Spectrum Life Magazine Spring 2018 Issue from Autism Empowerment

FREE PORTLAND AND SW WASHINGTONâ&#x20AC;&#x2122;S ONLY MAGAZINE FOR THE AUTISM COMMUNITY

SpectrumLife TM

m a g a z i n e

SPRING 2018

AUTISTIC ADULTS DO NOT LOOK LIKE AUTISTIC CHILDREN WELCOME TO SPECTRUM LIFE MAINSTREAMING AND INCLUSION THE MANY BENEFITS OF BEHCA ASK THE PERSONAL TRAINER TIC TALK

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Our Pledge: 50 cents for each TwiddleNathan sold will be donated to the Autism Society of America.

SPRING 2018

contents

Autistic Adults do not look like Autistic Children

FEATURED SECTIONS ADVOCACY

Welcome to Spectrum Life A fresh look for our magazine and a new website.

Autism Awareness and Acceptance Shifting societyâ&#x20AC;&#x2122;s focus to the acceptance we need.

Tic Talk Poetry in motion by Dimitri Conejo.

LIFESPAN

Ask Spectrum Life Content curators answer frequently asked resource questions.

Autistic Adults Do Not Look Like Autistic Children Stories from the Spectrum: Judy Endow

Recreation

20 22

Hooked on Fishing Local opportunities to reel in the fun. Self-Care that Makes Sense Creating your own Five Senses Survival Kit

EDUCATION

26 28

Mainstreaming and Inclusion What is the difference? Differentiation, Accommodation and Modification Understanding specialized learning terms.

HEALTH + WELLNESS

Ask the Personal Trainer Ryan Lockard answers questions about Health and Wellness.

Juice: The Not So Healthy Soda Alternative How much sugar is in your drinks?

therapy

The Many Benefits of BEHCA Tracking software that helps understand and improve behavior.

Spectrum Life Resource Directory Spectrum Life helps you find autism-friendly service providers.

Upcoming Autism Empowerment Events Support Groups, Social Clubs and Special Events.

www.spectrumlife.org www.spectrumsmagazine.org

FROM THE PUBLISHER

SpectrumLife TM

m a g a z i n e

SPRING 2018 | VOLUME 7, ISSUE 1 SPECTRUM LIFE MAGAZINE TM A program of Autism Empowerment TM Karen Krejcha, Autism Empowerment, Publisher Dave Born, Graphic Designer

Welcome to the Spring edition of Spectrum Life Magazine! Spring is a time for transformation, a season of change. As temperatures begin to rise and flowers begin to bloom, it’s a great time to share with you exciting changes. The first major change we’ve made is switching our magazine name from Spectrums to Spectrum Life. As a nonprofit program of Autism Empowerment, our vision includes building a culture of acceptance and empowerment for youth, adults and families in the Autism and Asperger community. This vision extends across the lifespan throughout all facets of daily living. We believe our new name more accurately reflects this vision. Our second major change in development is a robust new website for magazine readers called SpectrumLife.org. This is a place you can visit online to find expanded content and resources in written, audio and visual format. It will also include the most comprehensive autism and disability resource directory of its kind in our region. To learn more, check out our Welcome to Spectrum Life article on page 8. In addition to quality content written by and for the autistic and autism community, we are also launching two new quarterly columns. The first is Ask Spectrum Life on page 12 and the second is Ask The Personal Trainer on page 31. We have added all past Spectrums issues and most of the past articles to our new website. Whether you’re a youth or adult on the spectrum, a parent seeking support or a professional looking for strategies to empower the people you work with, we are here to help inspire and empower you with thought-provoking, interesting, enriching content, resources and support.

Mailing address: Autism Empowerment P. O. Box 871676 • Vancouver, WA 98687 (360) 852-8369 www.AutismEmpowerment.org spectrumlife@autismempowerment.org Connect with us online! /SpectrumLifeMagazine /AutismEmpowerment @SpectrumLifeMag @AutismEmpowermt AutismSpectrumLife

Autism Empowerment

Autism Empowerment is a 501(c)3 nonprofit devoted to promoting a culture of acceptance and empowerment for children, teens, adults and families within the Autism and Asperger community. Autism Empowerment makes no warranty, guarantee, endorsement or promotion of any service provider or therapy option listed in this publication or our websites: AutismEmpowerment.org and SpectrumLife.org. This is a free community magazine created as a courtesy to the public. Autism Empowerment cannot be held liable for any action or decision based upon information found in this publication or our websites. It is the responsibility of individuals to discuss any therapy or treatment option with their care team. Every effort is made to ensure accuracy and verify information, however readers using this information do so at their own risk. No part of this publication may be reproduced or transmitted without prior written consent from the publisher, Autism Empowerment. © 2018 All rights reserved.

ON OUR COVER

Whether you’re new to the autism community or have been traveling with us for decades, we’re glad to be spending time with you today on your journey.

Karen Krejcha Executive Director & Co-Founder: Autism Empowerment™ Editor: Spectrum Life Magazine™

www.spectrumlife.org www.spectrumsmagazine.org

Autistic adults are not like autistic children in many ways. See our cover story on page 16.

the

A grassroots community magazine, Spectrum Life is a program of Autism Empowerment. With a mission of promoting a culture of acceptance, enrichment, inspiration and empowerment, these area professionals help guide the magazine’s future content providing expertise, insight and direction. We are honored to be partnering with some of the region’s finest self-advocates, professionals, parents and experts in the field of autism. AMY DONALDSON, Ph.D., CCC-SLP • Portland State University Autism & Child Language Disorders Laboratory asdchildlab.research.pdx.edu/home.html Amy L. Donaldson is an Assistant Professor in the Department of Speech & Hearing Sciences at Portland State University (PSU). Her research focuses on the assessment and intervention of social communication skills in children with Autism Spectrum Disorder (ASD) within the natural environment, as well as intervention efficacy. She is also Director of the Autism and Social Communication Lab. JOHN KREJCHA • Autism Empowerment www.autismempowerment.org John Krejcha is co-founder of Autism Empowerment and serves as Program Director where he oversees Community Outreach. John is married to co-founder, Karen and is the proud father of two amazing sons, Justin and Ryan. While John is the only one in his family who is not on the autism spectrum, he is a neurodiverse and loving ally.

KAREN KREJCHA • Autism Empowerment www.autismempowerment.org Karen Krejcha is co-founder of Autism Empowerment where she serves as Executive Director. She is Editor of Spectrum Life Magazine and content curator for the Spectrum Life website. Karen was diagnosed on the autism spectrum in her 40s, after the diagnosis of her two sons, Justin and Ryan. She has been married to John for over 25 years and is devoted to promoting a culture of acceptance within the autism community.

Tara O’Gorman, MSW • Autism Empowerment www.autismempowerment.org Tara O’Gorman, MSW, is an active volunteer in the Southwest Washington community. She blogs/writes about autism-related issues and is a social group facilitator for adolescents and young adults with ASD. Tara is a proud mom to two very busy sons, including a teenager on the autism spectrum.

Heather Parrott • Parent Advocate Heather Parrott is married to Chris and is a homeschooling mom to Zachary, Ryan and Joshua. She became passionate about autism education when her oldest son was diagnosed with Asperger’s. She is a volunteer with Autism Empowerment and worked on the Autism and Scouting program. She enjoys writing, working with the Boy Scouts of America and watching her youngest play baseball.

BRIAN TASHIMA • The Joel Suzuki Series www.joelsuzuki.com Brian Tashima is the author of The Joel Suzuki Series, a young adult science fiction/fantasy series about a teenage guitarist on the autism spectrum who travels to a world where music is magic and autism is a superpower. The first book, Secret of the Songshell, was a finalist in the 2012 USA Best Book Awards for fantasy fiction. Mystery of the Moonfire was released in 2015. The third book, Legend of the Loudstone was released in April 2017. www.joelsuzuki.com www.spectrumlife.org www.spectrumsmagazine.org

advocacy EMPOWERING CHANGE WITHIN THE AUTISM COMMUNITY

IN THIS SECTION Welcome to Spectrum Life................................................................................8 Autism Acceptance & Awareness............................................................... 10 Tic Talk.....................................................................................................................11

www.spectrumsmagazine.org

Free Resources... for Parents and Caregivers of Children with Autism from Seattle Children’s Autism Center

The world of autism spectrum disorders is constantly changing and we at Seattle Children’s Autism Center are eager to share with parents and caregivers the latest therapies, research, news and tips for families.

1. The Autism Blog

theautismblog.seattlechildrens.org We provide information that may be helpful for raising a child with autism. Posts are written by physicians, nurses, psychologists, and family resource staff who are knowledgeable about the diagnosis and the latest in treatments and therapies are primary contributors to the blog. Topics range from selecting a summer camp to sibling support to new research findings to our perspective on the latest news and information about autism.

2. Autism 101

Available in-person at Seattle Children’s or by teleconference Autism 101 is a 90-minute presentation providing information and support for parents and families of children recently diagnosed with an autism spectrum disorder (ASD). Topics include up-to-date, evidence-based information about ASD, behaviors associated with autism, autism prevalence, treatments available and resources for families.

3. Autism 200 Series

Available in-person at Seattle Children’s or by teleconference. Watch past lectures on our website. Autism 200 is a series of 90-minute classes for parents and caregivers of children with autism who wish to better understand autism spectrum disorder. Classes are taught by faculty from Seattle Children’s and the University of Washington and other community providers. Topics include transition to adulthood, early intervention and school support. Each class includes time for questions.

