I can't or I won't...?

Many students with ASD have behavioural tendencies that are viewed by others as “oppositional”. They refuse to try new things and seem to only want to do something if it is their own idea. There are many reasons this might be occurring, including:

  • Lack of belief in his own abilities or competencies.
  • Fear or anxiety around his ability to do something new “perfectly”.
  • A preference for doing things the same way over and over.
  • A sensory sensitivity involved with the activity you want him to try.

These behaviours can be challenging for parents of typical children but can be much more difficult to manage if your child has an ASD.

Try these tips when introducing a new activity:

Click here to view our archived tips of the month.

Middle School -The Stuff Nobody Tells You About: A Teenage Girl with High-Functioning Autism Shares Her Experiences

August, 2010
Haley Moss
March 2010
Jacquie's pick

Haley Moss describes her school experiences as an adolescent girl living with high functioning autism. She provides tips and strategies in her “survival guide” to assist other adolescents in facing the many challenges of middle school. She provides helpful tips for getting ready for school after summer break, and preparing for the changes from an elementary school to a middle school setting. She reviews information specific to adolescents, such as new slang words and provides ground rules for using the internet and social networking. She explores the Hidden Curriculum with a particular focus on girls in or approaching middle school. Topics include girls and bullying, female bodily changes, make-up and style trends.

Click here to view our archived books of the month.

West Kootenays: 5 Spoons Program

It's never too late to try something new!

This year has proven to be very memorable and exciting for the school team of a 12 year old boy with Autism.

After being syringe fed all these years, this resilient young man has shown us it is possible to overcome sensory challenges as he works through a daily oral spoon feeding program at school.

The “5 SPOONS PROGRAM” was developed by the regional RN, the school’s OT and SLP, with input from the Teacher Assistant and family.

This program had evolved from long , loud stressful sessions for all, to the student requesting 5 SPOONS and swallowing a variety of both sweet and savory purees.

Summer Time = Screen Time?

All he wants to do is watch TV or play on the computer!

Almost daily parents are bombarded with information and warnings about the negative impact of too much television, computer and video game use in typical children. The message is that our children are spending “excessive” amounts of time in these activities contributing to everything from increased rates of obesity to anti-social behaviours.

Click here to view our archived tips of the month.

Creating a Visual Calendar

length: 
6:30
Interviewer-Presenter: 
Lynn Savoie

Something any parent can do to help their child prepare for school is to create a Visual Schedule. Jackie, whom we met in the Jackie's Story series, explains how she created and used visual schedules for her son, Hayden.
This eLearning lesson is presented by POPARD Education and Behaviour Consultant, Lynn Savoie.

type: 
for Parents
Personal Stories

Social Skills Training For Children and Adolescents with Asperger Syndrome and Social-Communication Problems

June, 2010
Jed E. Baker, Ph.D.
2003

Social Skills Training For Children and Adolescents with Asperger Syndrome and Social-Communication Problems is an invaluable resource for parents and educators. It includes assessment and intervention strategies to support individuals with social, emotional, and communication deficits. The author, Jed Baker, has ample experience supporting students with social interaction deficits as director of social skills training for special education in New Jersey. Baker provides strategies that are feasible and easy to implement within the home and school setting. The first section of the book provides an overview of Asperger’s Syndrome, assessment tools for social skills training and behaviour management, and strategies to promote generalization.

Click here to view our archived books of the month.

Friends just happen, don't they?

Friends just happen, don’t they? Any parent or instructor of a student with ASD knows that unfortunately this is not often true. Making sure the student with ASD feels accepted by and connected with the peers they see everyday can be challenging. Bridging peer connections over the summer break can often be difficult.

Here are some things we’ve seen talented teachers and parents do that can make a positive difference:

TEACHERS:

Click here to view our archived tips of the month.

Behaviour Gets Attention... but not in a good way!

So, he’s not trying to get attention, but that behaviour sure manages to get everyone’s attention… and not always in a good way!

Challenging behaviours can disrupt learning environments, embarrass the student, his teachers or parents and restrict individuals from participating in many activities. Last month, we provided some tips to help you discover why your child or student may be repeating behaviours that create more problems than they solve. This month we will provide some tips to help deal with and hopefully prevent some of the behaviours you are most concerned about.

Click here to view our archived tips of the month.

New - Of Special Interest to Parents

To help you locate information that's of special interest to parents, we've begun to 'tag' our content with the words 'of special interest to parents' . You'll find that 'tag' in small blue letters right under the title.

Just click on that tag, and you'll see a list of all our content we think parents will find especially useful.

Of course, we hope you'll find all of our information useful!

Click here to go directly to our list of content that we think is of special interest to parents.

Inclusion can be "Wonderland" for everyone!

Cranbrook's Mount Baker Secondary School

had a long-standing reputation for producing amazing stage productions, but the school’s drama teacher, Rod Osowey, had noticed that students with disabilities rarely had an opportunity to demonstrate their talents and creativity on stage in these productions. That simple observation evolved into the development of a course called Adapted Drama, offered in Spring 2009. The stage production for the kick-off year, Alice in Wonderland.