Nature and Horses Counseling, LLC - Home Scranton Pennsylvania

Nature and Horses Counseling, LLC - Home

SACRED SPACE AND VOICES IN THE WILDERNESS BOOK

Human Potential, with guest Dr. Dan Edmunds 07/25 by Autistic People | Culture Podcasts

Human Potential, with guest Dr. Dan Edmunds 07/25 by Autistic People | Culture Podcasts

KEYS Show Special with Dr Dan L Edmunds 5pm PST 03/29 by Autistic People | Health Podcasts

KEYS Show Special with Dr Dan L Edmunds 5pm PST 03/29 by Autistic People | Health Podcasts

DR. DAN L. EDMUNDS- DRUG FREE APPROACHES TO EXTREME STATES OF MIND (PSYCHOSES/BIPOLAR)

DRUG FREE RELATIONAL APPROACHES TO AUTISM- SUPPORT, CONSULTATION, AND ADVOCACY

FOR CONSULTATION, contact Dr. Dan L. Edmunds at batushkad@yahoo.com In my therapeutic work with over 100 autistic and developmentally different persons in the Scranton/Wilkes Barre area of Northeast Pennsylvania, there are some core principles I have developed. I have been a dedicated advocate for autistic rights and have developed the International Autistic Empowerment Center to help persons and their families through relational/existential approaches to be able to develop skills to navigate through the mainstream. In addition, I have supported assisted with educational advocacy. 1. Presume intellect: Because a person is non-verbal or struggles in communication does not mean they are not intelligent nor have nothing to say. We must explore and utilize the strengths and passions of the person. 2. Behavior is communication: We may be making a grave mistake when we simply seek to shut down or suppress with powerful psychiatric drugs what we judge to be ‘unwanted’ behaviors. Behaviors, even those one may deem ‘unwanted’ may be for some the only means to convey their needs or distress. 3. Self-Advocacy: If we wish to understand autism, we must be willing to enter their world, not force them to enter our own. We must be willing to validate self-advocates and seek knowledge about the autistic mode of being from those who actually live it each day. 4. Relationship: To help autistic persons forge emotional connections, navigate through the mainstream, and learn new skills, the key is relationship. We must be willing to forge a bond with the person, to truly seek to understand their experience, their world, how they find meaning, to know them as a fellow human being. Once we forge relationship, we can create a common healing ground 5. Respect: It is necessary for respect to exist and this means as well that we do nothing to force, coerce, or manipulate the person. We regard them as a person worthy of dignity. Our role is to advocate and support, not seek to alter the person into something they are not nor need be I share this piece below as a reflection of how we should interact with autistic and developmentally different persons, how we should understand and support. Do not see my disability as the problem. Recognize that my disability is an attribute. Do not see my disability as a deficit. It is you who see me as deviant and helpless. Do not try to fix me because I am not broken. Support me. I can make my contribution to the community in my own way. Do not see me as your client. I am your fellow citizen. See me as your neighbor. Remember, none of us can be self-sufficient. Do not try to modify my behavior. Be still and listen. What you define as inappropriate may be my attempt to communicate with you in the only way I can. Do not try to change me. You have no right. Help me to learn what I want to know. Do not hide your uncertainty behind 'professional' distance. Be a person who listens and does not take my struggle away from me by trying to make it all better. Do not use theories and strategies on me. Be with me. And when we struggle with each other, Let that give rise to self-reflection. Do not try to control me. I have a right to my power as a person. What you call noncompliance or manipulation may actually be the only way I can exert some control over my life. Do not teach me to be obedient, submissive, and polite. I need to feel entitled to say 'no' if I am to protect myself. Do not be charitable towards me. Be my ally as I fight against those who exploit me for their own gratification. Do not try to be my friend. I deserve more than that. Get to know me. We may become friends. Do not help me, even if it does make you feel good. Ask me if I need your help. Let me show you how you can best assist me. Do not admire me. A desire to live a full life does not warrant adoration. Respect me, for respect presumes equity. Do not tell, teach, and lead. Listen, support, and follow. Do not work on me. Work with me.

TEA AND ZEN LECTURE SERIES IN KINGSTON, PA (BUDDHIST MEDITATION/ EASTERN SPIRITUALITY)

The Tea and Zen lecture series will be offered in a three part series beginning Sept 4. Topics will include meditation, forms of yoga, Sufism, Sikhism, Taoism, and exploration of existential topics. For information or to register, contact batushkad@yahoo.com

SUPPORT AND ADVOCACY FOR AUTISM IN NORTHEAST PENNSYLVANIA (SCRANTON AND WILKES-BARRE)

FOR CONSULTATION, contact Dr. Dan L. Edmunds at batushkad@yahoo.com In my therapeutic work with over 100 autistic and developmentally different persons in the Scranton/Wilkes Barre area of Northeast Pennsylvania, there are some core principles I have developed. I have been a dedicated advocate for autistic rights and have developed the International Autistic Empowerment Center to help persons and their families through relational/existential approaches to be able to develop skills to navigate through the mainstream. In addition, I have supported assisted with educational advocacy. 1. Presume intellect: Because a person is non-verbal or struggles in communication does not mean they are not intelligent nor have nothing to say. We must explore and utilize the strengths and passions of the person. 2. Behavior is communication: We may be making a grave mistake when we simply seek to shut down or suppress with powerful psychiatric drugs what we judge to be ‘unwanted’ behaviors. Behaviors, even those one may deem ‘unwanted’ may be for some the only means to convey their needs or distress. 3. Self-Advocacy: If we wish to understand autism, we must be willing to enter their world, not force them to enter our own. We must be willing to validate self-advocates and seek knowledge about the autistic mode of being from those who actually live it each day. 4. Relationship: To help autistic persons forge emotional connections, navigate through the mainstream, and learn new skills, the key is relationship. We must be willing to forge a bond with the person, to truly seek to understand their experience, their world, how they find meaning, to know them as a fellow human being. Once we forge relationship, we can create a common healing ground 5. Respect: It is necessary for respect to exist and this means as well that we do nothing to force, coerce, or manipulate the person. We regard them as a person worthy of dignity. Our role is to advocate and support, not seek to alter the person into something they are not nor need be I share this piece below as a reflection of how we should interact with autistic and developmentally different persons, how we should understand and support. Do not see my disability as the problem. Recognize that my disability is an attribute. Do not see my disability as a deficit. It is you who see me as deviant and helpless. Do not try to fix me because I am not broken. Support me. I can make my contribution to the community in my own way. Do not see me as your client. I am your fellow citizen. See me as your neighbor. Remember, none of us can be self-sufficient. Do not try to modify my behavior. Be still and listen. What you define as inappropriate may be my attempt to communicate with you in the only way I can. Do not try to change me. You have no right. Help me to learn what I want to know. Do not hide your uncertainty behind 'professional' distance. Be a person who listens and does not take my struggle away from me by trying to make it all better. Do not use theories and strategies on me. Be with me. And when we struggle with each other, Let that give rise to self-reflection. Do not try to control me. I have a right to my power as a person. What you call noncompliance or manipulation may actually be the only way I can exert some control over my life. Do not teach me to be obedient, submissive, and polite. I need to feel entitled to say 'no' if I am to protect myself. Do not be charitable towards me. Be my ally as I fight against those who exploit me for their own gratification. Do not try to be my friend. I deserve more than that. Get to know me. We may become friends. Do not help me, even if it does make you feel good. Ask me if I need your help. Let me show you how you can best assist me. Do not admire me. A desire to live a full life does not warrant adoration. Respect me, for respect presumes equity. Do not tell, teach, and lead. Listen, support, and follow. Do not work on me. Work with me.

TEA AND ZEN IN KINGSTON, PENNSYLVANIA

Dr. Dan L. Edmunds will offer a lecture series on Eastern spirituality beginning September 4th at 7pm at Thrive Wellness Center in Kingston. Dr. Edmunds is a noted psychotherapist. He completed his BA in Comparative Religion from University of Florida, MA in Theology from University of Scranton, and Doctorate of Education in Community Counseling from University of Sarasota. Course is $8. To register, contact batushkad@yahoo.com

ONLY RELATIONSHIP BASED CONSULTATION AND ADVOCACY FOR AUTISM IN NORTHEAST PENNSYLVANIA- KINGSTON, PA

FOR CONSULTATION, contact Dr. Dan L. Edmunds at batushkad@yahoo.com In my therapeutic work with over 100 autistic and developmentally different persons in the Scranton/Wilkes Barre area of Northeast Pennsylvania, there are some core principles I have developed. I have been a dedicated advocate for autistic rights and have developed the International Autistic Empowerment Center to help persons and their families through relational/existential approaches to be able to develop skills to navigate through the mainstream. In addition, I have supported assisted with educational advocacy. 1. Presume intellect: Because a person is non-verbal or struggles in communication does not mean they are not intelligent nor have nothing to say. We must explore and utilize the strengths and passions of the person. 2. Behavior is communication: We may be making a grave mistake when we simply seek to shut down or suppress with powerful psychiatric drugs what we judge to be ‘unwanted’ behaviors. Behaviors, even those one may deem ‘unwanted’ may be for some the only means to convey their needs or distress. 3. Self-Advocacy: If we wish to understand autism, we must be willing to enter their world, not force them to enter our own. We must be willing to validate self-advocates and seek knowledge about the autistic mode of being from those who actually live it each day. 4. Relationship: To help autistic persons forge emotional connections, navigate through the mainstream, and learn new skills, the key is relationship. We must be willing to forge a bond with the person, to truly seek to understand their experience, their world, how they find meaning, to know them as a fellow human being. Once we forge relationship, we can create a common healing ground 5. Respect: It is necessary for respect to exist and this means as well that we do nothing to force, coerce, or manipulate the person. We regard them as a person worthy of dignity. Our role is to advocate and support, not seek to alter the person into something they are not nor need be I share this piece below as a reflection of how we should interact with autistic and developmentally different persons, how we should understand and support. Do not see my disability as the problem. Recognize that my disability is an attribute. Do not see my disability as a deficit. It is you who see me as deviant and helpless. Do not try to fix me because I am not broken. Support me. I can make my contribution to the community in my own way. Do not see me as your client. I am your fellow citizen. See me as your neighbor. Remember, none of us can be self-sufficient. Do not try to modify my behavior. Be still and listen. What you define as inappropriate may be my attempt to communicate with you in the only way I can. Do not try to change me. You have no right. Help me to learn what I want to know. Do not hide your uncertainty behind 'professional' distance. Be a person who listens and does not take my struggle away from me by trying to make it all better. Do not use theories and strategies on me. Be with me. And when we struggle with each other, Let that give rise to self-reflection. Do not try to control me. I have a right to my power as a person. What you call noncompliance or manipulation may actually be the only way I can exert some control over my life. Do not teach me to be obedient, submissive, and polite. I need to feel entitled to say 'no' if I am to protect myself. Do not be charitable towards me. Be my ally as I fight against those who exploit me for their own gratification. Do not try to be my friend. I deserve more than that. Get to know me. We may become friends. Do not help me, even if it does make you feel good. Ask me if I need your help. Let me show you how you can best assist me. Do not admire me. A desire to live a full life does not warrant adoration. Respect me, for respect presumes equity. Do not tell, teach, and lead. Listen, support, and follow. Do not work on me. Work with me.

