). I asked them if they thought they could do that and I got a resounding “Yes!”

That night at our Parent Faculty Club meeting my son’s mainstream teacher came up to me and told me what happened after I left. She said that after our lesson that afternoon the class went up to the science lab. While the science teacher was talking to the class, my son became restless and stood up. She said that the boy next to him then stood up beside him and whispered in his ear, “Ok, it’s time to sit down now.” and then sat down with him. She said he sat there and patted my son’s arm until the lecture was over and that he remained calm the rest of the time.

Tears streamed down my face as she told me this. She said that she saw and felt an immediate difference in the children after we left the classroom that afternoon and she was so glad that I’d agreed to come. She went on to say that the kids feel a real sense of responsibility toward my son now, that he is “one of them” and to be looked out for. A week later I got an e-mail from a mom saying that my son had come up as the topic of conversation at their dinner table. Her son now knows how to interact with my son and he feels at ease about this. One little girl even approached me on recess duty saying that she’d introduced my son to two new friends on the yard. She was so proud of that fact and I thanked her profusely.

That lesson took a total of 16 minutes and yet it has had an immeasurable effect on those children and their families. I hope that anyone reading this who has special needs children of their own will be inspired to help raise awareness for their own kids in some way. I feel so blessed to have been given this opportunity and am grateful for the understanding staff at my son’s school. It’s one of the best things I could have done for my son.

Special thanks to Shelly for sharing her story, and being my first guest post here at The Simple Life. Feel free to ask questions or leave comments below.

Ability Awareness - Part 1 - Building Peer-Advocacy

As we continue our series on Bullying, I wanted to share this success story with you. This story is a great example of how to foster peer-advocacy for children with special needs. The author of this piece is Shelly, a friend of mine from our local Special Needs Parents group. Shelly is a former teacher (Kindergarten, 4th and 5th grades) and has her Masters Degree in Early Childhood Education. She is the mother of a 6.5 year old autistic first grader. Shelly devotes her time to her son and advocating for our local Special Needs community, and also enjoys sewing and quilting. I’ll be posting her story in two parts…

My son is six and a half. He is autistic, with a severe speech delay and just started first grade this fall. He is in a Special Day Class and gets mainstreamed into a general education class for a few hours of the day with a full time aide. He is not yet aware of his special needs, but his 1st grade peers are more socially savvy, so I was relieved when the phone rang during the second week of school with a surprising invitation.

Our school psychologist was calling to say that my son’s mainstream teacher had requested that he do an “ability awareness” lesson with her class regarding my son’s autism. He asked if I would like to be involved. I went silent for a second - in total disbelief - at that instant my heart was so full. I was touched that he was calling to ask me this! He explained that as a school psychologist he has been asked many times to do this and knows that some parents prefer anonymity and others like to be involved and wanted to check in with me about my comfort level. The plan was to read a story to the class to set them up for understanding about special needs: how we are all the same but that we are also different at the same time. After that I would have time to discuss my son’s specific needs. The lesson was set for September 7th. We hung up and I immediately began to think of what I’d say and do.

It was a nerve-wracking week for me. I spent a lot of time thinking about how to explain autism to 6-7 year-olds. How could I make it real to them? I would have only about ten minutes to speak and wanted to say it all without putting them to sleep. I called on the help of an autism interventionist friend of mine and my son’s former preschool teacher. They helped me work out the content and flow of what I should say.

The night before, I couldn’t sleep. It felt like the first day of school and I was a nervous wreck. I went into the classroom that afternoon with the school psychologist and an Instructional Support teacher. The teacher began her story. It was a 1992 Sesame Street book called, “We’re Different, We’re the Same” originally intended to illustrate racial harmony. It was a cute story, however, and set things up nicely for me. The psychologist segued further by talking to the students about how they are all a team in their classroom and how even though my son isn’t always in their classroom, he’s still a part of their team. He said I was there to tell the kids a bit more about my son and then turned it over to me….

Sorry to leave it here, but this is the best place (really) to break the story. Come back in a few days to read Part 2.

New Series - Thoughts on Bullying

I am about to abandon my normal blogging schedule...you know the one I can't seem to keep up with anyway. For some time now the subject of bullying has been on my mind. I don't have to tell you that it is a favorite topic in the spin cycle. A simple google search of news articles from yesterday brought up two different cases that are getting national attention - one that resulted in the suicide of a 10-year-old girl - on the first page of the search results. President Obama is talking about it, as are several state legislatures. California recently passed two new measures related to bullying. South Dakota can't get a bill out of committee. My interest in the topic, though piqued by all of the furor du jour, is much more personal than that.

