F.A.L.A. October Newsletter

A Sense of Belonging

When my son was six-years-old he was mainstreamed into Kindergarten with several aides. His I.E.P. had stated that the School would gradually increase his time spent in the classroom but Alex would start out by spending the majority of his day in the Learning Center. The same was stated in his I.E.P. in First Grade.

However, the school did not adhere to his I.E.P. and after speaking with his teachers at the end of each school year, they had both stated that Alex was only in the Classroom setting for an hour per day regardless of his behavior.

So, when Second Grade rolled around, I asked for an Emergency I.E.P. and asked that the school adhere to his I.E.P. and gradually increase Alex’s time spent in the classroom. But, they chose to place Alex in the classroom full-time with several aides.

Alex began to have melt-downs due to being over-stimulated so the school stated that he needed to be moved to Special Ed. I was in tears and felt like a failure.

I began talking with other parents and professionals and they stated that moving him to Special Ed would be a huge mistake and that his chances of being mainstreamed in the future would be slim to none.

After two weeks of being in Special Ed, I asked Alex if he wanted to go back to Regular Ed and he replied, “No Mom, I finally have friends!” I immediately broke down in tears of joy coupled with the guilt of keeping my son from being able to build quality friendships over the past two years.

But, was relieved that my son had finally found his place in his world and knew that he belonged and fit in versus being placed in Regular Ed with no friends that he could relate to.

I share this story with Parents and Professionals because once again, we feel that we know what is best for our children. I know now after this eye-opening experience that when Alex is ready to go back to Regular Education, he will let me know through constant communication.

Alex has been in Special Ed going on two years and he is very happy and has made some great friends. I am ecstatic that he had the language skills, intelligence and a sense of belonging in order to communicate his feelings.

If you are a parent of a child with disabilities, take the time to help educate and teach them how to embrace who they are. Your children rely on your honesty, friendship and trust.

My son asked me if he was different and I replied, “Yes, you are! And, you are so talented in so many areas and I listed them all.” Everyone wants to fit in and have a sense of belonging. Being different is a very beautiful thing!

Every Child Needs Coaching & Facilitated Play
When I was growing up, recess was one of the happiest and best times of my life. We would run to the field, choose Team Captains, pick teams, and play real sports; Kick-Ball, Throw-Ball, Volleyball, Basketball, Four-Square, Tether ball, etc...

The Teachers were always involved and kept a close eye out for bad sportsmanship and kept us on track for helping us be successful at whatever sport we were playing. It taught me how to be competitive, take pride in winning, it kept me in shape, and inspired me.

Unfortunately those days are gone. When I visit my twin’s playgrounds at recess, instead of teachers being involved with hands-on sports, there are paid (our tax dollars) “Yard Duty Officers” which are mostly parents and relatives of the children who attend the school.

The Yard Duty Officers mostly stand around and converse with one another and do not offer hands-on strategies of helping the kids learn sports. At times, they do try to make sure that the school rules are followed.

What I have noticed is a lack of team sportsmanship and unity. It was the teachers involvement on the playground that made recess a fun and enjoyable experience. Those experiences also led me to be successful after school and on weekends while playing in the streets with my friends.

Over the summer, I took our twins to their Grandparent’s Pool at Del Webb for Recreational Swimming. When we got to the pool, the kids were all separated and playing by themselves while their Grandparents watched.

I made a point of gathering all of the kids together and introducing them to one another. I made up fun games, teams, and contests for all of us to play. The kids were ecstatic and asked when we would be back to play again.

At our friends 4th of July Party, I did the same. I created contests and games for the older kids and for the younger kids who I referred to as “Floaties.” I was in the pool for three-hours while the parents took in the fun by watching. The children had a blast and the parents all thanked me. It was so much fun and I thoroughly enjoyed it!

My point is that most kids are very shy and children with disabilities struggle even more. It takes a parent, teacher, or a leader to round them up and help them participate and play with one another. It is no different than a Coach who teaches his team how to master a sport.

