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Autism Newsletter

  Articles      Resources    Books   Teaching Tool   DVDs   Music                                              June 2011

 Proudly brought to you by www.AutismTeachingTools.net  & www.AutismResourceCenterofSouthFlorida.com

June 2011

Art, Music

& Movement

with Children with Autism

 

Member Articles

 

 

Art  & Autism

by L. Talmage, Author of Climbing Obstacles in Autism

A few years ago, I convinced my husband and a few of my extended family to venture inside of an art museum with me. We were vacationing and had stumbled upon the museum by good fortune. I was elated; I could spend hours absorbing the design, colors and self expression of so many artists. I went straight to the modern works, while others took in Western Art, and others found a comfortable seat in the lobby! Art affects us in such different ways.

Article Continued at bottom of page....

 

Art

View All Art, Music &  Movement Books

 

 

Climbing Art Obstacles

in Autism

Climbing Art Obstacles in Autism includes art activities tied to early learning themes, projects that incorporate visual-motor skills, many colorful photos that depict logical sequences of steps, checklists to assist students in collecting needed materials, and detachable pages for easy use in special needs or inclusion classrooms.

Price: $39.95

Reaching the Child with Autism through Art

It is no secret that the arts are often underestimated when it comes to education. But author Toni Flowers knows better. Art encourages communication, positive self-image, concept development, spatial relationships, fine-motor skills, and many more facets of healthy child development.

Price: $19.95

Movement

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Yoga for Children

with Special Needs DVD

Hosted by Hunter, this DVD explores daily activities such as bedtime, brushing teeth, dinner and homework strategies. Children will learn to regulate emotions, improve gross and fine motor skills, and become stronger both physically and cognitively.

Running Time: 60 minutesPrice: $19.95

O.T. for Children with Autism

The 45 minute program introduces parents to Occupational Therapy (OT) and what it can do for a child with behavior and/or sensory dysfunction. Occupational Therapist, Britt , combines OT and ABA to teach parents, educators and caregivers what they can do at home to help with desensitizing and reprogramming how the child's brain processes sensory information.

Price: $35.00

Autism Movement Therapy

aut-erobics DVD

" Programs like Joanne's Autism Movement Therapy offer opportunities for our kids to develop the necessary and fundamental skills that benefit all our kids. Art saved my life! " - Temple Grandin, PhD

Price: $39.95

Getting Kids in Sync DVD: Sensory Motor Activities

to Help Children Develop

Body Awareness

In this lively DVD, Carol Kranowitz, author of the best-selling Out-of-Sync Child series, demonstrates SAFE (Sensory-Motor, Appropriate, Fun, and Easy) activities.

This is a great DVD for any parent, teacher, or childcare provider looking for quick-and-easy ideas for incorporating sensory activities into a child's day.

Price: $19.95

 

 Music

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Music Therapy: Another Path to Learning  & Understanding for Children on the

Autism Spectrum 

Music therapy is the use of music to address non-musical goals. More and more parents and professionals are finding that music can break down barriers for children with autism in areas such as cognition, communication, and socialization. This book explains how to use the many elements of music to foster communication, and teaches you how to adapt music to meet a child’s needs. Visual aids and already-written songs will get you started!

Price: $19.95

Cool Bananas CD: Favorite Kids Rhythms for Calming Cool Downs and Bedtime Routines

The Cool Bananas CD was created to provide children with a selection of strong, regulated rhythms to support a state of calm, organization, and regulation in their nervous systems.

Enchanting, popular children's songs sung at 50 to 70 beats per minute support the dysregulated child as background music during therapy, classroom time, and home activities (e.g., table top time, play time, bath time, car rides).

Price: $19.95

Drama & Acting

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Teaching Asperger's Students

Social Skills Through Acting

When given the chance, young people with Asperger’s can be the most charismatic actors that have ever hit the stage. In this guidebook, author Amelia Davies provides the theories and activities you’ll need to set up acting classes that double as social skills groups for individuals with Asperger’s or high-functioning autism.

Price: $19.95

 

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Member Articles Continued...

Art  & Autism

....continued from top of page

For the past five years, I have painted abstract pieces that I texture with varying tools. Although I had a great teacher and guide, I found I still had to learn how to use new tools and apply different strategies on my own. I would spend hours looking at pieces of art in magazines and on-line, gathering my thoughts about how to meld the perfect colors and design. I needed the visual assistance to help me organize myself as I worked with new materials and new skills.

