'Agricultural specialisterne': rural employment revolution for those with Autism

[Visionary7903]

A gluten-free, casein-free diet (GFCF diet) is a diet that eliminates dietary intake of the naturally occurring proteins gluten (found most often in wheat, barley, rye, and commercially available oats), and casein (found most often in milk and dairy products). A child on the Autism Spectrum can have a localised immune response in the gut that can lead to behavioural and psychological symptoms, even if testing has shown that they are free from gluten and casein allergies. According to a study done by researchers at Penn State last year, a GCFC Diet may do what many parents have reported in the past - it may help the symptoms of children with Autism Spectrum Disorders…

…[The team] found that a gluten-free, casein-free diet was more effective in improving [Autism Spectrum Disorders] behaviors, physiological symptoms and social behaviors for those children with GI symptoms and with allergy symptoms compared to those without these symptoms. Specifically, parents noted improved GI symptoms in their children as well as increases in their children’s social behaviors, such as language production, eye contact, engagement, attention span, requesting behavior and social responsiveness, when they strictly followed a gluten-free, casein-free diet…

It is quite hard to be strict on the GCFC diet as so many prepackaged foods contain these naturally occurring proteins.

An alternative is to only use a product like A2 milk instead of regular milk. A 1 and A2 Beta-casein are categories of proteins in milk with different chemical structures. The A2 Corporation believes that the difference in structures is important, but there is not enough evidence out yet to confirm a link between casomorphin BCM7 (produced when A 1 Beta-casein is digested) and common human illnesses, including Autism. A2 milk is only currently available in New Zealand and Australia, and to a much lesser extent in the United States: a2 Milk - About a2 Milk

Another alternative to doing the full, strict GCFC diet is to use a product which utilises Biocore’s dipeptidyl peptidase IV (DPP IV). DPP IV is a proprietary formulation of proteases providing a standardized DPP IV activity…

Certain peptide sequences resulting from the partial digestion of gluten proteins have been linked to the exacerbation of gastrointestinal conditions caused by autism spectrum disorders and irritable bowel diseases. One of the enzyme activities required to break down these peptides has been identified as [DPP IV]. The lack of this enzyme activity in the small intestine due to the above conditions prevents the digestion of these peptide fragments. These peptide fragments, if left undigested, are thought to elicit immune responses that can inflame the lining of the small intestine. Also, in the case of autism spectrum disorders it has been postulated that these peptides have systemic effects that can cause certain symptoms of autism…

There are also related (identical?) probiotics products (‘HLC Mindlinx’ by Pharmax and ‘HMF Neuro’ by Genestra) that contain specifically selected strains of Lactobacillus crispatus (CLT221) and Lactobacillus rhamnosus (CLT341) which are said to have been proven in scientific trials to degrade wheat and dairy exorphins. HMF Neuro is marketed as the first probiotic specifically developed for gluten and casein intolerant people including those with Autism Spectrum Disorders…

The new Lactobacillus rhamnosus species have the capability of breaking down the exorphin peptides which can be produced in excess in the intestines of autistic children. In addition to possessing peptide-hydrolysing abilities, Bifidobacterium bifidum, Bifidobacterium lactis, and the two strains of L. acidophilus assist with mercury detoxification and helps to heal the mucosal barrier and restore the intestinal tract. Research shows that autistic children have significantly higher gastrointestinal tract disorders, and have increased intestinal permeability consequently leading to the accumulations of toxins such as heavy metals, in particular mercury, and undigested proteins in the lymph, circulatory and central nervous systems, triggering systemic abnormalities. Undigested proteins, from foods containing gluten and casein, can lead to the production of aberrant peptides with opioid activity or ‘exorphins’ in the intestines. HMF Neuro Capsules helps heal and maintain the integrity of the intestinal tract…

Finally, for a good summary on the various diets being used to treat Autism, see this link: Nourishing Hope: Autism Nutrition

(sources: Gluten-free, casein-free diet may help some children with autism, research suggests; a2 Milk - About a2 Milk; http://www.nationalenzyme.com/pdf-downloads/biocore-bg/dppiv-bg.pdf; HMF Neuro by Genestra (NON-RETURNABLE))

[Visionary7903]

Further to my post on ‘soft clothing’ (Specialisterne: leveraging the unique skills of Autistics at competitive market terms - #141 by Visionary7903) for the sensory sensitivities so common in individuals with Autism Spectrum Disorders, there are also ways to modify clothing to make it more suitable for these individuals. One way of doing this is by washing clothing…

…Washing is a wonderful way to soften new clothing. It also can take away certain scents in clothing that an [Autism Spectrum Disorder] child with high sensory [sensitivity] to smell may need to have addressed.

Remember to always look at the product. Is there a tag on the back inside portion of the shirt? If there is, remove it. Never buy any type of clothing that feels stiff to the touch…

Another way of modifying clothing to make it ‘softer’ is via the newly launched product, Undercover Tape. This is a new option for the problem of pesky tabs, irritating seams and itchy sequins…

…Using the catch-phrase “Ditch the Itch”, their product does just that! Undercover tape is a hypoallergenic, latex-free self-adhesive tape that acts as a barrier between you and your irritating seams/tags on clothing, hats, socks, or anything that keeps you from feeling your best.

Now think of your child with special needs who has a sensory issue.
Combine an annoying tag with a sensory child, and you can imagine what kind of problems you may be in for.

…But [Michele Naftal and Michelle Isrow, the designers of the product,] would like ONE of you to have your own set of Undercover Tape strips!..

The Los Angeles-area small business that makes this new ‘bandage for clothing’ looks to be focused on corporate social responsibility as well

…Undercover Tape as a company believes in a grass roots approach with all production done locally, as well as supporting small and local businesses… The company is reaching out to organizations that may benefit from Undercover Tape, such as groups that deal with Sensory Integration Disorder and autism.

(sources: Home | MyRGV.com; Listen To My Words With Your Heart: A Perfect Sensory Giveaway!; Ditch the Itch with Undercover Tape Diary of a BlueSuitMom)

[Visionary7903]

“…Accommodations made for people on the autism spectrum tend to be good for everybody else. What we need to do is find [the strengths of each Autistic individual] and figure out how to use them; how Society can use them.”

• Dr. Stephen Shore, Assistant Professor at Adelphi University in New York State and distinguished writer, advocate and consultant on Autism-related issues
  (source: http://www.dps.missouri.edu/Autism/2012AWNC/Shore.pdf)

I mentioned Belgium-based psychologist Peter Vermeulen and his term, ‘context blindness’, in an earlier post. Vermeulen is, of course, referring to the fact that the Autistic brain thinks in an absolute way, rather than a relative, contextually defined way. ‘Pushing the context-button’ is the way he proposes that society deals with communications with Autistics…

“Understanding autism as context blindness is the cornerstone of an autism friendly approach.”