My daughter - the one who inspired the creation of this blog - is a ripe target for bullying in two forms. Her developmental differences cause her to stand out in ways that bullies may use as an excuse to target her. In addition her challenged social skills coupled with her personal desire to please and get attention from peers also make her vulnerable to being used as a bully's sidekick or groupie. "I won't be your friend unless you [insert bullying behavior] to [insert target's name]." I think I'm probably already working on borrowed time here. I know bullying can start even earlier than 2nd grade. Since she doesn't have great expressive language skills we may have already missed some minor issues, simply because she doesn't have the ability to tell us what she has experienced each day. There are many mysteries that occur between drop off and pick up at school. All efforts to observe and keep tabs on what she is experiencing point to things being okay. How long can this last?

It goes back even farther than her almost eight years, however. No, this is deeply personal. Looking back on my childhood I don't think anyone would say I was "bullied" in the strictest definition of the word. There weren't any thugs waiting to jump me on my way home after school. No one took away my lunch money or threw my homework in the mud puddle. Still, starting at grade 5, my social experience was one of isolation and constant teasing. Through circumstances pretty much beyond my control I was ostracized, called names, and made the butt of many jokes. The adults around me were either unaware of my situation or took the view that this was all a normal part of childhood. I tried talking to my parents about it but was so embarrassed by the situation and the little involuntary part I played in it that I couldn't fully make my case as to why I needed their help. [I have to say I wish I could go back and change how those conversations went from my end, but when you're a child it's hard to overcome the emotional pieces...but you know that...] At any rate, I tolerated this miserable situation through 5th and 6th grades. Removal to middle school helped somewhat though it also physically separated me from the one friend who had stuck by me in 5th -6th grades. I made a couple of new friends, but mostly stuck to myself in middle school. High school and the relative anonymity of a school full of 1600 bodies was my best cure. I still viewed myself as an outsider and although my self-image improved a degree, I can truly say that it wasn't until a decade ago that I fully processed and excised the effects of those two miserable years from my psyche. Even today on a dark sleepless night fraught with other worries the enemy of my soul will remind me of the pain of those days. Hard to believe that 30 years later the words of a few probably insecure children can still bring me to tears. I am grateful for my faith which has lessened the pain and brought good fruit from it as well. I believe my own experiences have given me a passion to advocate for individuals with differences. I think I am also more sensitive to when people are hurting, and I have a deep desire to help in whatever way I can. So all's well that ends well, right?

If I can help one child avoid the misery that I felt for those two years the series I'm embarking on here will be worth every effort.

I also have to say that as I'm posting this it breaks a long silence. I have acquaintances on facebook who knew me at this time (heck there's a picture of me from 5th grade there - ugh!). My mom reads every blog post (Hi, Mom - I love you!) and it may be somewhat shocking to her to read these words. I want to be clear that I hold grudges against no one. Hindsight brings great clarity. Everyone was doing what they could to maintain their position in the social construct. What scares me is that today's bullying cases are leading to more than just tears. Children are dying. We've got to stop this for every child that we can. That's the goal.

Over the next period of time I'm moving away from my standard posting format. I'll be inviting some guests to comment on this and related topics. I'll be sharing resources I've found so far. I'll be sharing steps that I'm taking with my own daughter, and asking for ideas from you. I'm not sure how long this series will last. I hope to post at least once each week. If you have questions or ideas that you want me to research, please leave those in the comments or send me a note and I'll address those as well. This is so important. Thanks for your attention.

Movie Review - A Mother's Courage: Talking Back to Autism

My husband and I recently watched the documentary A Mother's Courage: Talking Back to Autism. It is the touching story of a family who live in Iceland seeking more information and help for their youngest son, Keli, who is severely affected by autism. Keli's mother, Margret Dagmar Ericsdottir, a movie producer, sets out to film her journey so that she can share it with us. She visits many experts in Europe and the United States. Among these, she interviews Temple Grandin, who was diagnosed with autism and is now a Professor of Animal Science in CO and an autism author and advocate. Among other researchers she meets Dr. David G. Amaral who is the Director of Research at the Davis MIND institute in CA. Eventually, she finds Soma Mukhopadhyay who worked with her own autistic son in India and developed the Rapid Prompting Method (RPM) - a unique style of education and communication through tearing paper, writing, and pointing. Soma founded HALO in Austin, TX, where she continues to refine her methods and teach them to others. Along the way Mrs. Ericsdottir meets other parents whose non-verbal children were helped by RPM. They are able to use letter boards and electronic augmentive communication devices to express their thoughts and demonstrate their ability to learn in spite of all of their challenges. The movie itself is quite moving. One cannot help but love Keli and root for him as he begins to use RPM to communicate with Soma and his mother. Director Fridrik Thor Fridriksson is masterful in his use of dramatic cinematography to weave the tale of the mother's journey with the son's progress. Images from Iceland's rugged and beautiful scenery give some physical sense to the treacherous path this family must walk. I like that the film just tells this family's story without getting caught up in any of the controversies that surround autism (and there are many); yet it also gives a level-headed description of the various challenges that individuals with autism face. In this way it is a great awareness tool, particularly for families and friends of an individual who is non-verbal.