We need more Coaching & Facilitating to ensure that our kids get a strong head start and learn a sport so as they get older and more assure of themselves, they have the tools necessary in order to be successful. Regardless if it is at school, at a park or on the streets, kids need role-models!

F.A.L.A. September 2008 Newsletter

Our Summer Visual Chart
This summer was very successful and a lot of work. I designed and put together a Visual Chart and Reward System for both of our twin boys.

I structured our Visual Chart based on the time of day coupled with self-enrichment, household chores, education, and free-time. Our goal was to limit both boy’s “Free Time” and help them become more well-rounded and find a healthy balance.

The Chart included the following:

6:00-Shower, clean ears, comb hair, pick out clothes, and get dressed.
7:00-Fix breakfast, eat, clean-up, and take Vitamins.
8:00-Brush teeth, gargle, make bed, laundry, take out trash.
9:00-Take dog for walk to park.
10:00-Free Time
11:00-Fix lunch, clean-up.
12:00-Reading, Math, Writing, and Art.
3:30-Free Time
5:00-Make dinner, eat, and clean-up.
6:00-Relax
7:00-Bath, fold laundry
8:00-Brush teeth, gargle, and go to bed.

On each side of the schedule were areas for each of the boys to feature their visual reward(s) as far as what they were earning (i.e.) Lego’s, Ant Farm, and Wii Card.

Directly below their visual item(s) that they were earning was a open space to place their stickers. Every time they completed a task, they placed a sticker on their side of their board area.

We also added a list of “Extra Credit Behavior Goals” in order to help them both be successful.

These were Alex’s goals:

• Alex will use an “Indoor Voice.”
• Alex will remain calm when frustrated.
• Alex will complete tasks without being asked.
• Alex will ask for a break or time-out when needed.
• Alex will count to 10 and take deep breathes when needed.
  

All-in-all the program was a huge success. Both boys reached their summer goals and were rewarded by doing so. I shared this chart with other moms and they loved the concept.

Thanks to some creativity and a lot of hard work, our Summer Visual Chart helped my twin boys experience a well-rounded and extremely rewarding summer.

Our Family Vacation was a Huge Success!
Last Easter, we made a point of limiting my autistic son’s exposure to electronic games while on family vacation and it was the best decision that we have ever made.

Alex was very willing and excited to be involved in what we were all doing for the first time. We played tennis, swam, went to Knox Berry Farm, and worked out in the Hotel Gym. We had a blast!

In the past, we would load up Alex’s backpack with his Gameboy, DS, and games. Alex would spend most of his time playing his games indoors and when asked to swim or participate in family fun, he would have horrible tantrums.

Last August, we spent ten days at our Summer Beach House. Again, we voted as a family to bring only one game which was “Rock Band.” I boxed up the drums and guitar along with the PlayStation and placed it in our guest room when we got to the beach.

Once again, Alex was very engaged in what the entire family was doing. We played Chess several times, Card Games, Boogie Boarded, dug a big hole in the sand, and played Frisbee and Horseshoes. We also enjoyed watching the Olympics at night together as a family.

Limit your child’s exposure to electronics while on vacation and reap the benefits of enjoying quality time spent together as a family!

It’s Back to School Time!
It is Back-to-School time and my goal this year is to make sure that every Special Need’s Classroom is not overlooked and has an Art Docent, Music Mentor, and PE Mentor.

I started my quest by meeting with both of my twin’s School Principals and discussed the importance of inclusion of all Special Needs Children when addressing all Campus Programs and Events.

In the past, the Special Need’s children have been excluded from Campus Assemblies, Art Docent Showcases, Campus Badge Systems, Campus Yearbooks, Campus Music Programs, and most likely countless programs that I am not personally aware of?

A couple of years ago, I designed a School Badge System but the Principal and Assistant Principal failed to acknowledge the program and did not follow through. So, this year I requested that it be put in place.

This will be my sixth-year as an Art Docent to my twin’s Classmates and the second year at two different Schools. In addition, I have volunteered to be a Art Docent for another Special Ed Classroom.

