SKILLQUEST SERVICES
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JAZZ TEAM BEAT: NEWS & STUFF
This is the second year we are publishing this newsletter in recognition of
National Autism Awareness Month, which is April. It is a collective
achievement of the JAZZERS activity group at SkillQuest. Jazzers staff
provide mostly 1:1 high intensity supports to adults with intellectual
disability (ID) and autism or other serious mental health issues.
The term Autism Spectrum Disorder (ASD) covers a wide range of territory
in the field of human development. The people who write the DSM manuals
are currently working on changing the diagnostic criteria for autism.
Currently, ASD includes ‘Autism’, ‘Asperger Syndrome’, ‘Rett Syndrome’,
and ‘Pervasive Developmental Disorder - NOS’. A person with this
diagnosis may or may not have an intellectual disability as well. Currently,
the most effective intervention for ASD is Early Intervention. The rate that
people continued to be diagnosed with the disorder was stable for a couple
of years, at 1 in 110. However, the most current rates of autism being
diagnosed, released by the CDC as of 3/30/12, are that there are 1 in 88
children being diagnosed with an ASD. This is an increase of approximately
22%. For males the prevalence is even higher than for the overall
population, at 1 in 54 boys being diagnosed. By some standards this is
considered epidemic proportions.
One of the purposes of having an Autism Awareness Month is to shine light
on the disorder which affects over 1 million people in America alone.
Treatments can be effective if they are delivered early. When appropriate
supports are not provided early then the disorder tends to become more
severe and more costly over time. Every person affected by ASD is
different. The disorder manifests in different ways for each individual. Thus,
individualized supports are mandatory.
Two of the more famous people who had an ASD included Albert Einstein,
and Dr. Temple Grandin. There are many others. Dr. Temple Grandin has
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just written a new book on autism. The title of her new book is
“Different…Not Less”. Dr. Grandin has also won 7 Emmy awards. See the
new movie about her life titled, “Temple Grandin”.
SkillQuest staff try to provide the most appropriate and individualized
services for each person attending SQS, and in the JAZZERS group (for
those with more severe challenges.) we try to provide 1:1 supports. The
needs of autistic individuals are very different from the needs of other
people attending SkillQuest. A high intensity of supports is provided to most
of the people. They are encouraged to develop and grow in their own ways
in order to be able to better enjoy a more independent lifestyle in the
community at large. That is why we use community access as a functional
mode of learning whenever we can.
The Jazzers, and SQS as a whole, are open to trying new and diverse
techniques for helping people to learn. We acknowledge that people have
various forms of communication that are different for each person. The
Jazzers staff members have been chosen to fit with the people they work
with. The challenges being addressed have been many and some of these
include deficits in communication, social interactions, sensory sensitivities,
obsessive compulsive behaviors, running, stealing, physical aggression,
and tantrums.
Because of the high intensity support staffing ration of 1:1, the Jazzers are
only able to provide this level of support to a small number of adults with
severe ASD. There are many in our community who receive no services at
all, only some services, or are on waiting lists. The need for services
continues to grow, but the money for services has not been able to keep up
with the demand. Clearly, with increasing prevalence, there is an absolute
need for enhanced government funding, participation by insurance
providers, and increased efforts by schools and various human service’s
agencies to provide adequate and individualized early interventions.
□
It costs about $137 billion annually to provide supports, with a three fold
increase over the past 10 years. Lifetime expenses for an individual could
be about $1.4 million. A majority of costs are in the adult years.
(Disability Scoop, 3/30/12)
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Autism Spectrum Disorder’s
(This is from a column titled: PDD/AUTISM SPECTRUM DISORDERS in the SQS
quarterly newsletter)
New information about autism is constantly coming
out. I receive e-newsletters all the time from several sources in order to keep up
with what is happening. Here is some information that may interest you.
☺ The biggest news to hit the presses, as I have already mentioned above, is
that the rates of prevalence have increased to 1 in 88 children being diagnosed
(overall), and 1 in 54 boys are being diagnosed. The largest increases are in the
black and Hispanic populations.