That is not to say the film is not controversial. I know there is some debate regarding the use of facilitated communication (FC) which looks at least on the surface like RPM. This article nicely summarizes the pitfalls of FC. The risk for fraud is great. If the facilitator knowingly or unknowingly guides the communication of the non-verbal individual then no true communication has occurred. If false information is passed it could be damaging to the affected individual or their family or caregivers. RPM is apparently distinct from FC in that no physical support is given to the non-verbal individual as they point or type. HALO has a frequently asked questions page where they explain the differences as they see them between RPM and FC. I haven't had much time to research and delve into this controversy, so I recommend doing your own research. My gut feeling tells me there is certainly space for fraud to occur and that great care should be used when investigating and using such techniques with anyone.

Finally, stories like this always make me wonder...what has happened since it started? The movie was made in 2009. What has happened to Keli since the film was made? I did a little Google searching, and didn't find much direct information, but evidently Keli continues to use RPM to communicate with his family, and to write poetry. Kate Winslet, who narrates much of the documentary, is working together with his family and a group of Hollywood celebrities to publish some of his poems as a way to raise funds and awareness for families affected by non-verbal forms of autism. You can read more about that project, The Golden Hat, here. It is due for release in November 2011 - I am not much of a celebrity-phile, but I'll be watching for this.

This individual story is heart-warming, and the ideas and questions it surfaces will draw in a broad audience. As always your thoughts and comments are welcome. 

Sunday Digest 35

Just to let you all know, I've shifted to a new blog schedule...I've been finding it increasingly difficult to get two posts plus a post at 5 Minutes done each week. Part of this is because my usual writing time (nap time!) is starting to vanish, and part of this is because I'm trying to take a more active role in my husband's business. I am hoping to do one post each week here, and keep my posts at 5 Minutes flowing, too, plus any other guest posts that come my way. I may have a couple of guests pop up here, soon, too. We shall see. This may also free up some time to work on a couple of other projects, which, if they come about I will tell you about in due time.

To the business of the day...it is digest time! Here are some interesting links I've come across as I've roved the Internet lately:

1) These first two links I heard about via my fellow blogger, Autism and Oughtisms. She shared them on facebook. I am increasingly interested in learning about the brain, and what happens when it isn't working normatively. This article focuses on autism, perhaps explaining a piece of language confusion in autism where the affected individual reverses pronouns - calling themselves "you" and others "I." It seems these researchers have found that the white matter connections between two  areas of the brain are faulty - picture a short circuit between the light switch and the bulb. I find this particularly fascinating as my mother-in-law apparently has similar white matter deterioration, but in different "circuits." Brains are miraculous!

2) This second link is more practical and discusses first responders' need to learn how to best help an individual with autism during an emergency. Emergency preparedness is a big topic these days, and one that requires special attention if you are a caregiver to an individual with special needs. Some local first responders have registries where you can notify them in advance if you think special equipment or specific information will help them give better aid to your loved one with special needs. Check it out and be prepared.

3) Another friend from down under SquiggleMum posted this "how to" on building an outdoor play kitchen with her kids. It is adorable, and NOT expensive, and I imagine they are having all sorts of fun, creative, imaginative, social play out there. What fun!

4) This touching piece by Tim Gort over at Hopeful Parents explores what happens when a man becomes a dad.

5) Last but not least, my fellow 5 Minutes contributor, Maggie, shared a success story for her twin boys. Thanks to the dedication of a lifeguard and some appropriate individualized instruction they are learning to swim! Can't beat that!

Sunday Digest 34

Here's the best I've seen while scouting around...still horribly behind on blog reading, but I was caught up on laundry...briefly...one day last week.

1) Sometimes you need to walk a mile in another person's shoes. Sometimes you just need to read a very passionate blog post. Even other special needs parents may not always "get it" when comparing worries. Check out this post by my fellow 5 Minutes for Special Needs contributor, Heather P.

2) I loved this post at Autism and Oughtisms which so clearly explains how even the verbal child on the autism spectrum is affected by language delays and communication challenges. I have tried to explain this in some of my own posts, but this mum (from New Zealand) says it so much better.

3) Having just celebrated the 4th of July, it seems fitting to spend a couple of minutes supporting our military families who are also special needs families. You can read this post at Hopeful Parents by Diary of a Mom to find out how you can help.

4) I'm still loving the Special Needs Sibling Saturday series over at The Squashed Bologna. Varda has located some of the best parent bloggers around to help us see the intense sibling relationship through several new lenses. Read the latest here and the whole series here.