Our children and students with autism also desire to participate in the visual arts. Many of them love to explore various art mediums as the sensory seekers they can be; yet, they do not always possess the motor, language or organizational skills to carry out preliminary skills of art. They may struggle with an appropriate grasp or how to use tools such as scissors. They may not understand the beginning and conclusion to a project and may become " sensory absorbed " in the process of glue or glitter. And finally, they may be unable to keep pace with the typical language model that delivers the instructions and what a final product should look like.

All of these issues drove me to insure that my youngest learners on the spectrum had access to visual directions to support their beginning art projects. Over the years, I have collected precious stories of how my students would run to the art table when some had previously rejected the experience or I have stories of how students were able to complete entire art projects independently, and proudly I might add! The visual instructions traveled to inclusive environments where the neurotypical students would hover over my students to share the visual directions. Moreover, my older students loved the independence of collecting their own materials and checking off the boxes beside the visual directions.

 

Sample from Climbing Art Obstacles in Autism

The book, Climbing Art Obstacles in Autism, was an entry to provide other teachers and parents the opportunity to practice art skills in an outcome based process. Whether you are looking to assist our students and children in theme based instruction or to gain the therapeutic skills of drawing, cutting, or gluing, visual instructions are a remedy of support for you. You will find your younger learners glued to the pictures in the book, turning their hands to match the models in the pictures, and creating exact replicas of the art directions. It is designed in a sequenced based format such that our students our drawn to the visual conclusion and find it almost impossible to perseverate on the materials. But the most critical impact the book has had is being able to travel to regular education classes to allow our students and children to have the visual support they need to perform alongside their peers.

 

Without the development of many of the preliminary motor skills, our students and children may not venture into the valuable and therapeutic activity of self expression with art. Without a pictorial depiction of the event, they may perseverate on the sensory side of the project. And without picture support, they may become confused by multiply stepped verbal directions. Art is a sensory delight for so many and I wish every student and child would have the understanding and skills to make art in a meaningful way. And who couldn't use more independent refrigerator art in their kitchen?!

 

View L. Talmage's book:

Climbing Art Obstacles in Autism

 

 

 

___________________________________________________________________

 

 

Can Your Child Benefit

from Music Therapy?

 by Reitman, PsyD, LMHC, MT-BC

 

Music therapy can be a rich and rewarding addition to a comprehensive treatment program. In fact, it is becoming a more common part of a comprehensive treatment program for children with autism. Many parents seeking out music therapy have children who have been receiving more traditional therapies for many years, but are searching for something that will bring joy and meaning to their child’s life. Music therapy often brings out a child’s inner spirit, laughter, and a twinkle in their eye as they find satisfaction in their participation and creative efforts.

Music therapy is a related service under Part B of IDEA. Each state and its local school districts therefore must ensure that all children with disabilities receive related services at no cost to parents in conformity with an IEP. Yet, many parents are denied the opportunity to even have their child evaluated for appropriateness of music therapy services simply because it is not specifically mentioned.

In a letter dated June 9, 2000 to Farbman, Executive Director of the American Music Therapy Association, Warlick, Director of the Office of Special Education Programs with the United States Department of Education writes: “… [a]s under prior law, the list of related services is not exhaustive and may include other developmental, corrective, or supportive services (such as artistic and cultural programs, art, music, and dance therapy), if they are required to assist a child with a disability to benefit from special education in order for the child to receive FAPE” (p.2). Further, should the IEP team determine that music therapy is an appropriate related service for a child, the team’s determination must be reflected in the child’s IEP, and the service must be provided at public expense and at no cost to the parents. Additionally, music therapy services are to be provided only by personnel who meet appropriate State standards for qualified personnel as defined in the regulations.

 

Often, parents who request music therapy for their child are met with the response that “our teachers already include music in their program so we do not need to provide music therapy.” But, music therapy and general music education are distinct disciplines and professions; the intent of the services themselves set them apart. While music educators strive to teach music-related skills, abilities, and appreciation, music therapists strive to use music to accomplish non-musical goals such as improving behavior, attention span, receptive and expressive language skills, and social skills. Therefore, school music educators may not have the appropriate training to provide music therapy for a child with disabilities. In addition, and contrary to widely-held positions, there is an abundance of research and literature spanning over 30 years to support the use of music therapy with children on the spectrum.

