Spectrums Magazine Winter 2014 for the Autism Community

FREE PORTLAND AND SW WASHINGTON’S ONLY MAGAZINE FOR AUTISM SPECTRUM DISORDER

WINTER 2014

GAMING + AUTISM AUTISM INSURANCE REFORM EXECUTIVE FUNCTIONING CREATING A CO-CURRICULUM MUSIC THERAPY SPECIAL NEEDS + SLEEPOVERS

Special Needs Planning Every parent of a special needs child asks themselves

“What will happen to my child when we’re gone?”

We can help you find the answers Special Needs Trusts Guardianships and Conservatorships Sorting Out SSI & Medicaid Asset Protection Plans Wills Living Trusts Financial Powers of Attorney To order a free copy of our Legal/Financial Planning Guide, call (503) 245-0894 or visit our website at naylaw.com

Planning for your family tree 6500 SW Macadam Ave., Suite 300 | Portland, OR 97239-3565 Ph: 503.245.0894 | Fax: 503.245.1562 | www.naylaw.com

Helping families with special needs kids provide security and quality of life since 1984

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WINTER 2014

contents

Executive Functioning

F E AT U R E D S E C T I O N S Lifespan

8

Autism insurance reform update An update on insurance coverage mandates for ABA therapy.

Therapy

12

Music therapy The many benefits of using music as a therapy option.

Recreation

16

Video games and autism The benefits of using games as a reward system and educational tool.

18

Sleepovers for children with special needs With some preparation and communication, sleepovers are possible.

Education

22

Co-creating curriculum Building on students’ interests in the classroom.

24

College planning for students with autism Preparing high school students with autism for postsecondary education.

Health & Wellness

28

Executive functioning How one tiny spot in the brain affects much of our planning, organizing and decision-making.

30

“My Turn” One story of life with autism.

HOLIDAY EVENT CALENDAR ‘Tis the season to celebrate with local activities

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FROM the PUBLISHER

WINTER 2014 | VOLUME 2, ISSUE 4 SPECTRUMS MAGAZINE LLC Courtney Freitag, Founder and Publisher

This year marked the first time my son requested to have classmates over to our house to celebrate his birthday.

For each of his seven previous birthdays, he was fairly indifferent (as long as cake was involved). In fact, he laid out an entire plan for his party to celebrate turning 8. And one thing was front and center: gaming.

Video games have allowed many children to forge strong social bonds with peers, giving kids a commonality with others—both on the spectrum and not. However, with that social connection also comes perseveration, limitless tablet time and an ongoing battle to find balance. Setting time limits, defining age-appropriate games and putting boundaries for multi-player online gaming have been a constant challenge in our house.

And while our family is finding balance, many still struggle with finding the positives in gaming and what potential dangers to be aware of. Our article on page 16 delves into both the pitfalls and strategies for using tablets, video game consoles and computers for making social and educational strides.

Speaking of strides, groundbreaking rulings have been made recently to reform autism insurance. Thanks to local advocates, organizations and national agencies, Oregon has adopted a bill to mandate insurance companies to cover ABA therapy. A long effort involving many, we talk to those who have worked tirelessly to get legislators to listen and make this evidence-based therapy available to those who desperately need it.

And no winter issue would be complete without a thorough listing of holiday and seasonal events in our area. From Sensitive Santas and light displays, to theatrical productions and fun on Mt. Hood, we have compiled a list with something for everyone. Flip to page 32 for some ideas—both general and inclusive to special needs—to help ring in the holidays.

Courtney Freitag Founder and publisher

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Mailing address: 1722 NW Raleigh Street, Suite 422 Portland, Oregon 97210 Phone: (971) 998-5967 • Fax: (971) 327-6702 www.SpectrumsMagazine.com courtney@spectrumsmagazine.com Connect with us online! /SpectrumsMagazine @SpectrumsMag SpectrumsMag Editorial Advisory Board: Genevieve Athens, Michael Brooke, Amy Donaldson, Karen Krejcha and Jody Wright Spectrums Magazine LLC makes no warranty, guarantee, endorsement or promotion of any service, provider or therapy option listed in this publication or its website (www. spectrumsmagazine.com). This is a free community magazine created as a courtesy to the public. Spectrums Magazine LLC cannot be held liable for any action or decision based upon information found in this publication or the magazine’s website. It is the responsible of individuals to discuss any therapy or treatment option with the 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 maybe reproduced or transmitted without prior written consent from the publisher. ©2014 All rights reserved.

ON OUR COVER With the influx of tablets and personal electronic devices, gaming and apps are available ondemand. Learn some tricks for using gaming as an incentive for those on the spectrum that can become incredibly fixated on playing video games. See page 16 for our story.

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lifespan IDEAS AND TOPICS FOR ALL

IN THIS SECTION Autism insurance reform update...............................................................8

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AGES AND STAGES

Dental care for families of children with special needs Make a trip to the dentist more smile-worthy.

At Providence Specialty Pediatric Dental Clinic, children and young adults receive excellent dental care in a safe, fun environment. Our dentists and staff welcome patients ages birth to 26 with behavioral, developmental and medical needs, and their siblings too. We’re changing the world of special-needs pediatric dentistry, one smile at a time!

For more information, call 503-215-1056 or visit www.ProvidenceOregon.org/pediatricdental.

Providence Child Center • 830 NE 47th Ave. • Portland, OR 97213

Providence Child Center offers families of children with special needs comprehensive services through Swindells Resource Center, Providence Neurodevelopmental Center for Children and the Center for Medically Fragile Children. www.spectrumsmagazine.com

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LIFESPAN

AUTISM INSURANCE REFORM

New legislation mandates coverage of ABA therapy

By Johanna Kennelly Ullman

There have been huge developments recently in autism health insurance reform in Oregon and Washington.

What does that mean for you and your family?

“For the future, this means the fighting should be over,” says Paul Terdal. And Terdal should know—he is a local attorney, the Oregon chapter policy chair for Autism Speaks, a parent of two children with autism and an advocate for autism health insurance reform since early 2009. He was also honored at the Autism Speaks’ Law Summit Nov. 17 for his ongoing advocacy work.

Autism Speaks and the Autism Society of Oregon, along with numerous other local organizations, parents and advocates, have been working tirelessly to require health insurance coverage in Oregon for medically necessary autism therapies. At the center of the push for coverage is Applied Behavior Analysis (ABA).

ABA is described as “behavior analysis that focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behavior is followed by some sort of reward, the behavior is more likely to be repeated,” according to the Autism Speaks website.

ABA uses techniques to create positive changes in behavior and has been shown to significantly improve communication in individuals with autism by enhancing their ability to perform social, motor, verbal, behavior and reasoning functions.

Tobi Rates, executive director of the Autism Society of Oregon, congratulated Terdal’s work.

“We are so lucky to have Paul,” Rates says. “There has been a lot of good work done by a lot of people, and a lot of progress, but there is more to be done. These are services that children desperately need and they should have been offered to our kids.”

Rates’ family has paid out-of-pocket for ABA therapy for her 10-year-old son, who has “seen a lot of progress.”

ABA is not a new concept and it is rooted in scientific data. B.F. Skinner revised the traditional theory of Behaviorism in the 1930s and developed the modern form of it known as Behavior Analysis. ABA started being used as an autism therapy in the late 1980s and has gained popularity in the last decade.

The Behavior Analysis Certification Board (BACB) describes ABA as a “well-developed discipline among the helping professions, with a mature body of scientific knowledge, established standards for evidence-based practice, distinct methods of service, recognized experience and educational requirements for practice and identified sources of requisite education in universities.”

And while ABA therapy may not be appropriate for everyone, Rates adds that it is important for families to have access to it. She also explained that implementation of the new legislation is expected to be slow, noting that there are only about 30 nationally licensed ABA providers in the state of Oregon. Coupled with the 9,000 children with autism enrolled in Oregon schools alone, there will be a supply and demand issue.

Recent legislation focused specifically on ABA therapies, however the verbiage used in the senate bills is flexible Continued on next page

2013: SB365 passes unanimously

August 2014: Delay in implementation

This law created a regulatory board to credential providers of ABA therapy and established minimum coverage requirements.

For state employees, SB365 goes into effect in January 2015 and in 2016 for commercial insurance. It does not apply to Oregon Health Plan (OHP) nor to self-insured plans, although OHP was directed to look at the issue.

The delay in implementing SB365 led some parents to sue for immediate coverage. In August, the federal district court ruled in favor of the parents, finding that an insurer had unlawfully denied medically necessary ABA therapy for autism, based on laws in effect in 2008. As a class-action lawsuit, this victory applies to all families covered by commercial insurer Providence Health Plans.

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Insurance, continued from page 8 enough to cover other evidence-based autism therapies.

Despite its evidence-based history, many families wonder why insurance companies deny coverage of ABA. One school of thought is the cost of therapy; ABA is expensive due to its one-on-one intensive treatment between a therapist and a patient. The current estimation of cost for 20 hours a week of therapy can reach $50,000 a year.

However, those figures aren’t firm since each patient’s care is individualized and can vary greatly.

Denial of ABA therapy has forced many families to pay out-of-pocket for sessions, or forego treatment all together. The case that sparked the plight of insurance reform was the class action lawsuit “AF and AP vs.

Providence Health Plan.” In the case, two families raising children on the spectrum challenged their denial of ABA coverage.

U.S. District Court Judge Michael Simon ruled that Providence’s denial of the coverage violated both federal and state mental health parity laws. State and federal laws require mental health conditions receive equal coverage to treatment for medical care.

Oregon actually has two laws that should require insurers to cover ABA therapy: the Mental Health Parity Act and the Developmental Disabilities Act. Judge Simon explained, “The court finds that Providence cannot simultaneously purport to cover autism, and yet deny coverage for medically necessary ABA therapy through its Developmental Disability Exclusion consistent with the Oregon Mental Health Parity Act.” While Providence was not the only insurer denying coverage, this ruling has helped legitimize that all ABA should be covered by all insurance companies in Oregon.