I am also meeting with Placer County Arts & Cultural Director, Angela Tahti in order to ask local artists to volunteer to work with Special Need’s Children throughout Placer County.

Advocate for Special Education and make a difference in our children’s lives!

F.A.L.A. August 2008 Newsletter

Do Parents Really Know Their Kids?
I had a wonderful conversation with a person from the Regional Center in the L.A. area. He said, “You parents think that you know your kids and what is best for their future, I want to share a story with you.

There was an Architect who raised millions of dollars and bought a property on the Wharf. She designed a two-story building with several apartments on the second floor and a Senior Center on the first floor. Three months after her son moved in, he said, “Mom, I’m outa here. I’m not living with these freaks anymore!” We laughed.

I replied, “Had the other apartments been rented to six of his childhood friends and had his mom designed a hip and thriving business on the lower floor that all seven residents enjoyed doing and were good at, do you think he would have wanted to leave?” He replied, No.”

Detail, Design, Thoughtfulness, Creativity, and taking much needed time to get to know your kids and understand what makes them tick is vital to helping them become successful adults and lead productive and rich lives.

If you are a parent designing a Permanent Living Model for your child, start by building long-term friendships now.

Spend a significant amount of time with your child and their close friends and ask them what they enjoy doing and design your models around them.

A “Bittersweet” Solution
I contacted Bittersweet Farms in Ohio, a 25-year-old Organic Farmstead and Permanent Living for Autistic Adults over a year ago and spoke with one of their Directors.

Jan shared with me two very heartfelt stories about two of their residents that I often share with parents and professionals.

One adult resident had a fixation of tearing fabrics and her clothes. Her parents kept sending boxes of clothes but she kept ripping them to shreds.

Their staff of professionals analyzed the psychological and sensory need of the woman resident and came up with a “Bittersweet Solution.”

They taught the woman to tear fabric and create tie-placemats, tie-rugs, and other gift items. She then gave the gifts to family and friends.

The other story was about a resident who had a fetish of pulling out people’s hair. So again the staff recognized a psychological and sensory need.

They gave the man cardboard to shred for the animal stalls. The man then cleaned the stalls and churned the cardboard and animal manure into the organic garden.

He then planted various seeds. When the plants bloomed, he took the seeds and made Bird and Animal Feeders and sold them at Market. "How Bittersweet!”

"Project A.F.F.E.C.T. Autism"

affect: to act upon, to bring about change, to move the feelings of someone.

Align: Partner and form Alliances with National & Global Autism Organizations & Professionals.

Facilitate: Create Focus Groups to aid in Project A.F.F.E.C.T.’s Goals and Mission.

Fund Raise: Attain National Sponsors and create Autism Ad Campaigns to increase Global Awareness.

Educate: Educate Public and Professionals through National and Global Ad Campaigns.

Create: Design and build: Socially Facilitated Recreation Centers. Non-Profit Resource & Treatment Centers. Permanent Living Communities for Adults on the spectrum. Create Businesses for Profit under the Non-Profit Umbrella that is employed and operated by Spectrum Teens and Adults.

Treat: Increase quality of ongoing Professional Services for all children and adults on the Spectrum; Special Education, Speech Pathology, Occupational Therapy, Psychiatry & Intellectual Development, Behavior Intervention, Adaptive Recreation, Self- Enrichment Skills, Social Interaction Skills, Diet, Nutrition, Exercise, & Treatment, Special Olympic Training, Job Skill Training, and Employment.

I designed Project A.F.F.E.C.T. Autism in hopes that the Autism Community will come together as one, put their differences aside, eliminate the politics, and become One Voice and Deliver One Heck of a Strong Message!

No Doubt, Vaccines Did Affect My Autistic Son
I read an article yesterday in USAAA “CDC Data Confirms Vaccine-Autism Link.” Do I feel that Alex’s six-month vaccine impacted my son’s autism, without a doubt. Do I feel other environmental toxins, casein/gluten, and grass allergies played a role as well, absolutely.