Music therapy treatment with children on the autism spectrum often addresses the four main qualitative impairments: behavior, communication and symbolic play, socialization, and sensory issues. Impaired social interaction affects all areas of a child’s functioning. The most basic of these skills involves motivation to become and remain engaged with another person. Music therapy provides intrinsically-rewarding and motivating practice in appropriate play with objects and creating meaning with others. In addition to the socio-emotional and educational benefits, students receiving music therapy exhibit enhanced social skills, generalization of previously learned skills, improved sensory integration and motor planning, and expanded language and communication skills.

 

Music therapists use a wide variety of interventions developed to benefit children with special needs. These creative activities provide an emotional outlet of the greatest value which integrates a child’s emotional, physical, and mental experiences. Goal-oriented musical experiences may be receptive or active and may involve such activities as: singing, dancing, imitation and action songs, academically-oriented songs, musical games, or music listening. But, how does one begin to determine if music therapy may be appropriate for a child with disabilities? The answer may be “yes” if the child:

• easily learns words to songs, but has trouble remembering more “simple information;• is more animated and engaged when involved in music activities than when not;

• spends time humming, singing, or vocalizing to himself;• has his/her first words emerge in song rather than speaking;• demonstrates improved attention when engaged in music;• has limited joint attention skills and/or poor imitation;

• needs practice in any of the following:o organizing sensory information;o sequencing events;o being more flexible within a structure;o generalizing skills;• rarely engages or interacts with others in a meaningful way;

• has not yet established purposeful communication 

While most music therapy services are paid out of pocket, there have been recent advances towards getting reimbursement. In Michigan and Indiana, music therapy is a covered service under the state’s Medicaid Children’s Waiver program; and North Carolina is considering new Medicaid Waiver language that includes music therapy coded as a therapeutic service for support and comprehensive services for individuals with developmental disabilities. And, finally music therapists in several states, including Florida, are actively pursuing state funding for their clients. If your child participates in music therapy, you are encouraged to support these efforts by talking to your Medicaid support coordinator, getting a prescription for a music therapy evaluation or services, and/or discussing the possibility of incorporating music therapy into your child’s educational plan at your next IEP meeting.

 

For more information about music therapy or finding a music therapist who specializes in working with children with autism can visit the AMTA website at www.musictherapy.org. Anyone wishing further information or assistance in advocating for music therapy services is encouraged to contact Reitman, PsyD, LMHC, MT-BC.

Reitman, PsyD, LMHC, MT-BC, owner of Cadenza Music Therapy, Inc. has been a practicing, board-certified music therapist for 15 years and is a Licensed Mental Health Counselor. She holds Bachelor’s & Master’s degrees in Music Therapy and a Doctorate in Clinical Psychology. She has extensive training in behavior modification, communication systems, and developmental psychology. Ms. Reitman has presented numerous workshops & trainings at the regional and national levels. She sits on the editorial board for Perspectives, a quarterly journal published by the American Music Therapy Association (AMTA).

 

The Art of Therapy: Drawing Individuals Out in Creative Ways

By Donna J. Betts, MA, ATR-BC

 

 

There are countless individuals with Autism who are gifted artistically. Some have artwork displayed in shows around the country and in online galleries. And Although studies have shown that art therapy is an effective method of breaking through the barriers of autism (Banks, 1993), in order to benefit from Art Therapy, the participant is not required to demonstrate a major talent for art.

 

Rather, he or she needs to be able to respond on some level to the art materials that are within his or her competence to use, whether

it’s forming clay, drawing, or painting with watercolors. Tasks are taken on in small, incremental steps (n and Felix, 1980), and art therapists help clients with developmental disorders fi nd strengths and competencies to build upon.

 

HOW ART THERAPY HELPS

An art therapist is a mental health clinician trained to work with many different types of individuals. With post-Master’s degree credentials, art therapists can be found working in a variety of settings, including facilities that serve persons diagnosed with autism and other

developmental disabilities. Art therapy helps clients with autism ondifferent levels. Several areas that art therapists focus on include: increasing communication skills, developing a sense of self, relationshipbuilding and facilitating sensory integration.

