Possibilities for Livelihood: Matters for ASD Adults

The topics of my blogs most often stem from my interactions with clients and real life issues they present with. Within the last year my work has shifted from addressing the needs of children with ASD (Autism Spectrum Disorder) to working to address the needs of adults. A consistent concern among adults with ASD is the lack of service options to assist them in achieving a quality of life that is satisfying and fulfilling. In the next few blog postings, I will discuss the issues pertinent to the adult ASD community. I welcome comments and ideas as it the perspective of ASD Consultancy that person with disability should have access to achieve their fullest potential; bringing a voice to their concerns is my way of helping to aid in that pursuit.

In this blog I bring voice to the issue of employment among ASD adults. Considering the current economic difficulty of the times, unemployment has become increasingly concerning to the masses. Currently, it is estimated that the unemployment rates of the general population ranges between 9-15%. Unemployment in the disability community has been an ongoing concern wherein rates of unemployment for the ASD population are estimated to range from 80-90%. These devastating rates highlight the need for increased service options that better assist adults with an ASD in achieving gainful employment. It also highlights the need for increased understanding of what skills are needed to support an ASD person in gaining and maintaining employment.

As we explore the opportunities for successful employment from the vantage point of a person with an ASD, we must consider the need for compatibility between the skills of the individual and requirements of an employer. This may seem like an obvious requirement however it is critical for an ASD individual as the differences between skills and requirements can too difficult to ignore. In assessing the skills of an ASD individual, the Disability Policy and Studies of Health and Professions at the University of Missouri (2009) notes that it is important to consider the following:

• Learning style preference
• Sensory sensitivities
• Sensory attractions/preferences
• Topics of fixation
• Communication skills and support needed
• Communication preferences
• Social skills and support needed
• Physical skills, abilities, or challenges
• Cognitive skills, abilities or challenges
• Sources of anxiety or concern to the person
• Triggers for challenging behavior and effective response
• Hand –eye coordination
• Assistive technology needs
• Transpiration needs and existing community supports

Determining the ASD individual’s capacity in each of these areas can then be used to strengthen areas of deficit and selecting job leads that are most consistent with the individual’s skills.

It is also dually important that the needs of the employer and options for accommodations be explored when determining the suitability for a job placement. It is important to explore employment opportunities with employers that openly work to accommodate ASD. Jobs4autism.com is an online forum dedicated to helping people with an ASD find employment, provides options for employers to post job opening and provides a forum for users to share successful and unsuccessful job experiences. Pursuit of employment should begin when the individual’s skills and employers needs are similar in order to ensure success. Having the support of an ASD professional can be helpful in aiding a person with ASD in the assessment, application, and interview and employment process. For more information of Autism Services please contact Monique Lewis, M.S, Marital Family Therapist employed by ASD Consultancy. You can contact Monique at monique@asdconsultancy.com or (562)833-6900. For more help visit www.asdhelp.com

Arranging Intimacy: Matters for Autism Spectrum Adults

The thought of dating can be daunting to even the most accomplished dating aficionado. My experience with clients has shown that frustration with dating spans all persons, including those on the spectrum.. Let’s then factor into consideration dating options for persons with ASD, how does one begin to determine what qualities they desire most in an intimate partner? Moreover, where does one begin to finds someone that shares commonalities and interest that can develop into an intimate relationship? I will attempt to discuss these questions in the content of this blog.

Understanding what qualities one desires in a partner is one that typically develops over time and with experience. In day to day interactions with others, we begin to formulate in our mind what we do and do not like about people. We begin to draw closer to persons who emulate qualities we like and refrain from those who we don’t care for. At the heart of this matter is the fact that often times, persons on the spectrum are not exposed to these types of interactions on a regular basis to assist them in determining what qualities they do like about another. These types of interaction can be fostered with the assistance of structures groups or social skills meeting for those that are less inclined to engage with peers on a regular basis. Understanding ones interest in a significant other can also be fostered in a therapeutic setting wherein time can be spent not only determining what an ASD individual desires in another but also what qualities they possess that may help to understand what type of partner may be better suited for them.

In my work, I have used well known dating questionnaire not to assist the individual in joining a dating site but to begin to consider, if given the opportunity to date, what they enjoyed or would enjoy in an ideal partner. An exploration of this magnitude may be daunting but allows for an individual to form realistic expectations of desired partner. It also provides a person an opportunity to gain additional insights about themselves that could be useful in selecting a partner. While such work is helpful in the therapy room, it does not allow for practical application.