5) And I'm cheating a little because I'm posting late and Tara over at kidzorg posted her Monday story early...Ever wished you could have one of those reality TV shows come and redo part of your home? There's a charity that does this for children with special needs...you can read about it here. [We don't need a makeover so much around here as someone with some insane organizational skills...in case any reality TV shows are scouting for story ideas...just sayin']

Phelan-McDermid Syndrome Primer

I first heard about Phelan-McDermid Syndrome (also called PMS, but not to be confused with the female monthly cycle issues) after reading this recent blog post on Autism Speaks. PMS is related to autism due to behavioral symptoms (poor eye contact, social anxiety, and perseverative actions) but some question whether the genetic deletion is a cause of autism or if it separates these individuals from other spectrum disorders. Because many of the symptoms overlap, children with PMS may be diagnosed with autism or ADHD or dystonic CP or some combination of these unless a specific genetic test is performed.

PMS is cause by the absence or loss of genes at the tip of Chromosome 22 (a 22q13 deletion). The loss of Shank3/ProSAP2 gene is suspected to be the primary cause of the symptoms associated with PMS. The Shank3 gene plays a role in the formation of the nervous system during fetal development. As in many spectrum disorders, invididuals with PMS may have mild or more severe challenges in several areas, including:

• delayed or absent speech and communication
• low muscle tone (hypotonia) - delayed sitting up, rolling over, crawling, walking
• challenges with eating (sometimes beginning with bottle/breast feeding as a newborn)
• sleep disturbances
• emotional instability

There are also some physical characteristics that may be present:

• may be tall for their age
• subtle facial features: long head shape, puffiness around the eyes, long eyelashes, droopy eyelids, puffy cheeks, large ears
• large fleshy hands, underdeveloped toenails, lack of perspiration - easily overheat.

Both the autism speaks blog above and an article at the Phelan-McDermind Syndrome Foundation website note that as individuals with PMS get older and more skills are expected they fall further behind and their challenges become more apparent. There is also some evidence that individuals with PMS may lose one skill while they make progress in another area.

PMS and Fragile X Syndrome both present strong arguments for the benefits of genetic testing - basically to receive a more specific diagnosis that will allow more focused efforts in intervention, support, and treatment. Some of the comments from the autism speaks blog article seemed to imply that this level of specificity is not necessary if the child is "accepted" and supported in their education and development. What do you think about these issues? We have not pursued any genetic testing for our daughter (yet) mostly due to financial considerations and insurance concerns. Certian phrases in this article made me wonder if we should, though. For instance similar to the little girl highlighted by Autism Speaks, several people have noted that our daughter is "too social" to be autistic, though that is her official diagnosis. I maintain that though she enjoys being with people she does not understand social constructs...her desire to be with people is a great motivator for helping her learn some of the obvious rules of social behavior, but some of the more subtle interactions still seem to be beyond her reach. I am more curious than ever whether we should consider genetic testing and whether it would clear up some of the mysteries we continue to face, but given our excellent progress to date I wonder how much we would gain. I welcome your input...just click on comments below.

If you are interested in learning more about Pheland-McDermid Syndrome I suggest you begin here.

Jumpin' Jehosaphat - and other such nonsense...

Figures of speech are so fun. I use them all the time. It is probably one of the weaknesses of both my speech and my writing. I love a good cliche. I do try to use them in unique ways or to make a funny point about some little piece of wisdom I've gained, but you know what they say about cliches...

The really fun thing about figures of speech is watching my daughter try to process them. The not so fun thing about it is trying to explain when she asks what I mean.

We were all driving in the minivan the other day, or I guess more accurately we were all stopping in the minivan. In fact we had been sitting at an intersection for quite some time waiting for the light to change and there was no traffic coming from the other direction. Of course I was running late and thus a bit impatient to get going. I spoke to the traffic signal to spur it to action (I do also have a way of speaking to inanimate objects that is quite fun). "There's no one here but us chickens!" and immediately regretted my pronouncement. "What chickens, Mom? I don't see any chickens. Where are the chickens?" Yeah...try explaining that one.

The other day at the breakfast table I was being peppered by requests from the twins. More this, please...can I have some banana, please...I want some milk...and I wanted to remind them that Mommy only does one thing at a time, but instead I said, "Hold your horses!" I could see from the blank look on the child's face that she wasn't holding a horse, she didn't see any horses in the vicinity, and even if she did see a horse it wasn't hers and she didn't have any idea how to hold it. I asked her if she knew what I meant and she said, flatly...no. So I explained that was just a funny way of saying 'I need you to wait," and she grinned at me as if to say "Why didn't you say so?"

The best piece of this is when she picks up on some phrase and starts using it herself, in some truly creative ways. Usually it's just a word that she latches on to and carries around with her for a few days...sprinkling it into her conversation wherever she may go. One day, quite a while ago, she overheard me talking on the phone and I asked, "Well what are my options?" Oooh she loved that word "options." All day long and for quite a few days afterward she would ask about her options - even when there weren't any - just because she liked the sound of it I guess. Recently she likes the word "lucky"...as in "I was lucky that I got to use that pencil because I really needed to write." As if there is a vast shortage of pencils and she has stumbled upon one just in the nick of time. Not that I can ever find one when I need one mind you...