'Sane in an Insane World' - Freedomain Radio Interviews Dr Dan Edmunds

How I got off anti-psychotics in Oct.2009

Autistics Lay Claim to Ausome-ness Chronogram Magazine interview with Dr. Dan L. Edmunds NEPA AUTISM ACCEPTANCE PROJECT- SCRANTON/WILKES-BARRE,PA

Autistics Lay Claim to Ausome-ness

A.R.E.A. (Autistic Relational-Existential Approach) Scranton/Wilkes Barre,PA

AREA (Autistic Relational Existential Approach) was developed by Dr. Dan L. Edmunds to be a respectful and dignified way of supporting autistic persons which presumes intellect, focuses on strengths and passions, seeks to help the person forge emotional connections, and navigate through the mainstream. AREA is based on Dr. Edmunds' book BEING AUTISTIC: AN APPROACH TOWARDS ACCEPTANCE AND UNDERSTANDING. You may find information on Dr. Edmunds' background and work below. Dr. Edmunds is available for consultation as well as seminars. He has developed a certification for those intererested in using this humane approach. Dr. Edmunds can be contacted at batushkad@yahoo.com http://psychologytoday.com/blog/extreme-states-mind http://selfgrowth.com/experts/dan_edmunds.html

A.R.E.A. (AUTISTIC RELATIONAL-EXISTENTIAL APPROACH) , SCRANTON/WILKES-BARRE, PA

AREA (Autistic Relational-Existential Approach) as developed by Dr. Dan L. Edmunds is available in Northeastern Pennsylvania. Dr. Edmunds' approach is based on focusing on the strengths of autistic persons, presuming intellect, utilizing their passions, journeyng with, and entering their world in a respectful, validating way. It is an approach which helps the person find meaning and navigate through the mainstream. You may find some of Dr. Dan L. Edmunds work and background at the following: http://psychologytoday.com/blog/extreme-states-mind http://selfgrowth.com/experts/dan_edmunds.html If you wish to arrange a consultation, please contact: batushkad@yahoo.com

AUTISTIC EMPOWERMENT- NORTEAST PA REGIONAL AUTISM ACCEPTANCE PROJECT- SCRANTON, PA

In my therapeutic work with over 100 autistic and developmentally different persons in the Scranton/Wilkes Barre area of Northeast Pennsylvania, there are some core principles I have developed. I have been a dedicated advocate for autistic rights and have developed the International Autistic Empowerment Center to help persons and their families through relational/existential approaches to be able to develop skills to navigate through the mainstream. In addition, I have supported assisted with educational advocacy. 1. Presume intellect: Because a person is non-verbal or struggles in communication does not mean they are not intelligent nor have nothing to say. We must explore and utilize the strengths and passions of the person. 2. Behavior is communication: We may be making a grave mistake when we simply seek to shut down or suppress with powerful psychiatric drugs what we judge to be ‘unwanted’ behaviors. Behaviors, even those one may deem ‘unwanted’ may be for some the only means to convey their needs or distress. Related Articles 3. Self-Advocacy: If we wish to understand autism, we must be willing to enter their world, not force them to enter our own. We must be willing to validate self-advocates and seek knowledge about the autistic mode of being from those who actually live it each day. 4. Relationship: To help autistic persons forge emotional connections, navigate through the mainstream, and learn new skills, the key is relationship. We must be willing to forge a bond with the person, to truly seek to understand their experience, their world, how they find meaning, to know them as a fellow human being. Once we forge relationship, we can create a common healing ground 5. Respect: It is necessary for respect to exist and this means as well that we do nothing to force, coerce, or manipulate the person. We regard them as a person worthy of dignity. Our role is to advocate and support, not seek to alter the person into something they are not nor need be I share this piece below as a reflection of how we should interact with autistic and developmentally different persons, how we should understand and support. Do not see my disability as the problem. Recognize that my disability is an attribute. Do not see my disability as a deficit. It is you who see me as deviant and helpless. Do not try to fix me because I am not broken. Support me. I can make my contribution to the community in my own way. Do not see me as your client. I am your fellow citizen. See me as your neighbor. Remember, none of us can be self-sufficient. Do not try to modify my behavior. Be still and listen. What you define as inappropriate may be my attempt to communicate with you in the only way I can. Do not try to change me. You have no right. Help me to learn what I want to know. Do not hide your uncertainty behind 'professional' distance. Be a person who listens and does not take my struggle away from me by trying to make it all better. Do not use theories and strategies on me. Be with me. And when we struggle with each other, Let that give rise to self-reflection. Do not try to control me. I have a right to my power as a person. What you call noncompliance or manipulation may actually be the only way I can exert some control over my life. Do not teach me to be obedient, submissive, and polite. I need to feel entitled to say 'no' if I am to protect myself. Do not be charitable towards me. Be my ally as I fight against those who exploit me for their own gratification. Do not try to be my friend. I deserve more than that. Get to know me. We may become friends. Do not help me, even if it does make you feel good. Ask me if I need your help. Let me show you how you can best assist me. Do not admire me. A desire to live a full life does not warrant adoration. Respect me, for respect presumes equity. Do not tell, teach, and lead. Listen, support, and follow. Do not work on me. Work with me.

CONSULTATION AND ADVOCACY- RELATIONSHIP BASED APPROACHES TO AUTISM NORTHEAST PA

In my fourteen years of journeying with autistic and developmentally different persons, I have always presumed intellect and known that they possess inherent strengths and passions. I have seen two very divergent attitudes towards autism, one which seeks to eradicate autism and is willing to implement any strategy, even by force and coercion to seek to alter the person to fit into the mainstream. I find this a degrading and inhumane approach but it is often a core attitude present in behavioralist approaches. Wanting to embrace the autistic person, to understand their experience, to support their struggle, and to help them navigate through the mainstream, I developed the Northeastern Pennsylvania Regional Autism Acceptance Project. The Northeastern Pennsylvania Regional Autism Acceptance is unique in that it provides consultation based on a relational and existential approach as well as educational advocacy. The goal is to help the person find meaning, and to be able to forge emotional connections. This is accomplished by respectfully entering the world of the autistic person and helping them gain understanding of the world of others. Though referred to as the Northeast Pennsylvania Regional Autism Acceptance Project, this work has spread beyond Pennsylvania and consultation has been provided both across the nation and abroad. It is my hope that through this Project, people will not only develop greater awareness of autism, but a greater acceptance, a willingness to understand, to see autism as a mode of being rather than a 'disease' and to see autistic persons as persons of value and in need of dignity and respect.

THE INVENTION OF ILLNESS Northeast Pennsylvania Autism Acceptance Project/International Center for Humane Psychiatry