• Peter Vermeulen

…Pushing the “context-button” helps people with [Autism Spectrum Disorders] to understand the world around them and to cope with its demands. How can we “Push the Button”?

**- Ensure that we explain our actions and choose words carefully to avoid misunderstanding

• Teach emotions in context. We never see facial expressions without the context that helps us to understand them.
• When teaching social skills it is not just teaching the what and the how to do it; it’s teaching the where and the when to do it.
• Begin with what a person is familiar with and what they will recognize and teach at a slow enough place to ensure understanding.**

To bring this back to the person-directed-planning process, context blindness is one of the reasons that pre-planning preparation is so vital to success. Becoming familiar with an individual and how they interact and communicate can provide insights into how they see the world and may help to prevent misunderstandings or missed opportunities. People who are close to the individual should be able to help establish a clear context for the planning meeting so that the person at the centre of the plan can participate to the fullest extent possible. Think carefully about how things are presented, avoid ambiguous meanings and check with the individual to ensure that he or she is comfortable and understanding the context and what is being said…

At Specialisterne, founder Thorkil Sonne emphasises directness in communication…

…Make sure people appreciate the importance of directness. “Say what you mean and mean what you say”, advised Mr. Sonne. At [Specialisterne,] everyone stays away from irony and sarcasm so as to not confuse employees…

An analogy could be made to wheelchair ramps to accommodate people with physical disabilities; the non-physical barriers that various individuals with Autism face in the workplace and elsewhere (including lack of normal social understanding) may require some kind of extra effort/‘ramp’ on the part of employers and others to allow Autistics full access to what the world has to offer …

…So, “just like we have built wheelchair ramps to accommodate people with physical disabilities, we need to provide accommodations for people with autism so they can be part of our community and share in the activities that other people enjoy,” [Katie] reasoned…

(sources: Context Blindness - Geneva Centre for Autism; http://autismbeacon.com/blog/post/on_the_job..._highlights_from_a_great_conference;http://news.healingwell.com/index.php?p=news1&id=659338)

[Visionary7903]

Following on from the quote at the end of my last post, in the United States AMC Theatres provide Sensory Friendly Films to Autistic kids and their families.

The program is a joint venture between AMC Entertainment and the Autism Society, and operates on a monthly basis - it is now offered at many locations in the US. It offers families the opportunity to enjoy their favourite films in a safe and accepting environment. The auditoriums dedicated to the program have their lights up, the sound turned down and audience members are actually encouraged to get up and dance, walk, shout or even sing. Also there are no advertisements or previews before the movie…

…For a parent with a special needs child attempting an outing like this may seem overwhelming. And yet getting out, being with the community and sharing in an experience with an audience can be invaluable for just such children…

And how it all began…

…Sensory Friendly Films started with one mom’s vision in 2007. That summer Marianne Ross, of Columbia, Md., decided to go to the movies at a small local theater with Meaghan, her then 7-year-old daughter who is affected with autism.

“We wanted to go see `Hairspray.’ It was an early show, not many people were there (but) Meaghan started clapping and dancing,” Ross says. The next thing she knew, she was asked to take her daughter and leave the theater.

Being an active member of her local Autism Society chapter, she knew she was not the only family affected by this problem. She thought she might be able to arrange a private show for her family and the kids from her local Autism Society.

Wanting nothing more to do with the original theater that excluded her family, she approached the general manager of her local AMC theater.

“It touched me,” says Dan Harris, then general manager of the AMC theater at the Columbia Mall, of Ross’ request. He agreed there was an audience in need of special screenings. So without the red tape of most large companies, Harris set it up at a local level, no questions asked…

(sources: June, Brave is AMC Autism Society Sensory Friendly Film; AMC theaters — including Woodland Hills Promenade — offer special screening for families with autistic children - LA Daily News)

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In an earlier post I mentioned how the visit of the founder of Specialisterne (Thorkil Sonne) to Iceland in January 2009 had originally sparked the idea of launching a similar company there. He had visited Iceland at the invitation of the small island nation’s Autism Association and the initiative of Margret Dagmar Ericsdottir, the producer of the documentary A Mother’s Courage: Talking Back to Autism (aka The Sunshine Boy), which mentions Specialisterne.

Not in a dissimilar fashion, AMC Entertainment Inc’s initial foray into Autism may well have provided the groundwork and been the catalyst for something else, completely unrelated to AMC’s Sensory Friendly Films Program. Namely, the company again formally partnered with the Autism Society to create a Disability-related employment project - FOCUS (Furthering Opportunities Cultivating Untapped Strengths)…

…The FOCUS project began during an acceptance speech by AMC CEO Gerry Lopez at the Autism Society’s national conference in July, 2009. Lopez was accepting the Champions Award from the Autism Society for AMC’s Sensory Friendly Films program. This program provides specially designated showings of first-run movies at AMC Theatres, during which sensory differences are respected by leaving the theater lights turned up, turning down the sound, and allowing noise and activity among children in the audience. In 2008, more than 25,000 children and adults attended the special showings.
In his acceptance speech Lopez announced the formation of a “workforce development project” in collaboration with the Autism Society…

By early 2011, AMC rolled FOCUS out in pretty much all of its 357 theatres and the project has helped more than double the number of people with disabilities that the Kansas City, Missouri-based company employs.

Unlike many disability/Autism employment initiatives, which involve very little public interaction with employees, these positions are all in a public-facing environment. One accomodation made as part of the program is bolded in the quote below:

…Kyle …who is on the autism spectrum, is a film crew associate at an AMC Entertainment movie theater in Leawood, Kan. An inexpensive and easy accommodation involved simplifying workers’ schedules and printing them in large type…

And more on Kyle and the way that employment has given him confidence …

…Kyle … 21, looks forward to going to work each day. In fact, he typically arrives a half-hour early at the AMC movie theater in Leawood, Kan., where he works as a film crew associate, greeting customers and sweeping floors.
Last year, [Kyle] was the only associate at that movie theater who received a perfect score on his individual evaluation…
Diagnosed with autism when he was 3, [Kyle] was one of the first individuals hired through AMC’s year-old FOCUS program…
“I good usher. I work hard, and I so reliable. Supervisors like me–call me MVP,” [Kyle] told his parents.
…[Kyle] now has plans for the future: “I adult now and so independent. I get apartment someday.”

(sources: http://dps.missouri.edu/Autism/2012AWNC/AMC_FOCUS.pdf; http://www.shrm.org/publications/hrmagazine/editorialcontent/2012/0512/documents/hr_slideshow0512.ppsx; http://www.shrm.org/Publications/hrmagazine/EditorialContent/2012/0612/Pages/0612meinert.aspx)

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Indeed AMC Entertainment Inc has to be commended for the various efforts that it and its employees have made in helping individuals with Autism and disabilities in general…

…Beyond its own walls, AMC has also led the charge for an inclusive work environment in its community. AMC is the founding employer of The Greater Kansas City Business Leadership Network, Inc. (GKC-BLN), which is led by [Keith Wiedenkeller, senior vice president and chief people officer at AMC]. GKC-BLN, a business-to-business coalition, works in the Kansas City metropolitan area to enhance employment opportunities for people with disabilities through education and awareness.