Mrs. Stills made a great analogy of her son’s contributing factors to her son’s diagnosis in “Autism: The Musical.” She referred to Bean Soup and how every child’s bean soup is different and that every single bean represents a different contributing factor.

Last October when I flew down for the Defeat Autism Now Conference, my mom informed me for the first time that my Granny was Lactose intolerant. My mom’s side of the family were also Farmers from Fresno, CA.

My 28-year-old nephew has been paralyzed from the waste down for five years due to a severe onset of M.S. My niece, his sister, had seizures and sought medical help but no one was able to determine what caused them.

My oldest brother had severe reactions to Grass following two Varsity Football Games but refused to be tested for allergies. My younger brother’s ears would turn bright red when he consumed tomatoes.

I am convinced that if my entire family were tested, we would uncover generations of untreated allergies.

F.A.L.A. July 2008 Newsletter

No Child Left Behind!
In April 2003 and again in November of 2006, I started my quest for Partnering to Create a Brighter Future for Adults on the Spectrum.

I set out by seeking input from families and professionals in order to design the most Comprehensive Permanent Living Model that would greatly improve my son’s quality of life and enable him to have a bright future.

The number one question on everyone’s mind was ... do we include all people with varying disabilities or do we create an exclusive Autism Model? This question became a heated debate across the United States.

The other heated discussion that began to surface was the debate of those who believed that Vaccines caused Autism versus Genetics. It became very apparent that there was a divided line within the Autism Community.

I was so overwhelmed by all of the opinions and finger pointing that I had to speak up and state, “This is not about placing blame. We need to eliminate all the politics and concentrate on designing programs that will help our children become successful and productive adults. We need to focus on “The Big Picture ... our children‘s future.”

What I learned after speaking to hundreds of parents and professionals across the U.S. was ... One Model was NOT the solution for all children with disabilities. Our children are so different that it would be tragic to think that one Model could possibly address all of our children’s varying needs.

So, what do I believe is the politically correct design ... “Several Very Different Models.” These Models should be designed based on varying levels of interests and capability coupled with I.Q., regardless of disability and diagnosis.

I designed my Model based on understanding my son’s capabilities; bright, behavior issues, computer savvy, huge vocabulary, wonderful writing skills, great sense of humor, loves music, and is socially young (has difficulty interacting with others but seeks friendships).

I am also a true believer that “No Child Be Left Behind.” Designing a Eco-Friendly Planned Community with a Organic Farmstead and a Gluten-Free/Casein Menu will not be for everybody. But, I didn’t design my Model for everyone, I designed my Model for my son.

If my son was placed in a Permanent Living Model where his peers were low-functioning, non-social, and incapable of building relationships, I would question my son’s quality of life and his future.

It is imperative that Model Design as well as Placement, focus on the varying needs of each very different and very special individual.

“Family Model” Group Homes vs. Planned Communities

It takes a compassionate Community to embrace and accept our kids for who they are. I am constantly challenging the Government, DDS, and various Regional Centers when they state that placing Alex in a “Family Model” Group Home (TEACCH) within a typical Neighborhood is the right solution for his future?

My twins just turned ten-years-old and it has become painfully clear that our Community accepts Jay and does not embrace my son, Alex. So, are “Family Model” Group Homes the answer to my child’s future?

Not for my high-functioning son who I know will be a successful working and fairly independent adult someday. However, for the lower-functioning adult whose mental capabilities are those of a young child, I could see how this would work. Again, one solution is not the answer for all people with disabilities.

Well over a year ago, the Coordinator at Prader-Willi Homes of Oconomowoc in Wisconsin and I discussed my Model and I asked her if managing their homes that were spread out in the community was difficult versus managing a planned community of homes and having a Community Development Center serving as its core?

She thought the Planned Community made a lot of sense. I also asked if her residents had a local Community Center where they could all meet, swim, have socials, and she loved the idea and was going to look into contacting several Centers in the area to ask if they would share their facility with them.

I recently spoke to a man who has a child with brain injury. He was interested in purchasing three homes for other brain injured adults. I asked him to check out my website for ideas.