Learn more or register at seattlechildrens.org/autism or by calling 206-987-8080. For information related to setting up a teleconferencing site for the Autism 101 or 200 series in your community, contact James Mancini at james.mancini@seattlechildrens.org or 206-987-3481.

www.spectrumsmagazine.org

ADVOCACY

Welcome to Spectrum Life Support Across the Lifespan Welcome to the first issue of Spectrum Life Magazine, a nonprofit publication and program of Autism Empowerment. Formerly known as Spectrums Magazine, we recently changed our name and created a new website, www.SpectrumLife.org which will be launching March 23rd, 2018. Here are answers to frequently asked questions about the new changes. Why the name change from Spectrums to Spectrum Life? We believe that Spectrum Life better represents who we see ourselves serving and representing. As a nonprofit organization, Autism Empowerment is devoted to promoting a culture of acceptance, enrichment, inspiration and empowerment within the autism community. For us that means, all ages and abilities, all definitions and identities of autism, including Asperger’s, and all facets of daily living. We believe everyone has gifts to give and that when we shine a light on the gifts each of us has, we grow stronger together. In a world where we have a tendency to feel isolated and alone, Spectrum Life and Autism Empowerment want to provide a beacon of light along the way. Autism is our journey. We’ll meet you along the way. Who is Spectrum Life for? Who is your primary readership? Spectrum Life serves the same people that Autism Empowerment serves which includes youth, adults and families in the autism community throughout the lifespan. We want Spectrum Life, the magazine and website, to reflect that and to also be a reflection of the unique and diverse people who make our world a better place. The people that tend to read our magazine most frequently include: • Adults and teens on the autism spectrum (and some kids) • Parents who have children (youth or adults) on the autism spectrum • Grandparents, siblings and other family members • Educators, Medical Professionals and Service Providers

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We are Portland and Southwest Washington’s only magazine written by and for the autism community and although most of our readers are from this region, we have subscribers throughout the United States and online readers throughout the world. Are Spectrum Life and Autism Empowerment different organizations? What is the relationship? Spectrum Life is part of Autism Empowerment which is a 501(c)3 nonprofit organization that is based in Vancouver, Washington. We are registered to do business in Washington, Oregon and a number of other places as well. Autism Empowerment founded on June 3rd, 2011. Autism Empowerment has its own website at www.AutismEmpowerment.org. We consider that our main website for helping the people we serve know about the variety of programs, services, support groups, social clubs, service activities and special events that Autism Empowerment offers. Spectrum Life, including the magazine and the website is an enriching and empowering content program designed by and for the autism community and our allies. Are the same people on staff at Autism Empowerment on staff at Spectrum Life? Based on the calls and emails we receive each month, it seems like many people think we have a campus or office building with dozens of paid staff members. That is part of our strategic plan, so if you know of any funders or philanthropists willing to genuinely work to be part of the vision of making that happen, please contact us at spectrumlife@autismempowerment.org. As Ambassadors for Acceptance of All Abilities, Autism Empowerment and Spectrum Life are blessed with amazing volunteers who have positive energy, passion, perseverance and the power of prayer. We believe that the provision will come but until that time, we’re still very much a grassroots start-up funded by the generosity of personal donors, corporate sponsors, occasional grant funders and supportive advertisers. As of March 2018, we have zero paid staff and two full-time volunteers. These are Autism Empowerment co-founders, Karen and John Krejcha. Karen is the Editor of Spectrum Life Magazine, content curator and website designer for Spectrum Life and also serves as Autism Empowerment’s Executive Director. John serves on Spectrum Life’s Editorial Advisory Board, does most of the magazine distribution in Oregon and Washington and also serves as Autism Empowerment’s Program Director. Continued on next page

Welcome to Spectrum Life, continued from page 8

Our Spectrum Life Editorial Advisory Board currently includes six volunteers. You wouldn’t have this publication in your hands without the talent and expertise of our Graphic Designer, Dave Born. Autism Empowerment has 11 volunteers on our Board of Directors. We also have a number of valued key volunteers who lead our multiple support groups, social clubs and volunteer activities. They also assist with special events and other key programs like Autism Serves Kids Care Club. What kind of new features will you have on your website? We’re a little behind schedule in our website design so some of our planned features will not be live on our launch date, March 23rd, 2018 and some will be a continual work-in-progress. • Easy access to articles from the past five years with social sharing and discussion options • Updated interviews and expanded versions of our most popular articles • Access to over 125 Autism Empowerment Radio podcasts featuring interviews with autism advocates, changemakers and local service providers (April/May 2018) • Inspiring and educational videos (April/May 2018) • Portland metro and Southwest Washington searchable Resource Directory • Ability for Service Providers to create and maintain directory listings (April 2018) • Community Event calendar where groups can submit events. (Summer 2018) • Contests, surveys and fun promotions (Summer 2018) Do you use identity-first or people-first language in your articles and online content? When Autism Empowerment acquired Spectrums Magazine in 2016, we made the decision to allow a mixture of identity-first and people-first language articles throughout our magazine and throughout our websites. Our main guideline is showing respect to the identity and language preferences of any person on the autism spectrum who is writing or being represented in an article. Many autistic contributors prefer identity-first language while many neurotypical contributors use people-first language. Some people don’t have a preference and in those cases, we’ll usually lean toward identity-first language or what reads best when a piece is being proofed. Language is a tricky thing as no matter what we write, we’re never going to please everyone. We do our best to be respectful and encourage others to do the same.

How do you make sure to include an autistic voice within the publication? Our Editor and Publisher identifies as autistic. Each issue features content from male and female writers who identify on the autism spectrum. Most issues feature at least one teen as well as one autistic professional. Since June 2016 (as Spectrums) we have offered a quarterly feature called Stories from the Spectrum: Autism from an Autistic Perspective. Prior to this time, a similar column was featured called My Turn. The new Spectrum Life website allows readers to search for all past Stories from the Spectrum features. Whether readers identify as Aspie, Autistic, on the spectrum or “your term here”, we want them to feel they are welcomed and have allies in our community. What about autism parents? Siblings? Grandparents? Parents and family members of children and adults on the autism spectrum make up our largest readership group. While some family members may also be on the spectrum, many are not. It is essential that Spectrum Life provide support, education and resources for each member that is traveling together on this autism journey. We will continue to include articles written by parents for parents. This includes advice, advocacy and resources you’ll want to remember. Additionally, we’ve also got a terrific variety of adult autistic mentors, local health professionals, educators and legal professionals in our rolodex who are eager to contribute their knowledge. How do you ensure that your articles reach the diversity of your audience? That is a difficult and yet very important question. Youth and adults on the autism spectrum come from all walks of life. We represent all races and ethnicities, all religions and genders. Our socioeconomic status includes the poor, middle class and wealthy. We live in rural, suburban and urban environments and some of us are homeless. How can one quarterly magazine reach all those diverse people as well as their families, providers and service professionals? We do our best. We are mindful of the challenge. We involve ourselves in conversations about cultural and linguistic competence and try to engage volunteers who represent our wide audience. We network and consult with foundations and try to bring disability-led organizations on their radar for funding opportunities so that we can have sustainable long-term resources and staffing that can respectfully answer this question. What lacks most? Financial resources and manpower. We have passionate full-time volunteers that are spread very thin across Spectrum Life and Autism Empowerment. Fundraising for a disability-led organization is always a challenge. Continued on page 13

www.spectrumlife.org www.spectrumsmagazine.org

ADVOCACY

Autism Awareness & Acceptance Acceptance Should Be Our Focus By Judy Endow Awareness means we know what is hard for us. As we grow up autistic, we are measured against the yardstick of “normal” in many ways over and over. Thus, autistic children often have a keen sense of who they are NOT. This deficit-based understanding may be necessary in the diagnostic realm, but it does little to support a healthy lifestyle. Who we ARE in this world – our abilities, strengths and interests – provide us with a satisfying life because that is the way it is with human beings. And yes, autistic people regardless how autistic you think they may or may not be, are ALL human beings. This means ALL autistics have intrinsic value.

When society is focused on Autism Acceptance, strengths and abilities of autistic people are highlighted – not the fact of their autism.

Awareness focuses on the deficits – on understanding the deficits of the autism diagnosis – which leads to general assumptions by society of a substandard, less than group of people and it spirals downward from there, as we all have seen in today’s status quo autism rhetoric, stereotypes and assumptions. Awareness extends a hand to the erroneous idea of a flawed group of substandard human beings. Awareness often provides the fertile soil supporting the growth of inspiration porn about our tribe.

Going forward, I yearn for the day when all autistic children grow up knowing who they ARE (a unique mixture of their interests, strengths, and abilities) rather than for who they ARE NOT (the diagnostic deficits of their autism) as this is what builds a satisfying human existence in this world. We must keep on keeping on as we have a long ways to go until autistics are respected as a part of the fabric of society.

Acceptance focuses on autistics rather than on autism. And yes, there is a difference. Autism is our diagnosis; it is about what is hard for us. Autistic is about who we are as autistic human beings; being autistic is about who I am in this world, how I function and what I contribute. Acceptance lends itself to ideas of equality, the premise of different rather than lesser creatures. This can lead to an upward spiral towards embracing concepts such as neurodiversity, inclusion and universal design.

This article was originally published for Ollibean.com on April 28th, 2016. It also appears on Aspects of Autism Translated at www.judyendow.com.