As mentioned before, social groups can allow for such practice. Online interactions can also provide opportunities for meeting people but needs to be explored with caution. When choosing to explore dating sites, consider sites that are specific to your needs. For instance, while exploring the internet, I was able to identify sites that cater to persons with ASD. While it may not be the first, The First Autism Dating Site, http://www.autismdating.net/, was created by a 29 year old Belgium male who, with the support of agency, created a site where Autism and Dating coincides. Facebook could also be used as a resource for meeting people with similar interest. As with any online network it is important to be aware of predators and scams that attempt to solicit money or request private information. The focus of any interaction, whether through groups or the internet, is to develop social interactions that can help a person on the ASP better discern what qualities they would want in a partner. For more information of Autism Services please contact Monique Lewis, M.S, Marital Family Therapist employed by ASD Consultancy. You can contact Monique at monique@asdconsultancy.com or (562)833-6900. For more help visit www.asdhelp.com. ASD Consultancy will be at the Orange County Autism Walk, Nov 13th, 2010. We would love to see you there!

Understanding Communication

The ability to observe is one of the most important tools that a parent can have.  Through observation a parent can identify the movements, mannerisms, and language that create the individual’s regulated state.  And through observation a parent may identify when a stressor (a new idea, expectation, or environmental change) has been introduced and may lead to a state of over-stimulation or intense emotion.   Below are features that I use to create my picture of an individual’s whole communication.   An individual beginning to speak quickly when heading into their favorite restaurant or hand-flapping during an intriguing discussion is simply a cue that a stressor has been introduced. 

Gait – The way that someone moves their limbs, positions their feet, carries their shoulders and moves their torso while walking will tell you very much about the person’s state.  For some individuals on the spectrum, it’s as simple as identifying that they’ve changed from flat-footed walking to toe-walking.  For others, it may be a small change in walking pace or a slumping of the shoulders.

Body Language – Changes in body language are another great indicator that a change has taken place.  These changes are typically easily observed, but can be as subtle as someone uncrossing their arms, or squaring their shoulders with yours. 

Eye contact – Observing that eye contact has either been initiated or averted is another great indicator of a change in state.  The person may not be able to process facial and verbal information at the same time. They may be confused by the social importance of facial gazing.

Language – Language is a dynamic entity.  There are many factors that need to be attended to when observing language.  Changes in tone, pace and word choice can all be used to identify that a person has deviated from their regulated state. 

Appearance – A person’s appearance is an indicator of how much support is required in the area of adaptive functioning.

it is important that we recognize the person’s whole communication, as this guides us and helps to maximize their regulation.

Written by Joesph Mainez
Joseph is an Autism Specialist employed by asdconsultancy. You can contact him at joseph@asdconsultancy.com or 562 964 8844
www.asdhelp.com

Lost in Translation?

Limit verbal communication
When in an environment occupied with lights, sounds, anxiety, and strange people or when in a stressful situation, verbal communication can exacerbate the situation. It may add to the over-stimulation your child is facing, and may frustrate you when your child is unresponsive. Non-verbal communication – gestures, visual icons, expressions – are often much easier for your child to reference and understand when in one of these situations. Non verbal communication can reduce processing time. If, however, using non-verbal communication is a struggle, parents can work to limit their verbal directions to 5 words or less.

Finding the right time
Finding the right time to address issues or concerns is key. The right time to communicate about any issue is not when your child is having a difficulty with regulation. When individuals are becoming agitated, their auditory processing becomes less efficient and may stop all together. Verbal communication becomes noise and can contribute to over-stimulation. Parents can help their child regulate before any teaching or communication is to take place. When your child is regulated they will be able to respond to your communication appropriately and fully process what you want to share.

Keeping regulated
Often, individuals with autism are sensitive to the feelings of those around them and are therefore are affected by frustration, excitement, worry or other emotions. This impedes their ability to interact with you appropriately. Individuals often face sensory sensitivities and have to wade through each one to communicate with others. As a parent, maintaining your regulation will allow your child to understand your communication without it being obstructed by your emotion.
You are the most important person in your child’s life and hopefully these strategies will help you.
Increasing communication between you and your child will maximize successes and minimize breakdowns.

Written by Joesph Mainez
Joseph is an Autism Specialist employed by asdconsultancy. You can contact him at joseph@asdconsultancy.com
www.asdhelp.com

So you have Autism and you’re depressed?

Studies have shown 3 out of 4 people with Autism Spectrum Disorder suffer from mental health issues, such as anxiety and depression. While I was pondering these gloomy statistics I was reminded by what an old professor once said; “when we suffer enough, we will change.”

When people are in their darkest moments and contemplating suicide, when they have little self-esteem and their lives have been a constant struggle, what stops them from ending their lives? Do they get to the place in themselves when they have suffered enough and want to change? Do they then realize that they need to find new meaning in their lives and come to terms with their difficulties?

What gets a person to such a desperate place that they feel suicide is a logical choice? School, college pressure, childhood abuse, dependent adult abuse, medical illness and loss of family and loss of love are contributing factors. The lack of friendships and positive relationships significantly effect children, teenagers and adults.