He called me back and stated, “Your Model is a large Planned Community.“ I replied, “A Planned Community can also be small, three homes with a small Organic Garden serving as the core and anchor of the Community.

Planned Communities can be large, medium or small. They can be Dorms with a shared Community Development Center. An Apartment, Condominium, Duplex, with a Shared BBQ, Pool, and Recreation Center, Cottages with a shared common area, or all of the above.

Tight-knit Planned Communities where families who have children with varying disabilities can come together, help one another, and build lifetime friendships “is the concept” not the size of the Community.

Communities that relate to our children, accept them with open arms, and who are compassionate and caring human beings. I cherish my childhood and remain close to my former neighbors and want the same for my son.

F.A.L.A. June 2008 Newsletter

April’s Issue of “Cottage Living:” Pride of Place, Building Communities that Support Quality of Life!
I stumbled across two articles in April‘s Issue of “Cottage Living” that can be purchased at Wal-mart and local Grocery Stores.

On page 16, “Pride of Place” written by Lisa Selin Davis, is what I have envisioned for our family and eventually my sons as far as what real community support is all about, especially for families impacted by Autism.

Architect, Ross Chapin’s designs for “pocket neighborhoods” show how crafting close-knit homes can create a sense of community.

Ross Chapin and his associate partners bought 7,200 square foot lots just outside of Seattle which allowed for double the density of housing. The 975 square foot homes with shared common courtyards became their first pocket neighborhood.

Serious skeptics warned Ross of the “Third Street Cottages” that face one another and share a common landscaped area to be a financial mistake?However, the eight Cottages sold immediately and their value has increased dramatically.

The Cottages are painted in soft hues of Olive Green, Blues, Terra-Cottas, and Buttery Yellows.

If you have read an article worth sharing, please contact F.A.L.A. at
http://www.falanow.com/.

The other article in “Cottage Living” April Edition starts on page 44: “Prairie Crossing Sets Standards for Responsible Neighborhood Development.”

Again, this is a great example of how one developer and cottage owner, engaged in a land development plan with several business entrepreneurs.

What I love about this Development, is the use of Conservation Land coupled with Organic Farm land while creating an environmentally responsible and tight-knit Community.

The Organic Farm not only produces enough food to feed and help sustain its Community, it also became an income producing business.

Farming to many autistic children and adults can be extremely therapeutic and helps release stress for many people. Farming also addresses many sensory needs for autistic adults and children. Also, eating organic fruits, veggies, produce, eggs, and livestock is healthy and good for our environment.

Prairie Crossing really does set the standards for responsible and creative neighborhood development.

Environmentally conscious neighborhood developments are the wave of the future and make a lot of sense.

Understanding Autism & “Autism: The Musical”
I finally got to watch “Autism: The Musical” and cried throughout. Watching this very down-to-earth and raw Documentary should really help others understand and have a small glimpse into our challenging world.

What I loved most about this film was the fact that after two months of rehearsal, these kids were able to bond, became friends, and learned to appreciate each other’s strengths and weaknesses.

Their awareness of themselves and others like them was difficult to swallow but was also a wonderful reality. They helped open my eyes and showed me just how starved for friendships they really are. And, how just like any normal non-autistic child, friendships are extremely important to them.

So, what can we do to help our autistic children build lifelong friendships? Last night, I asked Alex who his closest friends at school were and he replied Joshua, Ms. Diamond, Ms. Amy, and Ms. DeAnn.

Then I checked to see if Joshua’s mom had volunteered to be on a Parent Phone List which she was not so today when I go to the Classroom to teach art, I will give Ms. Diamond our information and ask Joshua’s mom to call us. We will plan a BBQ so Joshua and his family can meet our family and eventually plan a sleepover.

I find it interesting that our kids refer to adults and teachers as their friends? Al’s Class consists of six boys, one teacher (Ms. Diamond), and two aides (Ms. DeAnn and Ms. Amy) unlike a standard Classroom of 20 students and one teacher.