“ABA was first considered investigational and denied,” says Julie Hillyard, a Vancouver mother with a child on the spectrum. Together with her husband, Dr. Todd Hillyard, have been paying out-of-pocket for ABA therapy for their 6-year-old son for three years. Since 2012, an independent review committee for Regence Health has denied the Hillyards four times for ABA reimbursement in Washington.

“One of the things I didn’t understand was how much Matthew would need tasks broken down for him,” Julie says. “This therapy, it was the one thing we could do for him. The people working with our family have been so kind and have made an investment in our son.”

She says that ABA is so unique for children with autism because it is customized to meet the needs of each child.

The family is working to reform the insurance laws in Washington state that would require ABA therapy coverage, similar to Oregon. The family is encouraged by the recent settlement of two class action lawsuits totaling $6 million against Regence BlueCross/Blueshield.

Even in Oregon, with the excitement of the new legislation, there are still many questions. The Division of the Oregon Department of Consumer and Business Services is now involved. Last month, the Oregon Insurance Division issued two bulletins clarifying insurance companies’ responsibility for ABA coverage for people with autism.

The Insurance Board made drafts of the bulletins available to several autism and mental health advocacy organizations, as well as members of the general public.

Groups were able to review, provide feedback and clarify language about limitations on age and time of ABA therapy for patients. The final bulletins direct all Oregon insurers to comply with state and federal mental health parity laws.

Despite this new legislation, those that self-pay for insurance plans will not be covered for ABA therapy reimbursement.

Portland father Jim Williams falls into this grey area.

Williams’ son, a freshman in high school and on the spectrum, was evaluated and assessed last year and prescribed an augmentative speech display. At the time, the insurance company said the device would be covered along with unlimited therapy.

The family was ecstatic.

Continued on page 25

November 2014: Bulletins issued

2014: ABA coverage adopted

Based on the court ruling, the Oregon Insurance Division issued two Bulletins on Nov. 14 to clarify that “coverage for ABA therapy should be required of all [commercial] insurers.”

After much input from the advocacy community, OHP (Medicaid in Oregon) agreed to adopt ABA coverage as of January 2015.

Also in August, the Public Employees Benefits Board (PEBB), which covers some state employees, voted to adopt ABA coverage retroactive to Aug. 1, 2014.

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therapy THERAPEUTIC OPTIONS FOR AUTISM

IN THIS SECTION Music therapy.................................................................................................... 12

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11

THERAPY

MUSIC THERAPY

The science of sound to reach neurological goals

By Lillieth Grand, MS, MT-BC

Music is a non-threatening medium for clients to achieve developmental and neurological goals. Clients work hard while having fun in a success-oriented environment, which is why music therapy has become an evidencebased option for working with those on the autism spectrum.

“Music therapy is the specialized use of music by a credentialed professional who develops individualized treatment and supportive interventions for people of all ages and ability levels to address their social, communication, emotional, physical, cognitive, sensory and spiritual needs,” according to the Certification Board for Music Therapy.

The therapy option can also carry over into language development.

“Music therapy is relational,” says David Berrier, father of a 4-year-old boy with dyspraxia and autism from Salem.

“He’s learning how to relate to his music therapist and us.

Since he started music therapy, he can now use language on purpose to get what he wants and his vocabulary is growing.”

Clinical studies have focused mainly on the use of music therapy to: • Increase attention span and emotional regulation • Enhance auditory processing and sensory motor skills • Improve cognitive functioning • Increase socialization • Improve verbal and behavioral skills • Decrease agitation and self-stimulation • Have successful and safe self-expression “Prior to music therapy, my son had one emotion: anger,” says a Tualatin mother of a preschool boy with behavior and sensory integration disorders. “Since working with Lillie, he has a full range of emotional expression and can identify emotions in himself and others. His aggressive behaviors are way down! And he says that music therapy is fun.”

Within one year of beginning therapy, many parents report high positive results. This indicates that skills and responses acquired in music therapy do generalize to nonmusic therapy environments.

The American Music Therapy Association reports “music therapy is a particularly important intervention for children with autism spectrum disorders to engage

and foster their capacity for flexibility, creativity, variability and tolerance of change.”

Music is a strong stimulus that can be manipulated outside of the body and has a profound and dramatic impact on the human neurological system. Music provides concrete, multi-sensory stimulation (auditory, visual, proprioceptive, vestibular and tactile), and is processed globally (both hemispheres) in the brain. A music therapist is specially trained to use music, and the elements of music, in order to target specific non-musical outcomes.

Here are a few brief case studies from my work as a music therapist: • A child with Down Syndrome and ASD had severe sensory integration dysfunction, making it near impossible for her family to have community outings. They couldn’t run the vacuum if she was in the house and she found flushing the toilet disturbing.

After 11 months of music therapy specifically targeting her auditory, tactile and vestibular sensitivities, the family was able to successfully enjoy a week-long vacation at Disneyland. The following year they drove in their motor home across the country where she was able to surf in the Atlantic Ocean. Her mother recently said, “Anything is possible for her now.”

•

A 5-year-old boy with ASD could decode words at a fifth-grade level, but had no comprehension of what he was reading. During the music therapy assessment, it was discovered that if he read a first-grade level book silently or aloud, he could answer basic who/what/where questions with about 5 percent accuracy. If the same level book was read aloud to him, he could answer questions at about 20 percent accuracy.

If, however, the book was sung to him, he could answer the questions with more than a 95 percent accuracy. The student’s reading comprehension was then targeted specifically using music therapy as a related service on his Individualized Education Plan (IEP). By using music therapy, it took just over seven months to attain the skill; the music was then systematically faded out and the skill remained.

Continued on next page

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Music, continued from page 12 •

In a group made up of first- through third-grade students on the spectrum, all students learned to pick a peer, acknowledge each other, take turns, pass instruments to the right, utilize “please” and stop on cue.

•

After learning to repeat rhythmic sequencing patterns of seven beats on four of five percussion instruments, several children on the spectrum are now able to better handle transitions, changes to their schedule and unexpected events.

Music therapy can help cognitive functioning, increase socialization and verbal skills and decrease agitation and self-stimulation.

[Photos provided by Lillieth Grand]

Music therapy treatment is individualized based on client needs, while keeping in mind their preferences, and can be done in one-to-one or group formats. Although recorded music is sometimes utilized, most music therapy sessions tend to include live and interactive music. A music therapist may also provide consultative services.

Music therapy may be covered by insurance and can be included as a related or supplemental service in a child’s IEP or IFSP. If you are interested in learning more, visit the American Music Therapy Association’s website (www. musictherapy.org) to find a music therapist (MT-BC) or tools for advocacy. The Certification Board for Music Therapy (www.cbmt.org) can also be a resource for finding a MT-BC near you.

Lillieth Grand is a mother of three boys, ages 15, 13 and 4 and has been a music therapist since 1993. Her middle child is severely neurologically impaired, motivating her to specialize in working with children who have autism, neurological impairment, traumatic brain injury and developmental disabilities. She is passionate about the field and holds several regional and national positions with AMTA and WRAMTA and also owns a private music therapy business, Milestone Music Therapy, based in Portland.

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recreation INCLUSIVE WAYS TO HAVE FUN

IN THIS SECTION Video games and autism....................................................................16 Sleepovers for children with special needs............................18

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RECREATION

VIDEO GAMES AND AUTISM

How to use gaming for goals, rewards and learning

By Kristina Marie Smelley

If you live in a household without an iPad®, Wii®, XBox®, or other game player, you are in the minority.

As technology and video games permeate modern society, kids are spending more and more hours staring at a screen at home, school or on mobile devices.

For children with autism, video games are particularly enticing.

“Kids with autism are very concrete and literal thinkers,” says Dr. Erin Moran, psychologist with the Portland Autism Center. “They are drawn to video games because they are visual and provide a structure, sequence and predictability that makes sense to them and provides comfort.”

Initially, video games can have a calming effect on behavior as children hyper-focus on the screen, able to block external environmental stimuli that can cause sensory overload. Because of this, iPads and mobile game players can be an option to help avoid meltdowns, as a way to entertain during meals out or while traveling.

They can also help children decompress after the school day is over.

“I have seen video games to be calming to the ASD child but with all things, balance is key,” says Dr. Paul Thomas, MD, pediatrician at Integrative Pediatrics in Portland. “I don’t think there is a certain amount of screen time that is best. If you have a child with mild ASD who functions in the real world fairly well, the more time away from the screen the better.”

Dr. Thomas recommends being consistent with screens, using them in small doses as a reward or to promote another desired behavior.

“For the more severely affected, I don’t see the benefit in restricting screen time if, at that moment, it’s the only tool you have to calm,” he adds. “It’s still important to involve them in interactive activities that involve others, as well as seek sensory integration therapy.”

Fostering social connections with peers can be a challenge for people with autism. Local organizations like the Portland Asperger’s Network (PAN) hold a monthly game night to help kids connect. Families are able to appreciate how video games can bring children with autism together, promote vibrant conversation and help with collaborative problem solving.

“My son is very verbal, but also very shy,” says Lisa Staffa, a Hillsboro mom to a 7-year-old on the spectrum.

“He becomes anxious when a child comes into our house for a playdate. If I let them use the iPad together, they always use it as an icebreaker. They will play Angry Birds or Minecraft while talking up a storm. They don’t have to make eye contact and it gives them a common subject to talk about. I usually put a 10-minute time limit on it and then they move on to something else.”

Assistive technology and educational games are already helping kids with autism learn words and phrases, develop hand-eye coordination and improve executive functioning skills. Some doctors feel the future development of more educational games that teach social interaction will be very beneficial to those with autism.

However, there can be a dark side to video game use, and an obsession with games can lead to problems like increased attention deficits, difficult behaviors and addiction. Role-playing video games appear to be especially addictive to those with autism. Kids can become very angry when their game is interrupted and they are not able to stop the game or transition easily to Continued on next page

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Gaming, continued from page 16 the next activity.