The Invention of 'Illness' We must depart from a medical model which fails to truly understand experience. Published on June 8, 2013 by Dan L. Edmunds, Ed.D., B.C.S.A. in Extreme States of Mind I share this scenario because sadly it is becoming a frightening reality: A child is considered overly active and has behavioral issues at school. The school staff may recommend psychiatric intervention and even go as far as to say that medication is necessary, even designating which one. The child sees the psychiatrist for a brief session- it is not thoroughly examined if the child has any physical conditions, allergies, etc. Immediately the child is labeled and given a dose of psychostimulant. The child develops side effects such as weight loss, insomnia, and possible tics. In order to counteract the insomnia, a new drug such as Klonidine is added. The child develops emotional lability and has crying episodes and manic behaviors. The psychiatrist is seen again for a brief time, and on this visit its determined that 'bipolar is emerging'. The child is then given Depakote or some other mood stabilizer. The child now must receive regular blood tests to insure that liver toxicity does not arise. The child is not overly active, he is quite docile, so it is reported that improvement has occurred. However, with the combination of drugs, he develops some psychotic like symptoms where he feels something is crawling on him and has some hallucinations. The psychiatrist is consulted again, and its determined that bipolar with psychotic features exists or maybe even the possibility of childhood schizophrenia. The child is then given Risperdal or another neuroleptic. Strangely, the child begins developing unusual jaw movements and muscle rigidity. The parents are concerned and ask the psychiatrist if this is medication related and if the child is overmedicated. The psychiatrist brushes off the question and prescribes Cogentin (used for Parkinson's) to alleviate the neurological problems caused by the development of tardive dyskinesia but fails to remove the offending agent. The child's behavior becomes more unusual and bizarre leading to hospitalization where medications are raised and adjusted and new ones added. Then the recommendation comes from the psychiatrist that it would be better for the child to be moved to a residential treatment facility. While in the residential facility, the child is frequently restrained and is injured, he is placed with other children with serious emotional and behavioral distress. He is discharged home having absorbed a lot of new negative behaviors from peers, lacking knowledge of the outside world, and with few skills. So, once the child nears adulthood, it is recommended that he live in a group home where he can be cared for and the psychiatric regiment can be maintained. The child has been 'treated.' Related Articles ''I don't think we're supposed to be talking about this...'' Understanding Karma: It's Relative, Not Just 'Good' and 'Bad' An interview with Erin Munroe: Almost everything you should know about 'stepparenting' and 'friendship' Kristen Stewart's afraid she'll be assassinated; is it the 'Twilight' of her mental health? If I'd 'a Known You Were Coming, I'd 'a Baked a Cake! Find a Therapist Search for a mental health professional near you. Find Local: Acupuncturists Chiropractors Massage Therapists Dentists and more! What is the solution to resolving the insanity of the mental health system? First, we must stop looking through the eyes of a medical model, where we see children as broken and disordered and attempts are made to attributing their behaviors and emotions solely to a malfunctioning brain. There is no evidence supporting the psychopathology of a number of disorders. The linkage between the pharmaceutical companies and psychiatry needs to be evaluated as well as the information that is disseminated via the research and materials provided by pharmaceutical company money. The goal should be to examine the underlying factors of a child's behavior, looking at the child with dignity and respect, and seeing the child as one in conflict rather than a person who is disordered. Such stigmatization remains indefinitely, and labels can often become a self fulfilling prophecy and will follow our children for years to come and shape the way that they view themselves and also the way others view them, particularly the educational system. We cannot look to solely the most cost effective solution when our children's lives are at stake. Indeed, providing a prescription may control aspects of behavior and be though to have a 'therapeutic effect' but never gets to the root cause, and whereas it is far less expensive to medicate than to provide ongoing psychotherapy, it is appropriate and compassionate counsel that will make the difference. Second, the realm of psychotherapy must return to its original roots. The word psychotherapy literally means the healing of the soul. We must return the soul to therapy, encouraging therapists to instill within themselves the principles of compassion and empathy that are crucial for any therapeutic relationship to blossom forth. Therapists need to be compassionate and creative, and willing to give additional time and effort to see that a child's needs are met and to also provide community linkages and ongoing support within their environment and to encourage the least restrictive setting for our children. We need to hear our children's voices, even if they speak to us in metaphorical means. We need to listen to the behavior of children as possibly their only way to communicate to us their situations of distress and the impact of living in a disordered world. The coercion of parents and families into forced 'treatments' needs to be eliminated. Third, the educational system must be willing to accommodate to meet the various learning styles of children and not seek to place them in a box of rote learning or limit them to one particular style. Some children may falter in a visual setting and need a hands on approach, whereas others may need other methods of encouraging their effective learning. We must return time, attention, and individuality to the classroom. Fourth, parents need to continue to take an active role in the lives of their children, providing ongoing guidance, validating emotions and not taking a dismissive, disapproving, or hands off approach. Rather, parents must be involved in helping the children develop their own sense of being, and being able to assess themselves. Parents need to avoid nagging their children and becoming entrapped in the propaganda that their children are disordered and need drugs to function. Fifth, our society must change in it attitudes. If we worked towards ending poverty and alleviating social injustice, the rates of emotional distress would definitely decline. We are a society where we try to find our answers to ailments within a simple pill. We are a society that has unfortunately lost sight for the welfare of our children. We are a society where we are prosperous, yet greed often blinds us. Such disorders such as ADHD can be looked upon as a social construct. 90% of Ritalin sales are in the US. This tells us that there is something to be examined within our society that needs correction. Somewhere along the line we have failed our children. This is not to lay blame on any particular individual but to understand that our children are in crisis, and it is up to all of us to take the steps for change. We need to rely less on psychiatry and its devices to solve our problems and more on what we can do within ourselves- to take a holistic approach, to understand the child as a whole person- physical, emotional, and spiritual, and to examine in each of these areas where there may be difficulties that can be alleviated. We need to rely less on others dictating the course of our own and our children's lives and develop workable plan within our own family structure. Nothing will ever be perfect, but even in the most serious disturbances, love and compassion can heal much. We must realize that in some situations within society and within our own lives, we may never be able to evoke complete change. This is the cause of much distress, not problems themselves but how we respond to them. To battle those things beyond our control can lead us to emotional distress, but if we seek live as principled individuals, we can make a difference

Northeast Pennsylvania Regional Autism Acceptance Project- Consultation and Advocacy

Northeast Pennsylvania Regional Autism Acceptance Project There is a need to offer support to autistics in an embracing way. Published on May 15, 2013 by Dan L. Edmunds, Ed.D., B.C.S.A. in Extreme States of Mind In my fourteen years of journeying with autistic and developmentally different persons, I have always presumed intellect and known that they possess inherent strengths and passions. I have seen two very divergent attitudes towards autism, one which seeks to eradicate autism and is willing to implement any strategy, even by force and coercion to seek to alter the person to fit into the mainstream. I find this a degrading and inhumane approach but it is often a core attitude present in behavioralist approaches. Wanting to embrace the autistic person, to understand their experience, to support their struggle, and to help them navigate through the mainstream, I developed the Northeastern Pennsylvania Regional Autism Acceptance Project. The Northeastern Pennsylvania Regional Autism Acceptance is unique in that it provides consultation based on a relational and existential approach as well as educational advocacy. The goal is to help the person find meaning, and to be able to forge emotional connections. This is accomplished by respectfully entering the world of the autistic person and helping them gain understanding of the world of others. Though referred to as the Northeast Pennsylvania Regional Autism Acceptance Project, this work has spread beyond Pennsylvania and consultation has been provided both across the nation and abroad. It is my hope that through this Project, people will not only develop greater awareness of autism, but a greater acceptance, a willingness to understand, to see autism as a mode of being rather than a 'disease' and to see autistic persons as persons of value and in need of dignity and respect.

POCONO AUTISM ACCEPTANCE- CONSULTATION AND EDUCATIONAL ADVOCACY

DR. DAN L. EDMUNDS IS NOW EXPANDING HIS RELATIONAL/EXISTENTIAL WORK TO THE POCONOS. TO ARRANVGE A CONSULTATION, CONTACT batushkad@yahoo.com http://selfgrowth.com/experts/dan_edmunds.html http://psychologytoday.com/blog/extreme-states-mind

RELATIONAL APPROACHES TO AUTISM (NORTHEAST PA/POCONO REGIONAL AUTISM ACCEPTANCE PROJECT)

tO ARRANGE A CONSULT WITH DR. EDMUNDS, CONTACT batushkad@yahoo.com I met with a 5 year old autistic boy who was non-verbal. He came into the office and began banging his hands on the computer keyboard. The secretary’s immediate response as it typical was to suppress that behavior and make it go away. Instead, I told her to let him go. We had a ball pit in the center of the room, and I told the boy that if he wanted to keep hitting the keyboard that I might have to pick him up and toss him in the ball pit. He continued, and I picked him up and tossed him in. He got out of the ball pit and walked back over to the keyboard. This time, he did not hit the keyboard but outstretched his hands toward it and then fell back into my arms for me to toss him in the ball pit. He giggled and laughed and then spoke the words, “do it again.” I was amazed. Relationship was at the key of this interaction and an emotional connection was forged. I entered into his world, and he reciprocated and entered mine. I met with a 3 year old boy who was also non-verbal. He had been placed into foster care almost from day one of his life and both his parents were violent and abusive and there was chaotic family dynamics. The foster family were not equipped to deal with the challenges. The boy would often have intense meltdowns lasting an hour at a time where he would scream and cry uncontrollably. The first thing was to explore why this was occurring, what was triggering it? Why was this child becoming so frustrated and overwhelmed? I came to learn that the foster mother was working a lot, and there would be periods of separation . This is was at the root cause, and it was later acknowledged by the family. Typically though the establishment would see these meltdowns as ‘dangerous’ and problematic and want to shut it down with an antipsychotic drug rather than seeking to understand why it is occurring. I would spend time with the child, letting him take the lead, and just merely being a presence, and hoping he would allow me to enter his space. I encouraged the foster parents to do the same, however this did not occur. These foster parents made the decision that with their current dynamics that it may be better for the child to be in a home where more time could be devoted. A new foster family was arranged, where no other children were present, and the foster mother stayed at home. The child thrived in this setting, and his language developed at a rapid pace, and the meltdowns became minimal. The foster parents began utilizing relational approaches and spent much time seeking to understand and make emotional connections with the child. Gradually, they began seeking to have him interact with peers, and this became much easier for him to do. Their entire approach was based on acceptance. I received this letter from the father of one of my former clients who at the time was 7 years old. “Dr. Edmunds has developed a strong rapport with (my child). He even waits at the corner of our street in anticipation of his visits. More importantly, over the course of the summer we saw a definite improvement in (his) socialization and behavior at home...I have been extremely impressed with Dr. Edmunds' extensive knowledge...I also appreciate the comfort we receive in learning of positive results he has achieved with other children. Although I have read extensively myself and spoken with his developmental pediatrician, Dr. Edmunds has been able to translate his theoretical understanding into practical steps that have helped (my child) and us.” In my work with this young man, I sought to build a connection and a relationship and as the father notes, this came in a way where he would await my visits whereas he was previously known to be one who was somewhat disengaged and oblivious to others. I used his interests and his strengths to build this connection and in the process of him opening his world to be, I began to introduce him to that of the mainstream, so he would have an awareness. He had a number of sensory concerns and transitions were always challenging for him, but we worked through pro-active ways to address this. When transitions came forward, he was more prepared ahead of time to deal with them and therefore the need for meltdowns reduced significantly. I also always sought the engagement of the parents. This is the key component, I was present for a brief time, so it is the parents who ultimately must carry things onward and continue to help their child in making emotional connections and being able to navigate through the world. I worked with an autistic child who was blind and had paralysis in his legs. When frustrated and overwhelmed, he would require a helmet at times because he would bang his head. Many would dismiss any attempts to engage with him believing him to be ‘too disabled’ or ‘too troubling’. But even here, there was work done in assessing his environment, seeking to alleviate those things that caused distress and overwhelm. And emotional connections were able to be made with him in spite of his challenges and differences. I let him take the lead, and he would at times grasp my hand and lead me through his house. In spite of his blindness, he knew his surroundings by touch. He enjoyed listening to music and he had one game he would play where he would cover himself with blankets and giggle. These were important emotional connections not to be ignored.