The GKC-BLN has hosted more than 12 one-half day educational programs on the topics of disability etiquette, busting accommodation myths, Americans with Disabilities Act Amendments Act briefings, “real life stories”, and creating a business case for hiring individuals with disabilities, among others. It has also created an annual award recognizing leading disability employment practices in the Kansas City area…

In addition, AMC has provided valuable Public Service Announcement time during pre-movie ads for The US Business Leadership Network (USBLN)'s ‘I Am, I Can, I Do’ campaign, which promotes employment for individuals with disabilities…

…The [USBLN] is proud to launch their national public education campaign titled, “I Am, I Can, I Do.” The campaign includes a series of 30 and 60 second Public Service Announcements (PSAs) showcasing people with disabilities who “Do!”

AMC Entertainment Inc., a USBLN member company, debuted the first in this PSA series in their theaters at the end of September 2011. The showings continued through October in celebration of National Disability Employment Awareness Month. The USBLN PSA aired in 5,000 movie theaters nationwide reaching over 20 million viewers.

“I Am, I Can, I Do” USBLN PSA
The campaign’s inclusion of many vibrant young people with disabilities conveys the value that people with disabilities bring to the workplace, marketplace and supply chain plus sends a message to youth with disabilities to aspire to their “dream” careers.

The campaign will continue throughout 2012, culminating with a special event to be held during the 2012 USBLN Annual Conference on October 1-4 in Orlando, Florida.

The first PSA in the series features Steve Derelian, an USC Business Graduate, Attorney and surfer; Lexi Marman a Special Education teacher, Jazz dancer and Former Miss Deaf California; and Dominque Beltran, a Film Maker and a member of Actors for Autism with the exciting conclusion that “inclusion works.”…

A short video of the Public Service Announcement can be viewed via these links: “I Am, I Can, I Do” USBLN PSA 1 - YouTube (http://www.youtube.com/watch?v=nEKWhR1mf8k&feature=youtu.be) and “I Am, I Can, I Do” USBLN® PSA 1 - traditional captioning - YouTube

(sources: AMC Entertainment? Inc. Honored as Lead Employer of the Year by the US Business Leadership Network (USBLN?) | EON: Enhanced Online News; Great Lakes Business Leadership Network Newsletter)

[Visionary7903]

In an earlier post, I mentioned a new adjustable pressure vest for children with disorders such as Autism, the Vayu vest. Another new product (expected to launch in Fall 2012), working on similar principles, is the the Snug vest. The Snug vest, formerly known as the BearHug vest, was invented by Lisa Fraser…

…red dot: What motivated you to design the [vest]?
Lisa Fraser: I wanted to design a product that could improve the quality of everyday life for children living with autism. After working in classrooms with autistic children, I discovered weighted vests being used to sooth and calm children with autism. After researching Deep Pressure Therapy and discovering current products being used such as the weighted vest, I was unhappy with the current solutions and wanted to provide something more effective, user-friendly, and delightful to help this user group.
…The Snug Vest is also a great name as it appeals to a broader group as we will have the vest available for adults as well as children in the future…

…As a student, Fraser worked as a swimming instructor for children with special needs. Her first product, which is scheduled to hit the market later this year, is … an inflatable vest for providing adjustable and evenly-distributed pressure which is integrated with a garment to look fashionable.
…“In five years, this product is going to be available to everybody who needs it worldwide,” Fraser said. “And we’re going to expand the market beyond autism. There are so many people with stress, anxiety and attention problems who can benefit from this product…”

Indeed Deep Pressure Therapy over a long period of time is said to help in desensitising a hypersensitive tactile system, thus making it helpful for disorders like Posttraumatic Stress Disorder (PTSD), via its lowering of hypervigilance and induction of a calming effect.

A study on the vest’s effects is currently being undertaken in British Columbia, Canada…

…The effects of the Snug Vest with an A-B-A-B-A withdrawal design study led by researcher Kayla Ten Eycke at the University of Victoria will be in soon, so stay tuned for the results!..

A-B-A-B-A withdrawal design represents an attempt to measure a baseline (the first A), a treatment measurement (the first B), the withdrawal of treatment (the second A), the re-introduction of treatment (the second B), and a final withdrawal of treatment (the third A).

(sources: red dot online: “red dot award: design concept” winner’s interview series;Rising Medical Device Inventor Connects With BCIT to Improve Her Product | Applied Research; Squeezease Therapy - Clinical Support; Research Methods - ABAB Design in AllPsych Online)

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In an earlier post, I wrote about creating an optimal lighting environment for Autistics.

Products that were mentioned as having been proven to increase alertness and energy in neurotypical individuals, are the Activiva Active lamps made by Philips. In tests on people working under Philips’ ActiViva lamps, productivity and alertness have been shown to significantly increase, while the incidence of headaches decreased. The amount of blue light emission is optimised in these ActiViva lamps. These lamps were launched as a result of recent research:

…In 2002, a third receptor (besides cones and rods) was discovered in the human eye. This receptor is highly sensitive to blue light and sends a signal to our body clock, which controls our biological rhythms such as our sleep/wake cycle…

Such a lamp may not be suitable to be used on an Autistic individual all day long because of his/her sensory sensitivity. However, as Christopher Henry, an Autism Design Specialist, believes, designing an environment for Autistic individuals also has to factor in their carers and special needs teachers. The turnover rate in special needs education is often high and using light to slightly increase the productivity of staff in such an environment may be welcome…

…There is good reason to believe these architects might be right. Study after study has shown that sunlight and certain types of exterior views improve overall health, increase productivity, and reduce sick days and attrition rates. If these studies directly apply to autism, then the debate is over. If not, the advantages for the staff might still outweigh the possible untested disadvantages for the individuals with autism. Special education/care services are ravaged by high attrition rates. Yet, nearly all the educational programs for individuals with autism depend on consistency, repetition, and structure. A daylighting design that makes even the smallest dent against attrition rates could make a noticeable difference, and be far more beneficial than a subdued environment that causes more staff sick days and higher attrition rates…

(sources: Philips partners with Westin Hotels & Resorts to combat jetlag; Designing for Autism: Lighting | ArchDaily)

[Visionary7903]

Christopher Beaver of London-based GA Architects did raise an unintended problem with having more segregated environments catering for people with Autism Spectrum Disorders:

…But where do we draw the line between environments that prepare the individual for the outside world and the protected environment of the purpose designed building? …I do see a dilemma for organisations that seek to provide the ideal autism-friendly building for their children (or adults) who then go out into the world only to find that it is a noisy and confusing place with many dangers for which they are not prepared…

Christopher N. Henry, an Autism Design Specialist, breaks the division down between ‘neuro-typical’ environments and the sensory sensitive approach. ‘Neuro-typical’ environments can prepare the Autistic individual for the outside world by potentially helping such an individual develop generalisation skills, which are often poor in Autism…

… Laura Klinger and Geraldine Dawson’s research, at the University of Washington Autism Center, demonstrates that children with autism struggle applying previously learned concepts in new situations. For instance, if an individual learns how to use the bathroom in one particular setting s/he may not generalize this skill set to other bathroom settings…

One example of a design which had generalisation in mind, is that of USA Architects’ 168,000 square foot concept for Morris-Union Jointure Commission’s (MUJC) Developmental Learning Center (DLC) in Warren, New Jersey. The school, for 250 students from 3 to 21 years old, employs the principles of Applied Behaviour Analysis (ABA) and its various methodologies and provides for the special needs of students with Autism and related disorders…

…The concept of the design is derived from the idea that teaching the students’ life skills in a ‘real-life’ monitored setting from a very young age develops independence and self worth, thus making their transition to the world outside the facility far less intimidating and more productive. ‘Mainstreet,’ a 30-foot wide, sky-lit, central walkway is envisioned as the heart and soul of the facility. Along this path students see what is typically common on real main streets - storefronts (complete with awnings) that contain a working bank, supermarket, barber shop and home improvement center. It’s from these Learning Labs where students receive hands-on training for everyday life skills. For example, they learn to stack, count inventory, use a cash register learn the monetary system and learn computer skills. Other Learning Labs include a working greenhouse, Laundromat, arts/craft center, as well as food, merchandising and manufacturing labs. A replication of a fully functioning apartment is available for the students to learn about personal care and maintaining a home. Another distinctive feature is the inclusion of a diner as opposed to a traditional cafeteria. The stylised 1950’s diner includes checkerboard finishes, high-back red booths, and a ‘drugstore’ style counter. The whimsical design helps aid social skills. The facility also contains an 8,680 square foot gymnasium with an elevated indoor track and a fully equipped health and fitness center with weights and cardio equipment. There are two pools in the facility; a competition pool and a zero entry pool. The zero entry pool is [Americans with Disabilities Act (ADA)] compliant, and is designed with therapeutic water features for the students’ sensory exploration. Both pools are temperature controlled…

Some pictures of the unique, specialised learning centre can be viewed via the following links:
Architects | USA Architects | Elements | Developmental Learning Center Warren Overview, School Designer
Architects | USA Architects | Elements | DLC Diner element 1, School Designer
Architects | USA Architects | Elements | DLC Pool element 2, School Designer
Architects | USA Architects | Elements | Diner, School Designer
Architects | USA Architects | Elements | MRESC Center for Lifelong Learning Overview, School Designer
Architects | USA Architects | Elements | CLL Pods element 2, School Designer
Architects | USA Architects | Elements | CLL Aquatic Center element 1, School Designer

As can be seen from the above links, while the focus has been on creating a ‘neuro-typical environment’ with generalisation in mind, measures have been taken to cater to sensory sensitive Autistic individuals. Indeed there is no reason why the approaches cannot co-exist …

(sources: http://www.ga-architects.com/wp-content/plugins/download-monitor/download.php?id=4; Designing for Autism: The ‘Neuro-Typical’ Approach | ArchDaily; Education Design Showcase Project)

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In May 2008, the Lerner School for Autism and Debra Ann November Wing, at Cleveland Clinic Children’s Hospital opened. It is a 24,000 square foot single-story building - part of the Hospital’s Shaker Heights campus. The $8 million project was designed by Cleveland-based healthcare architects and engineers Westlake Reed Leskosky. The Lerner School for Autism is a chartered, non-public day school, certified by the State of Ohio, that serves about 100 students from diagnosis to age 22. With a staff of 100, some specialists there help the growing number of older students with Autism Spectrum Disorder transition into adulthood through vocational training and services.

As Phil LiBassi writes in his 2009 article on the project, Formulating a Plan, what is innovative about the educational facility is the way it is uniquely integrated within the healthcare system…

…Cleveland Clinic’s Center for Autism is innovative in its integration of a clinical and educational facility within a hospital setting, and in the design of its environment to support behavioral and sensory progress. As such, it serves as a model for how healthcare and community organizations can respond to the growing demand for and understanding of this highly specialized, experiential field of practice, and as a model for how to program and design environments for people with autism-a learning process even as such facilities are being built.

…The Center for Autism breaks new ground, as [Leslie Sinclair, Director of the Cleveland Clinic’s Center for Autism] emphasizes: “Our center is unique in two key respects. Most other programs focus on only one modality-medical, research, or education. Here we have woven a clinical educational facility in a healthcare setting. This is a maverick notion-bringing clinical intervention, medication, and education for people with autism all under one roof. Secondly, we are innovative in the creation of an environment designed specifically to support behavioral and sensory progress.
"We draw upon the clinical staff of the Cleveland Clinic Foundation, and as a nonpublic, private charter school, are linked with both the Ohio Department of Education and the Joint Commission for Healthcare Accreditation. Thus, our school is compliant with two sets of regulations. The whole idea of our program braiding both standards together is truly different. We are proving that it can be done. We are moving clinical design forward,” continues Sinclair, who is directly responsible for the Center-based programs, outreach, research, and development…

A specialised software package like DDtrac, as mentioned in another post, may ease the burden of data collection and compliance with two sets of regulations…

…Wendy Schoppee, Director (Washington County Children’s Program)
“DDtrac has provided time, resource and staff savings in regard to ease of collecting and documenting the data as well as being able to create reports/ charts based on the data. It has made meeting some of the required documentation elements of our jobs much easier and much more cost effective. We have already been working with ddtrac on some customized reports. This has been extremely effective and helpful.”

(sources: Health Care / Research / Cleveland Clinic Foundation / Lerner School for Autism / Westlake Reed Leskosky; Formulating a Plan; http://developingmindssoftware.com/product/reporting.html)

[Visionary7903]

In the above post I focused mainly on the architecture and design of Cleveland Clinic’s Center for Autism at the Debra Ann November Wing. I will now focus on the well respected educational approach being applied there. The Applied Behaviour Analysis (ABA) program there is prestigious, and the Center’s Program Director (Leslie V. Sinclair) has written a book on the curriculum there: Autism Spectrum Disorder: A Supplemental Curriculum for Life’s Lessons.

…No matter which skills are being taught–from reducing self-injurious behavior to applying for a job–ABA is the foundation of learning, says [Sinclair]

“We are all motivated by token economies,” Ms. Sinclair explains. “When you go to work, you get a paycheck. You display such-and-such behavior, you get a token. That token–and it doesn’t even have to be something physical–becomes the reinforcement.”