For society, when awareness is the focus – society understands the deficits and which, when unbalanced with the humanity of autistics, often result in a hopeless and burdensome feeling. I believe when autistic acceptance becomes society’s focus we will shift to looking at abilities, strengths, and interests of autistic individuals, which will then allow us our place in the fabric of society – as actually equal human beings. So, at this point in time, as a society we have mostly Autism Awareness, especially during the month of April. We also do have a tiny wee bit of Autism Acceptance, mostly from autistic people themselves and their allies. When society is focused on Autism Awareness, deficits of autistic people and inspiration porn about them are highlighted.

www.spectrumlife.org

Judy Endow, MSW, LCSW maintains a private practice in Madison, Wisconsin, providing consultation for families, school districts, and other agencies. Besides having autism herself, she is the parent of three grown sons, one of whom is on the autism spectrum. Judy can be reached through her website, www.judyendow.com. www.spectrumsmagazine.org

Tic Talk By Dimitri Conejo

Tic Talk. Tic Talk. Can’t stop my body, Cuckoo clock. Vocal humming, Toes drumming, Fingers strumming, Tic Talk. People stare. Wondering if I’m in despair. But a genuine smile, Shows that you care. With time, skill and luck, I’m temporarily unstuck. Hip Hip Hooray! Will you join me to play? Tic Talk.

Dimitri Conejo is the pseudonym for a writer on the autism spectrum in Vancouver, Washington who wanted to explain to other kids and adults through poetry that autism, Tourette syndrome and other disabilities are not something to be afraid of. Let us all love one another. www.spectrumlife.org www.spectrumsmagazine.org

lifespan ALL AGES AND ABILITIES

IN THIS SECTION Ask Spectrum Life.............................................................................................. 14 Autistic Adults Do Not Look Like Autistic Children......................... 16

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Welcome to Spectrum Life, continued from page 9

How or where can I find copies of past issues or articles? We have copies of all Spectrums issues from 2013 - 2017 online at www.SpectrumLife.org. You can read each copy individually at our website or download to your computer for later reading at your convenience. If you would like a back copy of a print issue, we do have some copies of 2016 and 2017 issues available for free. Check our Upcoming Event schedule on page 46 to see where we’re going to be. Do you have a subscription option? Subscriptions cost $20 per year in the United States and include four quarterly issues beginning with the current issue. Spectrum Life Magazine is published and fulfilled through Autism Empowerment. You can subscribe through our website.

If you prefer paying by check or money order, please send your name and mailing address to “Autism Empowerment” and mail to: Autism Empowerment Attn: Magazine Subscriptions P.O. Box 871676, Vancouver, WA 98687 Please include your email address or a phone number if you would like a confirmation. Thank you! Enjoy!

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LIFESPAN

Ask Spectrum Life Autism Resources for our Community

Each issue, Spectrum Life Editor and content curator, Karen Krejcha answers frequently asked questions about autism-related resources across the lifespan for our community.

Dear Spectrum Life: I live in Oregon and am new to my child’s autism diagnosis. I wanted to physically visit somewhere to look at different autism books but didn’t know where to go. Any suggestions?

Swindells Resource Center of Providence Child Center supports parents and caregivers of children who have special health needs, developmental delays or disabilities. They provide free resources, information and education to communities throughout Oregon and Southwest Washington and have physical resource centers in Portland and Medford. Books are available for loan at no cost and can be mailed anywhere they are needed in the region they serve. Swindells Resource Center has a robust selection of autism books that you can look at and compare. Parents and caregivers may also view their searchable online library

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and request an item for pickup. Videos are also available for viewing at physical locations. Swindells also provides in-person learning opportunities all year long. Available in English and Spanish, they have a free care notebook available to pick up in person or download online that gives parents a place to keep a personal health record and coordinate the complex details of their child’s care. They also offer regular workshops. Presenters include local experts in various medical and educational fields. They will also partner with autism organizations like Autism Empowerment and Autism Society of Oregon to host trainings, workshops and nationally known advocates for children and families. https://oregon.providence.org/our-services/s/swindellsresource-center/ Spectrums Magazine (now Spectrum Life) featured Swindells Resource Center and their Family Navigators pilot program in a back-to-back articles series in our Spring 2017 issue. Continued on next page www.spectrumsmagazine.org

Ask Spectrum Life, continued from page 14

As a parent new to diagnosis, we recommend reading those two articles for greater support and understanding about the amazing services that Swindells provides. Swindells Family Resource Center: A Treasure Chest of Community Support Family Navigators - After the Diagnosis: Family-Centered Support https://www.spectrumlife.org/spring2017

Dear Spectrum Life: Are there any upcoming college scholarships specifically for students on the autism spectrum or with other disabilities?

Yes. Here are two local scholarships with deadlines closing in April and three national scholarships you might also wish to consider:

Kerry Magro Making A Difference Scholarship ($500) All high school students with autism attending a postsecondary program in the 2018-2019 academic year may apply. In addition, all current college students with autism may apply as well who will be attending a post-secondary program in the 2018-2019 academic year. This scholarship has no geographic restrictions. Deadline: May 28th, 2018. https://kfmmakingadifference.org/scholarship-programsfor-adults-with-autism In addition to the scholarship opportunities listed above, you will want to check with each university or postsecondary program you are applying to. If you have already been admitted to a specific school and are applying for financial aid through the school, you may be able to apply for other scholarships at the same time you submit your financial aid application. For example, Portland State University has multiple scholarships related to disability that you may qualify for. Although their deadline for 2018 passed February 1st, you may look at some of their resources here: https://www.pdx.edu/drc/funding-your-education

Incight ($ varies) - Since 2004, Incight has awarded more than 850 scholarships to high school and college students with disabilities pursuing higher education. You must be a current Oregon or Southwest Washington resident to apply. Deadline: April 1st, 2018. https://www.incight.org/scholarship Patricia Schroeder Scholarship ($800) - Available to students with disabilities and individuals in Clark County or Skamania County, WA who have worked with students with disabilities. Deadline: April 30th, 2018. https://www.cfsww.org/how-we-grant/scholarships The Schwallie Family Scholarship ($3,000) - Supports students attending two or four year universities. Schwallie applicants typically pursue degrees at four year universities and have a diagnosis of Asperger Syndrome if diagnosed under the DSM-IV, or ASD (Level 1 Supports) if diagnosed under the DSM-5. Deadline: May 7th, 2018. https://researchautism.org/how-we-help/scholarships The Lisa Higgins Hussman Scholarship ($3,000) - Supports students attending two or four year universities, life skills or postsecondary programs, or vocational, technical, or trade schools. Hussman applicants typically make up the pool of talented students who face daily challenges related to autism and attend programs that assist in skill-building, job-readiness, and other transition-related skills. Deadline: May 7th, 2018. https://researchautism.org/how-we-help/scholarships

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LIFESPAN

Autistic Adults

Do Not Look Like

Autistic Children 16

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STORIES from the SPECTRUM Autism from an Autistic perspective

By Judy Endow I recently presented to a room full of people on the topic of Autistic People and Literacy. A few days later I again presented to another group of people on another autismrelated topic. It doesn’t matter the autism topic or whether the group I am presenting to are educators, therapists, or parents of children with autism – I am almost always approached by someone wanting to know how it is that I do not look or act anything like the autistic children they know. There are many reasons autistic adults do not look like autistic children. Here are some to consider: 1. The first reason is that all children grow up. Adults, whether autistic or not, generally do not behave in their everyday lives the same way they behaved as small children. We all grow and change with maturity. Autism does not prevent a person from growing and changing over time. 2. Autism means, in part, developmental delay. When we are children, this delay can be huge, making us look very different from our same-age peers. However, delay does not mean stagnant. It simply means delay. Developmentally appropriate things that cannot be done at the correct age can often be accomplished later in life. Typically, this takes a lot of support and effort, but over time that support, effort and direct instruction tends to pay off, as we grow older, being able to do many things that we couldn’t as a youngster. 3. Autism means there are communication challenges. Even so, everyone communicates, including nonspeaking autistics. Challenges are the biggest when they are the newest. Over time communication challenges can be addressed, accommodated and supported. This takes time and much effort. The result is that the communication challenges seen in a three-year-old or a 12-year-old will likely not look the same when that child is 30, 50 or 70 years old.

when they look at us. It is often taboo for young adults to have friends who are children, even when the young adult is the same emotional age as a 10 or 12-year-old. It takes a lot of years for this to get better, but it can and does get better for a lot of autistics. Just think about it – it would be considered “inappropriate” for a 22 year old to befriend a 14-year-old because of the eight-year difference, but when you are in your 30’s or 50’s nobody cares if there is an eightyear or more difference in age between friends. These are just a few of the reasons why autistic adults do not look like autistic youngsters. In my case, there are a few more points to consider. Not only am I autistic myself, but autism is my profession. I work in the field, have written several articles and books and have made more than 300 presentations in the United States and internationally. To do my work, I must be diligent in my sensory regulation every day. I have mentors who I can turn to around communication struggles and other challenges, and I generally know what I need and how to ask for it should the occasion arise. Even so, I am just as autistic as ever. I no longer live in an institution or use body slamming to communicate my needs. Over the years I have learned to work with my autism, honoring who I am in this world. Some days I am better at this than other days. I am nearing retirement now and when people approach me and are befuddled that I do not look anything like their autistic youngster, these are the things I would like them to consider. Yes, autism can be difficult. I know. I live it every day. It is my life. It is my profession. Yes, I agree – autistic adults do not look like autistic children. It is because autistics have unlimited potential. This article was originally published for Ollibean.com on February 23rd, 2015. It also appears on Aspects of Autism Translated at www.judyendow.com.