RELATIONSHIP BASED CONSULTATION AND ADVOCACY IN THE POCONO REGION OF NORTHEASTERN PENNSYLVANIA

Dr. Dan L. Edmunds, Ed.D.,B.C.S.A.,DAPA will be offering in the Pocono Region of NEPA consultation on relational/existential approaches to autism and developmental differences as well as extreme states of mind that encourages acceptance, self determination, and dignity. In addition, educational advocacy will be provided. For information on Dr. Edmunds' background and work, please see: http://psychologytoday.com/blog/extreme-states-mind http://selfgrowth.com/experts/dan_edmunds.html To arrange a consultation, contact: batushkad@yahoo.com

Autism: From Awareness to Acceptance SCRANTON-WILKES BARRE NEPA REGIONAL AUTISM ACCEPTANCE PROJECT

World Autism Day: Forging Emotional Connections Encouraging autistic acceptance and understanding. Published on April 2, 2012 by Dan L. Edmunds, Ed.D., B.C.S.A. in Extreme States of Mind I met with a 5-year-old autistic boy who was non-verbal. He came into the office and began banging his hands on the computer keyboard. The secretary’s immediate response as it typical was to suppress that behavior and make it go away. Instead, I told her to let him go. We had a ball pit in the center of the room, and I told the boy that if he wanted to keep hitting the keyboard that I might have to pick him up and toss him in the ball pit. He continued, and I picked him up and tossed him in. He got out of the ball pit and walked back over to the keyboard. This time, he did not hit the keyboard but outstretched his hands toward it and then fell back into my arms for me to toss him in the ball pit. He giggled and laughed and then spoke the words, “do it again.” I was amazed. Relationship was at the key of this interaction and an emotional connection was forged. I entered into his world, and he reciprocated and entered mine. I met with a 3-year-old boy who was also non-verbal. He had been placed into foster care almost from day one of his life and both his parents were violent and abusive and there was chaotic family dynamics. The foster family were not equipped to deal with the challenges. The boy would often have intense meltdowns lasting an hour at a time where he would scream and cry uncontrollably. The first thing was to explore why this was occurring, what was triggering it? Why was this child becoming so frustrated and overwhelmed? I came to learn that the foster mother was working a lot, and there would be periods of separation. This is was at the root cause, and it was later acknowledged by the family. Typically though the establishment would see these meltdowns as ‘dangerous’ and problematic and want to shut it down with an antipsychotic drug rather than seeking to understand why it is occurring. I would spend time with the child, letting him take the lead, and just merely being a presence, and hoping he would allow me to enter his space. I encouraged the foster parents to do the same, however this did not occur. These foster parents made the decision that with their current dynamics that it may be better for the child to be in a home where more time could be devoted. A new foster family was arranged, where no other children were present, and the foster mother stayed at home. The child thrived in this setting, and his language developed at a rapid pace, and the meltdowns became minimal. The foster parents began utilizing relational approaches and spent much time seeking to understand and make emotional connections with the child. Gradually, they began seeking to have him interact with peers, and this became much easier for him to do. Their entire approach was based on acceptance. Related Articles Relationship and Autism Connecting separated siblings The Foster Care System and Its Victims Part 3 "Lancet" Takes It All Back: Vaccines and [No] Autism Does Autism Spread Through Word of Mouth? Find a Therapist Search for a mental health professional near you. Find Local: Acupuncturists Chiropractors Massage Therapists Dentists and more! I received this letter from the father of one of my former clients who at the time was 7 years old. “Dr. Edmunds has developed a strong rapport with (my child). He even waits at the corner of our street in anticipation of his visits. More importantly, over the course of the summer we saw a definite improvement in (his) socialization and behavior at home…I have been extremely impressed with Dr. Edmunds’ extensive knowledge…I also appreciate the comfort we receive in learning of positive results he has achieved with other children. Although I have read extensively myself and spoken with his developmental pediatrician, Dr. Edmunds has been able to translate his theoretical understanding into practical steps that have helped (my child) and us.” In my work with this young man, I sought to build a connection and a relationship and as the father notes, this came in a way where he would await my visits whereas he was previously known to be one who was somewhat disengaged and oblivious to others. I used his interests and his strengths to build this connection and in the process of him opening his world to be, I began to introduce him to that of the mainstream, so he would have an awareness. He had a number of sensory concerns and transitions were always challenging for him, but we worked through pro-active ways to address this. When transitions came forward, he was more prepared ahead of time to deal with them and therefore the need for meltdowns reduced significantly. I also always sought the engagement of the parents. This is the key component, I was present for a brief time, so it is the parents who ultimately must carry things onward and continue to help their child in making emotional connections and being able to navigate through the world. I worked with an autistic child who was blind and had paralysis in his legs. When frustrated and overwhelmed, he would require a helmet at times because he would bang his head. Many would dismiss any attempts to engage with him believing him to be ‘too disabled’ or ‘too troubling.’ But even here, there was work done in assessing his environment, seeking to alleviate those things that caused distress and overwhelm. And emotional connections were able to be made with him in spite of his challenges and differences. I let him take the lead, and he would at times grasp my hand and lead me through his house. In spite of his blindness, he knew his surroundings by touch. He enjoyed listening to music and he had one game he would play where he would cover himself with blankets and giggle. These were important emotional connections not to be ignored. Autism is not a disease or an entity. It is not something that we must seek out to eradicate. Rather, it is a mode of being, an umbrella term to describe how one relates (or does not relate) to the world. If we look at autism as an entity, a ‘thing’, then this leads us to develop programs that will seek to alter the person into something they are not nor will or can ever be. It causes us to seek to alter the person by force, coercion, and manipulation. Behavioralism has sought to modify the person, the existential approach rather seeks to understand. How the autistic person behaves should be seen as a form of communication, possibly the only form of communication they may possess to describe their joys, sorrows, or distress. The world of the autist is often misunderstood, one may see the person flapping their arms, and see this as ‘strange’ and in need of suppression. But if we look inwardly and explore the meaning behind this action, we may find it is telling us of something, it is indicative of how that person feels. It is one of their few ways to be able to share their experience. A commonly used approach with autistic persons is Applied Behavioral Analysis where the child works on drills for up to 40 hours a week with a therapist. This type of program separates the child from their parents. The repetitive drills often lead to depression, humiliation, and rage. The entire system is built on this concept of altering the person by force, seeking to gain their compliance to an arbitrary ‘norm’ of what a child must and should be. Instead, we should realize and respect the various developmental stages both perinatal and postnatal that occur and understand that developmental differences exist. These developmental differences exist, and those wanting to aid the person must realize this, and then help the person in discovering their being, of who they are, and to be able to embrace who they are. Early intervention programs sometimes force children into meaningless, repetitive tasks and are geared towards conformity, solely seeking to prepare the child for the classroom, but not taking into account other aspects of the person. A child with cerebral palsy may be autistic, a child placed under conditions of sensory deprivation may be autistic, a child exposed to a toxin may be autistic. Autism is merely a term we have decided to use to label how a person has developed and relates differently to the world. If I am an American and travel to a foreign country and know nothing of the culture or language, I am bound to struggle. If I am an American and travel to a foreign country but have learned something of the language and culture, it will be far easier. This is the direction I believe that programs to aid autistic persons should be geared. Not to alter the person, but rather to help them to be themselves while also having an understanding of the ‘mainstream’ and being able to navigate through it.

the BEING program- Northeast Pennsylvania Regional Autistic Acceptance Project

The BEING program has been developed from the text by Dr. Dan L. Edmunds, Ed.D. BEING AUTISTIC: AN APPROACH TOWARDS UNDERSTANDING AND ACCEPTANCE and involves relational/existential approaches combined with holistic therapies to address sensory issues and to help the person to be able to navigate through the mainstream. The program provides consultation regarding educational needs as well. http://lulu.com/spotlight/voice4kids http://psychologytoday.com/blog/extreme-states-mind batushkad@yahoo.com

CREATING A COMMON HEALING SPACE (Northeastern Pennsylvania Regional Autism Acceptance Project)

Creating A Common Healing Space There is a need to restore compassion and dignity to the mental health system. Published on April 14, 2013 by Dan L. Edmunds, Ed.D., B.C.S.A. in Extreme States of Mind I have sought to bring needed reform to the mental health system. Many of my clients have been those who were actually more damaged by the system that was said to help them. This is because the system is tied to a reductionist medical model which often ignores experience and blames the brain. In March of this year, I was an invited speaker at the Society for Humanistic Psychology conference at Pacifica Graduate Institute. My presentation was "The Journey Together: Relational Approaches to Autism and Extreme States". I spoke of my relational/existential work here in Northeastern Pennsylvania. I related the many examples of recovery of those in extreme states of mind by 'being with' and seeking to understand their metaphorical language, to offer compassion and support, and most importantly, empowerment. As I was at this conference, which is a Division of the American Psychological Association, I wondered why there needs to be a Humanistic Division, as should not the desire to take an approach which would embrace our common human condition just be a given? Unfortunately, it is not. And there are many forces at work that keep real compassion and understanding from arising in the mental health system. If we want true mental health to arise, we must address oppression, we must address those factors which lead persons to distress. We must become activists. In spite of resistance, I continue to go forward towards establishing affordable and accessible alternatives for autistic persons and those in serious distress that are founded upon the principles of self determination, dignity, and acceptance. I hope that others will join me in this important task. To simply create a common healing space, where we can embrace our common humanity.

RESPECT FOR AUTISTICS (Northeastern Pennsylvania Regional Autism Acceptance Project)

Respect for Autistics There is a need for autism acceptance and understanding. Published on April 20, 2013 by Dan L. Edmunds, Ed.D., B.C.S.A. in Extreme States of Mind Many programs for autistics today are designed to change the person from being an autistic to being 'typical'. Some of these strategies are done by coercive and also aversive means. Behavioralist approaches are paramount to treating individuals in an animalistic fashion and based on stimulus-response. Such strategies may cause a person to become more compliant and even robotic but does not give them any real context for developing new skills. It forces them to enter a world that is foreign to them. Instead, approaches towards helping autistics should be focused on self-determination, respect, and dignity. Rather than forcing them to conformity to the world of 'typicals', it should have others seek to enter and understand their worlds and to help the autistic to be able to navigate through the challenges presented by the mainstream. Programs should also respect the unique means of perceptions and talents that autistics do present with. Also, one who is autistic today will be autistic tomorrow. Why do we look at being autistic automatically as a dilemma? Why do we need to 'treat' these individuals, and exactly what is it that we are 'treating' and what is our definition of what 'works'? Is our objective to force an autistic to act as a typical? Is that 'treatment'? Would it be ethical for us to force assimilation on an ethnic minority? Rather, if we are to employ 'treatment' at all, it should be to help the person be able to navigate through the foreign world of the mainstream, not to try to change those things which are an intrinsic part of their being. Various programs should eliminate coercion and force and return to the need to respect the uniqueness, creativity, and individual differences present in those who are autistic.