PROVIDING A FAMILIAR SETTING, ROUTINE

An individual with autism who is withdrawn may be approached through the objects and activities that he or she prefers (Kramer, 1979).By beginning with the familiar and progressively introducing the new, individuals with autism are more willing to accept the unfamiliar.

I once taught a student with autism who was obsessed with his own wet saliva. I realized that he was fascinated with the patterns ofmovement he created with his spit, and that this was what kept him interested in the activity. So I devised a way to divert the boy away from his saliva, by introducing a dry substance: sand. In his art therapy sessions, he was encouraged to play with sand and containers in a tabletop box. As he learned about how to manipulate his

environment through sand play, his obsession with spit eventually disappeared. And with my continuous encouragement and praise for using the sand, rather than the saliva, he progressed toward a more fl exible and mature ego functioning. In that respect he experienced positive behavioral and emotional growth.

 

Increasing Communication Skills

Art therapy can help open pathways into underdevelopedareas of the brain and provide an avenue for nonverbalexpression. When a client creates art, he or she is communicatingon a symbolic level. This process, in turn, can foster

the development of more direct communication and eventhe reorganization of thought processes (Bentivegna, 1983).

Art therapists can also focus on communication skills by employing techniques such as shared drawing tasks and mirroring (mimicking the client’s behavior and art expressions in order to establish a relationship). My clients with autism often respond to the mirroring of their behavior and art-making, which works to get their attention and

engage them in interpersonal interaction.

When the art therapist builds a relationship with the client, he or she is provided a corrective attachment experience (Henley, 2001). This means the therapist’s facilitation of the communication process through art creates a positive climate conducive to producing a healthy attachment to the therapist. And this also benefi ts the client by reducing anxiety, thereby promoting emotional regulation.

Developing a Sense of Self

Art therapy also helps individuals with autism develop asense of self. Because the individual with autism can havean unstable sense of self, the art therapist can share his orher own sense of reality to support the client (Henley, 2001).

This method of reality testing provides the client withan “auxiliary ego”- the therapist’s use of his or her self tobenefi t the client. This is accomplished by staying withinthe symbolic content revealed through the client’s art and

helping to revise this content so that it is based more onreality (Henley, 2001).

Facilitating sensory integration

Sensory integration is another important aspect of treatmentThe use of multi-sensory methods can help integrate thesenses, such as hearing and touch. For instance, making arattle with art materials and encouraging the client to make

sound with it can provide he or she with yet anotherexpressive outlet while enhancing the art therapy session.Despite their diffi culties, individuals with autism can increasetheir communication skills and develop a sense of self

through the process of art therapy. These unique individualscan forge a positive relationship with the art therapist whilefacilitating sensory integration. These mechanisms can alsohelp to decrease negative behavior while improving cognitive

growth and emotional regulation (AATA, circa 1983),making art therapy a benefi cial mode of treatment for manyindividuals on the spectrum.

 

DONNA J. BETTS, MA, ATR-BC,

received her Masters from Washington University, Washington,DC, and is a doctoral candidate at the Florida State University. She is an active member of the American Art Therapy Association and served on its Board of Directors from 2002-2004. Betts is also the Recorder and Webmaster for the National Coalition of Creative Arts Therapies Associations and the author of Creative Arts Therapies Approaches in

Adoption and Care: Contemporary Strategies for Working With Individuals and Families. Her web address is www.art-therapy.us to learn more.

 

REFERENCES:American Academy of Child and Adolescent Psychiatry. (1999).“The Child With Autism” [Fact Sheet]. Washington, DC.

American Art Therapy Association. (circa 1983). “Art Therapyin the Schools: Resource Packet for Art Therapists in Schools(Resource Packet). Reston, VA.Banks, S., , P., , V.F., & McLaughlin, T.F. (1993).