4. I personally have not met any autistics (and I have met a lot of people from my tribe) that have not been challenged by their sensory differences. Again, the challenges are the greatest when we are youngsters because we have not yet learned how to manage our sensory system in a world that is geared for people with “typical” sensory systems. By the time we are 40 or 60 years old we are more in-the-know and can plan for meeting our own sensory needs much better than we could as youngsters. 5. Autistics want friends just like everyone else. As youngsters, most of us do not have the skills to make that happen. Also, children are grouped together according to age, and due to our developmental delay, we are often not social peers with same-age children. This compounds the difficulty in making friends. Early adulthood can be especially challenging as we are often socially and emotionally at a much younger age than people expect

recreation INCLUSIVE WAYS TO HAVE FUN

IN THIS SECTION Hooked on Fishing ................................................................................ 20 Self-Care that Makes Sense................................................................ 22

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RECREATION

Hooked on Fishingg Anglers Reel In The Fun

By John Krejcha One of the many wonderful benefits of living in the Pacific Northwest is the proximity and access to outdoor water activities in Oregon and Washington. Recreational fishing is one of those activities. Fishing is an activity that can be enjoyed peacefully in relative solitude or in the company of friends and loved ones. Many youth and adults on the spectrum of all ages love recreational fishing, however introducing someone to the activity, particularly a child on the autism spectrum who may have sensory issues around smell, taste, texture and noise is not always an easy task, particularly if itâ&#x20AC;&#x2122;s an introduction in a crowded unfamiliar setting. Klineline Kids Fishing Eighteen years ago, the Washington Department of Fish & Wildlife (WDFW) and Go Play Outside Alliance of Washington (GoPaw) started a youth fishing derby at Klineline Pond at Salmon Creek Park in Vancouver to promote fishing to youth ages 5 - 14 within Southwest Washington. The first event drew 1,210 youth. Funds were cut in 2010 and the 2011 event was slated to end if it were not for a group of volunteers and anglers that made the event happen.

The first day of each yearâ&#x20AC;&#x2122;s event is reserved for youth and adults with special needs, ages 5 and up (no upper age limit). There are one-on-one volunteers that will assist each angler with learning how to cast, reel in a fish and they will even clean the fish that the youth or adult catches. In 2017, the event served 575 youth and adults with special needs. In 2018, they are expecting around 500. In addition to the one-on-one volunteer service, only a certain number of anglers are accepted during each time slot to make sure that participants feel welcomed and have a positive experience. Friday, April 13th, 2018 - Special Needs (Youth and Adult) from 8:00 am - 3:45 pm Saturday, April 14th, 2018 - General (Ages 5 - 14) from 8:00 am - 3:45 pm Pre-registration is required at: http://www.klineline-kf.org/register.html When you register, you will pick a 45 minute time window that will become your registered time to fish. You will also receive details about location and parking. There is a fishing cost of $5.00 per angler. If cost is a hardship, they do have some scholarships available. At checkout you will have the option of using PayPal, asking for a scholarship, or mailing a check.

Photo credit: Karen Krejcha

In 2012, Klineline Kids Fishing nonprofit was formed to continue the work of WDFW and GoPaw and to grow its mission to help children experience fishing, play outside, and learn about water safety and natural resources. Klineline Kids Fishing has grown their event to include two days worth of fun and activities that

serves families in the Southwest Washington and the Portland metro area. They served 2,975 youth and their families in 2017.

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Hooked on Fishing, continued from page 20

The entry fee gets each angler a fishing rod and reel they can take home with them, an event t-shirt, access to handson activities around the park, a ticket for a drawing for a bicycle (hourly drawing) and the ability to catch two fish which the family can take home. If the family doesnâ&#x20AC;&#x2122;t want to keep the fish caught, the fish will be donated to the Clark County Food Bank. Other Fishing for Special Needs Youth in Southwest Washington and Oregon

In addition to these two fishing events for youth with special needs, ODFW has 29 additional Family Fishing Events which are listed on their website: myodfw.com/workshops-and-events You can contact Jeff Fulop at Oregon Fish and Wildlife at (971) 673-6034 or jeff.s.fulop@state.or.us for more information on special needs fishing or any of their fishing events.

Southwest Washington Kids Fishing Festival - This free event is held near the Columbia River at Columbia Springs Fish Hatchery off Evergreen Highway in Vancouver, Washington. This yearâ&#x20AC;&#x2122;s event will be held on Saturday, May 12th, 2018 from 8:00 am - 2:00 pm with the special needs fishing event from 8:00 am - 9:00 am In addition to fishing, there will be many educational activities that are designed for everybody. For more information, call (360) 882-0936 ext. 230. This event is sponsored by Columbia Springs. Get Hooked on Fishing Event - This will be the 20th year that the Merwin Fish Hatchery will be offering this event which is located 40 miles north of Portland in Ariel, Washington. Each youth will leave with their own rod, reel, tackle. Each new angler will be paired with a volunteer that will assist them in hooking a big one as well as teach them about safe fishing. This event has many free activities and was created to introduce children with disabilities to the joy of fishing. In addition to fishing, there will be games, educational booths, fun activities as well as a barbecue lunch for each participant and their families. This event will be held on Saturday, July 14th, 2018 from 9:00 am - 1:00 pm. For more information, you can call (360) 255-4391. This event is sponsored by Pacific Power and Washington Department of Fish and Wildlife (WDFW). Oregon The Oregon Department of Fish and Wildlife (ODFW) has a number of events planned for 2018 as well for youth with special needs. Family Fishing in Canby at Canby Pond will be held on Saturday, April 7th, 2018 from 9:30 am to 2:00 pm. ODFW staff and volunteers will help the youth. Family Fishing in Gresham at Mt. Hood Pond will be held on Saturday, May 26th, 2018 from 9:30 am to 2:00 pm. ODFW staff and volunteers will help the youth. For each of these events, youth under 11 can fish for free. Youth 12 - 17 will need to buy a license in advance for $10. Adults need a one day license for $21 or annual fishing license for $42.

John Krejcha is co-founder of Autism Empowerment and serves as Program Director where he oversees Community Outreach. He also serves on the Editorial Advisory Board of Spectrum Life Magazine. John is married to Autism Empowerment co-founder, Karen Krejcha and is the father of two amazing sons, Justin and Ryan. While John is the only one in his family who is not on the autism spectrum, he is also neurodiverse. www.spectrumlife.org www.spectrumsmagazine.org

RECREATION

Self-Care that Makes Sense The Five Senses Survival Kit By Karen Krejcha

Do you ever have one of those days where you want to crawl underneath the covers and tune life out? I do! Our world is broken and as much as we may have an urge to fix it, on our own, we just don’t know how.

As tempting as it can mentally be to never answer the phone, doorbell or email again, the reality is that we do need to engage in society in order to move beyond surviving to thriving. Our children need us… or our spouse… or our parents… or our boss… or the place we volunteer… When we feel overwhelmed, it can often seem like everyone needs us at once. As an autistic mom with two sons on the autism spectrum, I often find myself battling overwhelming and contradictory sensory input. In our household, some like it hot, some like it cold. Some like it quiet, some like it bold. Some like it fragrant but no-one likes mold. (Can I get a collective EWW please?) How can each of us find a bit of self-care and peace in our day when life is overwhelming? You and I, we’re different in many ways but we’re also very much the same. We’re unique, valuable people with natural talents and gifts, some of which we may know about and others which have yet to be discovered. We also feel stress. When life gets busy and people need to cut things from their schedule, it’s common for them to cut the good habits which often help them calm, self-regulate and have more energy for the journey.

Examples of healthy habits we may cut back on: spiritual practice, exercise, drinking water, listening to calming music, getting enough sleep, showering, good hygiene, personal development, journaling, self-reflection, keeping in touch with family and friends. Examples of bad habits we may increase: eating higher quantities of unhealthy foods, drinking more alcoholic beverages, negativity on social media, length of time on video games, smoking, shopping online, gambling. As the healthy habits decrease and the bad habits increase, not only do we risk making ourselves physically sick but our emotional and spiritual wellness take a huge hit as well.

TAKEAWAY #1: Get a sticky note or index card and write down your top three healthy habits that you already use to keep yourself grounded. Post those on your mirror or somewhere you will see daily and read them aloud each day and evening. These are things you will NOT allow yourself to lose when life gets busy. TAKEAWAY #2: Relax. Breathe. Grab your handy dandy Spectrum Life Five Senses Survival Kit and take a microvacation. For the busiest of us, this may mean 15 minutes. Wait? You don’t have a Five Senses Survival Kit? You somehow missed our late night infomercial? No worries, we’ve got you covered! The Five Senses Survival Kit is not really a physical kit, although it could be if you wanted to make one. (If you do and you want to replicate it, sell it and make millions of dollars, be sure to remember Autism Empowerment is a 501(c)3 nonprofit that always appreciates donations!) Essentially, what you will be doing is tapping into one or more of the five senses: Sight, Smell, Hearing, Taste and Touch to release stress and help minimize the negative side effects of when you or a loved one is feeling overwhelmed or has had a meltdown or shutdown or fight-or-flight response. These are meant to be options that you can tap into quickly in order to find a few minutes of peace in your day to help ground yourself.

SIGHT: • Visually surround yourself at home and work with meaningful imagery • Create a photo album or scrapbook that you can look at when stress starts to mount • Use visual imagery to recall a peaceful, safe and relaxing place • Watch fish in an aquarium either virtually or live • Enjoy a nature walk

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Self-Care that Makes Sense, continued from page 22

SMELL: • Essential oils (Experiment. Some scents are too strong and triggering for many.) • Fresh flowers • Candles • Having a perfume/scent-free work environment Note of warning here: Many autistic youth and adults are hypersensitive to certain smells and will experience headaches and nausea around certain scents, particularly in higher concentration or when in a location where there are competing scents. Be particularly sensitive of the scents used in cleaning products in your home.

HEARING: • Create different playlists of favorite music (calming, inspirational, upbeat) • Imagine or listen to a soundtrack of waves or your favorite noises in nature • Have noise-cancelling headphones to block out unwanted noise

• Blow bubbles • Pet a cat or dog • Have a sensory bin with grains of rice and beans to run your hands through • Take a warm bubble bath or long shower As humans can be sensory seekers, sensory avoiders, or both depending on the day or situation, a tool or strategy that works one time might not be as effective another day. Be flexible to try different things.