AUTISM CONSULTATION AND ADVOCACY- RELATIONAL AND EXISTENTIAL APPROACHES- KINGSTON-TUNKHANNOCK-STROUDSBURG, PENNSYLVANIA

To arrange consultation contact: batushkad@yahoo.com Autism is not a disease or an entity. It is not something that we must seek out to eradicate. Rather, it is a mode of being, an umbrella term to describe how one relates (or does not relate) to the world. If we look at autism as an entity, a ‘thing’, then this leads us to develop programs that will seek to alter the person into something they are not nor will or can ever be. It causes us to seek to alter the person by force, coercion, and manipulation. Behavioralism has sought to modify the person, the existential approach rather seeks to understand. How the autistic person behaves should be seen as a form of communication, possibly the only form of communication they may possess to describe their joys, sorrows, or distress. The world of the autist is often misunderstood, one may see the person flapping their arms, and see this as ‘strange’ and in need of suppression. But if we look inwardly and explore the meaning behind this action, we may find it is telling us of something, it is indicative of how that person feels. It is one of their few ways to be able to share their experience. A commonly used approach with autistic persons is Applied Behavioral Analysis where the child works on drills for up to 40 hours a week with a therapist. This type of program separates the child from their parents. The repetitive drills often lead to depression, humiliation, and rage. The entire system is built on this concept of altering the person by force, seeking to gain their compliance to an arbitrary ‘norm’ of what a child must and should be. Instead, we should realize and respect the various developmental stages both perinatal and postnatal that occur and understand that developmental differences exist. These developmental differences exist, and those wanting to aid the person must realize this, and then help the person in discovering their being, of who they are, and to be able to embrace who they are. Early intervention programs sometimes force children into meaningless, repetitive tasks and are geared towards conformity, solely seeking to prepare the child for the classroom, but not taking into account other aspects of the person. A child with cerebral palsy may be autistic, a child placed under conditions of sensory deprivation may be autistic (Federici et. Al. 1998), a child exposed to a toxin may be autistic. Autism is merely a term we have decided to use to label how a person has developed and relates differently to the world. If I am an American and travel to a foreign country and know nothing of the culture or language, I am bound to struggle. If I am an American and travel to a foreign country but have learned something of the language and culture, it will be far easier. This is the direction I believe that programs to aid autistic persons should be geared. Not to alter the person, but rather to help them to be themselves while also having an understanding of the ‘mainstream’ and being able to navigate through it.

AUTISM SUPPORT BASED ON ACCEPTANCE AND UNDERSTANDING IN KINGSTON, PENNSYLVANIA

Dr. Dan L. Edmunds has been called a leading expert in existential approaches to autism after his recent speech at the Society for Humanistic Psychology Conference in Santa Barbara, CA. Dr. Edmunds offers relationship based consultation and educational advocacy to children and families. Dr. Edmunds work has been featured at Psychology Today online http://psychologytoday.com/blog/extreme-states-mind Dr. Edmunds received his Doctorate of Education via the University of Sarasota in Community Counseling. He has supported many developmentally different persons encouraging acceptance and understanding. Dr. Edmunds is available for consultation in Kingston, PA and can be reached via e-mail at batushkad@yahoo.com http://selfgrowth.com/experts/dan_edmunds.html