“The effects of directed art activities on the behavior of youngchildren with disabilities: A multi-element baseline analysis.”Art Therapy: Journal of the American Art Therapy Association,10(4), 235-240.Bentivegna, S. (1983). “The use of art with an autistic child in

residential care.” American Journal of Art Therapy, 22, 51-56., K., & Dubowski, J. (2001). Art Therapy With Childrenon the Autistic Spectrum: Beyond Words. London, UK: Kingsley.Henley, D. (2001). “Annihilation anxiety and fantasy in the art

of children with Asperger’s Syndrome and others on the autisticspectrum.” American Journal of Art Therapy, 39 (4), 113-121.n, P. and Feliz, M. (1980). “From denial to self-esteem:Art therapy with the mentally retarded.” Arts in Psychotherapy,

7, 201-205.Kramer, E. (1979). Childhood and Art Therapy: Notes onTheory and Application. New York: Schocken Books.Stack, M. (1998). “Humpty Dumpty’s Shell: Working withautistic defense mechanisms in art therapy,” in M. Rees (Ed.)

(1998). Drawing on difference: Art therapy with peoplewho have learning diffi culties. London, UK: Routledge.

Autism Movement Therapy®Aut-erobics® Movement & Music

Sensory Integration to

“Wake Up the Brain”

By Joanne Lara, M.A.

The brain is an information processing wonder. We process and store information in either long term or short term areas of the brain. When we need that information again, we retrieve it via a pathway (white brain matter) in the mapping area (gray matter) of the brain. Brain mapping is an interesting process. In a nutshell, it’s like this. Say you move into a new home. You don’t know where to find the grocery store, the dry cleaner, the gas station or any other neighborhood establishments you need on a daily basis. But within a short period of time you’ve found these places and you no longer have to think about the specific directions to get to any of these places. You get in your car and drive right to the spot, almost as though you’re on “automatic pilot.” Daily we map hundreds of pieces of information by placing them in a file in our brain. Without even having to think about it, when we need the information we retrieve the file by going straight to it, via cognitive maps or highway pathways.

Individuals with autism have difficulty accessing and retrieving information in both long and/or short term memory banks. Either the pathway does not exist or the transmitters are impaired. This makes learning especially difficult for them. The analogy is that our kid’s brains function like a library where none of the information is stored in any organized, categorized way. Think of the confusion this would cause! The good news is that scientists now know we can often jumpstart impaired informational pathways or even create new pathways through a process called cognitive redirection. This “waking up the brain” is what Autism Movement Therapy is all about.

 

What is Autism Movement Therapy®?

AMT is an empowering sensory integration strategy that connects both the left and right hemispheres of the brain (interhemispheric integration) by combining patterning, visual movement calculation, audile receptive processing, rhythm and sequencing into a “whole brain” cognitive thinking approach that can significantly improve behavioral, emotional, academic, social and speech and language skills.

The primary goal of Autism Movement Therapy is that after 12 -14 weeks of two or three 12 minute sessions a week, the individual will be more compliant when asked to complete on-task activities, will interact with typical general education peers more frequently, and will be using both sides of his brain for processing. Increased overall self-determination awareness, along with healthier, improved self-esteem is the ultimate goal.

 

What is the theory behind Autism Movement Therapy?

In individuals with autism the left and right brain hemispheres are more often than not, not communicating with each other. The left (analytic) or logical hemisphere of the brain is: verbal, responds to word meaning, is sequential, processes information linearly, responds to logic and plans ahead, recalls people’s names, speaks with few gestures, is punctual, prefers formal study design, prefers bright lights while studying. The right (global) or artistic hemisphere is:  visual, responds to tone of voice, is random and processes information in varied order, responds to emotion, is impulsive, recalls people’s faces, gestures when speaking, is less punctual, prefers sound or music in the background while studying and prefers frequent mobility while studying.

Information travels across the corpus callosum, which serves as the conduit or bridge between the left and right hemispheres. Studies indicate that this bridge can be strengthened. 

AMT is designed to cognitively redirect or re-map the brain. It uses repetition of movement patterns and sequences to establish legitimate pathways or highways for the information to travel along. This helps individuals with autism in processing, storing and retrieving information in a more efficient and effective manner. How can this be possible? Think of it this way. You buy a new home with a guest house in the back yard. No one has ever lived in the guest house, and the back yard grass is green, lovely and covers the entire yard. Someone moves into the guest house, and they use your laundry room, located at the back of your house. After a while, inevitably a pathway forms from the guest house to the laundry room. This is how we make new pathways in the brain, by having the information travel back and forth, over and over again, along the same white brain matter transmitters until the brain establishes that the traveled route is the preferred pathway to the stored information. Doesn’t sound so impossible after all, right?