He also interacts a lot with his teacher and aides and he trusts them. As the Classroom Art Docent, it is apparent that the boys also look to me as their friend and really look forward to my visits once a week. I don’t think it matters to autistic children about a person’s age, I think that they simply enjoy and crave interaction.

What I liked least about the reality of “Autism: The Musical” was when Elaine’s soon-to-be Husband’s family member made the comment that Elaine’s son was a “Bad Kid!“ Acceptance and understanding from family members and strangers to autism continues to be hurtful and very frustrating to me.

We continue to speak of acceptance from the community but how do we educate family and the community and build empathy ... by continuing to create Documentaries like “Autism: The Musical,” that’s how.

Get involved with autistic kids and get creative!

F.A.L.A. May 2008 Newsletter

Relationship Development Intervention (RDI) vs. Applied Behavior Analysis (ABA)
I recently attended a two-day seminar at The University of Davis on April 4th and 5th. Steven E. Gutstein, Ph.D. was the presenter and I found his approach to working with parents and their autistic children to be fascinating.

Just prior to attending the seminar, I purchased the book, “The Relationship Development Intervention (RDI) Program and Education” written by Steven Gutstein which intrigued me and I wanted to know more.

At the end of the two days, I was confused because RDI is a completely different approach to intervention than Applied Behavior Analysis (ABA) which we have been following since Alex was diagnosed at 18-months.

Although confused, I am convinced that this is the direction that I need to shift my energy in order to really help my son.

RDI’s approach to intervention invests in building minds not shaping behaviors (ABA) and helps parents and their children to develop the dynamic abilities needed for real-world success.

According to Steven Gutstein, RDI applies modern “best practices” for learning, invests in families first, and tailors intervention to each person’s unique needs.

Dr. Gutstein stated, “That following RDI’s Intervention Program is no different than following “Best Education Practices” and teaches parents how to “slow down the pace” and allow your child to learn and think on their own, placing emphasis on thoughtfulness not speed in processing.”

RDI helps parents and their children discover their personal potential by utilizing their thought process and allowing their brains to react to situations vs. ABA which teaches scripts and prompts autistic children on what to say and when it is appropriate to say it.

Steven Gutstein recommended that all parents read “Best Practices 3rd Edition by Today’s Standards for Teaching and Learning” and “How People Learn by The National Academics.” He also suggested visiting the following website at: www.21stcenturylearning.com (Cognitive Apprenticeship).

I asked Dr. Gutstein about how to deal with Melt-downs and he recommended, “The Explosive Child” by Ross Green.

So far, I am convinced that RDI raises the bar for Autism and I will keep you updated on our progress.

What Does Intel, GenCorp, and Sacramento Metro Arts Have in Common?
The Nonprofit Resource Center sponsored a Member Workshop called "Meet the Funders" and there were Corporate Representatives from Intel, GenCorp, Sacramento Metro Arts Commission, and CA Endowment to name a few.

They stated, "We want to give monies to Nonprofits who support learning in the areas of Math, Science, Technology, Space Travel, and The Arts.

I thought to myself, WOW! That is the Autism Community in a nutshell. This is where I would like our focus to go so we can put an end to the statistic of “Over 90% of autistic adults live with their aging parents and 87% are unemployed and uninsurable.”

I also had a wonderful conversation with Temple Grandin and we talked mostly about Independence and Self-worth. I spoke about all of my son's accomplishments which were many, one being the fact that my son was self-read and computer savvy at age three.

Temple asked, "Is he Computer Programming?" I replied no. And she said,” Why Not?" And that is what lit the fire to aspire to do more for my son. Thank you Temple!

So, I scheduled a meeting with Alex’s Teacher and the Head of Special Education for our School District. We ordered his Class Computer Programming Software and discussed ideas for future Cultural Field Trips. I also became their Official Art Docent and teach Art every Thursday.

Last year, I suggested that we order Alpha Smart Keyboards and Learn to Type Software which has become a very successful program for Al’s Classmates ranging in age of 6 to 10.