I'm wondering if I should introduce her to Jumpin' Jehosaphat...she might find him kind of fun. What do you think?

This post is brought to you by the letter J...as in Jenny Matlock's Alphabe-Thursday. Please visit the other posts Jammin' on the letter J this week!

By the way, sorry I took a week off there. I had a post in mind for Saturday, but haven't managed to research it and work it up. I guess every once in a while I need a week off, but I wish I could see it coming instead of just abandoning you to cyberspace...hopefully I'll get more into the swing of the Summer schedule soon.

Sunday Digest 32

I hope, dear reader, that you will enjoy these lovely links as much as I have. While I don't have time to read everything that is out there (who does?) when I find something I like I set it aside to share it with you. These are the best that I've seen out there. Be sure to let them know you found them through The Simple Life...and thank you!

1) Here is a great post about enjoying life with our kids...loving being a Mom instead of being a therapy coordinator and advocate. Not that those parts of special needs parenting aren't important. They are, and we really can't avoid them, but taking a step back to snuggle on the couch or do some art just for fun can be just as important - for us and for our kids. (By mom2spiritedboys at Hopeful Parents)

2) Interesting how different diagnoses can lead to similar...um...challenges. This post (also at Hopeful Parents) is about a little boy with Prader Willi Syndrome who likes to have the same conversation with his mom over, and over, and over. We have similar conversations at our house. It gets old. For my daughter sometimes there is just a communication breakdown - either I'm not understanding what she's asking or she's not understanding what I'm answering. But sometimes it is just comfortable to re-tread the same conversational path, like slipping on your favorite shoes. Why try anything new when this works so well? (By Lisa Peters)

3) So the DSM is due to be revised in 2013. The DSM is the big gray book on Doctor's shelf that is used to describe all the various conditions and disorders so that everyone uses the same rules when they give a diagnosis. Or that's the idea anyway. This is where the criteria for autism, high-functioning autism, PDD-NOS, and Aspergers Syndrome (the full spectrum)  are outlined. There will be some changes which are already being hotly debated in the autism community. I haven't spent much time reading or thinking about it yet, which is partly why this post at Autism and Oughtisms intrigues me. There's certainly plenty to think about here, and useful links regarding the specific proposed changes at the bottom.

4) Something no one wants to think about, but we all should - what happens to our special needs children when we're no longer here. Of course we all plan to stick around, but no one is promised tomorrow and no one is immortal. My fellow 5 Minutes for Special Needs contributor, Lee, posted a great piece about some key things to put in order. This is a must do.

5) Lastly, I love this story about a teacher encouraging one of her students to use his skills to benefit other students. Isn't this what education is supposed to be about? (By Joanna L. Keating-Velasco at OUR Journey Thru Autism)

Sunday Digest 31

Here is the latest and greatest...the posts that I found particularly helpful, inspiring, moving, or funny in the last few weeks. Click on the links from my on-line friends and if you leave a comment make sure to tell them you found them via Simple Life. Thanks!

1) I loved this post by Autism & Oughtisms exploring speech development and how much more one can notice each stage when there are delays. Little things like learning to say "um" when you're having trouble thinking of the right words...I remember being so excited when my daughter learned to say yes when she meant yes. So important.

2) My fellow 5 Minutes for Special Needs contributor, Lee, shared about their annual "prom night" sponsored by a local high school for teens and adults with special needs. It sounds like a wonderful evening for everyone who is involved.

3) Bird on the Street hit a home run with this post about raising a special needs child. Yes, there are challenges but  maybe not the challenges you would expect a parent to be bothered by.

4) Having a sibling with special needs can be...challenging. This brother seems to have it figured out. Thanks for sharing, Mary Hill at Hopeful Parents.

5) And this post, from Specialgathering is just plain funny. 

Book Review - Thinking in Pictures

I recently finished reading Temple Grandin's book, Thinking in Pictures. I had already read her earlier work, Emergence, Labeled Autistic and reviewed it here. I have to admit I am fascinated by her life and soak up everything I can learn about her and from her. To date this is the closest thing I can find to getting inside my daughter's head to understand more about how she experiences the world around her. That may sound strange if you aren't familiar with the language barrier that we still struggle with just to relate events of the day. Yesterday my daughter told me she had said a "bad word" at school and had to promise the principal she wouldn't say it again. After several minutes of asking questions and deciphering I learned that she had said, "stupid clock" and evidently somehow the principal found out (maybe just the "stupid" part) and sat down to talk with her about it during lunch. I still don't know if she was in trouble over it, or how the principal found out or a lot of the other details. Talking about these things too much (giving them too much attention) can sometimes backfire into repeat performances, which obviously I want to avoid since she promised the principal she wouldn't say it anymore. So after learning enough to get the general idea I changed topics (knowing in the back of my mind that I may need to follow up with the principal at some point). This is just one daily incident that a neuro-typical kid either wouldn't tell their parent at all (for fear of getting in trouble) or would be able to explain fully without being lead along by questions and clarifications. Imagine trying to really probe her emotions (which she doesn't really get anyway) or asking her to explain how she perceives light, sound, temperature, surprises or facial expressions...all topics that I'd really like to understand better.