“What we find is that the excitement of playing the game builds and that momentum takes over,” Dr. Moran adds. “They have a hard time disengaging from the game when asked, and screen time usually ends up being at the expense of the child being present in the moment with friends or family.”

Many parents agree, citing obsession with games, meltdowns or arguments over appropriate limits and trouble stopping play.

“My oldest son is 13, and if I knew then what I know now, I would have avoided a lot of the technology in the house for many more years,” Staffa says. “He is obsessed with technology and uses computers and tablets for playing online games, as well as iPad games. It is a reoccurring battle when we state that ‘watching time’ is over, and his habits have affected his younger siblings. Since technology is a Pandora’s box and we can’t go back in time, my hope now is that we can transition out of gaming and into learning coding and programming.”

“For those who are very mild ASD and spend all their time playing shooting games, there is lots of potential harm. What are they really learning? On the other hand, a severely impacted child who is playing an educational game that is calming and provides learning may have a more positive effect,” he says.

Many mental health professionals are very concerned about the long-term effects of playing video games.

According to Dr. Moran, relying on screens for educational purposes and using them as a stepping stone to other desired activities may prove beneficial. However, the problem is when the application of video games turns into hours of game play.

“As the obsession grows, kids withdraw into isolation preferring the video game world over real life, which has shown to lead to loneliness, depression and suicide,” Moran adds. “The growing cases of suicide in autistic adolescents is very concerning.”

It’s important to be aware of the pros and cons of video game exposure to children with autism. Be aware of warning signs such as isolation or addiction.

Moderation and balance is the key, according to therapists.

If video games are already an important part of your child’s life, set healthy limits by using a timer, playing at only certain times of day and being firm and consistent with the rules on technology. If your child has not been exposed yet, you may simply choose to forego video games all together or wait.

Most importantly, says Dr. Thomas, “use your best judgment and parenting skills, provide healthy limits, explain that we all have to do certain things to get what we want and then illustrate it for them. Teach and train them, and always remember to tell them you love them just for being alive and in your life.”

“It’s a good idea to help your child develop a hobby and fill time with outside activities, such as horseback riding, LEGO Robotics, swimming or whatever will draw his or her interest outside the home,” adds Dr. Moran. “Do what you can to draw your kids into the real world because seeing a bigger, better world will help to lessen the draw to video games.”

Kristina Marie Smelley is a Portland freelance writer with many years of experience in public relations and corporate communications. She co-leads a Portland area support group called REST for moms with children who experience special needs. She is married with two children, one with autism. She is also a local singer-songwriter currently working on a collection of life-skills songs for children with special needs.

So how do video games affect children’s long-term health?

According to Dr. Thomas, it depends.

If video games are already an important part of your child’s life, set healthy limits by using a timer, playing at only certain times of the day and being firm and consistent.

www.spectrumsmagazine.com

17

RECREATION

NAVIGATING SLEEPOVERS:

One mom’s experience with this rite of passage

By Melissa Kenney

“Mom? Mom?” Pause. “Can…I? Can…I…?” My son’s 6-year-old brow furrowed, searching for the word.

“Can…I…slumber party?”

Many parents with kids on the spectrum fear letting their kids go to sleepovers. They describe completely valid concerns about safety, outbursts, or frightening/ odd behaviors. I don’t judge.

My son, now age 9, is mostly non-verbal, has a history of wandering and occasionally hits other kids when frustrated. (Don’t even get me started about his toilet manners).

I, too, worried that his friends and their parents might find him overwhelming. Nonetheless, my son deeply wants to do what neurotypical kids do with their friends.

Back to my son’s question at age 6. Startled, I realized how much effort and practice he spent on his own to remember the word “slumber party.” He likely learned it hearing other kids talk about their slumber parties. With a deep breath, I decided to set my panic aside. “Yes, of course,” I stated, sounding more confident than I felt.

Since then, my son enjoys successful sleepovers with his neurotypical and autistic friends, thanks to

communication, planning, practice and ultimately trusting that my son and his friends will have fun.

Communication My son’s teacher put me in contact with other classmates’ families. If teachers couldn’t share information, they helped facilitate a meeting or let me write notes and put into the other children’s backpacks.

First, I arranged playdates. After a few playdates, parents grew comfortable with my son and me.

I found parents of kids on the spectrum “get it” quickly– they aren’t fazed by behavioral or safety concerns, they understand dietary restrictions, adherence to routines and are not nervous about administering medication.

They know the warning signs of a needed sensory break and share a strong desire for their own children to experience the same experiences of neurotypical peers. My son’s classmates know his behaviors, likes and dislikes and they aren’t uncomfortable with his stimming or echolalia.

I found parents of neurotypical kids understand safety issues, they just needed practice talking in simple words to my son, giving him pen and paper to draw/write ideas he couldn’t speak, or knowing how to respond if he got Continued on next page

With some preparation, open communication and planning, children with autism can have successful sleepovers. (A little pizza and pancakes don’t hurt either).

www.spectrumsmagazine.com 18courtesy [Photos of Melissa Kenney]

Sleepovers, continued from page 18 frustrated. As such, I arranged more playdates before inviting their kids to a sleepover so we could become more familiar with each other.

Planning and Practice To prepare for his first-ever sleepover, his school graciously made a social story to describe a sleepover with friends. We read it many times prior to his 6th birthday slumber party.

Sleepovers away from home.

Once I knew my son could manage sleepover routines, I arranged for sleepovers at his friends’ homes. In addition to providing numbers, safety, behaviors, medication and list of likes/dislikes, my son wears an ID tag when he spends the night away from home. He also brings his favorite blanket and an electronic device in case he needs to take a break from the other children or adults in the house.

Given my fears about my son’s propensity to wander, I set up his first sleepovers at my home. This could ensure he and his friends spent time in a safe sleepover room. My living room was too easy to exit, so I set up a bedroom with a television and gaming system instead. I set up toys and games, used a baby monitor to listen in while giving the kids space, and set my alarm for hourly checks on my son and his friends, and checks one hour after bedtime, at 2 a.m. and at 6 a.m.

Trust in kids

Not long after, I discovered that electronics, particularly a Wii-U and lots of games, kept my son and his friends tethered to a sleepover room far better than any security system! I also discovered that my son’s friends loved their routines, so getting children ready to sleep felt easy. (At one sleepover, my son and his friend fell asleep at 9:30 p.m.)

And he was, to his mom’s delight and surprise.

I also get up to three phone numbers from parents. I write down all routines, medications and allergies. I learn what typical behaviors they exhibit, and I learn what works best for each kid if they get scared, anxious or upset. If I can, I get a new toy for his friend (as well as one for my son, who insists on getting as well as giving). I also rent, borrow or buy a new Wii-U game for the occasion. And I like to text message pictures to parents during the sleepover party to share the experience with them.

Our sleepover experiences helped us discover that our children step up their behavior if the occasion warrants it.

My son and his friends enjoy sleepovers so much, they act their best. They manage conflict quite well, and give each other space when needed. One friend actually tried a new food at my home and another shooed me out of the room, saying “I’m FINE!”

My son also surprised me with his graciousness: On his own initiative, he would bring his friends extra pillows, snacks, show them to the bathroom and share his toys and Wii-U games without complaint.

These days, my son knows the word “sleepover” from memory, and tells me when to plan for another sleepover with his friends. And I don’t panic when I answer, “Yes, of course.”

When not representing disabled clients for KP Law, PC, Melissa Kenney works as a party planner and video game purchaser for her 9-year-old son, who recently set a goal to call his friends on his own and ask them to come over and play.

Food is easy. Parents share what their kids will eat and drink. Typically I order pizza (some chains have glutenfree pizzas), and provide popcorn, lemonade, orange juice, raisins and apple slices. I found pancakes make the best breakfast food, so I pre-make them before and heat them up in the morning.

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education KNOWLEDGE TO EMPOWER FAMILIES AND PEOPLE ON THE SPECTRUM

IN THIS SECTION Co-creating curriculum..................................................................... 22 College prep for students on the spectrum............................ 24

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Insurance: Kaiser, Tri-Care, and more Billing: 360.573.0895

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EDUCATION

CO-CREATING CURRICULUM Motivating students using their interests

By Lucas Steuber, MA-T MS SLP When I was six or seven years old, McDonald’s had an advertising campaign around the Dick Tracy comics where you could complete a game board using stickers of the various characters from the series. I became so obsessed with the game that Dick Tracy stickers quickly became the household currency, distributed in exchange for completed chores and good behavior.

There’s a whole host of issues that could be discussed around fast food and token reward systems, both of which are more than a little controversial in the current academic and cultural milieu.

However, the real point of the story is that the company was onto something: They had created an advertising delivery medium so engaging for kids that the actual concept of eating the food they were selling was irrelevant. What mattered were the stickers, building the board and being able to show it off to my peers how many I had accumulated in my lawn mowing, house cleaning and dishwashing quest.

I’ve been thinking a lot recently about the importance of creating and using materials that are specific to the interests of the kids that I serve.

With that in mind, I decided that the next step wasn’t to [Lucas Steuber, MA-T, MS, SLP] keep repurposing materials that may or may not still be engaging or culturally relevant for our kids. Instead, I decided to ask them what they would want to do if they could make a game. The first answer that I got, of course, was a blank stare.

Kids are used to adults directing their activities at school, and while they absolutely have the ability to pursue their own imaginative play, it’s generally not in the context of ‘therapy.’

Kids are used to adults directing their activities at school, and while they absolutely have the ability to pursue their own imaginative play, it’s generally not in the context of “therapy.” Of course, that statement is minimizing the contributions of many fantastic educators and clinicians who use the creativity and ingenuity of kids every day to support their learning.

However, there’s a sort of immediacy to the cultural zeitgeist among nine- (or ten- or six-year-olds) that is difficult to keep track of as an adult. One day it’s Pokémon, the next it’s Transformers, suddenly it’s LEGOs

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again (when I was a kid I remember it being mostly Lincoln Logs, Dick Tracy and eventually, Ghostbusters).