BEING AUTISTIC: AN APPROACH TOWARDS ACCEPTANCE AND UNDERSTANDING

Dr. Dan L. Edmunds is a noted existential-humanist psychoanalyst and psychotherapist. Dr. Edmunds is a Professor of Existential Psychology and director of the Alternative Mental Health Services Graduate Program at European American University. Dr. Edmunds specializes in drug free relational approaches for autistic and developmentally different persons as well as those undergoing extreme states of mind. Dr. Edmunds completed undergraduate study at the University of Florida, earned a Master of Arts in Theology from the University of Scranton, and completed a Doctorate of Education in Community Counseling from the University of Sarasota. Dr. Edmunds is Board Certified by the American Academy of Experts in Traumatic Stress and is a Diplomate with the American Psychotherapy Association. Chapter 1: Autism as a mode of being Chapter 2: Remaining strengths based Chapter 3: Stories from my relational approaches Chapter 4: Importance of relationship Chapter 5: Accepting, not suppressing Chapter 6: Building skills CHAPTER 1: AUTISM AS A MODE OF BEING Autism is not a disease or an entity. It is not something that we must seek out to eradicate. Rather, it is a mode of being, an umbrella term to describe how one relates (or does not relate) to the world. If we look at autism as an entity, a ‘thing’, then this leads us to develop programs that will seek to alter the person into something they are not nor will or can ever be. It causes us to seek to alter the person by force, coercion, and manipulation. Behavioralism has sought to modify the person, the existential approach rather seeks to understand. How the autistic person behaves should be seen as a form of communication, possibly the only form of communication they may possess to describe their joys, sorrows, or distress. The world of the autist is often misunderstood, one may see the person flapping their arms, and see this as ‘strange’ and in need of suppression. But if we look inwardly and explore the meaning behind this action, we may find it is telling us of something, it is indicative of how that person feels. It is one of their few ways to be able to share their experience. A commonly used approach with autistic persons is Applied Behavioral Analysis where the child works on drills for up to 40 hours a week with a therapist. This type of program separates the child from their parents. The repetitive drills often lead to depression, humiliation, and rage. The entire system is built on this concept of altering the person by force, seeking to gain their compliance to an arbitrary ‘norm’ of what a child must and should be. Instead, we should realize and respect the various developmental stages both perinatal and postnatal that occur and understand that developmental differences exist. These developmental differences exist, and those wanting to aid the person must realize this, and then help the person in discovering their being, of who they are, and to be able to embrace who they are. Early intervention programs sometimes force children into meaningless, repetitive tasks and are geared towards conformity, solely seeking to prepare the child for the classroom, but not taking into account other aspects of the person. A child with cerebral palsy may be autistic, a child placed under conditions of sensory deprivation may be autistic (Federici et. Al. 1998), a child exposed to a toxin may be autistic. Autism is merely a term we have decided to use to label how a person has developed and relates differently to the world. If I am an American and travel to a foreign country and know nothing of the culture or language, I am bound to struggle. If I am an American and travel to a foreign country but have learned something of the language and culture, it will be far easier. This is the direction I believe that programs to aid autistic persons should be geared. Not to alter the person, but rather to help them to be themselves while also having an understanding of the ‘mainstream’ and being able to navigate through it. CHAPTER TWO: REMAINING STRENGTHS BASED In aiding autistic children, we must first realize that this requires a team effort and a strengths based approach. It is necessary to not focus on what the child cannot do but look at what the child can accomplish and build upon this. Parents can enlist the support of professionals but must realize that it is they who are the most important persons in the child's life and that furthering the development of their child is not just the work of professionals but is a collaborative effort from everyone involved with the child. It is necessary that for any support to truly be effective and helpful, that they must be consistent and constant. The support must be the same throughout all domains that the child is present in. It is crucial for us to understand the environmental responses that children have, whether they have developmental differences or even if they do not. If a teacher, parent, or other person has a hostile tone, a poor demeanor, a loud voice, etc. All of these things can be overwhelming to the child and can provoke a behavioral response. All behavior is purposeful and should be looked upon as so, even negative behaviors. Behaviors are a way of the child speaking to us about a distressing situation or an apparent need or desire when they may not be able to convey this to us verbally. Light, sound, and other sensory stimuli can also produce distress for a child. We need to create awareness of what in the environment may serve as triggers to distress and seek to modify the environment to make it a more comfortable and safe place for the child. We must also be cautious in how we view children. If we look at a child displaying negative behavior as a 'monster' or feel that because a child may be rambunctious at times that we must automatically resort to medicating them, then we have taken a negativistic attitude that will surely be passed on to the child. Children are keenly aware, even those with communication struggles, of adult's perceptions of them. We should look at our children’s strengths and address behavioral difficulties not in terms of how we can subdue, but rather how we can meet needs and resolve conflict and remove distress. The use of play and mirroring is of particular usefulness in working with children with communication and social struggles. For those children who are non-verbal, we can begin to introduce hand signals, moving to use of pictures, and then gradually encouraging the child to make use of words or phrases to indicate desires. It is not important initially whether the verbalizations are correct but rather that a verbal attempt was made. When a child displays such a behavior as spinning objects, we should not be aversive, but rather gently introduce a new toy or object and seek to divert the child to a different activity. In situations of echolalia, we can say such things as 'that's TV talk', and use a signal and provide means to divert this to a different means of conversing. It is important to provide the child with understandable signals and meaningful statements and phrases. In order for autistic children to be able to integrate more into the social sphere, it is necessary that they not be isolated into situations where they are labeled and shuffled away from typical peers. Rather, they should be included as much as possible with typical peers. They may need additional support and accommodations, but how will they begin to learn important skills unless they have frequent and continuous exposure to the world around them. I have developed the use of what I term 'real life rehearsals', where we may set up a particular social scenario for a child. It may be such a thing as being able to make a purchase at the grocery store. The therapist and parents guide and coach the child ahead of time in how to go about such an activity and then have them actually demonstrate it. Social narratives are very useful in conveying information as these children tend to be visual learners. Social narratives can be simply made booklets that the child helps to create where a particular task or scenario is outlined with what behaviors are expected. The social narrative is helpful in building empathic skills as well as reflective thinking as we ask the child to develop captions for what different individuals may state and think in various situations. It is crucial, though it may appear controversial to some, to state that autistic and developmentally different children can and will be benefited from a psycho-social and relationship based approach alone. Some have decided to resort to medications, and I am placing no blame or condemnation on those who have made this decision, however making a suggestion that there are alternatives and informing of these alternatives as well as the hazards of psychotropic medication usage. First, I will not argue that medications can 'work' in the sense of subduing behavior. However, strapping a child to a chair would also work in regards to subduing behavior. This would be aversive and quite possible illegal. I see little difference between such an approach and that of using psychiatric medication. The difference is that one is a physical restraint, the other a chemical restraint. When we say that something 'works', often we are not looking at the mechanism by which it works. The use of anti psychotic medications in children can be compared to 'chemical lobotomy' as it blunts the functions of the frontal lobes. The risk of tardive dyskinesia, a permanent disfiguring neurological impairment exists with these drugs. In addition, many psychiatric drugs are prescribed off label and are not indicated for anyone below the age of 18 but continues to be prescribed. It may require more diligence, effort, and patience, but I remain convinced after working with over 80 autistic and developmentally different children, that relationship based approaches, rather than chemical restraint, prove to be a true means to teach our children skills, to focus on their strengths, to build on their development, and to help address challenging behaviors and to address the real source of conflict and distress rather than just blunting it. CHAPTER THREE: STORIES FROM MY RELATIONAL APPROACH I met with a 5 year old autistic boy who was non-verbal. He came into the office and began banging his hands on the computer keyboard. The secretary’s immediate response as it typical was to suppress that behavior and make it go away. Instead, I told her to let him go. We had a ball pit in the center of the room, and I told the boy that if he wanted to keep hitting the keyboard that I might have to pick him up and toss him in the ball pit. He continued, and I picked him up and tossed him in. He got out of the ball pit and walked back over to the keyboard. This time, he did not hit the keyboard but outstretched his hands toward it and then fell back into my arms for me to toss him in the ball pit. He giggled and laughed and then spoke the words, “do it again.” I was amazed. Relationship was at the key of this interaction and an emotional connection was forged. I entered into his world, and he reciprocated and entered mine. I met with a 3 year old boy who was also non-verbal. He had been placed into foster care almost from day one of his life and both his parents were violent and abusive and there was chaotic family dynamics. The foster family were not equipped to deal with the challenges. The boy would often have intense meltdowns lasting an hour at a time where he would scream and cry uncontrollably. The first thing was to explore why this was occurring, what was triggering it? Why was this child becoming so frustrated and overwhelmed? I came to learn that the foster mother was working a lot, and there would be periods of separation . This is was at the root cause, and it was later acknowledged by the family. Typically though the establishment would see these meltdowns as ‘dangerous’ and problematic and want to shut it down with an antipsychotic drug rather than seeking to understand why it is occurring. I would spend time with the child, letting him take the lead, and just merely being a presence, and hoping he would allow me to enter his space. I encouraged the foster parents to do the same, however this did not occur. These foster parents made the decision that with their current dynamics that it may be better for the child to be in a home where more time could be devoted. A new foster family was arranged, where no other children were present, and the foster mother stayed at home. The child thrived in this setting, and his language developed at a rapid pace, and the meltdowns became minimal. The foster parents began utilizing relational approaches and spent much time seeking to understand and make emotional connections with the child. Gradually, they began seeking to have him interact with peers, and this became much easier for him to do. Their entire approach was based on acceptance. I received this letter from the father of one of my former clients who at the time was 7 years old. “Dr. Edmunds has developed a strong rapport with (my child). He even waits at the corner of our street in anticipation of his visits. More importantly, over the course of the summer we saw a definite improvement in (his) socialization and behavior at home...I have been extremely impressed with Dr. Edmunds' extensive knowledge...I also appreciate the comfort we receive in learning of positive results he has achieved with other children. Although I have read extensively myself and spoken with his developmental pediatrician, Dr. Edmunds has been able to translate his theoretical understanding into practical steps that have helped (my child) and us.” In my work with this young man, I sought to build a connection and a relationship and as the father notes, this came in a way where he would await my visits whereas he was previously known to be one who was somewhat disengaged and oblivious to others. I used his interests and his strengths to build this connection and in the process of him opening his world to be, I began to introduce him to that of the mainstream, so he would have an awareness. He had a number of sensory concerns and transitions were always challenging for him, but we worked through pro-active ways to address this. When transitions came forward, he was more prepared ahead of time to deal with them and therefore the need for meltdowns reduced significantly. I also always sought the engagement of the parents. This is the key component, I was present for a brief time, so it is the parents who ultimately must carry things onward and continue to help their child in making emotional connections and being able to navigate through the world. I worked with an autistic child who was blind and had paralysis in his legs. When frustrated and overwhelmed, he would require a helmet at times because he would bang his head. Many would dismiss any attempts to engage with him believing him to be ‘too disabled’ or ‘too troubling’. But even here, there was work done in assessing his environment, seeking to alleviate those things that caused distress and overwhelm. And emotional connections were able to be made with him in spite of his challenges and differences. I let him take the lead, and he would at times grasp my hand and lead me through his house. In spite of his blindness, he knew his surroundings by touch. He enjoyed listening to music and he had one game he would play where he would cover himself with blankets and giggle. These were important emotional connections not to be ignored. CHAPTER 4: THE IMPORTANCE OF RELATIONSHIP In helping autistic and developmentally different children, it’s all about relationship. These children are within a realm where they feel and respond much differently than others. There has been much focus on trying to eliminate certain behaviors or to evoke particular responses in children which actually become rote and repetitive for them without context. One of the goals in aiding these children should be in helping them find meaning. In order to do this we must be willing to not look at the child as broken, unable to respond, or even unable to communicate. These children DO communicate, however they are not always able to manipulate their senses to communicate in the typical ways of other children. As a result, they can become easily frustrated and trapped. The therapist must enter their imaginative world and learn to communicate in their language. Greenspan gives an example of a child who initially went to a psychologist who engaged the child in repetitively placing pegs in a board or trying to find beads hidden under various cups. This was supposed to be a measure of the child’s intelligence and abilities but it proved ineffective. The child constantly hurled the pegs to the floor. A different psychologist took a unique approach in having the mother participate with the child in a series of interactions. First, the child began grabbing the nose of the mother. Rather than redirecting the child and seeking to have her refrain from the grabbing, the mother responded with a ‘toot toot’ noise and then allowed her to do it again responding with a new noise. The mother then gently touched the nose of the child and the child to the amazement of the mother smiled and let out a noise, “mo mo”. The child had indeed communicated but in her own language. The mother and child had made a real connection. This showed to the psychologist that this child’s cognitive development was within a normal range and here was a child who wanted to exert some control over her surroundings. Over time, the communication increased, and the mother was able to have ‘pleasurable’ discussions with her child that prior had never existed (Greenspan, The Growth of the Mind, 1997, pg. 8-9) The key to furthering development lied in relationship. Children experiencing language difficulties need to have emotional and social supports. Unless these are more fully developed, the language will be fragmented and lack meaning (Greenspan, pg. 32). Before language development can come, improving the understanding of non-literal and non-verbal communications need to be worked upon. There are 6 main milestones for children: self regulation and interest in their surrounding world; intimacy; two way communication; complex communication; emotional ideas; and emotional thinking. In Greenspan’s floor time model the first goal is to encourage attention and intimacy which helps in the further development of the first two milestones. The parent will actively participate in a period of play therapy engaging their child in creative play allowing the child some direction over the course of the session and taking interest in their activities as well as providing encouraging feedback. Self-regulation becomes difficult for some children because sensory stimulation can be so overwhelming or their attention may wander (Greenspan, Essential Partnership, pg. 8). Difficulties in intimacy occur because the child is not able to effectively read the cues being given. Often times the children will have an easier time with adult relationships because adults are more able to adjust their cues to the level of understanding of the child whereas this does not always occur with peers. A part of reaching out to these children and guiding them in the intimacy milestone is to provide them opportunities to interact with peers and to have them be able to relate back what the other person is stating and feeling. Making use of social narratives and role plays can be helpful in aiding the child in understanding the feelings of others as well as their own feelings. A social narrative (or social story as developed by Carol Gray is a device used where a make believe dialogue is constructed and the child is asked to fill in the gaps. “A social story is a story written to specific guidelines to describe a situation in terms of relevant cues and common responses (Gray & Granard, 1993). The use of comic strip conversations can also be employed. “A comic strip conversation is the genuine ‘art of conversation’. This approach incorporates the use of simple drawings and color to illustrate an ongoing communication. This provides additional support to (children) who struggle to understand the quick exchange of information in a conversation (Gray, 1994). An advanced form of the social story is what is termed the ‘thinking story’. “Thinking stories demonstrate the variety of possibilities as to what people may be thinking when they make certain statements, or when they display certain behaviors…Thinking stories follow a specific, structured format, using picture symbols from Comic Strip Conversations to define and illustrate the abstract concepts covered in the story (Baron-Cohen, 1990, Dawson &Fernald, 1987). The person or therapist using the social story can help guide the child through and the use of