TAKEAWAY #3: You are not on this journey alone. It may sometimes feel like no-one gets you or understands what you’re experiencing. It’s okay to feel those things. You may feel guilt, shame, anxiety, depression, anger, fear and brokenness. I’ve felt that. But you know what, I’ve also felt hope and you can too. In this moment, you are accepted for who you are, where you are at, in this journey we call life. We cannot control tomorrow. We cannot change yesterday. We can only live in the present, in this very moment, right now. And in this very moment, know that someone out there loves you and accepts you. Peace be with you on your journey.

• Play an instrument • Sing your favorite tunes

TASTE: • Peppermint gum • Herbal tea (cinnamon, jasmine, peppermint or chamomile) • Mint chip smoothie through a straw • Seeking sour? Lemonade or grapefruit wedges. • Seeking sweet? Orange slices. Apple slices. Frozen grapes

TOUCH: • Clothing with fabric that feels good on your skin • Keep a smooth stone or small object that you can rub between your fingers • Compression clothing • Weighted vests or blankets

Karen Krejcha is co-founder of Autism Empowerment where she serves as Executive Director. She is Editor of Spectrum Life Magazine and content curator for the Spectrum Life website. Karen was diagnosed on the autism spectrum in her 40s, after the diagnosis of her two sons, Justin and Ryan. She has been married to John for over 25 years and is devoted to promoting a culture of acceptance and empowerment within the autism community. www.spectrumlife.org www.spectrumsmagazine.org

education KNOWLEDGE TO EMPOWER FAMILIES AND INDIVIDUALS

IN THIS SECTION Mainstreaming and Inclusion .......................................................... 26 Accommodation, Modification, and Differentiation............. 28

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Can research really change the future of autism? You can SPARK research with one click.

Join SPARK – a free study with a simple mission: speed up research and advance understanding of autism. Individuals with autism will receive gift cards valued at up to a total of $50 for participation. To learn more about SPARK and register online, visit www.SPARKforAutism.org/OHSU

503-974-6478 | SPARK@ohsu.edu SPARK: Simons Foundation Powering Autism Research for Knowledge

SPARK Primary Investigator: Wendy Chung, MD, PhD • Protocol Number: 20151664 • Western Institutional Review Board

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EDUCATION

Mainstreaming and Inclusion What is the Difference? By Diane Wiscarson and Kelsey Coulter, Attorneys at Wiscarson Law

pairing students who are willing to cooperate with a child that may not have the same social skills. When a student is mainstreamed, inclusion is often overlooked but must always be considered. It is not enough to put a student in the corner, ignore them, and then claim that mainstreaming has occurred. The student would not get much benefit from just being in the general education classroom. Steps need to be taken so the student can participate, learn, and interact with other students. The goal is to keep special education students in the general education environment as much as possible by providing necessary supports for the individual student, rather than segregation into isolated special education settings. If you have a child with an Individualized Education Program (IEP), you have probably been to many IEP meetings attended by a lot of people talking about your child and his or her education. Sometimes they use terms or acronyms you may not know or understand. This can be really frustrating. It can also limit your ability to understand, participate, and advocate for your child. Consider these two words, which can be especially confusing: mainstreaming and inclusion. It is critical to understand that these words do not mean the same thing, and are often used incorrectly in the context of special education. Mainstreaming versus Inclusion “Mainstreaming” and “Inclusion” are often used interchangeably, but have very different meanings. “Mainstreaming” means taking a student from a special education environment into a general education location. Mainstreaming is usually talked about when a student spends most or all of the school day in a special education setting. The goal of mainstreaming is to spend more time with general education peers and being engaged in general education activities. Mainstreaming really describes the physical location of the student. Inclusion is more complex and means actually “including” the student, which is more than just being in the same room with general education peers. The key to inclusion is making adjustments and changing things around so they are accessible to the student. This could be modifying the curriculum to the student’s level, giving the student extra breaks, having the student sit at the front of the classroom so they can see or hear better, or providing a one-on-one aide. For a student who has a high IQ but also has anxiety and difficulty in social situations, mainstreaming could mean putting the student in a general education science class. Inclusion would be adjusting how the student is expected to demonstrate knowledge, such as completing a written report instead of giving an oral presentation. If the class is doing a group project, inclusion could involve thoughtfully choosing the group members and

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Mainstreaming and Least Restrictive Environment Special education law requires each student to be educated in the Least Restrictive Environment (LRE) in which they can be successful. In other words, students must be in the general education environment as much as possible. Mainstreaming in general education includes academic and elective classes, lunch, recess, passing time, assemblies, and any other activity students participate in during school hours. Each student should be in the general education at all times, unless there is an individual and specific reason that suggests otherwise. Districts must consider all supplemental aids and services that could be used to support a student in general education. It is only when a student cannot be successful in general education, even with supplementary aids and services, that a student should be removed from general education. “Placement” on the IEP The placement stated on an IEP is critical and must be in the LRE possible for the student. Placement describes where the student’s IEP will be implemented. This might include the general education classroom, a resource room, a special classroom, or a percentage of time in multiple settings. Whether a student can be mainstreamed, and how much, is made on a case-by-case basis, taking into account each child’s individual educational needs, unique circumstances, and their IEP. The placement should be individually designed for the specific student in question, including the classroom location, type of instruction, and various aids and services necessary for success. Placement decisions are made by a group of people, including the parents, who are knowledgeable about the student and placement options. The placement decision is usually made by the IEP team. The placement team must always first consider placement in a general education classroom. If removal for specially

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Mainstreaming and Inclusion, continued from page 26

designed instruction, supports, or other services is required, it must be done in a mindful way. Pull-outs during electives or other carefully selected times can help limit the impact of the removal on the student. LRE is not limited to the classroom. It applies to all school settings, including the lunchroom, playground, and transportation. Transportation includes to and from school, travel in and around school buildings, and specialized equipment that may be needed. It can also apply to nonacademic and extracurricular activities and services, as well as transition placements. The IEP team must consider how the individual student can be included in all of these settings, and in the least restrictive way possible. All supports and services should be detailed in the IEP. Can the District Force Your Child Into a Separate Classroom? The LRE obligation does not override a district’s requirement to educate every child. Districts are required to provide each student a Free Appropriate Public Education (FAPE). Whether a student is in a special education or general education classroom, or a combination, the student should also be learning and progressing. If a student is unable to receive educational benefit from being in a general education classroom, even with appropriate supplemental aids and services, districts must consider a more restrictive placement. The educational benefits available in a regular classroom should be compared to those available to the student in a special education classroom. While academic progress is important, a child should not be placed in a special classroom based only on academics. The IEP team must consider both academic and non-academic benefits. Non-academic benefits include, among other things, interactions with general education peers and learning how to work with others, along with other social and communication skills. A child cannot be removed from a general education classroom because it is easier for the district. While it may require additional resources and cost more, a district cannot refuse to mainstream or keep a student in a special education classroom due to a lack of supports. If supplemental aids and services are on a student’s IEP, the district must provide them. If the IEP team decides to remove a student from the general education classroom for any amount of time, the IEP team should document specific reasons for that removal. The IEP team should discuss and document the various supplemental aids and services that were considered and why they did not work for the student, if tried. Districts are allowed to consider negative effects that mainstreaming a child may have on other students in the classroom. If a student’s behavior is so disruptive that it interferes with teaching and learning, the student could be removed. A student who is refusing to work, screaming, throwing things, or hitting people, will likely be removed from the classroom at least temporarily. At the same time, almost all children have some behaviors at school. Students without disabilities also hit, bite, yell, swear, or refuse to work sometimes. Not every action of a special education student should be attributed to a disability, and a district should not

automatically conclude that the child needs to be removed from the classroom. Mainstreaming is not appropriate for every student, but must be considered. If mainstreaming would not result in any educational benefit for a student, the district is obligated to look at other options. A student’s need for additional support in a more restrictive setting may outweigh the benefit of inclusion in the general education classroom. Working Toward Mainstreaming and Inclusion Because districts are required to provide a range of alternative options, inclusion is not an all or nothing prospect. Mainstreaming and inclusion can be done on a trial basis. If the IEP team is unsure how a student will do with mainstreaming, they can try one class or maybe recess to begin. Start with a class the student is already successful at or a preferred topic or activity. For a student really interested in and motivated by science, start by mainstreaming in a general education science class with appropriate supports. Determine how the class environment or coursework can be adjusted for the inclusion of the student. Any decision to change a student’s placement should be based on individual needs, which includes looking at a wide range of potential supports to help the student be successful. Every child and every situation is different. The most important thing is to figure out what your child needs and the supports required to meet those needs. It is ideal when parents are completely involved in this process and ask questions to understand what is happening at school and how to advocate for their child. Mainstreaming should always incorporate inclusion. When mainstreaming is to be done, inclusion must be implemented. Parents can keep districts accountable by insisting that any plan to mainstream include strategies to make the general education environment accessible to their child.

Diane Wiscarson and Kelsey Coulter are attorneys with Wiscarson Law, the only firm in Oregon with a primary emphasis on special education law for families. Since its founding in 2001, Wiscarson Law has shepherded thousands of Oregon and Washington families through the region’s public schools and education service districts on behalf of their special needs children. Visit: www.wiscarsonlaw.com www.spectrumlife.org www.spectrumsmagazine.org

EDUCATION

Accommodation, Modification, and Differentiation: Understanding Terms By Aaron Blackwelder Walking into a special education meeting can be intimidating. School staff seem to speak a language of their own. However, as the primary advocate for our children, we need to understand what is being written into our children’s Section 504 plan or Individualized Education Program (IEP). It is important for parents and teachers to speak the same language to ensure our children have access to an appropriate and challenging education. Modification and accommodation are common terms in any 504 or IEP. Both parents and students should be aware of the impact these terms have on learning to better understand how curriculum will be made more accessible.