For a lot of the kids I work with right now of any gender, the cultural zeitgeist is more or less contained within one word: Minecraft.

The process of creating a game was actually quite simple, relative to its benefits. I’ve been using Papercraft sets with kids for a while now, which are origami projects that are targeted at different themes (Minecraft, Star Wars, Frozen, etc). The process of building these figures out of folded paper is excellent for kids with goals around sequencing, following directions, sitting and listening and many other objectives.

Each time students build a new piece, they’re able to add it to the growing “city” that we’ve made collaboratively as a visual representation of the progress they’ve made in speech. When we decided to start making the board game, many of them elected to sacrifice some of their blocks to be cut up in the construction of the board. This added another level of ownership to the process—even physically, part of this game is theirs.

Students then participated in the construction in ways that were aligned with their speech and language goals.

Kids with planning and sequencing goals researched and designed terrain and other components. Kids with goals to follow directions assembled pieces and added them to the finished product. Kids with social/behavioral goals negotiated between different students and teams to decide what the final game should look like. Finally, all of the students wrote a set of rules specific to their objectives in speech.

In many ways, good therapy is modality-independent; it’s generally just fine to structure your activities around the interests of the student. Too often, I feel that we start with a goal in mind and then inject it into some sort of kid-friendly disguise intended as a distraction from the fact that we are actually doing “work.”

Rightfully, that process should work the other way around: We should determine the identity and motivators of the student, and then work within that space to facilitate growth. This project was intended to create something so interesting to the students that their speech and language progress becomes an almost unconscious component of their participation in the activity. It really doesn’t matter whether the game is themed with Minecraft, Frozen, or whatever comes next—what matters is that it’s theirs.

Continued on next page

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Curriculum, continued from page 22 What’s so meaningful about being an integral part of the creation of something? Every day as part of society we are expected to behave, conform and perform for other people, whether as children at school or as adults at work.

How often do we have the opportunity to design activities that are expressions of our experiences, of ourselves? When was the last time that you created something, truly made an activity and materials from scratch? With that in mind: How often do children get to create their own tools for learning? How can we make them active participants in designing their education?

A board game is a small thing. It isn’t the ultimate expression of self-identity, it’s not the solution to every academic goal, and it’s not for everyone, but it does have a lot of potential power. It is a structured, rule-bound, role specific, cooperative, turn-taking, finite activity designed to build relationships and allow for sharing of mutually positive interactions.

Board games help us learn rules for social interaction, winning cordially, losing graciously, waiting our turn, encouraging each other, starting and stopping, organizing and managing materials and even operating external representations of ourselves. When children are allowed the opportunity to co-create games, they have an entirely different level of ownership and commitment.

Instead of having yet another extrinsic force dictating the setting, rules and rewards, they are able to make these decisions for themselves. It’s an exercise in higherlevel cognitive functions around cost/benefit analysis.

When we value their contributions, they grow. As a wise woman once told me: “The one doing the talking is the one doing the learning.”

At the end of the project, I gathered together all of the students who contributed and had them admire the finished product. They each had a hand in the creation, they each wrote some rules and built some materials, all of which were guided by their own awareness of their speech and language goals. Now, together in one room and facing the reality of completion, one of my students looked up and asked: “So, how do we start to play?”

I was able to say the sentence that defines the very core of who I want to be as a speech-language pathologist: “You tell me.”

Lucas Steuber, MS SLP/CF, MA-T, is a school-based speechlanguage pathologist with the West Linn-Wilsonville School District and also the founder of Portland LanguageCraft, a collaborative think tank dedicated to creating innovative materials for special education, advocating for neurodiverse populations and giving every child equal access to fun.

Learn more at www.portlandlanguagecraft.com.

Creating materials and games from scratch gives children a sense of ownership and works on speech, language and behavior goals.

[Photos provided Portland LanguageCraft]

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EDUCATION

PREPARING FOR COLLEGE Setting goals for students with autism

By Courtney Freitag Many parents of high schoolers on the spectrum don’t realize that planning for college or post-secondary education can begin at diagnosis. By taking advantage of the built-in supports at school, building self-advocacy skills and enriching specific interests, a rewarding life awaits beyond their senior year.

“How do we define success? It depends upon the individual and where they want to go in their life, and based upon each person’s unique talents and capacities,” says Brad Hendershott, autism services supervisor with the Columbia Regional Program in Portland. “Some of our students with ASD aim to graduate from a four-year college and to be competitively employed. Others want a job within a supported context, to participate in the community, and to have the daily living skills needed to take care of themselves.”

Additionally, the federal law that mandates a free public education for those with disabilities, and the individual supports provided through an Individualized Education Plan (IEP), begin to dissipate the closer one gets to graduation. Preparing high school students for more than a trade school or community college option takes clear planning and strong supports.

Setting goals in place as soon as a child is identified on the autism spectrum is important, as well as creating a strong team that includes educators, the IEP case manager and school staff. This creates a track for students and identifies the necessary requirements for college admissions.

“Make sure that you have a positive trajectory for your child’s life,” says Karen Krejcha, mom to son Justin, a 15-year-old sophomore seeking to attend a 4-year university for computer game design. “Encourage him or her to be a life-long learner so that he or she will want to go to college and continue learning after high school. Dream big!”

members and a description of the activities that must occur to help the student achieve their goals.

“The student with ASD should meaningfully participate in the development of their transition plan—along with their parents—this will yield better plans and stronger outcomes,” he says.

Understanding and building on your child’s unique interests, strong aptitudes and abilities is also beneficial.

Students may take Advanced Placement (AP) classes and have the opportunity to earn college credits, stand out during college admissions and skip introductory college courses.

Additionally, the lack of social competence can be a great barrier for many individuals with ASD who have otherwise solid academic capabilities, Hendershott says.

Deficits in executive skills (i.e., executive function) also pose a significant barrier because at the postsecondary level, there is rarely any “hand holding” with regard to showing up for class prepared, tracking assignments and getting work turned in on time.

Lack of understanding among faculty and peers alike can cause problems for students when the ASD manifests itself in some way, and yet the behavior is misperceived as willfully rude, disrespectful, threatening or strange, Hendershott says.

“We have come a long way in this country when it comes to people with physical and sensory challenges,” he says.

“We willingly adjust and accommodate someone when we realize they are deaf or blind. And yet we lag terribly Continued on next page

While in high school, plan to attend all IEP meetings and make sure that your child is included in the process, Krejcha adds.

“Make sure to have a strong understanding of how much support or guidance your student is receiving so you can be realistic when planning for transition after high school.”

Hendershott adds that clear goal-setting for postsecondary education includes an age-appropriate assessment, timeline for completion, the roles of team

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Teaching self-advocacy, building on unique traits and person-centered planning helps students prepare for college.

College, continued from page 24

Insurance, continued from page 9

with regard to how we respond as a society to people with neurodevelopmental disabilities who may show no outward signs of a disability.”

Then, before they started therapy, their insurance claim was rejected, citing no coverage due to no coverage for developmental delays. Williams struggled to understand.

Students with autism have many of the same considerations when choosing a college that his or her neurotypical peers do: location, cost and course offerings.

However, in addition, those with ASD should consider the level of supports available on campus, structure of a program, class size and the availability of modifications available to students with disabilities.

“We fight so many battles on so many fronts,” Williams says. “I wish we didn’t have to go through the emotional roller coaster.”

When it is time for actual enrollment, Hendershott recommends thinking about a plan that thoughtfully scaffolds participation in post-secondary education—both in terms of the academic demands as well as the social and sensory demands.

“To start with, perhaps your son or daughter with ASD can take one or two classes at a community college while continuing to live at home,” he says. “They can adjust to the new environment and expectations with stand-by support that should be faded as they are increasingly successful.”

Take the time to research what different colleges and universities offer with regard to services for students with disabilities. There are some robust supports available, such as tutoring support, note-takers and students may also be able to receive accommodations, such as increased time for tests.

“Person-centered planning is a powerful tool for encouraging the student with ASD to gain increased control over their own life, and for the team to recognize and factor in the interests, hopes and dreams of the student,” Hendershott adds. “The transition plan operationalizes the steps involved to help the student reach their aspirations in adult life.”

Encouraging a strong sense of self-advocacy and empowering children throughout life is helpful to understand how autism, or other learning disabilities, may impact academic studies, Krejcha says. This skill will be helpful when students transition into post-secondary education.

Many colleges and university’s disabilities program can advocate on behalf of students, if the student needs the extra support. By contacting professors about extra accommodations needed, students with autism can request modifications such as extra time and a secluded space to take exams, additional time to answer and process information and exemption or alternate options for oral presentations.

The more that students hone life skills, such as doing laundry and cooking independently, while still in high school, the smoother the transition to post-secondary education can be.

“Some say beginning work on adult transition in high school is ‘too late,’” Hendershott says. “I won’t say that.

Let’s flip that over and say it’s never too early to begin working toward adult transition.”

How to obtain ABA coverage • Contact your insurance company and ask for coverage, reimbursement, or both. “Nobody will get anything they don’t ask for,” says Terdal.

• ABA therapies can start immediately, or families can be put on a wait list for services.

How to proceed if you are seeking ABA coverage from insurance (Adapted in part from Autism Insurance for Oregon’s website, autisminsuranceor.org)

• If you don’t already have one, get a medical diagnosis of autism. You will need the medical diagnosis to navigate the insurance system. This is not a diagnosis from school; this is a medical diagnosis from a doctor. (See the Spectrums Magazine article on educational vs. medical diagnosis of autism: http://spectrumsmagazine. com/educational-vs-medical-autism-diagnosis/) •

If you are interested in, or already receiving, ABA therapy, contact your doctor and submit a pre-authorization request to your insurer. If you are denied coverage, contact Terdal at paul@autisminsuranceor.org and submit a complaint to the Insurance Division.