Temple Grandin has been there and has enough written clarity to explain her experiences in terms that I can understand and relate to. I have no illusions that her experiences are identical to my daughter's, but particularly in Thinking in Pictures she has also interviewed other adults with autism to supplement her own experiences and give a more well-rounded description of how autism affects the way people think.

I found the idea of thinking in pictures to be a little hard to grasp. I am a very weak visual learner (maybe because I have had poor eyesight since age 6?). I am more auditory and kinesthetic. Still when Temple talked about running a video in her mind to visualize a new piece of equipment or a new design project, I could relate it to my own tendency to replay conversations in my head -- usually coming up with the perfect comeback hours after it is needed. I am not sure if my daughter is visually oriented or not. I know that visual aids (schedules, signs, rewards, etc.) are helpful to her and that she has an amazing sense of color, but I don't know if she remembers things visually or not. I'll be looking for signs of this skill.

The other key analogy Dr. Grandin makes in Thinking in Pictures is the similarity of fear-based responses in animals (particularly cattle) and individuals with autism. She talks about the loud whooshing sound of air-brakes on buses and semi-trucks and how they can cause cattle to balk. Although my daughter has overcome a lot of her anxiety triggers, this is one thing that she still struggles with. As we walk to school she often walks with her hands over her ears when buses are nearby and sometimes freezes and refuses to walk past them. I can't understand the root of this fear, but knowing it is a common trigger I try to remember to just support her as we walk by instead of getting frustrated when she freezes. There are other anxiety triggers that we continue to work around and take baby steps toward eliminating. Many of them have to do with restrooms - another place where that whooshing sound occurs and in this case has added other associations that trigger anxiety - doors that don't latch, automatic flushing mechanisms, stainless steel fixtures, multiple stalls, and on it goes. One trigger begets many triggers and any one of them may peg the anxiety meter and make an everyday event become an obstacle to surpass.

There is also a chapter on Dr. Grandin's religious views, which was interesting to read. I think my daughter is beginning to understand on a thought level the tenets of our Christian faith, and I am hopeful that soon she will make that faith her own in her heart. It was interesting to see how Dr. Grandin thinks about these things. There is also a chapter about dating and romantic relationships which may be important a little later on here...

Although I don't think I learned a lot about the main points of autism, Thinking in Pictures sort of filled in the details and made some of the finer points come into focus. I recommend reading it if you have a similar passion of wanting to understand this challenging disorder.

Y is for Yellow

My daughter knew her colors long before she could talk. "Bring me the yellow ball, Sweetie," and she would go get the yellow ball choosing among perhaps four or six other colors. It wasn't a big surprise to me, then, that when she did start adding words to her vocabulary (well after age 2) that among the first words added were colors, or her version of colors. For a long time she called orange "juice", but this post is not about orange, or juice. Yellow was among the first ten words that she could say. At the time I just thought she was so smart to know her colors already (and she is smart, don't get me wrong) but I had no idea that it was atypical for a child to add adjectives to their vocabulary before nouns. There is a reason that normal speech develops nouns first...

Yellow was clearly one of her favorite colors, too, so we often bought toys and trinkets that were yellow. A yellow ball, a yellow chair, a yellow helicopter, a yellow plane, a yellow plate. Yellow is also one of my husband's favorite colors, so there were already a good number of yellow objects in our home. Our four main rooms are various bright shades of yellow with white trim. If it were a submarine, you could break into a Beatles song here. It's a nice cheery, energizing color, and we all enjoy it.

The only problem was that my daughter started asking for things by saying "yellow" instead of using the names of the objects, since she didn't know those yet, or at least couldn't express them yet. This was a step up from the previous phase in which she would walk around imitating a fire engine siren. "Ah-uh-ah-uh-ah-uh-ah-uh..." meant "I want something." And because she might not indicate by pointing or gesturing what exactly she wanted it was a bit of a guessing game. Our theory is that she heard the sirens going by our house (we live on a fairly busy intersection) and she knew that we always paid attention to the sirens, so she figured that she would make that noise whenever she needed our attention. It worked, but it got old.

"Yellow" got old, too. Which "yellow" did she want? Was it the circle from the shape sorter (one of her favorite security objects) or the ball? The plate perhaps, or maybe the car? If we guessed more than a few objects wrong we were headed into tantrum territory, and there were probably twenty objects to choose from. I became an expert at the guessing game, using who knows what subtle cues and routines to figure out what "yellow" was wanted now. I also stopped adding yellow objects to the collection. Favorite color or no, this was becoming ridiculous.