Some tokens are universal, such as a snack or a beverage. Others are more individual–listening to music, riding a bike, going outside–because each student is motivated by different rewards. When a new child comes to the Center for Autism, his family members, caregivers and others close to him fill out reinforcement surveys, which give the staff insight as to what will inspire the youngster to want to perform his tasks.

“Once we have the list, we apply the rewards strategically,” Ms. Sinclair says. "If the child goes for a whole morning without hitting himself, and we know he likes going outside, one of the teachers will say something like, ‘You’ve done very well. C’mon, let’s take a walk.’ "

The center’s staff uses ABA programs such as Differential Reinforcement of Alternative Behavior, where children are given a different behavior to compete with a behavior that needs to be reduced. For example, if a child is slapping himself, he is given something more pleasurable to do with his hands, like playing with Play-Doh. Under this approach, the child chooses to engage in the more pleasurable behavior. A second program is Direct Reinforcement of Incompatible Behavior, where the child is given a behavior that makes it impossible to engage in the undesirable behavior–so, if the child body-rocks, she is asked to walk on a treadmill, since rocking is impossible while walking.

The incentive is really twofold, Ms. Sinclair adds. The children not only get rewards, but they also see that their actions have pleased someone.

“I think all of our children want to do a good job, but they have been given some wiring that’s pretty faulty,” Ms. Sinclair says. “When many of them come to us, they seem so nonresponsive. But once we give them a new way to approach and see the world, they start to light up. They want to show you what they can do. It really builds their confidence.”

Parents get daily sheets that track the child’s improving behavior and note how many challenging acts the child displayed. Parents are then urged to continue rewarding good behavior at home. During the fall 2008 semester, 58 of the school’s 100 students were on active behavioral reduction plans. After 130 days, those plans resulted in a 95 percent reduction in challenging behavior.

As children mature, they are encouraged to monitor their own behavior.

"I’ll meet kids in the hall at the end of the day who say, ‘Guess what? I only repeated myself three times today!’ Ms. Sinclair says. "And I’ll say, ‘Great job! How many times did you used to repeat yourself?’ ‘Three hundred times!’ "

This type of self-awareness also generates another level of understanding, creating empathy in children who once displayed flatness in emotion. Ms. Sinclair offers this anecdote:

“I was in the hallway at dismissal and noticed a 16-year-old student crying softly to herself. I put my arm around her and asked what was wrong. I looked toward the therapist, who said that they’d been watching the movie Wall-E [a movie about a robot who lives alone on a deserted Earth]. I asked her if the movie made her sad. She said yes, and I asked why. ‘Because Wall-E is lonely.’ Coming from a person with autism, that was so moving for me–that she could empathize with his loneliness was amazing. In our world, this is what we’ve been working toward and waiting for. It was pure grace.”…

Indeed the success of the program has spawned the Cleveland Clinic Autism Consulting Group (CCACG) to help mirror the program in other healthcare systems and agencies. Aside from the Highlands Center for Autism in Prestonsburg, Kentucky, another program that developed with the consultation of CCACG is that of the Ozark Center for Autism in Joplin, Missouri. That Center is being rebuilt after a tornado hit the town in May 2011…

…Last year, a total of 328 individuals participated in the annual walk in Joplin and raised $26,800 for Ozark Center for Autism.

“Many of our children here receive funding that would be raised at this event,” Kirby said.

Adding to Kirby’s remarks was Heather Collier, director of community and donor relations for the center.

“For every $1,000 we raise, that equates to about 15 hours of applied behavior analysis or ABA therapy at Ozark Center for Autism,” she said. “So it really does go a long way toward helping a lot of children who receive services here. One hundred percent of those funds come to Ozark Center for Autism, specifically earmarked for scholarship assistance and for program development, and those are two key things that we need here at Ozark Center for Autism.”…

(sources: Connecting With Autism | Cleveland Clinic Health; Autism event set for Saturday at Northpark Mall - Neosho, MO - Neosho Daily News)

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I have mentioned Heart Rate Variability (HRV) Biofeedback in a previous post.

…Dawn … has hired a life coach to work with Jake over the summer, but she still feels there is more that could be done.
“I wasn’t ready,” she said of the transition process. "When someone tells you you need to start preparing at age 14, believe them. I assumed everything he needed would be taken care of. Many meetings and many years later, I found out differently. These are skills we work on at home, but with autism, Jake doesn’t generalize and needs to learn across all environments."…

…What are some of the key differences you see in girls with Asperger’s, compared with typical girls?

…We’re frightened of people. Our primary emotion is fear. [The concept of] other people stimulates the amygdala in our brains, which causes adrenaline overload: this causes the fight-or-flight [response], or freezing. Some will shut down when adrenaline overload happens. Some shut down so much that they don’t speak…

For problems like the ones bolded in the quotes above, Virtual Reality combined with HRV Biofeedback may offer a role in helping Autistic individuals learn to overcome their difficulties, perhaps by exposing them in a safe clinical setting, to situations they may find threatening in a real life environment.

Heart Rate Variability Biofeedback training has been shown to help dance and sports performance for example, by improving an individual’s ability to adapt effectively to stress and environmental demands…

…Raymond, Sajid, Parkinson, and Gruzelier (2005) compared dance performances of 24 Latin and Ballroom dancers who were randomly assigned to either a neurofeedback, HRV BFB, or a no-treatment condition. Dancers in the HRV BFB condition improved dance performance as compared to those in the no-treatment condition and also improved the subscale of ‘technique’ compared to those in the neurofeedback and the no-treatment condition. In sum, findings consistently highlighted the predictive validity of HRV, and that HRV BFB can enhance sport performance. Lagos et al. (2008) also reported that HRV BFB helped a 14- year-old elite athlete cope with competitive stress, potentially, by improving his neuromuscular functioning.
…In general, high HRV represents a flexible autonomic nervous system (ANS), responsive to both internal and external stimuli, and is related to fast reaction times and adaptability. Low HRV, on the other hand, suggests a less flexible ANS that is less able to respond to changing stimuli and/or modulate stress. Further, diminished HRV has been identified as a significant predictor of stress-related disorders and mortality of all sources (Lehrer et al., 2003)…

Indeed, according to a couple of presentations to the 1st International Conference on Innovative Technologies for Autism Spectrum Disorders, held in Valencia, Spain earlier this month, systems are being developed applying Neurofeedback and Biofeedback technologies to real life, every day settings…

Development of a semi-naturalistic QEEG guided neurofeedback protocol for treatment of young autistic children
The aim of this study is to acquire QEEG data in a semi-naturalistic protocol based on imitation and joint attention tasks and to develop a neurofeedback training mediated by the examiner. Brain signals acquired in this setting could be similar to those generated while the child interacts in common life situations. Insights on brain activity during spontaneous interactions are discussed.