☺ The second biggest news to hit the presses is in regards to technology. In
case you have not heard, people with autism and iOS technology (mobile
communication devices) seem to have an affinity for each other. We have known
for some time that many people with an ASD greatly enjoy computers. However,
they have often had difficulty accessing the computer for their desired programs.
Now, iPad has created a whole new arena of learning and communication for
people with ASD’s.
☺ It seems that autistic people can focus on the use of the iOS devices, and
many can communicate with other people electronically or by use of the many
Apps that are available to them. Not only can they communicate, but learning has
been enhanced, engaging in personal activities has increased, behaviors
reportedly have gone down in many cases, and an open door to the real world
has developed.
☺ There are over 55,000 autism apps available through Apple. There are about
10,000 available for non-Apple devices. In both cases the number of apps being
developed is increasing daily. Many apps are being developed by families or
family-professional partnerships. Small and large businesses have also been
developing apps. There are literally thousands to choose from. Schools have
already begun utilizing iPad and iPod devices to experiment with enhanced
learning methods. The only drawback so far has been that the teachers have not
been trained on how to use the technology for learning and communication and
some don’t know how to apply it to current teaching routines. VATS-ODU offers a
technology center to try out different types of communication devices, and makes
recommendations regarding what device to choose and some apps to download.
☺ In the Jazzers, we have three people who have interest in utilizing iPads. One
person has already begun using an iPad for learning to communicate. Mobile
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technology is rapidly changing, getting better and better. Autistic people are
finding new pathways to communication, entertainment, and learning. The public,
which includes people working with those with autism, need to step to the plate
and learn how to use the technology. Here’s a thought, autistic people teaching
staff. What a switch.
□
~~~
SOME BEST TREATMENTS FOR AUTISM
(Treatment briefs)
ABA, what is it?
Good question!
The term ABA stands for Applied Behavioral Analysis. It was developed by Dr.
Lovass. It involves identifying specific behaviors to change in a person through a
process of punishment and reinforcement. It is a highly technical or scientific
field, and person’s using ABA are typically ABA certified. Certified ABA
professionals have demonstrated to be able to actually help a young person with
autism (unsociable, non-communicative, tantrums, running, etc.) to become
cooperative, happy, talkative and able to learn. I have seen some video footage
of this and it is absolutely remarkable. It works best with young children.
There is still a huge shortage of people in this field, but it is growing every year.
ABA comes at a price, expensive, and insurance companies until recently have
typically not covered this therapy. However, with insurance reform and state
legislations, more insurance companies have been covering this therapeutic
model. State agencies typically recognize ABA as the way to go when behavioral
change is desired, but funding this type of therapy has been another issue.
□
Son Rise!
What is it?
The Son Rise Program is a program out of the Boston, Massachusetts area. Last
year it had been voted as the best autism treatment program in the country. But
you do not hear much about them. I felt it important to know them. You can find
them at www.autismtreatmentcenter.org. It is operated by a man who had autism
himself, but it has gone into remission, or it has been healed, depending on how
you look at it. They profess the highest rates of success in treating individuals
with ASD, and they truly have a unique way of addressing intervention for ASD.
First of all, it is not a behavioral model. It’s not about scripting or memorizing
rules, expressions, etc. Parents are a part of the treatment process. After all, the
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child being treated spends more time with the parents than with anyone. Staff
learn to identify how they see the person with ASD, and how they are thinking
about the person with ASD. The focus of treatment is on ‘what to do’ and, when
ready, ‘when to do it’. The person is always on a continuum, from exclusive to
interactive. This is the lens by which to identify the ‘when to do’. What matters is
what the person wants and how they are thinking. There is no scripting.
The program uses a three step approach called ‘Joining’ to get into the person’s
world. The three steps are called assess – bond – challenge. The staff person (or
parent), actually joins in the activity the person is engaging in. During this
process trained persons are interacting in the person’s activity of choice. While
interacting, staff/parents are ‘assessing’ the situation by asking themselves
several questions, (There’s a list of them). The assessment process is an
ongoing process. While doing this the adult (let’s say) is bonding by joining with
the child, giving control, being user friendly, celebrating with the person
frequently, and Not asking them to do anything.