 

Certainly many parents and professionals will find the following “mis-association” example familiar. A child with autism goes to the park with his father. He sees a dog and as he leans down to pet it, his father looks up at the sky and says, “What a lovely blue sky.” A month later the boy sees a dog at a friend’s home. He immediately rushes over and as he lovingly pets the dog he says, “ blue sky” - the words he cognitively mapped and stored in his memory bank during his trip to the park. Because he is now re-experiencing the same activity, one that he enjoyed, his brain retrieves the words (speech) he heard from his father (receptive audio information) that were stored along with the picture of the dog (language) and the action of petting the dog (gross motor). When the child says “blue sky,” adults then misinterpret and misunderstand the child as thinking the name of the dog is “Blue Sky.” In actuality, the image of the dog was the visual trigger for the retrieval of the stored information in the boy’s brain.

 

Each of us processes information in this same manner. The difference between processing the correct information and/or misinformation, as in the above example, is dependent on the negative or positive interpretation of the information. We process through audio, visual and natural cues, which in turn become triggers. A visual image can be a trigger as well as audio or sound information, and many times both become triggers for the retrieval information process. Autism Movement Therapy utilizes these different forms of information processing and triggers in remapping the brain. It requires that kids use receptive language to hear the music, visual processing to see the physical image and gross motor skills to reproduce what they see.

 

What does an Autism Movement Therapy® session look like?

AMT is fun, involving music and dance that appeals to all ages! The program is available through live sessions or through an instructional DVD. AMT is divided into three levels that take approximately 12-15 minutes to complete, with a fun Hip Hop level at the end. Each of the three levels is further divided into five sub-sections: A warm-up, stationary movement, locomotion movement, improvisation and relaxation or cool down. More importantly, each of the three levels are designed to scaffold on the level in the previous section, 3 on 2, and 2 on 1. The student begins with Level 1 and through repetition and predictability moves to the next level when he has mastered the movement sequence and patterns, tempo and rhythm in the current section. In other words, he moves on when he has “mapped” the sequence and patterns (information), and when his body will reliably respond to that information (triggers).

Level 1 is designed for individuals with EMERGINIG gross and fine (motor), and cognitive skills. Level 1 introduces and trains the individual to “map” by listening to the music (using his right brain), visually interpret the movement or form of the demonstrator’s body (using his left brain), and consequently move his body in space to the music (the whole brain approach). Level 1 is essentially " Listen, See and Do skills. "  

Level 2, the DEVELOPING skills level, is designed for the individual who is more advanced in his fine, gross, and cognitive abilities and who has mastered the Level 1 section. Level 2 focuses on longer sequences, more complex patterns, and an overall general appreciation of the dance form.

Level 3, the PROFICIENT level, is designed for the advanced student who has mastered the skills in Level 1 and Level 2. This section involves more complex sequencing and patterning and combines improvisation with more challenging movement.

 

Level 4 is the HIP HOP level or the independent instructional level. This level is designed for the student to dance to the beat, using the rhythm and tempo skills they have acquired in the previous three levels and to HAVE FUN! Our kids so often feel left out at parties and family gatherings and this creative, improvisational level helps in being more spontaneously engaged.

The goal is for the student to move easily from Level 1 to Level 3 over time. How long that takes depends on each student, how easily the brain responds to the remapping, and how quickly transmitters are being reprogrammed. The ultimate goal is that the student is able to execute combinations independently, without the adult model.

Cognitive redirection or re-mapping requires dedication, perseverance, along with repetition and predictability, all keys to successful interhemispheric sensory integration. We want our kids to perform well and work on-task; mastering these basic skills can have an enormous impact in all other areas of learning. We also want them to be the best they can be. Autism Movement Therapy stimulates the brain and wakes up areas that are dormant. But, like life, it's a process and no two kids respond in exactly the same manner. The program can be used with children as young as age three, yet has been shown to be effective when started with teenagers too. As we all say in our clinic, don’t get discouraged, get active! Retrain your brain!

 

Click below to learn more....

Autism Movement Therapy aut-erobics DVD

 

BIOJoanne Lara is the creator of AMT and a Professor at National University. She has appeared on abc 7, KCSN 88.5, Health Net Radio, Autism One Radio, KBUL 970AM, WVNJ Sam Greenfield Show, For the People w/ Chuck Harder, Putnam Show, and in the Denver Post, at UPI.com and in Forbes Magazine. Visit www.AutismMovementTherapy.com. 