We are looking to explore future Corporate Sponsored Mentorship Programs that will focus on Cultural Field Trips, Choir Performances, Performing Arts, Computer Programming, Computer Design & Graphics, Computer Engineering, Architecture, Space Travel, Local Indian Culture, and Going Green and our Environment.

I am also very concerned about the rise in Bipolar & Autism। I hope that together, we can unveil our children's strengths and understand their weaknesses so we can help them find their greatness in their own world as well as ours.

Get involved with your child’s future and advocate for quality education. Become a Mentor and give back!

F.A.L.A. April 2008 Newsletter

AUTISM: THE MUSICAL
Autism: The Musical will Premiere on HBO on Tuesday, March 25th, 2008. Autism: The Musical was written and directed by Elaine, mother of cast member, Neil who has written and directed over 30 children’s plays.

Autism: The Musical has captured the hearts of many audiences across the United States and Canada:

WINNER AUDIENCE AWARD: Newport International Film Festival, Mill Valley Film Festival, Ft. Lauderdale International Film Festival, and Palm Springs International Film Festival.

OFFICIAL SELECTION: Vancouver International Film Festival, Margaret Mead Film Festival, The Virginia Film Festival, Anchorage International Film Festival, Tribeca Film Festival, Santa Barbara International Film Festival, SPROUT Film Festival, Cinequest San Jose Film Festival, Puscan International Film Festival.

DVD releases will follow the HBO Premiere. Join their email list by going to their website at http://www.autismthemusical.com/.

APRIL AUTISM AWARENESS MONTH
April is National Autism Awareness Month so what can you do in April to help make a difference?

• Volunteer at your local school and work side-by-side with students who are impacted by autism.
• Lead a School Assembly and help educate students about Autism.
• Become an Art Docent for Special Needs Children.
• Donate to F.A.L.A. or your local Autism Organization.
• Become a Corporate Sponsor and donate funds for Cultural Field Trips for Special Need’s Children.
• Become educated and read Stephen Shore’s Book entitled “Understanding Autism forDummies.”
• Volunteer for Special Olympics and Challenge Sports.

Don’t Just Exercise, Sensorcise!
Sensorcise is what I describe as fulfilling a sensory need with an activity or sport.

By being directly involved with my child while participating in various activities, it has become apparent that there are certain activities that seem to have a profound affect on my child’s sensory needs.

Over the years as well as having numerous discussions with many parents and professionals, I have discovered the following Sensorcises:

• Swinging on a swing set
• Gymnastics and Trampoline
• Swimming
• Horseback Riding
• Soccer
• Music & Dance in Motion
• Dance, Dance Revolution
• Brisk walking while swinging arms
• Organic Gardening
• Cooking
• Piano
• Karate
• Drawing, Painting, Ceramics, Cutting Paper, Origami

Turn Epsom Salt Baths Into Spa Night
While celebrating our twins birthday last year at Universal Studios Hollywood, we stumbled across a store on Universal Walk called Zen Zone.

Our twins partook in Oxygen Bar and Water Massage Sessions and they couldn’t get enough. We ended up purchasing Head/Scalp Massagers, Happy Hands, Magnetic Wheels, Herbal Wraps, and Silk Eye Pillows.

Once a week, we have turned Epsom Salt Bath Night into Spa Night and the twins thoroughly enjoy it.

We play music and take Epson Salt Baths (1 Cup Epsom Salt, ½ Cup Baking Soda, and drops of Lavender Oil) followed by heated Silk Eye Pillows and Herbal Wraps, a deep lotion body massage, scalp massages, and Magnetic Wheel massages.

This has become a weekly ritual and a very special Spa Night. Turn your Epson Salt Baths into Spa Night once a week and enjoy a fun and rewarding evening with your children.

To learn more about Zen Zone products and locations, visit http://www.zenzone.biz/. I prefer the Magnetic Wheel over the Happy Hands and we like the Herbal Wraps and Silk Eye Pillows.

F.A.L.A. March 2008 Newsletter

JAY IS A COMPASSIONATE SIBLING
Alex was diagnosed with Persuasive Development Disorder (P.D.D.) a form of Autism at 18-months and Jay was diagnosed with Attention Deficit Disorder (A.D.D.) at age four which is also linked to Autism.