feelings charts can also be a beneficial aid. To reach the milestones of two way communication and complex communication, it is important within the sessions that the parents have that they utilize a dialogue with the child, help guide them to use their face, emotions, hands, to convey their needs and desires. Encouraging the child’s imagination and creativity will help in the development of the complex communication as they begin to move towards problem solving. Lastly, it is important to work on logical thought, being able to take the things they have learned from the parent’s coaching and to actually be able to convey some insight and understanding of the world. In the play therapy sessions, it is important for the parent and/or therapist to actively participate. The purpose should not be to entertain the child, but to interact with the child. Seek to draw near to the child, but this should not be forced, allows the child to express themselves at their particular pace. Use lots of gesturing and cueing and become a part of their imaginative play, allow them to show and teach you something about their world. It is important to not just tolerate their feelings and certainly not be dismissive of them, but allow the child to express their feelings openly being able to distinguish feelings from behavior. Don’t be afraid to challenge the child in new skills, they will be eager to learn as long as the challenge is not forced. From time to time, you will notice that these children will become obsessed with routines or repetition, so in the play do something to break the routine or repetition. If a child is repeating a certain topic or action, do something entirely different that will focus their attention elsewhere. Do not be repetitive in your directives and follow a plan of rote learning, allows the child to explore and display what they do know. It is important to ask open ended questions, let the children explain to you. Find out what these children find meaning in, and seek to have them tell you why. Don’t judge or evaluate their answers, but be a listener. Help the child to brainstorm new ideas, and particularly when conflict arises, let them be able to perform some self assessment, sit as a partner as they develop adaptive responses and utilize them. Don’t be afraid to allow the child to fail from time to time, they will learn and gain insight from their trial and error. When the child is expressing certain thoughts and feelings, help them to be able to label what it is they are expressing (Greenspan, Essential Partnership, pg. 20) There are key social behaviors as they relate to relationship building that should be addressed with the Asperger’s child. The first is entry skills. This refers to how the child joins a group of children and whether or not they seek to include other children into their play. The therapist can help serve as a coach for entry skills and encourage scenarios where the child will have opportunities to exercise the skill (Atwood, 1999) Next is assistance, whether the child recognizes when to seek help from others or to provide help to others. Social stories can certainly be utilized in this situation. An example of a social story as given by Attwood (1999) that applies to this skill is as follows: Sometimes children help me. They do this to be friendly. Yesterday, I missed three math problems. Amy put her arm around me and said, “Okay, Juanita” She was trying to help me feel better. On my first day of school, Billy showed me my desk. That was helpful. Children have helped me in other ways. Here is my list: I will try to say, Thank you! when children help me. Another example of a social story is: My name is Fred. Sometimes, children help me. Being helpful is a friendly thing to do. Many children like to be helped. I can learn to help other children. Sometimes, children will ask for help. Someone may ask, ‘Do you what day it is today?’ or ‘Which page are we on?’ or maybe something else. Answering that question is helpful. If I know the answer, I can answer their question. If I do not know the answer, I may try to help that child find the answer. Sometimes, a child will move and look all around, either under their desk, in their desk, around their desk. They may be looking for something. I may help. I may say, “Can I help you find something?” There are other ways I can help. This is my list of ways I can help other children: Children like to be helpful (Atwood, 1999). For younger children the use of the Mr. Men stories (such as Mr. Nosy, Mr. Grumpy) by Roger Hargreaves can prove useful. The other skills which need development include receiving and accepting compliments, accepting and receiving criticism, accepting suggestions, reciprocity and sharing, conflict resolution, monitoring and listening, empathy, and learning to ending meaning how to provide closure to an interaction. For conflict resolution skills, one first provides and effective atmosphere for the discussion and resolution of the conflict, clarify perceptions, focus on needs, build shared positive power, look to the future and learn from the past, generate options, develop doables, and make mutual benefit agreements (Weeks, 1992). The child diagnosed with Asperger’s Syndrome will need particular coaching and support in going through these steps. Within the education system is a great misunderstanding of Asperger children. These children cannot be placed in an autism classroom. These children can be challenging and some teachers and school administrators are afraid of taking the necessary steps to insure these children’s success. Partial hospitalization becomes an easy out for the school districts. Teachers need to be able to build a relationship with the child and recognize their strengths, being respectful of the child’s personal space and boundaries and always speaking to the child in a calm and collected manner. “Teachers need to have a calm disposition, be predictable in their emotional reactions, flexible with their curriculum, and see the positive side of the child (Atwood, pg. 173) Some teachers see that these children will rock in their seats or move their hands or feet and look at these children as being disruptive in the class. The rocking behavior is a way that the child ‘grounds’ themselves, it is comforting for them, and is not a behavior to condemn the child for nor one that can or should be eradicated. If it appears to be a disruption, the teacher can provide a place for the child to be able to have a break until they feel they are calmer. School administration must understand that for the some of these children that sensory stimuli can be very frustrating, and sometimes these children may need brief periods away from school that allow them to regain some emotional stability. Such absences should be written as allowable in the IEP and should not be treated as truancy situations. The size of the classroom is paramount for these children. “Open plan and noisy classrooms are best avoided. The children respond well to a quiet, well-ordered class with an atmosphere of encouragement rather than criticism. Parents find that with some teachers the child thrives, while with others the year was a disaster for both parties. If the teacher and child are compatible, then this will be reflected in the attitude of other children in the class. If the teacher is supportive then the other children will amplify this approach. If they are critical and would prefer the child were excluded, other children will adopt and express this attitude (Atwood, pg. 174). Once a child is in an appropriate environment with the necessary resources, this environment should be maintained. “Once parents have located a school that provides the necessary resources, then it is important to maintain consistency. Going to a new school means changing friends and the school not being aware of the child’s abilities and history of successful and unsuccessful strategies.” Parents have an important role in these children's lives. It is necessary for parents to insure that calm and collected communication occurs with their child, that they are taking the time through positive relationship to build on skill development. The parents must develop an attitude of understanding the differences within their child but not looking upon these differences as their child being defective or unable to have growth. The parents should focus on the strengths that their child does possess and develop ways to capitalize on these strengths and to cope with whatever weaknesses may be present. To sustain a positive and encouraging environment is a crucial component towards the furtherance of the skills of these children. Without this, these children are far more likely to become overwhelmed and display aggressive and other difficult behaviors. Therefore, whereas there are other factors that may be behind the causation of problematic behaviors, parents have an important role in being there for their children and creating a stable environment that is conducive to their emotional needs and progression in development. Children experiencing developmental challenges may display an unusual gait and difficulties with motor skills and coordination. They may also have difficulty with sensory stimuli so it is important for the therapist to take note of distressing stimuli and help to limit these things within their environment as much as possible. Activities designed to work on motor skills and coordination can prove beneficial but consideration should be taken as to not force a child or cause undue frustration if the child’s abilities are impaired. Emotional coaching can prove effective for parents of these children. Emotional coaching involves seeking to see the expression of emotions as a time for intimacy and teaching, providing validation to the child’s emotions, and helping the child to be able to label their emotions. The parent who is an emotion coach values the child’s negative emotions as opportunities for intimacy; can be patient with the child when they are sad, angry or fearful; can identify triggers; does not tell the child how to feel; does not expect to have all the answers (Gottman, 1999). Some children with autism spectrum disorders may exhibit encopresis. The child should be regularly seen by a physician if any problem arises. The child should not be punished for occasions of encopresis or be made to feel embarrassed. As pediatric neurologist Fred A. Baughman has stated, autism is a blanket term as is cerebral palsy identifying a developmental condition rather than a psychiatric issue. While those considered within the autism spectrum may display similar traits, there are diverse etiologies (Baughman, 2001). Some children with traumatic brain injury or epilepsy may display autistic traits. However, there can also be psychosocial reasons for the development of autistic behaviors. The term itself is very loosely used and at present the exact etiology is not fully known. I tend to look at autism as a variation in perception, yet a normal variation. These children are not defective. As individuals may be left handed or right handed, this is a variation, but does not state that a left handed individual who is in the minority is somehow defective or 'abnormal'. Rather, because autistic children have a variance in their perception, this causes them to come into conflict with the general functioning and perceptions of society as a whole. They have unique strengths but may need dome extra assistance in being able to navigate through what the rest of society typically perceives and how it interacts. It is important for us to respect the dignity and the ability of these children. Such programs as Applied Behavioral Analysis have gained in popularity, but few are aware of the unethical and aversive methods that were a part of the formation of this program. The situations of so-called success with the use of ABA have been overly inflated and the research conducted by those who are to directly a part of the implementation of ABA and are to gain financially and by other means by its implementation. In addition, such a program is based upon a concept of repetitiveness and does not provide children a context for the skills that are being taught. This is why a relationship based model is effective and important in conveying skills and is more dignified and respectful towards the child. CHAPTER 5: ACCEPTING, NOT SUPPRESSING There are no medications that will ‘cure’ autism and developmental challenges. Some individuals have used various medications in an attempt to control behaviors, however it must be realized that this is all that the medications are capable of doing is controlling a certain aspect of behavior by blunting certain brain functions. These medications all have serious risks. “Neuroleptics have their main impact by blunting the highest functions of the brain in the frontal lobes and the closely connected basal ganglia. They can also impair the reticular activating or energizing system of the brain. These impairments result in relative degrees of apathy, indifference, emotional blandness, conformity, and submissiveness, as well as a reduction in all verbalizations, including complaints or protests. It is no exaggeration to call this effect a chemical lobotomy…contrary to claims, neuroleptics have no specific effects on irrational ideas (delusions) or perceptions (hallucinations)." (Breggin, 1999) These medications also carry the risk of causing tardive dyskinesia or neuroleptic malignant syndrome. Tardive dyskinesia is permanent abnormal movements of the voluntary muscles. “NMS is characterized by severe abnormal movements, fever, sweating, unstable blood pressure and pulse, and impaired mental functioning. Delirium and coma can develop. NMS can be fatal…(Breggin, 1999) Common side effects of neuroleptic medications as reported by the Physicians Desk Reference are abdominal pain, abnormal walk, agitation, aggression, anxiety, chest pain, constipation, coughing, decreased activity, diarrhea, dizziness, fever, headache, inability to sleep, increased dreaming, indigestion, involuntary movements, joint pain, lack of coordination, nasal inflammation, nausea, overactivity, rapid heartbeat, rash, reduced salivation, respiratory infection, sore throat, tremor, vomiting. The SSRI antidepressants’ are also a common prescribed medication. These drugs can produce akathisia, mania, worsening of depression, obsessive compulsive like behaviors, and severe anxiety and agitation (International Center for the Study of Psychiatry and Psychology Newsletter, Summer 2002, pg. 15) The use of responsible psychosocial and relationship based approaches are far better than any short term benefit that neuroleptics may provide. CHAPTER 6: BUILDING SKILLS Social skills: The use of visual demonstration rather than giving verbal instruction benefits children with developmental challenges. Rather than giving verbal instruction, it is better to guide through the use of actual demonstration. At times, using such devices as Carol Gray's social stories or designing pictorials where the child participates and is able to reflect on the picture and describe to you the scenarios that are challenging to them and to discuss means to address the core issues can be extremely useful. These pictorials can be simple drawings. An example would be if a child becomes frustrated in the store and has a tantrum, one can draw out what took place in the store and have the child identify this, and then draw out the same scenarios with an adaptive and more appropriate response. Communication skills: The development of communication skills needs to be individualized and paced at the child's each unique level. Utilizing time with the child that is relationship based to foster communication is paramount. Parents and others should spend a significant time each day in reading and demonstrating to the child and in participating in play scenarios with them where the child takes the lead and the parents react to and participate in the imaginative play while guiding and coaching. Repetitive action/ hyper-focusing: using a social reinforcement plan where the child is not given tangible reinforcers but an activity where they can build relationship is beneficial. If a child is hyper-focused on a special interest, this special interest can be turned into the reinforcer, so therefore they are able to maintain their special interest, however be able to channel it towards more appropriate times. In situations of repetitive action, sometimes simply joining in can be an effective means to gain a better understanding of it, or if it is a problematic behavior of curbing it. An example I can give is that I had a client who when frustrated would lie under the table and hit his head on the bottom of the table. I crawled under the table and began doing the same action, gently tapping my head to the table. The child stared and asked me why I was doing that action, in which I responded, "Why are you?", and from that moment forward the behavior ceased. Addressing meltdowns/tantrums and sensory issues: There needs to be a differentiation between meltdowns caused by sensory issues and tantrums that are related to defiance or avoidance. In meltdowns, relaxation exercises can be incorporated or gentle massage. In more serious instances, the parent can gently hold and cradle the child, gently grasping the hands and legs. There should be no communication at this point other than to let the child know that it is not your desire to restrict their freedom, and that you will give back the freedom of movement one step at a time (by letting go of one hand at a time and then the legs) as they begin to de-escalate. Dietary issues: the maintenance of a healthful diet for children is crucial to all children's healthful functioning. Parents should consider if their child has allergies or other concerns and limit certain things from the diet that may be problematic. Some parents have opted to utilize the gluten/casein free diet. There has been some reported improvements in the use of this, however it is an expensive program and not always effective for all children thus parents should seeking to implement such a diet should examine with their physician whether such a diet would be worth the cost and effort and would evoke any positive benefit. Real Life Rehearsals: Designing actual rehearsals of various social/peer interactional scenarios can be useful. An example would be having a child go to the grocery and make a purchase, picking out specific items, interacting with the clerk, etc. The real life rehearsals should be designed based on each child's individual level of functioning and ability. The real life rehearsal can provide children with a context and opportunities to demonstrate actual skills they have learned or to show areas where they may need some further guidance and direction. Peer interaction: Some developmentally different children exhibit parallel play, by using relationship-based interactions on a daily basis, the parent can engage with their child and begin to break this cycle of parallel play. From this, the child can move onward to peer dyads, where frequent scenarios are encouraged of interaction with a peer, and this is gradually moved based on progression to more frequent group interaction. Social skills groups may be beneficial for the accomplishment of this objective. Mind maps: the creation of a daily 'mind map' where the events of the school day or other activities are recorded is important as it presents an opportunity for the parent to work on the child's ability to dialogue and reciprocate and be able to respond to 'wh' questions which can be a challenge for developmentally different children. Motor skills/ equine therapy: The utilization of equine facilitated therapy can be useful. In addition, equine therapy has provided an opportunity for children to be able to boost their self-esteem and confidence. It has given children a feeling of accomplishment and responsibility. It has helped further communication skills as many of the children have reflected on their experiences and had the opportunity to interact with other children, volunteers, and their equine friend. Balance and coordination skills as well as sensory integration have been fostered through the therapeutic benefits of muscle stimulation through riding exercises. Equine therapy has helped children to increase in patience, self-control and self-discipline and provided them with a locus of control and increased interest in the outside world. Occupational therapy: For some children, OT may be a useful in assisting them with sensory integration. Dietary intevention: Some children, though not all, may benefit from dietary interventions, particularly if they have gastrointestinal difficulties or serious allergies. In addition, Omega 3- found in fish oil has been shown to be advantageous towards aiding concentration and in mood regulation.