•

If you have received ABA therapy since 2008, submit a reimbursement request to your insurance company. You may be denied, especially if the claim is more than a year old. You can contact Terdal or submit a complaint to the Insurance Division.

•

If you are on a wait list for ABA therapy, submit a consumer complaint to the Insurance Division about “network adequacy.” There are several other ABA providers willing to start providing treatment in Oregon, only if the insurers sign provider network contracts.

Helpful articles • http://www.autismspeaks.org/advocacy/advocacy- news/wa-state-orders-aba-covered-past-denials- reconsidered • http://www.asha.org/Advocacy/state/State- Insurance-Mandates-Autism/

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health & wellness PROMOTING HEALTH AND WELL-BEING

IN THIS SECTION Executive Functioning and autism............................................ 28 “My Turn”.................................................................................................. 30

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AdvancedPediatricTherapies.com Portland & Vancouver locations: (360) 885.4684 www.spectrumsmagazine.com

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HEALTH & WELLNESS

EXECUTIVE FUNCTIONING

Setting up systems to help organization

By Kristina Marie Smelley Imagine how frustrating your day would be if you were unable to plan ahead, predict what would happen next, organize your thoughts, or keep track of time? What if it was a daily struggle to remember homework, solve problems, get to class on time, or simply find your pencil?

Is it just laziness or rebellion, as many would assume? For many students with autism, the real problem is a deficit in executive functioning skills.

Executive function processes, located in prefrontal cortex of the brain, play a large part in directing our behavior choices. They help us plan, organize, keep track of time, remember details, make decisions, organize our thoughts and control our emotions and impulsivity. From getting dressed to choosing what to play on the playground, kids rely on executive function to get them through the day.

“At around 9 to 11 years old, children are expected to be more independent,” says Mikki Kistler, occupational therapist at Groundplay Therapy Works in Portland. “It’s important for parents and teachers to realize that because of the executive function deficit, many children with autism need supports because they just don’t have these abilities yet. We need to work together to come up with strategies and modifications that can help keep them organized and emotionally regulated.”

is in the “blue zone,” it signifies that he or she is feeling sick, tired, sad, bored, hurt or exhausted. On the other extreme, the red zone represents that the child is feeling angry, mean, terrified or aggressive. Coping mechanisms may be anything from deep breathing and stretching to taking a break to rest in a quiet place.

Executive function processes are located in the part of the brain that also is the last to mature, not fully developing in most individuals until age 25-30. Amanda Swinford, mother to a 19-year-old boy with autism, still deals with her son’s executive function challenges.

“My son still needs lots of reminders, notes and scheduled check-ins,” she says. “Acknowledging successes and talking through how helpful strategies can be applied to other situations is important. Simplifying multi-step tasks, having daily ‘debriefings’ and reviewing upcoming events and tasks is crucial.”

Implementing daily visual daily schedules and planners for older students, timers, maps of the school, scheduled Continued on next page

Executive function skills come from a region of the brain that is more sensitive to stress than any other.

Even mild stress can flood the prefrontal cortex with the neurotransmitter dopamine, causing executive functioning to shut down. Sensory processing problems, commonly seen in those with autism spectrum disorder, can often result in so much stress that children will act out impulsively or become overridden with anxiety.

This is where teaching self-awareness can help.

“Children with autism don’t understand they have a deficit in this area,” Kistler adds. “We need to teach them to become aware of their own body and to recognize when they are having a problem. Only then can they learn how to deal with it appropriately before panicking or feeling discouraged because they aren’t coping well.”

There are many tools Kistler uses to help children become more self-aware. Programs like Zones of Regulation or How Does Your Engine Run help children recognize when their body is getting out of control and gives them tools to cope. For example, if a child

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Executive functioning helps us plan, organize our thoughts, keep track of time and remember details.

Executive functioning, continued from page 18

Strategies for executive function challenges: + Establish a routine + Use visual aids, organizers or planners + Use visual timers, stopwatches, or watches with alarms + Review events and transitions for the day ahead of time, especially if they are different from the normal schedule + Write down directions step-by-step instead of giving orally + Ask teacher to modify assignments as needed. For example, do every other math problem or cover the sheet with a blank page so only a few problems at a time are visible. + Use graphic organizers for writing

+ Use different colored folders for each subject and label + Help the child clean his work space once a week to keep organized + Provide a visual map of the school if needed + Make checklists + Communicate with teachers as often as needed throughout the week + Ask teachers to write down due dates or email any homework instructions directly to the parent + Use rewards for motivation and effort

Continued from page 28

check-ins and social stories are all supports that can be implemented. Music and songs have also been proven as a great way to help kids remember important details.

“All of these strategies work sometimes for some things,” Swinford says. “Supports—along with time, maturity, communication and lots of patience—have been the biggest helps for us in overcoming executive function deficits.”

Kristina Marie Smelley is a Portland freelance writer with many years of experience in public relations and corporate communications.

She co-leads a Portland area support group called “REST” for moms with children who experience special needs. She is married with two children, one with autism. She is also a local singer-songwriter currently working on a collection of life-skills songs for children with special needs.

Get ready for the Northwest’s Largest Family Expo!

JANUARY 24-25TH, 2015

PORTLAND EXPO CENTER | 10 a.m.-4 P.m.

Admission: $5, Age 3 & Under FREE Family Pass: $20 (Any family/group up to 5 people).

Special Needs Theme Area • Workshops • Live Entertainment Inflatable FunZones, Laser Tag + Game Truck Petting Zoo + Exotic Animal Exhibit • Special Needs Products + Services Resources for Families • Affordable Day of Fun For the Whole Family

WWW.kidfestnw.com exhibitor and sponsor information: (503)997-4044 or Debbie@pintsizedproductions.com

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HEALTH & WELLNESS

MY TURN ONE PERSON’S STORY OF LIFE WITH AUTISM

By Heidi Blackwelder Half of our household has autism. Both my sons, Ethan and Aidan, 12 and 9, are diagnosed on the autism spectrum. From the beginning, I set forth on our autism journey aspiring to fill each and every day with varied activities. If I immersed them in as many adventures and social experiences I could fit into our schedule without risking sensory overload, certainly the boys would cope better in the world around them.

Reflections back on those days brim with bittersweet nostalgia. Those early days were met with frequent meltdowns from both my sons, especially my oldest.

Both are considered high functioning; still, much of our day-to-day life felt overwhelmingly excruciating.

Every day brought its own set of new challenges, and as they grew, so did my insistence on trying new things.

While many activities proved successful, undoubtedly enjoyable, most pursuits were short-lived. The boys never showed a strong, vested interest in anything.

Rather, it was an activity Mom signed them up for to fill their time.

We would dive into every imaginable community program: soccer, baseball, karate, tae kwon do, scouts, cooking and art classes, horse riding, VBS, various camps, golf, piano and swim lessons—not to mention play dates galore.

I wondered if toting them around was even worth the effort, given the fact they’d rather sit at home watching television.

One day, my friend and I took our boys to see a local children’s play, Narnia. It was a wonderful rendition of the C.S. Lewis book I read many years ago.

After the actors took their bows, Ethan muttered, nonchalantly, “I want that”.

“You want what?” I floundered.

“I want to be up there. Like A Charlie Brown Christmas,” he said.

Quickly, I made the connection: A Charlie Brown

Astoundingly, this was the first time Ethan asked to be involved in any sort of activity without my insistence or persuasion.

Christmas was Ethan’s current movie obsession. He watched it every day after school, delighted by poor Charlie Brown’s attempts to direct a children’s Christmas play.

Astoundingly, this was the first time Ethan had asked to be involved in any sort of activity without my insistence or persuasion.

How could we make this work? Youth theater was treading the unknown waters of the neurotypical’s world. Almost all of our previous activities were sensoryfriendly, or modified for special needs.

Yet, he found something that intrigued him, so without hesitation, I signed him up for his first drama class.

The next week, Ethan’s theater group announced its upcoming play, Sleeping Beauty, and all students were eligible to audition. Sure enough, he had no qualms about auditioning.

Displaying zero stage fright, Ethan belted out a holiday song from his beloved Charlie Brown movie. That weekend, he was cast in Sleeping Beauty as one of the evil witch’s minions.

The days that followed weren’t all roses and sunshine.

The theater group was not fully equipped for the needs of Ethan, nor did they claim to be. I held my breath hoping Continued on next page

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My Turn, continued from page 30 he’d be fine with the extra helper in the drama class, but unfortunately the staff was not prepared to assist the unique needs of ASD. Ethan’s frequent distractions and upsets inevitably led me to volunteer myself as his 1:1 aide. I wanted to see my boy through this no matter what it took.

During the four-hour long closed play rehearsals, I waited out in the hallway until I was called upon to help Ethan calm down, and we’d go for some fresh air. After many weeks of dedication, my son was indeed an actor, on a real stage, in a real theater.

Within a year, my youngest son Aidan followed his brother’s footsteps. Both my sons have finally found their niché.

Reflecting back, its never been solely about them being cast in a play. Rather, the boys were cast within this theater community. Peers who share a common love and passion for the stage.

Greater still, is seeing my sons’ desire to be part of something bigger than themselves and gain unconditional acceptance within the group. Side by side. Brother and brother. Together, the two have matured in ways I never thought possible.

Greater still, is seeing my sons’ desire to be part of something bigger than themselves and gain unconditional acceptance within the group. Side by side. Brother and brother. Together, the two have matured in ways I never thought possible.

Theater is now as much a part of our family as we are a part of it. And I, for one, have slowly learned to follow both Ethan and Aidan’s lead.

It’s not always easy to give them the benefit of the doubt. Many days, I want to step in and choose what I feel is the safest choice, not necessarily one that reflects my boys interests at heart.

My dearest friend once told me, during my most desperate hour of coping with their diagnoses, “Never underestimate the ability of your boys.” Little did I know those words would resonate within me daily and play a role for years to come.

Heidi Blackwelder is a Vancouver freelance makeup artist and teacher’s assistant who works for a local youth theater group. She has been married to her soul mate, Aaron, a high school English teacher and golf coach, for 20 years. Ethan was recently cast in his fifth play, while Aidan is working on his second production.