• Extended instruction, such as video playlists or access to exemplars. • Additional time to complete testing or homework. • Alternate settings to complete tasks. The purpose of accommodations is to ensure equal access to the same content. When a student struggles with coordination, he should not fail an assignment because he could not type. If another student is easily distracted by noise, she should not be penalized when it inhibits her ability to demonstrate what she knows on an assessment.

Accommodation Modification According to Lee Ann Jung, Ph.D., “Accommodations are adaptations that provide access to the general curriculum but do not fundamentally alter the learning goal or grade level standard.” In other words, accommodations provide access to curriculum for students with varying abilities. Accommodations are a necessity for many students, not just special education students. A simple example of accommodations is the ability for students to wear glasses. There isn’t a teacher out there who would deny a student the ability to wear glasses in class. However, not all students wear, or need, glasses. Thus, wearing glasses is a necessary accommodation for many students but not all students. As technology continues to progress, students have more access to accommodations. Accommodations do not alter the curriculum in any way. Rather, they ensure access to certain tools that allow the child to access the same curriculum other students are offered. Some examples of accommodations are:

Modifications are essential for students who need them. According to Erica Zollman, “Modifications describe very fundamental changes in the curriculum. They may include altering the standard expectations for a course or assessment, as the student may be unable to learn all of the material, or particular portions of the material presented.” Some modifications can include the number of problems a student needs to complete on a given assignment, but other modifications can include providing material that is quite different than that of the rest of the class. Modifications can take various forms. In an English class that is reading Romeo and Juliet, a student who is below grade level reading could have access to either an adaptation of the play written in easier to understand language or could be provided with a “parallel text” which has the original text on one side of the page and an adapted text on another page. In science, students can be provided copies of the notes by the teacher. In math, if the student is below grade level, the problems can be provided in whole numbers rather than fractions.

• Sign language interpreters. Some examples of modifications can include: • Oral responses in lieu of written. • Access to a scribe or someone to read texts to the student. • Large print material. • Voice to text applications in lieu of typing.

• Allowing fewer items to be completed. • Leveled texts or adaptations. • Rewording in simpler language. • Allowing outlining instead of writing essays. • Modified grades based on the goals. • Access to audio books or videos. Continued on next Continued onpage next page

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Accommodation, Modification and Differentiation, continued from page 28

The purpose of modifications is to provide support for the student to the very skill that is being measured and even altering the skill to meet the ability of the student.

in-between. It makes learning applicable and promotes intrinsic motivation which helps instill deeper learning. In Summary

Differentiation

When teachers provide differentiated opportunities, they are taking into account the student. Let’s say a social studies teacher wants her students to understand the impact of the Lewis and Clark expedition on shaping America; students can create a PowerPoint presentation, design a video game, compose a newspaper with some of their peers, or write and illustrate a children’s book. In a math class, a student could build 3D scale models, or design charts and graphs to demonstrate understanding. A health teacher can have students create diagrams, brochures or design a new app to promote better health. Differentiation promotes voice and choice in how learning takes place and uses whole-group, small-group, and individual tasks designed around the content to meet the needs of the learners whether they may be delayed, gifted or somewhere

Accommodation, modification, and differentiation are adaptations that help cater to the individual needs of a learner. They make the learning and demonstration of the learning more accessible while recognizing the unique strengths and weaknesses of each learner. Parents and students know their learning needs best. Understanding these terms when going into a 504 or IEP meeting helps empower parents and students to have a voice in how learning will take place in school. References: • Jung, Lee Ann. “Is It an Accommodation or a Modification?” ASCD Student Growth Center. N.p., 07 June 2017. Web. 02 Feb. 2018. • Zollman, Erica M., M.Ed. “Accommodations vs. Modifications: What’s The Difference?” Handy Handout N.p., n.d. Web. 02 Feb. 2018. • Tomlinson, Carol Ann. “What Is Differentiated Instruction?” Reading Rockets. N.p., 31 Dec. 2015. Web. 02 Feb. 2018.

Aaron Blackwelder is a high school English teacher at Woodland High School in Woodland, WA. He is married and the father of two boys with autism who have shaped him as an educator. He is passionate about creating learning environments for all students. In his free time, he writes his blog, “Thinking 101” where he shares his ideas about education. Visit mrblackwelder.wordpress.com

Photo courtesy of Bell Studios

Differentiation is planned curriculum that takes into consideration the individual needs or interests of the child, or as Carol Ann Tomlinson puts it, “Differentiation means tailoring instruction to meet individual needs.” Where accommodation is about how instruction is delivered and modification is about what a child will learn, differentiation focus on how a child will demonstrate learning.

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health & wellness

Photo courtesy of Mary Rebekah Moore

DEVELOPING A SENSE OF WELL-BEING AND WHOLENESS

IN THIS SECTION Ask The Personal Trainer...............................................................31 Juice: The Not So Healthy Soda Alternative............................. 34

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Ask the Personal Trainer Your Fitness Questions Answered By Ryan Lockard, CSCS, CFNS As founder and head trainer at Specialty Athletic Training, I often receive emails from personal trainers asking for exercise tips that would help them train or assist youth and adults on the autism spectrum. Here are some ideas for special needs fitness routines and things to remember: 1. Program design process stays the same – People are looking for a personal trainer because they are seeking something a little extra in their exercise routine. They want individual attention to help them meet their fitness goals, something that they cannot get in a group fitness class or in a school’s P.E. class. They all will come to you with different reasons for wanting a personal trainer, and it is your job to create a program for them that is INDIVIDUALIZED to their needs and goals. Your program design process is the same for all clients, neurotypical or autistic.

They might not understand why their body acts in a certain way while exercising. “Ryan, my heart feels like it’s coming out of my chest.” “My legs, they feel weak.” “My legs feel like Jell-O.” “My arms feel like they are burning.” These are all things that I have had clients tell me. These are all physical sensations that we experience from exercising. Listen to your clients and explain how their body works and why they are feeling like that. Tell them that their heart rate increases during exercise because of your body’s need to increase blood flow. Explain to them how to calculate their maximum heart rate and find their target heart rate. You are not only a personal trainer, but a teacher as well. Teach your clients how to exercise and take care of their bodies, but also teach them how their bodies work and why they are experiencing the physical sensations.

2. Variety in communication – Individuals with autism are often very literal in their ways of thinking, so it is important that you communicate in a very clear, concise manner when describing the workout and giving instructions about how to perform the exercises. These instructions should include oral instruction accompanied by visual instruction as well. For example, I will make a list of the exercises that we are going to perform during the workout, demonstrate the exercise while giving oral instruction, and then do the exercise along with my client. Depending on my client’s needs, I may also break down each exercise into a 3-step picture sequence along with a visual countdown of repetitions remaining.

Different, Not Less.

Your client may also have processing delays. Make sure to give them time to process the information that you are giving them and be patient. Eye contact may be limited or non-existent as well, and that is OK!

The above tips may or may not apply to your client, but I hope they are useful. Remember that there are no magic exercises for training this population, just a need for equal respect and open ears.

Be precise, clear, and ready to communicate in a variety of ways depending on your client’s needs. 3. The weight room sensory experience – Weight rooms can be a living hell for an autistic individual, so LISTEN to your client. Many of our clients have sensory issues and experience the world around them very differently than their neurotypical peers. Loud sounds, strong smells, too many people can all lead to a negative experience. If your client says that it is too loud or that they are feeling anxious because of the crowd, then take the workout to a different room or outside if it is a nice day. You need to earn their trust and respect before you can try and gradually stretch their comfort zones.

When training any client, you must address their individual needs and goals. With an autistic client, those needs may include communication, processing, and sensory differences compared to your neurotypical clients. However, their bodies and muscles still work the same. There is a saying, “If you have met ONE person with autism, then you have met ONE person with autism.” Every one of your clients will have different needs. It is your job to be able to listen to those needs and help them get their body moving and help them live a healthy lifestyle.

This article originally appeared on January 31st, 2018 at StephensPlace.org and is reprinted with permission. Ryan Lockard is the founder and head trainer of Specialty Athletic Training, a personal training company located in Portland, OR and Vancouver, WA, that specializes in fitness programs for children and adults with special needs. He is a Certified Strength and Conditioning Specialist (NCSA) and Certified Fitness Nutrition Specialist (ISSA). He can be reached at Ryan@SpecialtyAthleticTraining.com or www.SpecialtyAthleticTraining.com. Continued on page 33

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Ask The Personal Trainer, continued from page 31

ASK THE PERSONAL TRAINER

AND GET YOUR QUESTIONS ANSWERED! Spectrum Life Magazine is excited to announce that Health and Wellness expert, Ryan Lockard will be doing a featured Ask the Personal Trainer column in each issue of Spectrum Life answering reader questions about health, fitness, nutrition and athletic training for youth and adults on the autism spectrum.

Question: Ryan, how do I calculate my maximum heart rate? Answer: The easiest way is to start with 220 and subtract your age. Your Maximum Heart Rate (MHR) = 220 Beats Per Minute (BPM) - your age. For example, if you were twenty years old your MHR would equal 220 BPM - 20 (age) = 200 BPM. This is the maximum number of times your heart should beat per minute during exercise. Email your questions to: Ryan@SpecialtyAthleticTraining.com. He will respond personally and you just may see your question featured on our website and in a future issue!