There is an imaginary traffic light between bonding and challenge. Again
assessment is going on during this time. Asking assessment questions to
yourself, you identify when to challenge or not challenge. Challenge may only
last a short period, then you go back to bonding. The cycle is continued.
What’s the difference between ABA and the Son Rise developmental model?
ABA
Son Rise
-Developed by Lovass (professional) -Developed by parents
-ASD is a behavior disorder
-ASD is a relational social interactive
disorder
-don’t support stimming
-start where the person is
-correct or develop appropriate
-don’t believe in inappropriate
behaviors
behaviors
-discrete trials training
-relationship building
-use of reinforcement/punishments
-focus on bonding relationships
-teach what to do
-teach what person wants to do
-focus: behaviors
-focus: creating relationship
-behavior modification (less
-developmental model – no use of
punishments are being used now)
punishments
-shaping, task analysis, repetition-joining: promotes less stimms, more
prompt/behavior/reward
motivation, willing engagement
-reward comes after the fact
-start with motivation (reward) then
challenge
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DIR Floor Time?
It is neither of the above. It does focus on relationships. It could be called playful
obstruction. The staff or parent obstructs an action so they can engage in the
moment to teach something. This is called forced interaction. It’s intrusive but not
a punishment. I see it as similar to the concept of Pivotal Response, taking
advantage of opportunities for learning.
All three are effective. All models work with adults as well as children. It’s a
matter of choice. Personally I would like to see a Son Rise model being used in
Virginia Beach as part of an early intervention program. It’s person and family
friendly. One thing I notice about each of these, and this is not scientific, they all
focus on relationship building.
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The best intervention? Early intervention!
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NEED SOME HELP? RESOURCES?
Here is something worth
checking out!!!
Some of the best educational websites. There are 101
that are listed on the HowToLearn.com website. This
is a good resource and information site, and acts as a clearing house for
teachers and parents. There are too many (101) to list here so I recommend you
go to HowToLearn.com and check them out for yourself. The ones I have
selected to present here are as follows.
Some of the best educational websites:
>for teaching tools: BusyTeachersCafe.com
>for special needs: APieceOfThePuzzle.com (an online social community
especially for special needs and disabilities)
>for reference and research: Questia.com, LibrarySpot.com, Bibliomania.com,
WiseGeek.com, RefDesk.com, OpenBookProject.net
>for printables: EducationCreations.com
>for online resources: BrainPopJr.com, MamaPedia.com
>for helping families with autism: AutismFitness.com (Eric Chessen’s website)
and also try Ausible.com
>for online classes: EdAnywhere.com (excellent for home schoolers, summer
school, school credit recovery, for any one.
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a STAFF PERSPECTIVE
by Vince
Autism….
Just imagine a child outside or inside playing with no one, and you wonder
why. Well, it might be that he or she has a condition known as autism.
What do we know about Autism? One thing we do know is 1 out of 88
children will have the disease, but we don’t have a clue as to why.
Research is ongoing as to the many possible reasons that may be causing
the onset of this condition. It does not discriminate; it chooses its victim at
will. You can’t tell if a child has autism until they have at least reached the
age of two years old, although research has shown that before that age is
reached ( during the ages of six months to a year) autism tendencies start
to show in some children.
Here at SkillQuest Services we have staff that interact with people that
have autism and intellectual disabilities. We help them cope with society’s
ever changing issues and challenges. Come, visit our program, and see
what we do that makes being here worthwhile.
(SQS is located at 400 Investors Place. Tel.:385-4040)
□
Human Services…
“…the most challenging job you will ever love."
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What is Autism?
SOME PARENT/
PROFESSIONAL
TIPS
To Build Relationships
It is a complicated brain disorder,
neuro-developmental in nature. It
encompasses genetics, the nervous
system, may be affected by the
environment and other factors. At
present it is being redefined by DSM.
ASD is currently demonstrated by the
following:
(Taken from ‘Autism Tomorrow’ by Karen
Simmons & Bill Davis, 2010, Exceptional
Resources, Inc.)
1. Understand the label of autism- ASD
people are all very different, and tend to be
very literal & think in pictures.