Copyright © Autism Asperger’s Digest. All Rights Reserved. Reprinted with permission from Autism Asperger’s Digest, January/February 2009 issue. www.AutismDigest.com

 

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Articles

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Art & Autism by L. Talmage

 

Can Your Child Benefit from Music Therapy? by Reitman, PsyD, LMHC, MT-BC

 

The Art of Therapy: Drawing Individuals Out in Creative Ways

By Donna J. Betts, MA, ATR-BC

 

Autism Movement Therapy®Aut-erobics® Movement & Music Sensory Integration to “Wake Up the Brain”

By Joanne Lara, M.A.

 

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Free Admission----------------------------------------

 Asperger Syndrome

Support Groupfor Parents, Caregivers, Educators & Individuals Working with Children

with Asperger’s Syndrome Contact: Hugo

(954)746-9400 x2120

Please note Respite Care needs at the time of registration.----------------------------------------

Support Group for Adultswith Asperger SyndromeJune 15

6:00 pm - 7:30 pmSchomber Conference

Room 201UM-NSU CARD Main OfficeFred & Helen Donn Filpse Bldg.

5665 Ponce de Leon Blvd.,Coral Gables, FL 33146Contact: Registration RequiredFree Admission

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South Florida GFCF/SCD Group

This dietary support group is to assist parents that are seeking to pursue dietary intervention for the treatment of ASD. 

 Meetings include recipies, food saples, & help with shopping & food selection.

3rd Tue, 7p-9p Free.

Whole Foods

7720 s Rd

Plantation, 33324

Contact: Wallitsch

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Hernando Autism Parenting & Personal Experience Network

This is a support group for parents & other relatives of children on the Spectrum

120 Fountain Ct

Spring Hill, FL3rd Wed 7-9p

 Contact: Bolen

 

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Parents Helping Parents Florida 

PHPF Helping Hands support group for parents/families of children with autism & related disabilities. Ocala Last Wed  6-8p, Free

Ocala Public Library, 2720 East Silver Springs Blvd.

Contact: Sylvia

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Southwest Florida

Autism Coalition

Monthly support group for parents & professionals facing autism.

Topics include Financial Planning, Sensory Integration, Social Skills Training, and Communication

3rd Thu, 7-8:30p

At the Pinnacle Academy

6215 Lorraine Rd

Bradenton, FL 

Contact: Dr. Kirstina Ordetx

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Autism Monthly

Support Group

for those affected by Autism

Various topics & speakers ranging from diet, therapy, & advocacy. 

1st Tue

5740 Moog Rd.

Pasco County

Contact: Bice

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 Parental Encouragement for Autistic Children Everywhere

Our mission is to educate, empower & provide a positive support environment to Families with children on the Autism Spectrum. Lakeland 1st Tue 6p-8p, 1021 Lakeland Hills Blvd. 33805,

Contact:

ext. 228

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Parent to Parent of Miami

Parent Resource Center7990 SW 117th AveSuite 201Miami, FL 33183Parent to Parent of Miami is a community parent resource center for families of children and adults with all disabilities.

Find information, workshops, and other resources to help make decisions about early intervention, early childhood, education, vocational training, employment, college opportunities, as well as the laws that protect the rights of children and adults with disabilities.

Contact: Isabel C.

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BFOCASD Support Group

for families, educators & therapists of children & adults with ASDs

7-9p - Free

 1st Wed

First Baptist Church of Melbourne

3301 Dairy Road

West Volusia, FL 

----------------------------------------Aware 4 Autism

Support group

for all people affected by autism & the autism spectrum. 

Speakers monthly. 

1st Sat 2-4p. First Congregational Church,

7900 Fort King Rd., Zephyrhills , FL

Contact: Johanna O'Toole

 

 

 Social SKills Groups

 

Miami-Dade Teen TimeSocial Skills GroupJune 20

6:30 pm - 8:00 pmUM-NSU CARD Main OfficeFred and Helen Donn Flipse Bldg.5665 Ponce de Leon Blvd.,2nd FloorCoral Gables, FL 33146Contact:

  Lis De Gasperito schedule a screeningappointment with the facilitator below.