INSTRUMENTS

BALLET ACADEMY

Classical Ballet ages 3 -18 Contemporary and Jazz ages 8 & up Adult open ballet Equipped to give the next generation confidence, passion and discipline Special needs classes available for all abilities

Register in advance at: www.instrumentsacademy.com or call 971.413.2730 19077 S Beavercreek Road Oregon City www.spectrumlife.org www.spectrumsmagazine.org

HEALTH + WELLNESS

Juice:

The Not So Healthy Soda Alternative

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By Ryan Lockard, CSCS, CFNS Choice: an act of selecting or deciding when faced with two or more possibilities. We are forced to make choices every day. For adults who are parents or involved in the caregiving experience, we make several choices for our children as well. Until children are old enough, we make the choice of what clothes they wear. We choose the color of their bedrooms and the type of bed that they sleep in. We choose which dentist that they see and which school they attend. And when it comes to our children’s health, some of the most important choices that we make have to do with our children’s diets. Sugar intake is a perfect example of one of these choices. Sugar consumption has been linked to weight gain, type 2 diabetes, heart disease, cavities and tooth decay, and many other negative health conditions. According to the Centers for Disease Control and Prevention website, 63% of American children and adolescents consume a sugar-sweetened beverage daily. That is a very high percentage. So why isn’t regulating sugar intake in children a priority for parents? Mostly due to a lack of nutritional education.

every day or diluting fruit juice with water are small changes that can lead to healthier habits.

It is not uncommon for American households to have soda in their refrigerators. Nearly 50% of the American adult population drink soda every day. Growing up, my family was no different and had a constant supply of Pepsi located in the bottom left-hand drawer. To lower the sugar consumption of children, many adults will purchase them juice to provide a healthier alternative. However, this is part of the problem.

Conclusion

In its 2014 summer issue, The Journal of Nutrition published an article that looked at the difference in the level of fructose in sodas and juices and what they found may surprise you. They found that fruit juice purchased in the store had, on average, a fructose concentration of 45.5 grams/liter, just 4.5 grams/liter less than its soda counterpart (50 grams/liter). Minute Maid Apple Juice had the highest fructose concentration of the juices that were in the study at 65.8 grams/liter. That is higher than soda powerhouses Pepsi (65.7 grams/liter), Coca-Cola (62.5 grams/liter), and Dr. Pepper (61.4 grams/liter). Solutions When looking at a client’s diet, their soda and juice consumption are typically the first thing that I try to address. I do not recommend a “cold turkey” approach or making drastic changes to your diet overnight. Rather, I encourage small changes that lead to greater changes over time. Replacing one can of soda for a glass of water

High sugar intake can lead to many lifelong health issues. Soda consumption, and other sugar-sweetened beverages, are among the top contributors to children’s sugar intake. Fruit juice has been viewed as a healthy soda alternative, but that is not necessarily the case. If you are looking to create healthier habits at home, do an honest audit of your family’s soda and juice consumption and find different ways to slowly reduce them in your everyday diet. Small changes will lead to great changes over time. References: • Get the Facts: Sugar-Sweetened Beverages and Consumption - CDC https://www.cdc.gov/nutrition/ data-statistics/sugar-sweetened-beverages-intake.html • Walker, Ryan W., Dumke, Kelly A. & Goran, Michael I. (2014). Fructose content in popular beverages made with and without high-fructose corn syrup. Nutrition 30 (7-8), 928-935 http://bit.ly/fructosecontent2014 Ryan Lockard is the founder and head trainer of Specialty Athletic Training, a personal training company located in Portland, OR and Vancouver, WA, that specializes in fitness programs for children and adults with special needs. He is a Certified Strength and Conditioning Specialist (NSCA) and Certified Fitness Nutrition Specialist (ISSA). He can be reached at: Ryan@SpecialtyAthleticTraining.com. www.SpecialtyAthleticTraining.com

Photo courtesy of Mary Rebekah Moore

Soda is artificial and uses high fructose corn syrup as its sweetener. Juice comes from fruit, which is naturally sweetened by fructose. When fructose enters your body, it is sent to be processed in your liver. Part of the fructose is converted into glucose and stored as glycogen, while most of it is converted into triglycerides (a type of fat). High amounts of triglycerides lead to an increased risk of cardiovascular disease, diabetes, and obesity.

There are several clients that I have worked with that simply did not like the flavor of plain water. Others thoroughly enjoyed the carbonation from soda. Flavored sparkling waters are great alternatives that can satisfy the need for both carbonation and the sweetness that they’ve been accustomed to.

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therapy THERAPEUTIC OPTIONS AND RESOURCES

IN THIS SECTION The Many Benefits of BEHCA..................................................................... 37 April is Autism Acceptance Month..........................................................43 Spectrum Life Resource Directory ...........................................................44 Upcoming Autism Empowerment Events.............................................46

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THERAPY

The Many Benefits of BEHCA A Better Way to Understand Behavior By John Krejcha One of the most common concepts taught at parenting classes, including those for children with complex behavioral challenges, is that all behavior is a form of communication. Whether a person is an infant or adult, nonverbal or speaking, everyone communicates something through their behavior, even if they are not aware of it. What goes along with that concept is that there is always a reason for problem behavior and that once parents understand what the reason for the behavior is, they can respond better. Not so simple. With all the different forms of communication that might constitute negative behavior and all the different contributing environmental and emotional factors such as hunger, weather, changes in sleep pattern or routine, how is a person to figure out what a behavior is communicating, let alone understand the root cause in order to help support change? Enter in BEHCA, a science-based and holistic approach to better understanding the purpose of behavior change. This cost-effective, individually focused and fully customizable cloud-based software tool has the capability to allows parents, service providers and clients to better understand and influence behavioral change for personal growth.

a different way of thinking, processing and ultimately responding to all variables in life. This passion found me on a journey of collaborating in the development of a tool and methodology that allows others to see beyond behavior and recognize the variety of reasons for reactions and responses. My collaborator and co-founder of BEHCA is Michael Krol, owner of Germinate LLC. Michael: My team and I have 20 years of experience building intuitive, custom web applications for companies large and small. Torri and I each share a connection to the autism community, and the concept seemed like a perfect fit to collaborate on and build a platform that could be used to help those in need of more understanding and insight. What does the acronym BEHCA stand for and what is it? BEHCA stands for Behavior Environment Health Comparative Analysis. BEHCA is an individual-focused application (fully customizable) that allows support providers to look at challenging behavior and compare it to multiple variables such as health, environment, and overall daily interactions. The application encourages deeper

Recently, Spectrum Life Magazine had the opportunity to interview Torri Wright-Krol of Wright Behavior and Michael Krol of Germinate, LLC, both of Portland, Oregon, about the software product they developed to help innovatively support families who are working to address, understand and improve challenging behaviors. Torri and Michael, tell us about yourself and your connection to autism. Torri: I am a dedicated advocate of the autism and other abilities community. I have more than 20 years of experience as a special education teacher, private and state-contracted behavior consultant, and a family and child advocate. During my career, I have found excitement and passion learning about how everyone has Continued on page 39 www.spectrumlife.org www.spectrumsmagazine.org

Take the guesswork out of behavioral assessments by putting data insights at the center. BEHCA is a data tracking tool to support a systematic method for better identifying and managing behaviors through regular observation, communication, and collaboration.

Learn more and sign up for a free 14-day trial at behca.com

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1815 NW 169th Place • Beaverton www.BOLDPediatrictherapy.com 38

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The Many Benefits Of BEHCA, continued from page 37 observation, including reflection of how an individual may or may not be receiving information or sensory input throughout their day. This information has proven to be extremely helpful when looking at goals on Individualized Education Programs (IEPs), behavior support plans, and simply understanding the influence of the world around each individual and what the behavior is potentially communicating or achieving.

and cycles. The family can review with their support team or individual they are supporting. A team could use this to review current support needs as well as help determine if strategies and supports are positively impacting the individual or not. There are many ways this information could be used from minimal observation and collection to a more complex insight to the behavior.

How and when was BEHCA developed? BEHCA’s inception began in 2013 following a struggle to find ways to collect meaningful data from parents who were consistently struggling to manage behavior, often from a place of crisis. The collaboration fell in naturally as we are married and share office space. Michael has the technology background and ability to make something complex and multi-layered into something user-friendly, requiring limited need for time, while also providing a deeper look into comparing and analyzing the variables influencing the behavior. The system was developed based on my (Torri’s) vast knowledge and unique methodology, outlined in my book – also called BEHCA (available on Amazon or other online retailers). We worked with many different stakeholders (teachers, providers, individual families, etc.) and went through several rounds of beta testing to fine-tune and add features that made sense, and avoided adding obscure features which could make it more difficult to use. Our goal was to create something that would allow for super easy access (use on phone, computer or tablet of any kind), could collaborate between support providers/agencies and was fully customizable for each individual and their specific needs. We feel confident we have created such a tool and will continue building added components and new features as we grow and learn from our community. The application was launched as a beta version for testing and feedback in November of 2016. The full version was launched for purchase in March of 2017. Since the launch, we have continued to gain meaningful feedback to add to a growing list of updates we hope to release within the next few months. What ages is BEHCA used for? Any age… for any complex, challenging or otherwise difficult to understand behaviors. What are examples of behaviors and facts that the system tracks and how is the information pulled together to support the individual and family? There is a dashboard where all data is compiled and compared. At the bottom of each page, there is a section for notes that is also included on the dashboard page. All of this information is used to review patterns, correlations

How much interaction does the person who is being tracked have with the use of the system? This is entirely up to the individuals setting up the profile as well as those supporting the individual. It is always recommended the individual is involved as well as has the opportunity to interact at whatever level may be appropriate. We are launching an additional feature in March of 2018 that will offer an additional login for individuals to report their emotional status (customized option with Boardmaker faces and feelings listed below if desired), tolerance status (a color scale moving from green, light green, yellow, orange, and finally red) and a few other details inquiring about health (digestion, sleep, and screen time). This added component will show up in the dashboard to compare data being tracked by others versus how they are self-reporting. This information will become an incredible insight for many that may perhaps even change the way we continue to support individuals with other abilities. BEHCA tracks environmental factors such as weather for the area the person lives. Why is this done? Weather has an impact on how we feel, sleep and our overall energy. This may be contributed to by lack of sun, Continued on page 41 www.spectrumlife.org www.spectrumsmagazine.org