This guessing game was one of the reasons I decided not to just listen to the doctor who was telling me not to worry, that she would start talking soon enough. "Some kids just talk later." Fine, but when you're seeing frustration because of the communication gap, that's a sign there's something wrong. Without really knowing what I was doing, but by pure grace getting at least pieces of it right I started spending a good chunk of each day trying to help my daughter add words - nouns especially - to her vocabulary. We spent a year in this mode until I went even further beyond the doctor's advice and sought a speech evaluation from our school district.

And so she taught me, early on, to listen to her more than I listened to any expert. She taught me that frustration can be a great motivator, and that there are subtleties to communication that most of the world takes for granted...when the system is challenged we value anew how truly miraculous it all is.

Yellow is still right up there with the child's favorite colors. When most girls her age prefer pink and purple she still often chooses yellow. It always brings back now fond memories of the early days when yellow really meant everything to her.

I am linking this post with Jenny Matlock's Alphabe-Thursday blogfest. Go here to see all of the other creative posts starting with the letter Y. And many thanks to Jenny for hosting.

Fragile X Syndrome

Over the last year or so I've written some short pieces about Fragile X Syndrome, but I've never written a primer about it. It is timely to do so now for a couple of reasons. First, a group of Fragile X advocates - parents, doctors, therapists and researchers - recently completed an annual trip to Washington, D.C. to meet with various congressional leaders to encourage them to increase funding for research into Fragile X Syndrome, and to sponsor legislation to benefit individuals with Fragile X and other special needs. Second, in just a few short days Autism Awareness Month (April) will begin.

Are you aware that for 2-6% of all individuals diagnosed with autism, the Fragile X gene mutation is the cause? That may not sound like much, but it is the largest known, single-gene mutation cause of autism. You can learn more about the distinction between the two disorders and the link between them by reading here. Suffice it to say that anyone diagnosed with autism should be tested for the Fragile X mutation and that any strides toward understanding and treating Fragile X may help us learn more about autism, too.

Fragile X is also the most common inherited form of cognitive disability. It begins as a mutation on a gene (FMR1) found on the X chromosome. This mutation affects the structure of the X-chromosome such that under magnification it actually looks "broken", hence the name of the disorder. The FMR1 gene is responsible for instructing cells how to make the protein FMRP. The role of FMRP is not known, but clearly has some role in brain development. In the simplest scenario, because FMR1 is located on the X-chromosome, Fragile-X is carried by females. Since females have two X-chromosomes one can still generate FMRP if the other bears the FMR1 mutation; they have the mutation, but not the disorder. Males with a fragile X cannot make FMRP and will develop the characteristics of Fragile X Syndrome. However, both males and females can be carriers and both males and females can have Fragile X, so it's complicated.

In addition to behavioral characteristics that are similar to autism (language delays, motor delays, sensory disorder, poor eye contact, etc.) often individuals with Fragile X have some physical characteristics in common (large ears, long face, soft skin, flexible joints, and flat feet). Usually there are cognitive issues ranging from mild learning differences to severe cognitive disabilities.

To learn more about Fragile X, I recommend starting at the National Fragile X Foundation website. In particular, this video, which I have linked to before is very powerful.

Encouraging Reading and Writing

I love reading. I love writing. I have loved both for so long that I can't remember ever not loving them. I spent many hours during long hot car trips soaking up Nancy Drew and Charlotte's Web, Ramona, and Pippi, and whatever else I could get my hands on. There were days Mom begged us to go outside because my brother and I had settled in to good books and didn't want to put them down. I wrote my first poem when I was five and only struggled a little with writing in college when I had to write papers on books that I didn't really care much about like Thucydides and Ulysses.

I always imagined that my own kids would also love reading and writing, that it would come naturally, and that the simple act of having good books around for them to read would be sufficient. I actually started collecting children's books long before I had children...during my grad school days I signed up for a Dr. Seuss reading club (made up a kid just for fun) so I had a good set of Dr. Seuss, Berenstain Bears, and other easy readers on my shelf already when my oldest daughter was born. Of course I had never particularly imagined having a child with language delays, motor skill delays, or self-regulation issues, all of which have impacted her interest in and aptitude for reading and writing.

I am by no means an expert in early childhood literacy, but I think we've done a few things right in this area. One really key thing is to keep it fun, because if it's not enjoyable then it loses half of the point, in my opinion. Reading and writing require real effort for my daughter, so if she loses the reward of having fun while she's doing it then in the end it is just work - ugh.

Have good reading materials available - I already mentioned our collection of children's books. We keep these and several kid friendly magazines available on low tables and bookshelves at all times. Often this means I'm picking up books, and stacking them again, but if my kids have been looking at books it is worth the extra effort for me.