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Our community has holiday events for everyone*, from live music and theater to historical celebrations. We have tried to capture a bit of something for everyone, from visits with Sensitive Santas and adaptive ski lessons to holiday bazaars and live performances. Build memories and create new traditions with one of the area’s activities that make this the most wonderful time of the year.

Not all activities and events may accommodate special needs. Please call or email ahead to ensure it’s an activity that is able to meet your needs. *

Music, Theatre and Live Performances 23rd Annual Tuba Christmas Concert Downtown will pulse with the melodic sounds of big brass as over 250 tubas play in unison in the heart of downtown.

Where: Pioneer Courthouse Square, 701 SW 6th Avenue, Portland When: Saturday, Dec. 13: 1:30-3:30 p.m.

Cost: Free More Information: http://goo.gl/BO6Ba5 14th Annual Holiday Concert Series featuring Aaron Meyer The Northwest’s own “concert rock violinist” will return to perform three shows with his six-piece concert rock orchestra featuring renowned guitarist and producer, Tim Ellis.

Where: First Congregational Church, 1126 SW Park Avenue, Portland When: Thursday, Dec. 18: 7 p.m.; Friday, Dec. 19: 7:30 p.m. and Saturday, Dec. 20: 2 p.m. and 7:30 p.m.

Ticket Prices: Various ticket prices; check flier for details More Information: http://goo.gl/ZtosUU; (503) 228-7219 Christmas at The Old Church featuring Michael Allen Harrison and vocals by Julianne Johnson A heart-warming holiday concert series features Michael and his musical family, the fabulous vocals of Julianne Johnson and many spectacular special guests!

Where: The Old Church, 1422 SW 11th Ave, Portland When: Sunday, Dec. 14-Thursday, Dec. 26 (no performance on Dec. 25); various times Ticket Prices: Various ticket prices; check website for details More Information: http://michaelallenharrison.com/ christmas-at-the-old-church.html

Oregon Symphony’s Gospel Christmas The region’s premier gospel singers and the Oregon Symphony orchestra will have you on your feet, clapping and shouting – celebrating the true spirit of the season.

Where: Arlene Schnitzer Concert Hall, 1037 SW Broadway, Portland When: Friday, Dec. 12 and Saturday, Dec. 13: 7:30 p.m.; Sunday, Dec. 14: 4 p.m.

Ticket Prices: Various ticket prices; check website for details More Information: http://goo.gl/2qFONv; (503) 248-4335 Oregon Symphony’s Cirqua Musica Spell-binding grace and dare-devil artistry of some of the world’s greatest circus performers–along with the sonic majesty of the Oregon Symphony.

Where: Arlene Schnitzer Concert Hall, 1037 SW Broadway, Portland When: Friday, Dec. 19: 7:30 p.m.; Saturday, Dec. 20: 2 p.m.

Ticket Prices: Various ticket prices; check website for details More Information: http://goo.gl/GYITOd; (503) 248-4335 Oregon Symphony’s Comfort & Joy: A Classical Christmas This matinee concert features classical Christmas and Holiday favorites–with family-friendly pricing so that even the youngest can dress up and celebrate the festive season.

Where: Arlene Schnitzer Concert Hall, 1037 SW Broadway, Portland When: Sunday, Dec. 20: 4 p.m.

Ticket Prices: Various ticket prices; check website for details More Information: http://goo.gl/jXsz56; (503) 248-4335 Continued on next page

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Continued from page 32 Mark Bosnian’s Sing Free Now! Home for the Holidays Annual Christmas Concert features Oregon Music Hall of Fame inductee Mark Bosnian singing some of your favorite holiday songs while playing piano, guitar, accordion and ukulele.

Where: Taborspace, 5441 SE Belmont St, Portland When: Saturday, Dec. 13: 6-9 p.m.

Ticket Prices: Check website More Information: www.SingFreeNow.com Home for Christmas The Portland Ensign Choir and Orchestra present Home for Christmas.

Where: Skyview High School Concert Hall, 1300 NW 139th Street, Vancouver Performances Dates: Saturday, Dec. 13 (Two shows): 2 and 7 p.m.

Ticket Prices: Starting at $15. Check website for details.

More Information: (503) 476-5320; http://portlandensign. org Singing Christmas Tree For over 50 years, Portland’s Singing Christmas Tree has been a Northwest premier destination to kick off the holiday season. A musical extravaganza, the Singing Christmas Tree is a spirited storyline that comes alive with over 300 adult and youth choir voices, a live orchestra and local actors.

Where: Keller Auditorium, 222 SW Clay Street, Portland Performances Dates: Through Sunday, Dec. 7 Ticket prices: Various pricing options (Check website for seating and ticket information) More Information: www.singingchristmastree.org The Christmas Revels Keep Magic The story follows a bored young teen who is transported back in time to the 17th century Caroline Era in English history. And Revels magic begins.

Where: St. Mary’s Academy, 1615 SW 5th Avenue, Portland.

Performance Dates: Thursday, Dec. 18-Thursday, Dec. 23 Ticket prices: Various ticket prices; check website for details.

More Information: (503) 274-4654; portlandrevels.org/calendar/christmasrevels/ Oregon Ballet Theatre’s The Nutcracker Follow little Marie’s larger-than-life adventure, where toys come valiantly to the rescue, snowflakes twirl and leap to guide unexpected heroes into a land filled with dazzling confections, and the dancers of OBT shine in 17 thrilling, joy-filled performances.

Where: Keller Auditorium, 222 SW Clay Street, Portland Performance Dates: Saturday, Dec. 13-Saturday, Dec. 27 Ticket prices: Check website for ticket prices and information More Information: (503) 222-5538 http://www.obt.org/season_nutcracker.html

Northwest Dance Theatre’s A Nutcracker Tea Follow Clara and her Nutcracker Prince on a heartwarming journey through the Snow Kingdom and Land of Sweets with this charming adaptation of the beloved holiday Nutcracker story.

Where: PCC Sylvania Performing Arts Center, 12000 SW 49th Avenue, Portland Performance Dates: Saturday, Dec. 13 and Sunday, Dec. 14; Friday, Dec. 19, Saturday, Dec. 20 and Sunday, Dec. 21 Ticket prices: $14-31; Various ticket prices; check website More Information: nwdt.org/category/performances/ Portland Baroque Orchestra Several performances highligting the holiday season. Check website for various events.

Where: 1020 SW Taylor Street, Suite 200, Portland Performance Dates: Performances begin Friday, Dec. 12 More Information: http://pbo.org/concerts-events/201415-season/ Portland Gay Men’s Chorus Holiday Connections The Holiday Concert of the Portland Gay Men’s Chorus has become one of Portland’s most cherished musical December traditions. Beauty, pageantry, humor and goodwill of the season with singing and dancing of musical selections drawn from the array of holidays celebrated.

Where: Newmark Theatre, PCPA, 1111 SW Broadway, Portland Performance Dates: Friday, Dec. 5-Sunday, Dec. 7 More Information: http://www.pdxgmc.org It’s a Wonderful Life Based on the beloved 1946 film, this heart-warming original musical returns for a third season to tell the story of George Bailey! Take the journey with George through his childhood dreams, his mid-life disappointments and his discovery of how one life can make a difference and touch the hearts of so many!

Where: Brunish Theatre (Inside Antoinette Hatfield Hall), 1111 SW Broadway, Portland Performance Dates: Through Sunday, Dec. 28 Ticket prices: Various pricing, check website for details More Information: http://www.portland5.com/brunishtheatre/events/its-wonderful-life-0 Portland Youth Philharmonic Concert at Christmas Features all four PYP ensembles and an Alumni Orchestra.

Where: Arlene Schnitzer Concert Hall, 1037 SW Broadway, Portland Performance Dates: Friday, Dec. 26: 7:30 p.m.

Ticket prices: Check website for ticket prices and information More Information: http://portlandyouthphil.org/ concerts/index.php

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Continued from page 33 The Big Horn Brass Holiday Concert The Big Horn Brass features some of The VSO’s best musicians as well as well-known vocalist Valerie Day. Where: Lloyd Auditorium, Washington School for the Deaf, 611 Grand Blvd, Vancouver Performance Dates: Saturday, Dec. 13: 7 p.m.

Ticket prices: Students, $10; general admission: $25 More information: www.vancouversymphony.org/bigHornBrass.php Wanderlust presents A Circus Carol with 3 Leg Torso A circus adaptation of Dickens’ classic Christmas tale with music by 3 Leg Torso.

Where: Alberta Rose Theater When: Friday, Dec. 19-Sunday, Dec. 21: 8 p.m.

Cost: $15-40; check website for details More information: http://goo.gl/IUWiIL

Lights, parties and cultural events Autism Empowerment’s SW WA Support Group for Adults on the Autism Spectrum and Men’s/Dads’ Autism Support Group A holiday get together hosted by Autism Empowerment for its adult support groups. The goal of the group is to help people feel included, accepted and respected and become enriched and empowered along the way.

Where: ARC of Clark County, 6511 NE 18th Street, Vancouver When: Friday, Dec. 12: 6:30-8:30 p.m.

More information: John or Karen Krejcha, (360) 852-8369 or john@autismempowerment.org.

Kol Shalom Hanukkah Party Join Kol Shalom’s young and young in heart in a festive Hanukkah celebration. Kids Games, dreidel spinning, singing, group Menorah Lighting with candles ablaze, Latke eating and jelly doughnuts.

Where: 1509 SW Sunset Blvd., Ste. 1E, Portland When: Saturday, Dec. 20: 2-4 p.m.

More information: (503) 459-4210; www.kolshalom.org Traditional German Christmas Market A traditional Christmas Market and light display in the charming Rediscovery Forest. Photos with Santa, live reindeer and pony rides.

Where: Oregon Gardens, 879 W Main Street, Silverton When: Through Sunday, Dec. 21 from 4-9 p.m.