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The Many Benefits Of BEHCA, continued from page 39 temperature, barometric pressure or humidity. One area I started discovering was having an impact on sensory seeking behaviors was barometric pressure changes. I have a few case studies where I have worked with families to provide supports around the varying pressures (adding compression shorts/ shirts/weighted vests) all based on the individual’s response to the pressure dropping or increasing. We also notice the magnetic pull from the moon may have some correlations to overall mental health and regulatory behaviors, again, wanting to look at areas we might not otherwise consider as contributing variables. How much does BEHCA currently cost? (Is it per person or per family?) We have several different tiers available, starting at $7.95 per month for up to two observable profiles. You can invite as many additional contributors as you like for no additional cost. More information can be found at https://behca.com/pricing. There is an option for shared access. Who might you want to invite to have access to edit and view the information? The people one might consider inviting are: teachers, personal support workers, therapists, doctors/practitioners, case managers, or other similar individuals. There is no cost, and you can add as many as you would like and you have the option to grant them editing or viewing options. So what you are trying to do is have a team effort in tracking the behavior? Yes. We feel strongly that more heads and perspectives can provide a deeper insight, when clear direction is given (tracking consistent outcomes/variables). Please share with our readers a couple of stories about families who have used the software and the outcomes they have had? Family A - One family with a daughter on the autism spectrum started tracking their daughter’s challenging behaviors in June of 2017. This particular family noticed within the first couple of weeks, she was having increased digestive pain after eating dairy. We were able to change her diet, and she noticed a difference, motivating her to make the change without her parents needing to “take” something away. This same family was responding to incredibly elevated behaviors by calling 911 three to four times per week. These behaviors appeared to be out of nowhere, have no clear purpose and were traumatic for both their daughter as well as the entire family. As we filled out the environment panel, we talked a lot about frustrating sensory responses to multiple environmental influences (fans, heat, water dripping on her face, and certain noises). She was able to eventually articulate how each of them affected her as well as how they added up, decreasing her tolerance. She also was able to identify sensory input that would help her increase her tolerance and regulatory skills. All of these conversations were happening because of BEHCA. None of this information had been explored, and their daughter had

never been asked, therefore she did not know to say anything. BEHCA created a platform to explore their daughter’s world. A couple months into using BEHCA the parents started seeing huge changes, primarily because they were responding differently and no longer focusing on the behavior, but what had happened before and leading up to that. We would talk about what went well or did not, evaluating what we were tracking and making sure we were looking at everything involved. This family stopped using 911 for crisis response by the end of August and no longer needed to physically intervene because we had implemented a soft shield that allowed her to self-regulate (hit) a pad rather than her parents. She reported feeling empowered and proud of herself for being able to manage a stressful situation and not hurting anyone. Family B - Another family started using BEHCA in September of 2017 for their son on the autism spectrum who has limited verbal articulation, seizures and other coexisting conditions. They have found a direct correlation with both food and interactions with his younger sibling. While working with Torri, they also began to explore additional sensory input items that would help with his regulation, based on the connection of overstimulated environments and increased incidents. This family continues to work with both Torri and BEHCA, involving the school and support workers. Casting a wide net has provided incredible insight from one environment to the next which has helped everyone become more consistent as well as implement what is working in each environment. This collaboration has been extremely helpful and has decreased his reporting of challenging behavior by more than 50%. (He started out with daily aggressive incidents and now they occur maybe once a week, without the physical aggression.) What do you see for the future? (Partnerships with schools, medical providers, businesses, nonprofits, etc.) What kind of updates or expansion? Our new release coming in March 2018 has a new emotional regulation panel. Oregon residents who qualify with statedirected funds through the Department of Human Services may be able to use their dollars to spend on BEHCA as it would be considered an assistive technology tool specific to emotional regulation. We anticipate a similar approval will take place for eligible clients in Washington. Ultimately, we would love to have partnerships across multiple settings as we feel this tool and methodology is perhaps a little different than some approaches, allowing us to see beyond the behavior, understand the person’s world by first observing, tracking and beginning to gain a clearer picture. This tool could also become incredibly useful in smaller or rural districts where they do not have professional staff available to assist in evaluations and assessments. The information gained from BEHCA would allow this time and process to be decreased significantly while increasing the information and insight. How can Spectrum Life readers get more information or sign-up for BEHCA? To learn more about BEHCA and to receive a FREE 14-day trial, visit our website at https://behca.com. www.spectrumlife.org www.spectrumsmagazine.org

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SPECTRUM LIFE

resource directory

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Spectrum Life Magazine works to bridge the various communities serving those with autism to create a hub of information and resources all in one place. Later this year, we will providing readers with a print and downloadable version of an Annual Resource Directory, a separate issue that includes a categorized listing of provider partners that value access to information and help create a robust autism community. We will also be offering new online directory options for service providers, both free and paid. If you are interested in sponsoring Autism Empowerment, Spectrum Life Magazine or would like to have your business/service listed in our Spectrum Life Magazine directory, please contact John Krejcha, Program Director at spectrumlife@autismempowerment.org or call (360) 852-8369. Spectrum Life Magazine doesnâ&#x20AC;&#x2122;t endorse, promote or guarantee the services or outcome of any one provider or type of therapy.

Some of the directory categories where you will be able to search for providers in your region include but are not limited to: Advocacy and Support Assessment and Diagnosis Autism-Friendly Businesses Camps Caregiving Chiropractic Dentists Educational Supports Employment Assistance Family Physicians Government Agencies Housing Legal Psychiatrists/Psychologists Recreation Safety Schools Special Needs Trusts Sports and Fitness Support Groups Therapy (20+ different kinds) Transportation Travel Please note that the SpectrumLife.org website was launched in March 2018 and will be a continual work in progress. Our team is working behind the scenes to add and update new resources. If you have a favorite resource youâ&#x20AC;&#x2122;d like to see added, please contact us at spectrumlife@autismempowerment.org. To learn more about our Spectrum Life Resource Directory, please visit www.SpectrumLife.org.

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Spectrum Life Magazine Reader Survey & Contest We’d love to get your feedback on our Spring 2018 issue! What did you like about this issue? • Which articles did you read? How can we improve? Answer our quick online survey by May 15th, 2018 and be entered to win a surprise package worth over $50! https://www.surveymonkey.com/r/slmspring2018

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Upcoming Events • www.AutismEmpowerment.org For a full listing of upcoming events and meetings, visit www.AutismEmpowerment.org

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APRIL

JUNE

Tuesday, April 10th Special Needs Trusts & ABLE Accounts Presentation 6:00 pm - 8:00 pm Stephen’s Place 501 SE Ellsworth Rd, Vancouver WA 98664

Sunday, June 3rd Autism Empowerment’s 7th Anniversary Details to be announced.

The Palladio Group is offering a free workshop on financial planning, special needs trusts and how ABLE Accounts can be used to support individuals on the autism spectrum and with other disabilities. Sunday, April 22nd ASO Autism Walk at Oaks Park 9:00 am - 11:00 am Autism Empowerment and Spectrum Life Magazine will be supporting the ASO Walk.. Saturday, April 28th Autism Empowerment Game-O-Rama Fundraiser 4:00 pm - 8:00 pm Northwest Gospel Church 305 NE 192nd Ave, Vancouver, WA 98684 Board games, video games, card games, food, prizes, raffle and social connections for youth and adults. $5 per person entry. All ages and abilities. www.AutismEmpowerment.org

MAY Friday, May 4th READCON - May the Fourth Be With You 6:00 - 8:00 pm Shahala Middle School 601 SE 192nd Ave, Vancouver, WA 98683 Star Wars and Science Fiction/Fantasy theme. A portion of all book sales will benefit Autism Empowerment. Free entry.

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Thursday, June 7th AE/G6 Airpark Free Sensory Jump Night 6:30 - 8:30 pm G6 Airpark Portland 10414 SE Washington Street, Portland, OR 97216 RSVP is required at info@AutismEmpowerment.org.

MONTHLY - Last Saturday Regal My Way Matinee Sensory Movie 10:30 am showtime 7800 NE Fourth Plain Blvd. Vancouver, WA 98662 Call 844-462-7342 ext 433 in advance for movie that will be showing. Upcoming Dates: April 28th, May 26th & June 30th. Autism Empowerment offers Support Groups, Social Clubs, Game Nights and Volunteer Service opportunities. Please see our website for dates/times and Facebook group page links. Ongoing Support Groups: • Adults on the Autism Spectrum (peer-led) • AWEtism We Embrace (Neurodiverse & NT) • Dads’ Autism Support Group • G.I.R.L.S. Group (Adolescence) • Parents of Tweens/Teens Support Group Ongoing Social Groups: • SW WA Tween and Teen Social Club (11 - 19) • Tween and Teen Book Club (11 - 19) Ongoing Service & Volunteerism: • Autism “Rocks” - Rock painting, hiding and collecting (All ages) • Autism Serves Kids Care Club (8 - 18) • Autism Serves - Volunteerism for all ages

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Apartment rent is inclusive of all meals, supportive services, nursing & ADL assistance and programming including: Job Skills Training, Placement & Coaching Life Skills Training Ho Horticultural Therapy Group Fitness Classes & Yoga Arts & Crafts Movie Nights Sporting Events Group Outings to Local Attractions Transportation Services We also offer a Day Program to people who live outside of the Stephenâ&#x20AC;&#x2122;s Place community, but would like to build peer relationships

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and participate in activities.