Visit your library often - We have a great public library with good programs for our kids. There are story times and craft times, and the children's librarian is so friendly and talented with the kids. We go even when there aren't story times because it's free (unless I'm late returning a book) and it gives us somewhere to go. The kids each pick a book and a video to take home. My oldest has been complaining lately that she doesn't get to go as often, so I think we'll head there some on the weekends soon, too.

Read to them - We read a minimum of one story per kid every night before bed. No matter how late it is. No matter what else has happened that day. They pick the story. Now that my oldest is reading a little on her own we ask her to read at least some part of the story - sometimes a page or two, sometimes every other page, sometimes the whole thing depending on her willingness. Remember it's supposed to be fun.


Think outside the book - There are lots of "environmental" texts available to read. We read signs, receipts, mail, shirts, and grocery lists. Likewise we write notes, lists, names, and menus. Just look around - there's a lot to read and write!

Use the computer - My daughter loves Starfall, a phonics-based reading program with games and art activities. Our school also uses Lexia. She also likes getting on the word processing software and writing cards and notes there. Anything that gets her practicing sounding out words and building sentences is open game in my book.

Be a good example - This is one area that I have no problem modeling for my daughter. I still love a good book, when I have time to read them. It's important to show that reading is not just work, that it can be a fun activity, too.

What ideas do you have for making reading and writing fun?

Speech and Language Delays

Language delays are defined as any communication skill development that lags behind children of the same age by more than a year. This is the most common developmental disorder in children, affecting up to 10% of children. It is more common in boys than in girls.There are several possible underlying causes of language delays including:

• hearing impairment
• dyslexia
• cognitive delays
• maturation delay
• cerebral palsy
• autism
• congenital blindness
• Klinefelter syndrome
• receptive aphasia
• expressive aphasia
• apraxia (loss of coordinated movement without motor or sensory impairment)

In some cases environmental situations that limit verbal interactions with adults or peers can also contribute to language delays. Maturation delay refers to "late talkers" who often catch up with their peers before starting school - this often runs in families.

Although there is wide variation in when children begin to communicate, the rate of language development, and the pattern of speech development, there are some key language development milestones to keep in mind. In my experience being aware of any delays or differences in your child's communication between the ages of 6 months-3 years is critical. At 3 years of age you can request a speech assessment through your local public school district and any issues can then be addressed with Early Intervention services. If there are significant challenges before age 3, you can ask your pediatrician for a referral to a developmental specialist. If your pediatrician assures you that children develop at different rates, but you are still concerned, you can continue to request a referral. Explain your concerns in more detail if necessary. Specific delays to be concerned about include: not babbling by 12 months, not understanding single commands at 1.5 years, not talking by 2 years, not using sentences by 3 years, not telling a story by 4-5 years. The challenges may also include an inability to follow directions, slow or garbled speech after age 3, difficulty putting words in the correct order (syntax), or problems with articulation (phonology).

One key issue to be aware of is the difference between receptive language and expressive language. Receptive language refers to a child's ability to understand and process the words spoken by people around them. Expressive language refers to a child's ability to initiate communication by requesting something or commenting on events around them. In normal development expressive language lags behind receptive language, thus your child should be able to understand and comply with simple one step commands (e.g. get your shoe) before they can vocalize a sentence of similar length (e.g. that's my shoe). If both domains are apparently delayed and if no hearing impairment is present a full developmental assessment should be requested.

About 60% of language delays resolve on their own. Early intervention can prevent related social, behavioral, and emotional issues. Left untreated language delays may lead to selective mutism, where social anxiety hinders a child's ability to talk with peers, large groups, and unfamiliar adults. There is no known way to prevent language delays.

After a language delay has been diagnosed there may be several professionals involved in various therapies to encourage language development. The team will certainly include a speech and language pathologist (SLP), and may also include an audiologist, a psychologist, an occupational therapist (OT), and/or a social worker. Parents can play a key role in encouraging language development in their child. In addition to initiating assessments and informing the team of professionals of your child's unique abilities, preferences, and challenges, you can help make your home a language rich environment. We were fortunate to learn about the Hanen Program fairly early in the process of understanding our daughter's delays. We attended a Hanen Workshop where we learned to modify our activities and our language to encourage richer language experiences for our daughter, before we even understood that her language delays were the result of an autism spectrum disorder. We also used their It Takes Two to Talk workbook to find games and stories that encouraged conversation.

To learn more about speech and language delays, you can get started here:

• Answers.com language delay - be aware this is written in a very clinical style which may be disturbing to some parents.
• American Academy of Pediatrics - I particularly like the way this page relates language delays to autism. Their list of "warning signs" of autism is more comprehensive than others I've seen, and the discussion of receptive and expressive language delays toward to bottom of the page is particularly enlightening.