Ticket prices: $5 per person; $4 for Garden Members; Free for children 4 and under Free More information: http://goo.gl/z8unPd; (503) 874-8100 Alberta Street Tree Lighting The 3rd annual living holiday tree lighting will be located in the courtyard at NE 18th and Alberta streets. The event will include the “flipping of the switch” and holiday music.

Where: NE 18th and NE Alberta streets, Portland

When: Saturday, Dec. 6: 4:30 p.m.

Cost: Free More Information: http://goo.gl/aQ27Kn Chelatchie Prairie Railroad Christmas Tree Special Train Where: NE Railroad Avenue, Yacolt When: Saturday, Dec. 6; Sunday, Dec. 7; Saturday, Dec. 13; Sunday, Dec. 14; Steam Weekend Saturday, Dec. 20 and Sunday, Dec. 21 Ride times: 9:30 a.m., Noon and 2:30 p.m.

Cost: See website for passenger information and ticket prices More Information: (360) 686-3559; http://www.bycx.com Christmas Fantasy Trail Take a Christmas walk through a lighted, wooded “Fantasy Trail,” decorated with thousands of lights, a 40-foot castle with Christmas scenes, a tunnel, maze, crooked house, suspension bridge and more. Bonfire nightly!

Where: Wenzel Farm, 19754 South Ridge Road Oregon City, Oregon 97045 When: Through Tuesday, Dec. 30 (Monday through Saturday, closed Dec. 24 and 25).

Cost: Adults, $5; Children (12 and under), $4 More Information: (503) 631-2047; www.fantasytrail.com Christmas at Fort Vancouver Christmas at Fort Vancouver will feature activities for the whole family across the National Site. Stop by the Marshall House for cookies, hot chocolate and photos with Santa and then head down to the Reconstructed Fort for holiday activities and rein actors to experience Christmas in the 1800s.

Where: Marshall House, 1301 Officers Row, Vancouver When: Saturday, Dec. 13: 10 a.m. to 3 p.m.

Cost: Regular Fort admission More Information: (360) 693-3103, http://goo.gl/Ex0mDw Christmas Ship Parade 2014 marks the 60th year for the Christmas Ship Parade on the Columbia and Willamette Rivers in Portland, an average fleet of about 55 to 60 boats between the two Columbia and Willamette River fleets. Both fleets will be out most every night for two weeks beginning Dec. 6. (No ships run on Monday, Dec. 9).

Where: Check website for Columbia and Willamette rivers schedule When: Through Saturday, Dec. 20 More Information: www.christmasships.org Cost: Free Fremont Holiday Fest Visit with Santa returns to Beaumont Village along with a new Holiday Tree Lighting Ceremony, Santa Paws for dogs, hot chocolate stands, a new Golden Tickets holiday shopping program as well as music by Portland Timbre, entertainment and family fun.

When: Friday, Dec. 5; Beginning at 3 p.m.

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Continued from page 34 Where: Santa and Mrs. Claus arrive by fire truck at Grand Central Bakery, NE 45th and Fremont at 5 p.m. and visit with children until 9 p.m.

More Information: (503) 898-0697 (Reserve a time slot time for your children to visit Santa, or for dogs to visit Santa Paws: Katie@eventsbygather.com).

Gnome for the Holidays Alberta Street merchants invite participants to find festively painted gnomes hidden within holiday window displays.

Participants use a game card to seek out as many gnomes as they can find. Completed game cards will be entered into a raffle to win an awesome prize.

When: Saturday, Dec. 13-Sunday, Dec. 21 Where: Along NE Alberta Street, Portland More Information: (503) 683-3252; http://goo.gl/aA4Cqi Grotto Festival of Lights The Grotto’s Christmas Festival of Lights is the largest Christmas choral festival in the world. The festival features nearly 160 indoor holiday concerts performed by regional schools, church and civic choirs.

Where: NE 85th and Sandy Blvd, Portland When: Nightly through Tuesday, Dec. 30 (except Christmas Day); 5-9:30 p.m. Grounds close at 10 p.m.

Cost: $10 general admission; $9 senior (65+); $5 children ages 3-12; ages 2 and under are free.

More Information: (503) 261-2400 www.thegrotto.org/ christmas Happy Valley Tree Lighting The traditional Tree Lighting Event at City Hall. Visit with Santa, enjoy caroling, cookies and cocoa, horse drawn carriage rides and holiday music.

Where: 16000 SE Misty Drive, Happy Valley When: Sunday, Dec. 7: 4-6 p.m.

More Information: http://www.happyvalleyor.gov Cost: Free Lantern Tour of Fort Vancouver Experience live theater and take a lantern-lit journey with a Park Ranger. Peek into the past with costumed interpreters performing historical vignettes of a night at Fort Vancouver.

Where: Fort Vancouver National Site, 1001 E 5th Street, Vancouver When: Saturday, Dec. 6 and Saturday, Dec. 20: 7-9 p.m.

Cost: Admission price: $10 (ages 16+); $7 (15 and under).

Reservations required; not recommended for kids 10 and under.

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Continued from page 35 Peacock Lane Since the 1920s, each house in this quaint southeast neighborhood has been decorating for Christmas. Mostly Tudors, the houses are adorned with not only beautiful sparkling lights, but also nativity scenes, rotating Christmas trees and stunningly life-like replicas of Santa and Frosty.

Where: 3229 NW Pittock Drive, Portland When: Monday, Dec. 15 and Tuesday, Dec. 16 (pedestrian only nights); Wednesday, Dec. 17: 6-11 p.m.; Special Hours: Wednesday, Dec. 24: 6 p.m.–midnight; Wednesday, Dec. 31 6 p.m.-midnight Cost: Free More Information: http://peacocklane.net Providence Festival of Trees 32nd annual holiday event and a tradition for more than 20,000 people in the Portland metro area. Wander through the winter wonderland and view more than 25 uniquely decorated and themed Christmas trees.

Where: Oregon Convention Center, 777 NE Martin Luther King Jr Blvd, Portland When: Saturday, Dec. 6: 10:30 a.m. to 5 p.m.; Saturday, Dec. 7: 9 a.m. to 5 p.m.

Cost: $6 adults; $5 seniors; $4 (ages 3-12); Children 2 and under free More Information: http://goo.gl/jwPv6F Sherwood Winter Festival Community parade, holiday music from local choirs, the first tree lighting in the new Cannery Square Plaza, a visit from Santa, crafts, activities and more.

Where: 16300 SW Langer Drive off Hwy 99W, Sherwood When: Saturday, Dec. 6 beginning at noon with the helicopter arrival of Santa. Parade at 4 p.m.

More Information: www.robinhoodfestival.org/winterfestival.html Storybook Lane at Alpenrose Dairy In partnership with 4-H of Multnomah County, this free event is a family tradition for people of all ages. Its old western town has been transformed into a winter wonderland with animals on display in nostalgic Storybook Lane, stroll Dairyville’s vintage storefronts, enjoy refreshments, listen to local choirs sing, watch old holiday movies in the Opera House and have a visit with Santa!

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Where: Alpenrose Dairy, 6149 SW Shattuck Road, Portland When: Fridays-Sundays, Dec. 5-7; Dec. 12-14; Dec. 19-21; Fridays: 3-6 p.m.; Saturdays and Sundays: 11 a.m.-6 p.m.

More Information: Check website for entertainment schedule and event information: www.alpenrose.com or call (503) 244-1133.

West Linn Holiday Parade Join Santa after the parade at Willamette Fire Station with hot cocoa, cider and cookies. Bring a new unwrapped toy for local children in need and visit the historic Willamette area.

Where: Willamette Falls Drive, West Linn When: Saturday, Dec. 6: 10 a.m More Information: westlinnoregon.gov/parksrec/holidayparade or call (503) 557-4700 West Linn Annual Holiday Parade It’s a Wonderful Life West Linn-100 Years is the theme of this year’s holiday parade featuring Santa at the Willamette Fire Station, cocoa and cider and Ugly Holiday Sweater Dash raising funds for the West Linn Food Pantry.

Where: Willamette Falls Drive, West Linn When: Saturday, Dec. 14. Parade begins at 10 a.m.

Cost: Free More Information: http://goo.gl/hUXInB Winter Lighting of the Maddax Woods Enjoy a magical walk down a lighted accessible path through the Maddax Woods in West Linn to a viewing platform on the Willamette. Live music will also be provided.

Where: 5785 River Street, West Linn When: Through Wednesday, Dec. 31: 4-9 p.m.

Cost: Free More Information: http://goo.gl/yInJAV Winter Wonderland at Portland International Raceway Recognized throughout the Pacific Northwest as the “Largest Holiday Light Show West of the Mississippi,” the 22nd annual Winter Wonderland will grab your attention with glimmers and glows around every corner.

Where: 1940 N Victory Blvd, Portland When: Through Sunday, Dec. 28 (including Christmas Day; closed Tuesdays, Dec. 2 and Dec. 9). SundayThursday: 5-9 p.m.; Friday and Saturday, 5-11 p.m.

Cost: $18-45 (check website for details and special events) More Information: http://www. winterwonderlandportland.com/portland-holiday-lightsdisplay-info.htm Zoolights Every holiday season, the Oregon Zoo transforms into a sparkling wonderland of more than a million LED lights.

Where: Oregon Zoo, 4001 SW Canyon Drive, Portland When: Through Sunday, Jan. 4, 2015 (closed Dec. 10, 24 and 25). Sunday-Thursday: 5-8 p.m.; Saturday-Sunday: 5-8:30 p.m.

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Continued from page 36 Cost: Tickets: $10 (Ages 12-64); $8.50 (65+); $7 (ages 3-11); Free admission to children ages 2 and under and Zoo members. Parking: $4 per car.

More Information: http://www.oregonzoo.org/visit/ zoolights

Artisan Markets, Fairs and Bazaars Crafty Wonderland 250+ vendors selling handmade goods. Free gift bags for the first 150 shoppers.