Perhaps they are weighed down by too many burdens and may feel they are not living the life they had hoped, perhaps they do not know what to do and say in the social arena. For people with autism they often feel incompetent in social situations. They may desire connections, but do not know how to go about maintaining relationships. The confusion of the world, demands of school and work, adversity, isolation, confusion, may cause an already overwhelmed person to become anxious or depressed.

In some cases teenagers and adults with autism have major depression. They may lack motivation, have an irritated and or depressed mood, poor sleeping, poor eating habits and suicidal thoughts. In some situations a person requires hospitalization as they become so impaired that they need a place to be evaluated, given 24 hour supervision and stabilized. In times like these, the client, family and staff team feel under significant pressure to keep the person safe. Crisis management requires excellent coordination between all team members and a well thought out safety plan. The client may be despondent or agitated and may not feel optimistic about treatment at this time.

How do you know when depression comes knocking at the door and what do you do about it? Below are some questions for the person with ASD to help determine if they have depression.

1) Are you feeling agitated, sad and isolated frequently?

2) Do you feel that it is very difficult making friends at school or work?

3) Do you experience your life as overwhelming and have lots of negative thoughts?

4) Do you have thoughts of suicide or thoughts of hurting others?

5) Do you suffer from an underlying medical illness? Many people with autism suffer from gastrointestinal issues or acid reflux and may not communicate when they are in pain.

6) Do you struggle to work though the difficulties you face? Can you balance out the struggles with the positives of having Autism or Aspergers syndrome?

7) Have you recently been hospitalized? Do you have a specific plan to hurt yourself and a specific time frame to do it in?

8) Do you lack enjoyable activities and lack purpose?

9) Do you have intrusive thoughts, panic and anxiety when in a social situation?


If you answered yes to three or more of these questions you may be at risk of having depression or anxiety. Do not let your depression get so serious before you seek treatment from a therapist who has experience with autism and mental health. If you are feeling suicidal let someone know immediately. You can call 911 or go to your nearest emergency room. You can also call 1800 suicide a 24 hour hotline for people feeling suicidal.

Nicky Palmer is a Licensed Marital Family Therapist in the state of California. She is the Director of ASD Consultancy and has supported families on the spectrum for over eleven years. She is also an RDI ® Certified Consultant. You can contact Nicky at nicky@asdconsultancy.com 562 298 0603 or go to http://www.asdhelp.com/ for more information.

My child was diagnosed with Autism;So Now what?

So your child was just diagnosed with Autism. Perhaps you were told they have Autistic like characteristics, or PDD. Ok, so are you thinking, now what?

Let’s back up a little. First, you probably took you child to early intervention services as you sensed your child was struggling, or someone else sensed your child was struggling. Perhaps they did say their first words, facial gaze and smile when they were supposed to. Perhaps they lost their abilities as they approached the ages of 1.5 to 2. Perhaps they did not smile, wave and use language to greet you, hug you and say I love you. Whatever the situation, you knew that something was different.

The assumption parents often have is that early intervention services will address the challenges their child has and they can then terminate services. The hope is often that the child will go into a mainstream school environment with no further support and then all fears, doubts and challenges will be resolved.

Unfortunately, for the child with ASD this is not often the case. As they approach their third birthday a big event happens. For some children they get evaluated by the school district and regional center (if in California) to determine eligibility for services. At this point the parents’ lives may change forever. I hear many families say that their dreams for the child went out the window and they could not really comprehend what was being said to them at the time of the diagnosis due to shock. Some parents felt relief that they finally got some answers to their concerns over their child’s development and unfamiliar behaviors that they could not make sense of.

Once the diagnosis is given many families have shock, anger, depression and guilt. These are typical responses to a traumatic event. These feelings may resurface through the family lifecycles as new challenges emerge. Some families report that they cope better as their children get older. Some report that their stress levels are directly correlated to the impairments their child has. A few families adjust to the news and feel relief that they can now create a plan for their family and adjust accordingly.Once a family receives the diagnosis they are often bombarded with numerous services to engage in. There is speech, OT, sensory integration, Behavioral support, social skills groups and swimming, gymnastics and adaptive skills training, Families then get busy. No, I should say, families get really busy. The hope then is that these services will then provide the family the guidance they need in addressing the challenges that they are faced with. Not only do we have to address the question of how effective these services are, but we have to look at how the parents are coping with the news that their child has received a diagnosis of a disability. How do they accept the news? How do they understand the news? How will this news shape their lives? What meaning do they attribute to the news? The meaning the family creates can be a key in creating a positive outcome.If the parents have grief work to do, we hope they support each other to work through the grief and come out the other side with a renewed sense of hope and optimism.