Wearable and Mobile Real-Time Biometric Monitoring System
Research has found differences in the functioning of the autonomic nervous system in individuals with [Autism Spectrum Disorders], this can be measured with simple skin sensors. Historically, these sensors have required wired systems to collect data. Now we have wearable, wireless sensors that allow us to monitor ANS changes during daily life. It is hoped that this will allow a deeper understanding of the experience of those with autism.

(sources: When help ends, autistic young adults must find their own way - TwinCities.com; Mind Reading: A Q&A with the Author of Aspergirls | Healthland | TIME.com; http://www.drleahlagos.com/Virtual_Reality_Assisted_Biofeedback.pdf; BIO SIGNALS)

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Virtual reality (VR) is a term that applies to computer-simulated environments that can simulate physical presence in places in the real world, as well as in imaginary worlds.

Further to my last post, in a study from last year, Virtual Reality was integrated with Heart Rate Variability Biofeedback training (HRV BFB) and the combination positively impacted on the psychological, physiological and sport performance of a collegiate golfer after 10 weeks of training…

…This study sought to identify whether HRV BFB procedure impacted psychological, physiological, and sport performance of a collegiate golfer. This individual volunteered to participate in 10 weeks of HRV BFB training … During the first, fourth, seventh, and tenth weeks of the study, the golfer and lead author met at a virtual reality golf center to practice skills for breathing at resonance frequency during golf performance. Golf performance and HR were recorded during nine holes of virtual reality golf before and after 10 weeks of HRV BFB training. Self-report questionnaires were administered also before and after HRV BFB training to measure symptoms of anxiety, stress, and sensation seeking. Physiological measures, including HRV and respiration rate, were recorded in the lab during the first, fourth, seventh, and tenth weeks of the study. Reduction in symptoms of anxiety, stress, and sensation seeking and increases in total HRV, low-frequency HRV, and amplitude of oscillation at .1 Hz and improved sport performance were observed. This effect became stronger across 10 weeks of HRV BFB training. A larger-scale study was conducted and is in the process of analysis to confirm these findings.

Virtual Reality combined with Biofeedback (in the quote below specifically Galvanic Skin Response (GSR) Biofeedback) is also being used to treat various phobias…

…Dual Utilization of GSR Feedback with Virtual Reality Treatment to Reduce Fear of Flying
Robert H. Reiner Ph.D

• Using Virtual Reality, airplane phobics, for example, put on a set of special glasses with headphones that generate the three dimensional experience of
  actually being in a plane, going down the runway, taking off, cruising through turbulence, and landing, all while receiving biofeedback information…

In Autism Spectrum Disorders, Virtual Reality technology may offer a particularly useful role in aiding in social skills training (this could well be enhanced by HRV Biofeedback)…

…Overall, there seems to be an encouraging basis from which to develop a new approach to social skills training for people with autism. Virtual reality technology is an exciting tool that can accommodate the strengths of previous social skills intervention strategies, and also extend the possibilities for learning by allowing flexible responding to be practised in a safe and supportive environment. In addition, [Virtual Environments] may facilitate the transfer of knowledge between the virtual and the real world, a crucial consideration in any attempt to teach social skills.

Concerns that the use of computer-based technology might collude with the social disability of autism, rather than improve social understanding, are assuaged somewhat by the adoption of collaborative working practices (i.e. a teacher/parent/carer sitting alongside the person using the program) and built-in flexibility that ensures that programs remain unpredictable. In other words, [Virtual Environments] should be used to augment teaching practices rather than replace them.

The proliferation of new technologies is exciting because of the opportunities which they offer to different clinical groups in need of very specific kinds of help. Whilst the use of VR is not promoted as a panacea for these problems it does, nevertheless, provide a novel approach to social skills training for people with autism. Over and above the appeal of novelty, [Virtual Reality Technology] allows us to target the specific realm of cognitive flexibility–an area of functioning which may not be amenable to investigation by more traditional approaches, such as story-telling and the presentation of pictures or photographs. Virtual reality technology might also offer a valuable opportunity to practise role-playing skills, which could have both practical and cognitive benefits. Only by exploring new ways of tackling the problem of social skills training for people with autism can we hope to gain further insights into what might be possible for intervention and training purposes. Virtual reality technology provides a unique viewpoint on this issue and should be welcomed, albeit with careful consideration…

(sources: An Error Occurred Setting Your User Cookie; www.cim.mcgill.ca/~jer/courses/hci/lectures/myers.pdf; Aptos, CA psychologist: Can virtual reality technology assist young adults with autistic spectrum issues to learn social skills? Maybe… | Monterey Bay Forum)

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Further to my posts on the Vayu vest and the Snug Vest, there is another adjustable deep pressure vest that has recently come out: the Squease vest. Made by a small British company, the product is marketed as an aid in controlling a special needs individual’s anxiety…

…“The vest is inflated by squeezing a hand pump, allowing the wearer to regulate and apply soothing pressure in everyday situations that may lead to anxiety, stress or sensory overload - whether that is at home, at school, or on-the-move,” say its makers…

This is similar to what Tina Champagne, one of the people behind the Vayu vest, has said about that particular vest:

…“The most profound thing I found so far is it’s helped the majority of children–no matter what the problem they come in with–regulate their emotions”…

Indeed mention is made in testimonials for the Squease vest of the ability of the vest to help in the control of anxiety and the resulting behaviours that can result in Autistics such as meltdowns and tantrums. See below for some examples…

RICHARD
I am a young man. I live in a studio flat where there is support 24 hours a day. I am often anxious.
…Because I do not always understand my environment it can be very stressful. I cannot cope with busy environments. Sometimes my head feels like it is going to explode - there is so much going on - which causes problems.

After consultation with my key worker, I have tried a Squease vest. When I wore the vest, I felt relaxed and calm. When I become anxious, I increase the pressure. I like it when the vest is very tight around my body; it makes me feel calmer and I can handle everything better.…

MARIJE, ADULT WITH AUTISM
…I have worn the garment whilst driving my car (always a very stressful activity), which resulted in me being very relaxed. I have also worn the Squease jacket before going into a meeting. Normally an activity that I get over-stimulated from, but now I could calmly sit through the entire meeting…

(sources: Inflatable deep pressure vest gives you a hug, could help Autism sufferers; Company faces growing pains; product for autistic children still too costly - BostonHerald.com; Testimonials-SQUEASE)

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In an earlier post, I mentioned splinter skills and special interests in Autistic individuals and their potential utilisation in employment situations.