Boys Group: Drew ComanGirls Group: Coman

 -------------------------------

 Broward Teen TimeSocial Skills GroupUM-NSU CARD

Satellite Office6100 RoadDavie, FL 333144:30 pm - 5:30 pmMIDDLE SCHOOL GROUPJune 13HIGH SCHOOL GROUPJune 13Contact:

Grana M.S. & Green, M.S.Ed.

 

 

Activities & Events

 

A Special Gathering

for Mothers of Children

With Special Needs

Stable Foundations, Davie, FL

Tuesday, June 14th

10AM – 2PM

Cost: $250

Lunch will be provided

Contact:

Dr. Terri Jennings

 

Playdates

 

Tampa 'Playdates'

Support Group

This time has been reserved for our support group members who have children on the spectrum only.

3rd Tue 6p to 8p

$6 per child

Come Join Us at

Gator Fred's Party Center!

West Village Commons

5360 Ehrlich Rd. 33625.

Contact:

Kim Larochelle

Marilyn Santiago

 

Announcements

 

Free Autism Screening

For Toddlers

The Children’s Hospital of Southwest Florida in Lee County, in partnership with the Mc House Charities® of Southwest Florida, offers a free monthly autism spectrum disorder screening for toddlers 18 months to 36 months of age.

The ASD screening is conducted by the Neurosciences Center at The Children’s Hospital, under the guidance of pediatric neurologist Colon, MD, MPH, and pediatric psychiatrist nne Krouk, DO. The screenings are administered by an Advanced Registered Nurse Practitioner, who has extensive training and experience in typical child development and developmental disorders.

A physician referral is not required

Contact:  

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Free Autism Screening

15 Months through 4 years of age

Face Autism, Inc. is providing free autism/ASD screenings to children 15 months through 4 years of age, in Sarasota/Manatee/Charlotte counties who show signs of autism/ASD.

The screenings will be performed by a certified Infant Toddler Developmental Specialist / certified Floortime Therapist. The tool used for the screening will be the Autism Diagnostic Observation Schedule (ADOS). If a child is at risk for autism/ASD, they will then be referred back to their pediatrician, pediatric neurologist, child psychologist, or developmental pediatrician for further evaluation/diagnosis. Early detection leads to early intervention.

Contact:

 

Conferences

 

Autism Society 42nd National Conference & Exposition

Jul 6-9 2011Orlando Gaylord PalmsHotel & Convention CenterContact:

 

Workshops/Classes

 

Helping Our Toddlers

Developing Our

Children's Skills

HOT DOCS classes are available in both English and Spanish, and are offered several times a year at various sites in the community, including our USF site located in the Children's Medical Services (CMS) building. HOT DOCS has been recognized as an outstanding community resource, and has received awards from Early Steps, Early Childhood Council, and the Hispanic Heritage Committee. HOT DOCS is funded by the Children's Board of Hillsborough County. Funded by the Children's Board of Hillsborough County.

 Contact: 974-1189

 

Homeschool Groups 

Homeschool group for special needs families in the Central Florida area:

 Our Amazing Kids is a group for families in the Central Florida area who are homeschooling their special needs child(ren). We welcome families of every ability, focusing on providing resources to parents who are new to the homeschooling community. We are open-minded and have an interest on living and learning naturally.

Contact: Dory HubbardWinter Haven, FL(863)318-9461

 

 

Meetings

 

Autism Society of the Panhandle's Evening Meetings

The Autism Society of the Panhandle meets the 3rd Tue of each month at 6:30 p.m. in the Pollak Training Center of the ARC Gateway on 10th Avenue in Pensacola. Sitters available with reservation 3 days prior to event.

Pensacola 3rd Tues. 6:30p, no cost Corner of 10th Avenue & Fairfield Drive 

Contact: Byram

 ---------------------------------------Puzzle Peace Web Forum

Puzzle Peace is a web meeting place for parents trying to define themselves without having a developmental disorder do it for them.  Join the movement!

Contact: Kristi Vannatta

----------------------------------------Autism Society of

Broward Meeting

Support groups meet monthly* where parents & guest speakers, specializing in the area of autism, share information & resources.Our meetings are open to all that are interested in autism.

3rd Wed  7:30p

ARC Broward

10250 NW 53rd Street 

Sunrise, FL 

Contact:

 

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