Having twins with Special Needs certainly keeps me on my toes and has been very rewarding. But, having a compassionate son like Jay, has also been a real blessing.

With so much emphasis and attention being placed on Alex, who has significantly more needs and uncontrollable behavior at times, Jay remains caring, sensitive, unselfish, and very protective of his twin brother.

Jay was recently given “The Compassion Award” from Olive Grove Elementary School for the Fifth Consecutive Year in a row. We are extremely proud of Jay’s accomplishments and Alex is fortunate to have a caring, patient, and understanding brother.

As a reward, Jay and I have been going on monthly lunch dates, just the two of us. It is my way of showing Jay how much he is loved and appreciated. Every month, Jay writes down the date on my desk Calendar. It is a special day for a very special sibling.

SLEEP APNEA AND AUTISM
For the first three years of Alex’s life, he had Sleep Apnea. He would wake screaming uncontrollably every night and I would rock him for hours while singing.

Around May 2000, my husband and I watched a Special on 20/20 on Sleep Apnea & ADHD Children. We were glued to the Television in hopes for a cure.

Once the ADHD Children had their enlarged Tonsils and Adenoids removed, they slept through the night, were able to be removed from Ritalin, and started to excel in School.

The following morning, I called our Neurologist and asked him to look at Alex’s MRI X-rays to see if he had enlarged Adenoids. He called us back and stated that Alex did have enlarged Adenoids and referred us to a Pediatric Ears, Nose, and Throat Specialist.

Alex had his Tonsils and Adenoids removed in July of 2000 and has slept through the night ever since. After talking with several parents, they also have had their children’s Tonsils and Adenoids removed due to Sleep Apnea.

If your child experiences Sleep Apnea, check with your Pediatric E.N.T. and have your child’s Tonsils and Adenoids checked. Everyone needs a good night’s sleep!

GET EDUCATED & TREAT YOUR CHILD
You can treat your child without going broke. We have roughly spent $1500 on Books, Seminars, Doctor Office Visits, Tests, Vitamins, Methyl B-12 Injections, Epson Salt Baths, and Glutathione Transdermal DMPS.

After reading “Unraveling the Mysteries of Autism” by Karyn Seroussi, I knew that my son had Food Allergies and Bacteria or Fungus in his gut. I attended two-free seminars by Defeat Autism Now (D.A.N.) doctors.

The first seminar was three hours and the second seminar was two-days and 14-hours of lectures by D.A.N. Experts.

I contacted our Family Doctor and requested to see a Blue Cross Allergist. He ordered all of our tests which cost roughly $1600 and Blue Cross paid $1000 and we paid $600.

He also wrote our Prescriptions for our Methyl B-12 Injections and our Glutathione which was covered under our RX Plan for a small Copay.

Alex tested positive to Casein (Dairy) and Gluten (Wheat) and all of us have been following a strict GF/CF and Low-Oxalate diet for close to two years.

We write-off any unpaid medical bills and ¼ of our groceries on our taxes. Get educated and treat your child without going broke!

TOILET TRAINING AND AUTISM
When we were sent a Behaviorist to address Toilet Training for our three-year-old twin boys, we were ecstatic and could not wait to get our boys out of diapers.

The Behaviorist stated that after four-days of intensive 20-minute dry pant checks, using a visual chart, and reward system, that our twins would be out of diapers for good.

I asked her if she had ever worked with an autistic child before and she stated that she had not but that she guaranteed that her methods had worked on countless children and felt confident that Alex wouldn’t be any different?

A year later after continuing with 30-minute dry pant checks, using a visual chart, and reward system, Alex was Toilet Trained at age four. Jay on the other hand was Toilet Trained after four days.

I tell this story while chuckling because sometimes even Professionals have a difficult time assessing our kids and really understanding their capabilities.

This was a great reality check for mom because it helped me understand the difficulties Alex had in mastering a skill that took him a year versus his twin brother in four days.