Where: Oregon Convention Center, 777 NE MLK Jr. Blvd, Exhibit Hall D, Portland When: Saturday, Dec. 13-14: 11 a.m.-6 p.m.

Cost: Check website for details More Information: http://craftywonderland.com/events/ Da Vinci Arts Middle School Arts Fair A venue for out of the ordinary gifts made from all sorts of art forms. Patrons can shop from an intriguing array of more than 70 juried artists showcasing ceramics, clocks, clothing, sculptures, paintings, pottery, photos, soaps and wearable art.

Where: 2508 NE Everett Street, Portland When: Saturday, Dec. 6: 10 a.m.-5 p.m.; Sunday, Dec. 7: 10 a.m.-4 p.m.

Cost: Free More Information: www.pps.k12.or.us/schools/davinci French American International School’s Christmas/Holiday Market Don’t miss this holiday market with its distinctly international atmosphere! Sample crêpes, pastries, wine and gourmet cheeses while shopping for unique and special gifts.

Where: 8500 NW Johnson Street, Portland When: Saturday, Dec. 6 Cost: Check website for information More Information: www.faispdx.org Laurelhurst School Winter Bazaar Where: Laurelhurst School, 840 NE 41st Avenue, Portland When: Sunday, Dec. 7: 9 a.m.-4 p.m.

More Information: http://laurelhurstschoolbazaar.blogspot.com Holiday Open House & Artisans’ Market Holiday shopping with FREE admission and children’s hands-on craft activities!

Where: Clark County Historical Museum, 1511 Main Street, Vancouver When: Saturday, Dec. 6: 10 a.m.-4 p.m.

Cost: Free More Information: http://www.cchmuseum.org Check ‘Em Off, Check ‘Em Green Gift Event Environmentally-friendly gifts for everyone on your list.

Buy from your neighbors, feel good about the gifts, check everyone off your list and enjoy the holidays.

Where: Marshall Community Center, 1009 E McLoughlin, Vancouver

When: Saturday, Dec. 13: 10 a.m.-4 p.m.

Cost: Check website More Information: http://goo.gl/53k55V Holiday Market at Cornelius Pass Roadhouse Showcasing Northwest artisans’ handmade wares—ranging from jewelry to soap, clothing, purses, fudge and more.

Vendors will be in the Barn, Barnyard, House and Imbrie Meadow. Holiday treats and mulled wine available.

Where: Cornelius Pass Roadhouse, 4045 NW Cornelius Pass Road, Hillsboro When: Sunday, Dec. 7: Noon–5 p.m.

Cost: Free More Information: (503) 640-6174; www.mcmenamins.com

Food & Drink Breakfast with Santa at McMenamins This is an annual event for many families. And don’t forget to bring your camera to record the moment your little one sits to chat with Santa.

Where: Various locations; check website for details When: Various times available; check website for details Cost: $18 (adults); $13 kids (ages 1-10) More information: http://goo.gl/nkbsz7 Breakfast with Santa on Mt. Hood Santa is making a stop at Mt. Hood for culinary tastings and skiing.

Where: Mt Hood Meadows Drive, Mt Hood Parkdale When: Sunday, Dec. 21: 9 a.m.-12 p.m.

Cost: Check website for details More Information: (503) 337-2222; http://goo.gl/d45fgE

Snow and Outdoor Fun Christmas Trees & Pony Rides at Oregon Dream Ponies Join the Oregon Dream Ponies for two weeks for pony rides, Christmas trees and the grand opening of the Pony Gift & Tack Store. Any Christmas tree valued at $25 or more gets a free pony ride.

Where: 16725 NE Hillside Drive, Newberg When: Through Friday, Dec. 12: Noon-4 p.m. daily and by appointment Cost: Check website for details More Information: oregondreamponies@gmail.com; www.oregondreamponies.com Mt. Hood Adaptive Ski Program Mt. Hood Meadows Ski and Snowboard School’s goal is to make snow sports accessible to people of all abilities. The program caters to a full spectrum of skiers and snowboarders from beginner through advanced. Trained instructors, guides and assistants help access the slopes of Mt. Hood Meadows.

Where: Mt Hood Meadows Drive, Parkdale When: Seasonal, check website Continued on next page www.spectrumsmagazine.com

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Continued from page 37 Cost: Varies, check website More Information: Mark Fischer, (503) 337-2222, ext.

1288; mark.fischer@skihood.com. https://www.skihood.com/lessons-and-rentals/adaptivelessons Summit Ski Area and Sno-Park Summit is the oldest ski area in the Pacific Northwest and was the first on Mount Hood.

Where: 90255 Government Camp Loop Road, Government Camp When: Seasonal, check website Cost: Varies, check website More Information: (503) 272-0256; www.summitskiarea.com Tubing at Cooper Spur Cooper Spur’s tubing park offers one snow-tubing lane and a snow carousel. The season generally runs December-March and the tubing park operations are dependant upon snow conditions.

Where: 11000 Cloud Cap Road, Mt Hood, Parkdale When: Seasonal, check website Cost: Varies, check website More Information: www.cooperspur.com/snow-play/ tubing-park.htm

Hands-on for Kids Children’s Healing Art Project (CHAP) Holiday Bazaar CHAP bring the healing power of art to children and families in crisis. Everyone is welcome to enjoy unlimited art supplies to create their own masterpiece!

Where: 1910 SE 11th Avenue, Portland When: Through Sunday, Dec. 21, Wednesday through Saturday: 10 a.m.-6 p.m.; Sundays: 11 a.m.-5 p.m.

Cost: $5 per hour/per art maker More Information: www.chap.name Old Fashion Holiday at the Water Resources Education Center Kids will delight in getting ready for the holidays by making handcrafted gifts at this Second Saturday event!

Where: Water Resources Education Center, 4600 SE Columbia Way, Vancouver When: Saturday, Dec. 13: 1-3 p.m.

More Information: www.cityofvancouver.us/watercenter

Visits with Santa Autism-friendly Visit with Santa Autism-friendly Santa hosted by the Autism Society of Oregon. All ages welcome! You must sign up for a 15-minute block to meet Santa, so no one has to wait in line. Please bring your own camera for photos.

Where: Autism Society of Oregon, 5100 SW Macadam Avenue, Portland When: Saturday, Dec. 6: Noon-3 p.m.

Cost: Free

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More Information: Registration required: reynaw@ autismsocietyoregon.org or (503) 636-1676. http://autismsocietyoregon.org FACT Family Holiday Party The Portland Children’s Museum will open early for the FACT holiday party, featuring refreshments, a quiet room and Santa as a special guest! Registration is required: registration@ factoregon.org.

Where: Portland Children’s Museum, 4015 SW Canyon Road, Portland When: Saturday, Dec. 6: 8-10 a.m.

More information: http://www.factoregon.org Northwest Down Syndrome Association’s Winter Social Annual Winter Social event for families of children with Down syndrome. Refreshments, photos with Santa Claus and activities for all ages! RSVP required.

Where: JJ Jump, 9057 SE Jannsen Road, Clackamas When: Sunday, Dec. 14: 12-2 p.m.

More Information: Angela Frome, afrome@nwdsa.org (503) 238-0522 www.nwdsa.org/events/event/2014/12/14/winter-social Santa at Pioneer Place Pioneer Place hosts a visit with Santa, a special night for photos with your pets and more.

Where: Pioneer Place, 700 SW 5th Avenue (Lower Level, Rotunda Pavilion) When: Through Wednesday, Dec. 24 Cost: Check website for schedule and pricing information More Information: www.pioneerplace.com/events/Santaphotos Santa at Cedar Hills Crossing A 28-year tradition, the Portland area’s highest rated natural bearded Santas will visit with children through Christmas Eve. Where: 3205 SW Cedar Hills Blvd When: Through Wednesday, Dec. 24 Cost: Check website for schedule, line information and details More Information: (503) 208-HOHO flashprotwo@gmail.com; www.portlandsanta.com Sensitive Santa hosted by the Parent to Parent Coalition We will meet in the gym for quiet play and then enjoy a private meeting with out very own Gentle Santa. There will be a light snack and small gift provided. There will also be a photographer taking photos for those who can provide an email address.

Where: St. Andrew Lutheran Church, 5607 NE Gher Road, Vancouver When: Saturday, Dec. 13: Families with children ages birth to 11, please come from 2-3 p.m.; older individuals please come from 3-4 p.m.

More Information: Brenda Tyrrell, (360) 953-1597 BrendaT@arcofclarkcounty.org

steele Speech-Language Pathologists Occupational Therapy Consultations

Speech Language therapy

Speech & Play is dedicated to providing quality speech, language and social communication support to children and their families, using a mix of naturalistic play-based and traditional therapy approaches. We believe children learn best when engaged in fun and motivating interactions!

Social Skills Groups Speech & Language Groups Feeding Groups Individual Treatment Speech-Language Evaluations

Erica Steele, MS, CCC-SLP (503) 810-5921 erica@pdxspeech.com

Contact us: www.speechandplay.com Email: connect@speechandplay.com Phone: (503) 946-5375

All practitioners work as independent businesses at The Center.

Specializing in children who have autism, delayed language acquisition or language disorders, and sensory processing disorders.

Extensive experience working with children who have articulation, phonological, and motor speech disorders and children who have difficulties with executive functioning, reading, writing, and spelling.

Learn more about us at: thecenterforhealthandperformance.com NW 167th and Cornell in Beaverton

Lee Savinar LS Learning

(503) 422-3334 LSLearning2@gmail.com

Individual and group tutoring for all children through 9th grade.

Gluten-Free Casein-Free Diet Denise McMerrick, Consultant

Specialize in working with children on the Autism Spectru m and students with other learning differences.

“Since 2007, I’ve enjoyed being a consultant to families with loved ones on the autism spectrum.

Specializing in the GFCF diet, I’ve been able to help many kids with this effective intervention, often seeing dramatic results.”

Learn more about my work: Devinsmom.com Email me at: Consultations@Devinsmom.com www.spectrumsmagazine.com

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