One innovative nonprofit that seeks to do such a thing is Erik’s Ranch & Retreats. The Experience Guide Program there is known as Erik’s Minnesota Adventures…

Of the hundreds of modern art exhibits at the Walker Art Center, the Andy Warhol silkscreen painting of Jackie Kennedy is one of T.J. Jameson’s favorites.
“See how the color blue changes across each of the panels?” Jameson asks the tour group he’s leading.
Such details don’t escape Jameson, who has a photographic memory and a passion for art.
He’s one of seven tour guides working for a fledgling Edina-based nonprofit that began providing jobs this summer to local young adults with autism, a developmental disorder that often affects social communication skills.

The program allows them to showcase their array of skills from horseback riding to art to encyclopedic knowledge of the local architecture scene. It also fills a vast employment need for the soaring population of autistic young adults, many of whom have just left the safety net of services provided by schools and who face an unfamiliar world.
“What we’re trying to do is more than just provide a job for adults with autism,” said Kathryn Nordberg, chief executive officer of Erik’s Ranch and Retreats, which is named after her son. “We’re trying to build a whole life.”
Advocates say the need is desperate.
“They are absolutely filling a huge void because there are not enough housing options and residential supports for adults across this country,” said Leslie Long, director of housing and adult services for Autism Speaks, a national advocacy group.
‘After I’m gone?’
Founded in 2008, Nordberg’s organization is building residential facilities for young adults with autism in Edina and in Paradise Valley, Mont.
Both locations will provide on-site jobs and accommodate paying guests who can go fly-fishing, skiing and hiking in Montana. In the Twin Cities, they can tour local museums, visit parks and participate in other urban offerings. Day tours are also offered.
Nordberg’s son, Erik, now 20, was diagnosed with autism when he was about 2. He couldn’t talk, he bit his hands, destroyed furniture and was oblivious to the world around him. After therapy, Erik now loves horses and music and can express his wants through mostly nonverbal forms of communication.
Still, Nordberg worries about his future: "At some point, you stop and ask yourself, “What’s going to happen to my child after I’m gone?'”

…Tour guides have assistants
When Jameson was a child, his mother, Laura, would let him push the buttons on all the toys at Target that made noise as a reward for good behavior.
His fascination with noises and moving objects is common among people with autism. It resonates in his artwork today.
A graduate of Dowling College in New York, he works with cigarette packs, bottle caps and other found objects to create artwork much in the same way his idol Robert Rauschenberg did.
Most of his work centers around busy city scenes, and features cars, buses and other modes of transportation.
“It’s kind of like – the emotion behind each one – I guess you could say is manic,” he said.
Like all of the organization’s Minnesota Adventures tour guides, Jameson has an assistant to help him. Participants are told that some guides may seem aloof, have a strong need for order, or make strange noises.
…Nordberg is working with local corporations to find volunteers to go on the tours, which are free but accept donations.
“When people volunteer for Habitat for Humanity, they’re building a house,” she said. “Here, they’re helping to build an entire person.”

Indeed, the nonprofit’s stunning new ranch in Montana’s Paradise Valley, due for completion in the next year, will offer a similar program…

…Residents who choose to become experience guides lead visitors and guests through experiential outings related to sports, the arts, history and more, sharing an adventure together. Activities may be as diverse as accompanying a resident on a trail ride while he or she explains horse breeds and care or preparing a gourmet meal with one of our resident sous chefs.

Through partnerships in the local community, Erik’s Ranch will provide opportunities for residents to work side-by-side with local experts, mentoring their success. The ultimate goal is to build skills and continued independence, aligning residents with what they love to do, and helping them learn to the best of their ability…

(sources: Latest news; http://www.eriksranch.org/livehere/montana/index.html)

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I mentioned, in an earlier post, the Coco Farm & Winery in Ashikaga, Japan. The winery is unique in that it is made up of over 100 employees who have developmental or cognitive disabilities including Autism Spectrum Disorders…

…As touched upon at the start of the paper, the economy of Coco Farm has a different basis than that of modern society which rests on making more, working faster, and generating greater efficiency. [Noboru Kawata, the founder of the winery in the 1960s,] says, “It seems to me that we are pursuing maximum efficiency in everything, and shunting aside those who cannot keep up with the pace of others in the competitive labor force–which will not lead to human happiness.” Coco Farm’s wine-making is the polar opposite of pursuit of profit at the expense of humanity, and is economic activity that places humans at the center. In this way of thinking, the well-being of the laborers takes precedence over efficiency. In other words, sacrifices in the present for the sake of the future are not made, and each person’s ‘here and now’ is given priority…

…Another staff member said, “That’s okay if people are not able to perform heavy labor; there is definitely something at the school that the students should be doing at this moment.” At Coco Farm, one can say that human beings are not made to fit the economy, but that there is an ‘economy with a human face’ being realized in which the economy is made to fit human beings…

Similarly, in my post from yesterday, Erik’s Ranch & Retreats also sees itself as doing something truly innovative in the model it is developing in its Minnesota and Montana locations…

…the difference/richness/shift in thinking of our model, which is a departure from the norm. Rather than teach young adults with autism one skill and then send them out to try to use it, we look at their inherent skills, build on those and let individuals expand on or diversify their skills. Young adults who live at Erik’s Ranch & Retreats will not only have a lifetime home, they will run the guest accommodations, interacting daily with voluntourists from all over the country and the world and continue to learn new recreational and occupational skills on a regular basis.
…As I noted before, we aren’t just setting up another residential home for young adults with autism. There are other group homes/living accommodations in the marketplace, but none that combine fulfilling careers, unequaled living, a built-in social infrastructure and outstanding recreational opportunities in a single operation.

We will work with these young people to develop their abilities and skills and to use them. They are, in essence, learning to be self-sufficient in a world of their choosing. It’s all any of us could ask for, and it’s all every one of us deserves.

Using the special interests and splinter skills of Autistic individuals for ‘tour guide work’ is certainly novel…

…Here is an example of how our model works. One parent told me that her son raises crickets and grasshoppers. “What can he do with this?” she asked. We hit upon the perfect idea. Combine an entomology exhibit with a trip to the Yellowstone River; a fly-fishing Mecca. He can discuss caddis flies and mayflies and the history and science behind fly fishing. This tour has a stellar future. Guests receive essential information; he shares what he loves and is paid for his expertise. These kinds of opportunities can encompass almost any talent/skill if we just think creatively. It’s unfair not to explore what these individuals can do.

If I may be so trite, this is thinking outside the box in a big way. This model hasn’t been explored before; it’s a paradigm shift that is timely and relevant…

(sources: http://www.nier.go.jp/hidekim/ESD/BenevolentEconomy.pdf; The Sincerest Form of Flattery: A Model that Works Erik’s Ranch & Retreats; Vocational Rehabilitation: Transition to Productive Models for Adults with Autism Erik’s Ranch & Retreats)

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Here is a link to a set of slides from a presentation, ‘Preventing Challenging Behavior: A Model for Young Children with Autism Spectrum Disorder’, given by Glen Dunlap and Phil Strain of the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI): http://www.challengingbehavior.org/explore/webinars/11.2.09_tacsei_webinar/handouts_tacsei_webinar_11.2.09.pdf

Note that near the end of the slides, the focus is on Intensive Individualized Interventions when challenging behaviours are more severe and cannot be sufficiently controlled by other strategies.