2. Be empathetic, try to understand what
the person is feeling or thinking.
3. Build community oriented skills for
communication.
4. Share the knowledge, raise awareness
and understanding of autism and it’s
issues. Educate peers, family, and others
you interact with in your world.
5. Remember learning styles are different
for every one. Each of us learns differently.
Tune in to those different learning styles.
Many people with ASD are visual learners
and think in pictures.
6. Write scripts for the person to improve
communication and understanding. You
can use printed words, pictures or even
symbols. Create a Social Story that can be
reviewed and then acted out.
7. Understand who the people are that
make up the persons circle of support.
Who do they interact with regularly? Try to
understand the dynamics in the person’s
life, especially the family.
8. Be a team player, help each other,
encourage each other, choose your battles
with care.
9. Empower people with autism, he/she
knows more than you are aware of. The
task is to tap into it and use it to grow.
10. Autism is all about the person and not
about you, personality, or understanding.
Don’t be afraid of the person with an ASD.
They have much to offer the world also.
Our job is to help them
□
-Delayed information processing.
Delayed or non-verbal communication
&/or no eye contact;
-The person does not socially interact,
does not play with others, preferring
to be alone;
-Repetitive behaviors, obsessive
compulsive type behaviors, not
flexible, and in need of routines.
-Other interesting characteristics:
*Challenging behaviors (tantrums,
hitting, running away, tearing papers,
etc.); from the Behaviorist perspective
this is a form of communication.
*Sensory (visual input, sees
differently, light sensitive) (auditory
disregulation, sounds blend and
intensify, hear in pictures) (olfactory,
heightened sense of smell) (tactile,
skin sensitive, does not like to be
touched or needs to be touched,
sensitive to temperatures or textures).
*Medical issues (sleep, dietary, allergy
problems, and others).
*Genetic predispositions (these can be
physical conditions, brain disorders,
and behavioral symptoms) (may also
include some exceptional abilities in
music, numbers, art, memory, etc.).
This is only a brief introduction. I
hope it is helpful in understanding the
nature of an ASD.
□
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Identifying the person’s individual mode of communication isn’t
usually too difficult. It’s trying to figure out what they are saying
that is the challenge. In order to be able to communicate and
interact with the person with an ASD, we can at times use a Total
Communication Approach. Using simple and few words, I would
make a statement (verbal), give a gesture (or use signing), and
perhaps even use a picture to help reference what I am trying to say.
Response time might be very slow, or very quick. It depends on the
individual. In which case, be patient but responsive to the person.
Do not ignore them just because they take too long to communicate,
or react too quickly, or keep getting what you want them to do
wrong. People with autism think in pictures, symbols, and colors.
Sometimes social stories are utilized. By using social stories we can
help a person with ASD to picture what is being said or taught and
help shape their behavior. The more modern method would be to
use video modeling on a mobile communication device. Many times
social stories move a person to learn to complete a task on their
own, which is what they would prefer.
□
In Texas, a non-profit agency, the NonPareil Institute, founded by 3 fathers, has
found a way to use autism technology skills to develop apps for communication
devices. They have 80 adults learning how to design apps. They have varying
levels of skills and abilities. Cost: $600/month/person. Three students have gone
on to employment. They are expanding. (Disability Scoop, 2012)
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IN RECOGNITION OF AUTISM
AWARENESS MONTH, AND ALL
THROUGH APRIL, EACH DAY AT SQS ONE
PERSON WILL WIN A FREE SNACK ITEM
OF CHOICE FROM THE SQS SNACK CART,
COMPLIMENTS OF THE JAZZERS GROUP!
Credit for this newsletter goes to:
Program Supervisor: Colleen Zalewski
Clinical Supervisor: Juliette Rey
Tech Support: Jan Rahm
Behavior Specialist: Nafissa Akers
City Staff: Renovia Whitfield, Shirley Wilson
Contract Staff:
AM group:
PM group:
Vincent Stewart
Marvin Arthur
Denise Taltoan
Debora Rivas
Michael Johnson
We give thanks to all those cross-trained to be our back-ups!
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