Looking back five to ten years ago we did not have the hope that we now have in the field of Autism. We now believe that we can live with Autism, love Autism and build relationships within Autism. We can now dismiss the old ideas of being instutionalized and that a person with Autism is resigned to a poor quality of life. We are pleased to embrace new hope and new aspirations.

Here are some tips for coping when you receive the diagnosis:

Seek out family and friends who provide support to you.

Evaluate your thoughts and feelings about the diagnosis. It is natural to have mood changes in response to stressors.

Draw on you and your partner’s strengths to give each other support.

Join parents groups to talk with other parents to support you.

Seek counseling if distressed. Addressing the emotional difficulties is important for well-being and coping.

Balance out the services. Do not sign up for numerous services without evaluating the benefits of these services and the time and effort they bring with them.

Maintain personal space and time. Personal interests, help us to rejuvenate ourselves. If you find yourself saying you are too busy to take care of yourself, then you are in danger of becoming burned out and depressed.

Seek out a childcare person for respite breaks for date nights and seeing family and friends.

Create opportunities for success by building your child’s confidence and motivation for managing complex social relationships.

Ask for help if you need it! Share the responsibilities of childcare and managing the home.

Nicky Palmer is a Licensed Marital Family Therapist in the state of California. She is the Director of ASD Consultancy and has supported families on the spectrum for over eleven years. She is also an RDI ® Certified Consultant. You can contact Nicky at nicky@asdconsultancy.com 562 298 0603 or go to http://www.asdhelp.com/ for more information.

Pass the link onto a friend: http://www.asdhelp.com/

Come meet Nicky Palmer at the CURE AUTISM NOW WALK in Los Angeles.

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Making friends on the playground when you have Autism Spectrum Disorder

The bell rings for recess and the neurotypical children eagerly run to the playground to let off steam. However, the child with Autism Spectrum Disorder is often filled with anxiety; they have fear of the unknown and are unsure of what to do at recess. So many decisions to be made; what do I play? How do I play it? With whom do I play? How come the rules of the games change? How come peers lose interest just when I am making sense of the game? For some people with ASD the uncertainty of the disorganized playground is too much and they retreat into their own isolation and pace back and forth until recess is over.

Many parents hope that their children will make friends. Many parents dream that their children will be happy and find meaning in their lives.

Some people with ASD can make friendships and do make friendships. They sustain interactions and repair the inevitable difficulties that occur in the unpredictable patterns of communications. Fortunately, these children will often feel less vulnerable and less isolated on the playground. They are also likely to feel less anxious and depressed when they are teenagers, as they have supportive friendships to identify with.

So the big question at hand is; how do we help the child with ASD to make friends, sustain friendships and feel connected to peers and enjoy recess?

Below are some tips to help your child or student feel more included and less isolated on the playground:

1. Talk to your child about how they are coping at recess and problem solve together to improve your child’s daily experiences at school. It will also open up your communication.


2. Write social-emotional goals into your Individualized Education Plan

(IEP). Be sure to write goals in a specific and measurable way. Commenting on; interactions, flexibility, ability to manage uncertainty and isolation patterns.



3. Have a teacher or aide observe recess on a monthly basis and record data on friendship development, isolation patterns and repetitive speech and interactions. Address these issues at monthly team collaboration meetings.


4. Teach games in a quiet 1:1 environment, to build the child’s abilities and feelings of confidence when attempting games on the playground. Teach games that are developmentally appropriate and are played regularly on the playground such as; Young Children 3-7: Jump rope, climbing frame, hanging out on the swings and riding bikes. 7+ Basketball, Soccer, Four Square, Dodge Ball and trading cards.


5. Focus on building internal motivation (motivation increases when we feel successful) rather than providing external incentives for making friends. We want to enhance the child’s desire to make friends because they enjoy being with others, not because they receive a reward for it.


6. Ensure your teacher or aide is aware of the social goals and is able to fade prompts so the child can build more natural support from peers.


7. Provide the person with ASD the option to have some quiet time and structured time for self-regulation. Remember, many people with ASD require some solitude as they find social interaction stressful. Focus on quality of the interactions not the quantity.


8. Explore activities that the school provides such as Chess club, Homework Club, Dance, Drama and Sports Clubs. Perhaps your child would enjoy getting involved.


9. It may be helpful to have a counselor available for your child to spend time with to address the difficulties with making friends.


10. Work as a team with your child, teacher, aide, counselor and family to provide a supportive collaborative environment.

We all strive to have joy, love, friends and meaning in our lives. Children with ASD are no different in this regard. They just need some support to get them there! For more information of Autism Services please contact Nicky Palmer, M.S, Licensed Marital Family Therapist and Director of ASD Consultancy. You can contact Nicky at nicky@asdconsultancy.com or 562 298 0603. For more help see Nicky’s site at www.asdconsultancy.com

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