DDtrac, a research-based software solution, supports individualised data collection that gives educators a comprehensive view of a student’s progress towards their goals…

…Behavioral support and interventions should address diagnostic behavioral concerns identified in the student’s IEP (Individualized Education Plan), FBA (Functional Behavioral Analysis) or the BIP (Behavioral Intervention Plan).
…For students with multiple behavior problems or behavior plans that require more extensive monitoring, a tool like DDtrac can be used to record: the number and duration of specific behaviors, the context (where/when/how) the behavior occurred, as well as teacher observations about the incident. DDtrac’s behavior monitoring features allow teachers to identify significant behaviors to target for change and allows educators to evaluate the efficacy of implemented behavioral interventions…

Indeed systematic data collection does seem to have a lot to offer in terms of reducing problem behaviours and a specialised software package like DDtrac may help somewhat in reducing the data collection burden on educators…

…One important part of these behavior support programs is to measure target behavior(s) using direct observation of behavior episodes and then to graph behavior patterns to better understand how effective teaching and other behavior management strategies are for managing and reducing problem behaviors. The type of data to be collected about behavior episodes includes:

• Behavior: The specific behavior that is being tracked in the student’s behavior plan.
• Duration of the Behavior: The length of time a specific lasts.
• Number of Behaviors: The number of behaviors (e.g. number of hits) that occurred during the behavior episode.
• Date/Time
• Trigger: The specific context that likely resulted in the occurrence of an inappropriate behavior.
• Location: The location where the specific behavior began.
  This data allows educators to understand the function of specific behaviors, the pattern of behavior and the effectiveness of various education strategies and interventions…

For visual examples of DDtrac’s potential utilisation in this area, see the data entry form, report and chart at http://developingmindssoftware.com/product/behavior.html

(sources: http://news.developingmindssoftware.com/?p=394; Developing Minds Software: News)

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In an earlier post I wrote about the innovative nature of integrating an educational facility within a healthcare system. I was talking about the Lerner School for Autism and Debra Ann November Wing, at Cleveland Clinic Children’s Hospital, which opened in 2008.

Indeed many therapies for Autism Spectrum Disorders utilise different components in efforts to effectively treat Autistic individuals. For example, Family Focused Positive Behavior Support (FFPBS), a program that was the subject of a recent post, includes support teams as essential parts of the program…

…Generally, teams are comprised of family members, school staff and/or behavioral health center staff and others closely involved in the focus individual’s life. Anyone (e.g., neighbors, friends, siblings, medical staff, outside service providers) that you would like to invite is more than welcome to participate. If at all possible, the focus individual should attend team meetings, too…

One useful tool in terms of ensuring that all parts of a support team are working towards the same goal and are all ‘on the same page’ is a specialised software package, like DDtrac by Developing Minds Software…

…For schools, the software has immediate advantages. “It is a way of sharing information,” said [Dawn Gregg, founder and CEO of Developing Minds Software]. “Quite often these children have speech therapists and occupational therapists plus two or three aides working with them in the classroom. They’re all working toward the same goal, but if you don’t have some way of sharing the information, you may wind up working at cross-purposes.”…

Parents face many challenges when trying to get adequate educational, social and behavior interventions for their children. Many pursue home therapy and other supplemental therapies and programs in addition to school. One of the biggest challenges facing parents with special needs children is communicating effectively with the therapists and schools working with their child. We have often found that people working with our child wind up working towards different goals, which hampers progress.
One of our clients has decided to address this problem by using DDtrac across all of their child’s therapy settings, at home and at school. This way all people working with their child will have access to the same data and will stay “on the same page!”…

While sharing such information can be very useful, the security/privacy of each individual’s data is very important too…

DDtrac provides numerous safeguards to ensure the privacy of student data:
Maintain physical security of servers and back-up data
Use secure data transfer (SSL)
Strong 8 character passwords
4 data access controls
See our complete privacy policy for additional information on Developing Minds Software’s privacy practices…
…DDtrac is extensively tested to ensure it meets strict security guidelines…

(sources: West Virginia Autism Training Center (WV ATC) at Marshall University, Huntington, WV; http://developingmindssoftware.com/assets/pdf/knowIT.pdf; Parent Testimonials | DDtrac | Developing Minds Software; http://autism.ddtrac.info/about/privacy.html)

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I have mentioned the work of Lauren S. Henry before, in this post and this post. She is a Color/Design Expert who specialises in work for children with Autism and other special needs–she uses a wide variety of techniques to elicit desired psychological responses through strategic environmental design.

A.J. Paron-Wildes is another designer whose passion is designing spaces for Autistic children and others with sensory issues to ensure environments are correctly designed with their needs in mind…

…When designing children’s environments, it is important to consider the needs of children with neurological disorders and to think through the space as an experience. What will the children possibly see, hear, smell, and feel? Are there things that could be designed differently in critical areas so as not to interfere with a child’s ability to perform?..

Paron-Wildes, whose son Devin was diagnosed with Autism at age 3, founded a non-profit organization called BEAT (Biological Education for Autism Treatments). This is an on-line group of over 500 Minnesota families helps others parents understand the complex medical treatments and issues for their children. Here is a link to a picture of Paron-Wildes and her son at a fundraiser for Autism programs, the Fraser Annual Benefit: April 2008 Scene | Minnesota Monthly

(sources: InformeDesign - Green Building Elements; http://www.mytalk1071.com/pages/promotions/autismawareness/)

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The post from yesterday was on A.J. Paron-Wildes and mentioned the nonprofit organisation, Fraser. Fraser serves children and adults with more than 60 types of mental and physical disabilities, and is Minnesota’s largest and most experienced provider of Autism services. Just recently, the nonprofit held its biggest fundraising event of the year, featuring Circus Juventas–a performing arts circus school for youth dedicated to inspiring artistry and self-confidence through a multi-cultural circus arts experience…

Fraser is an organization helping families dealing with autism and Saturday night is their big benefit…

This year’s theme is Cirque du Spectaculaire, with entertainment provided by Circus Juventas.

…About 800 guests will fill the Hilton in Minneapolis to help raise money.

The goal is to expand past Richfield, southeast Minneapolis and into the suburbs.

Here is a link to a video of the testimonial speaker for the event–a woman who talks about what it is like having a son on the Autism Spectrum: Julie Westbrock - YouTube

(sources: Events Calendar | Minnesota Monthly; Circus Juventas Teams Up To Fundraise With Fraser CBS Minnesota)