BEING AUTISTIC: AN APPROACH TOWARDS ACCEPTANCE AND UNDERSTANDING

Autism is not a disease or an entity. It is not something that we must seek out to eradicate. Rather, it is a mode of being, an umbrella term to describe how one relates (or does not relate) to the world. If we look at autism as an entity, a ‘thing’, then this leads us to develop programs that will seek to alter the person into something they are not nor will or can ever be. It causes us to seek to alter the person by force, coercion, and manipulation. Behavioralism has sought to modify the person, the existential approach rather seeks to understand. How the autistic person behaves should be seen as a form of communication, possibly the only form of communication they may possess to describe their joys, sorrows, or distress. The world of the autist is often misunderstood, one may see the person flapping their arms, and see this as ‘strange’ and in need of suppression. But if we look inwardly and explore the meaning behind this action, we may find it is telling us of something, it is indicative of how that person feels. It is one of their few ways to be able to share their experience. A commonly used approach with autistic persons is Applied Behavioral Analysis where the child works on drills for up to 40 hours a week with a therapist. This type of program separates the child from their parents. The repetitive drills often lead to depression, humiliation, and rage. The entire system is built on this concept of altering the person by force, seeking to gain their compliance to an arbitrary ‘norm’ of what a child must and should be. Instead, we should realize and respect the various developmental stages both perinatal and postnatal that occur and understand that developmental differences exist. These developmental differences exist, and those wanting to aid the person must realize this, and then help the person in discovering their being, of who they are, and to be able to embrace who they are. Early intervention programs sometimes force children into meaningless, repetitive tasks and are geared towards conformity, solely seeking to prepare the child for the classroom, but not taking into account other aspects of the person. A child with cerebral palsy may be autistic, a child placed under conditions of sensory deprivation may be autistic (Federici et. Al. 1998), a child exposed to a toxin may be autistic. Autism is merely a term we have decided to use to label how a person has developed and relates differently to the world. If I am an American and travel to a foreign country and know nothing of the culture or language, I am bound to struggle. If I am an American and travel to a foreign country but have learned something of the language and culture, it will be far easier. This is the direction I believe that programs to aid autistic persons should be geared. Not to alter the person, but rather to help them to be themselves while also having an understanding of the ‘mainstream’ and being able to navigate through it. CHAPTER TWO: REMAINING STRENGTHS BASED In aiding autistic children, we must first realize that this requires a team effort and a strengths based approach. It is necessary to not focus on what the child cannot do but look at what the child can accomplish and build upon this. Parents can enlist the support of professionals but must realize that it is they who are the most important persons in the child's life and that furthering the development of their child is not just the work of professionals but is a collaborative effort from everyone involved with the child. It is necessary that for any support to truly be effective and helpful, that they must be consistent and constant. The support must be the same throughout all domains that the child is present in. It is crucial for us to understand the environmental responses that children have, whether they have developmental differences or even if they do not. If a teacher, parent, or other person has a hostile tone, a poor demeanor, a loud voice, etc. All of these things can be overwhelming to the child and can provoke a behavioral response. All behavior is purposeful and should be looked upon as so, even negative behaviors. Behaviors are a way of the child speaking to us about a distressing situation or an apparent need or desire when they may not be able to convey this to us verbally. Light, sound, and other sensory stimuli can also produce distress for a child. We need to create awareness of what in the environment may serve as triggers to distress and seek to modify the environment to make it a more comfortable and safe place for the child. We must also be cautious in how we view children. If we look at a child displaying negative behavior as a 'monster' or feel that because a child may be rambunctious at times that we must automatically resort to medicating them, then we have taken a negativistic attitude that will surely be passed on to the child. Children are keenly aware, even those with communication struggles, of adult's perceptions of them. We should look at our children’s strengths and address behavioral difficulties not in terms of how we can subdue, but rather how we can meet needs and resolve conflict and remove distress. The use of play and mirroring is of particular usefulness in working with children with communication and social struggles. For those children who are non-verbal, we can begin to introduce hand signals, moving to use of pictures, and then gradually encouraging the child to make use of words or phrases to indicate desires. It is not important initially whether the verbalizations are correct but rather that a verbal attempt was made. When a child displays such a behavior as spinning objects, we should not be aversive, but rather gently introduce a new toy or object and seek to divert the child to a different activity. In situations of echolalia, we can say such things as 'that's TV talk', and use a signal and provide means to divert this to a different means of conversing. It is important to provide the child with understandable signals and meaningful statements and phrases. In order for autistic children to be able to integrate more into the social sphere, it is necessary that they not be isolated into situations where they are labeled and shuffled away from typical peers. Rather, they should be included as much as possible with typical peers. They may need additional support and accommodations, but how will they begin to learn important skills unless they have frequent and continuous exposure to the world around them. I have developed the use of what I term 'real life rehearsals', where we may set up a particular social scenario for a child. It may be such a thing as being able to make a purchase at the grocery store. The therapist and parents guide and coach the child ahead of time in how to go about such an activity and then have them actually demonstrate it. Social narratives are very useful in conveying information as these children tend to be visual learners. Social narratives can be simply made booklets that the child helps to create where a particular task or scenario is outlined with what behaviors are expected. The social narrative is helpful in building empathic skills as well as reflective thinking as we ask the child to develop captions for what different individuals may state and think in various situations. It is crucial, though it may appear controversial to some, to state that autistic and developmentally different children can and will be benefited from a psycho-social and relationship based approach alone. Some have decided to resort to medications, and I am placing no blame or condemnation on those who have made this decision, however making a suggestion that there are alternatives and informing of these alternatives as well as the hazards of psychotropic medication usage. First, I will not argue that medications can 'work' in the sense of subduing behavior. However, strapping a child to a chair would also work in regards to subduing behavior. This would be aversive and quite possible illegal. I see little difference between such an approach and that of using psychiatric medication. The difference is that one is a physical restraint, the other a chemical restraint. When we say that something 'works', often we are not looking at the mechanism by which it works. The use of anti psychotic medications in children can be compared to 'chemical lobotomy' as it blunts the functions of the frontal lobes. The risk of tardive dyskinesia, a permanent disfiguring neurological impairment exists with these drugs. In addition, many psychiatric drugs are prescribed off label and are not indicated for anyone below the age of 18 but continues to be prescribed. It may require more diligence, effort, and patience, but I remain convinced after working with over 80 autistic and developmentally different children, that relationship based approaches, rather than chemical restraint, prove to be a true means to teach our children skills, to focus on their strengths, to build on their development, and to help address challenging behaviors and to address the real source of conflict and distress rather than just blunting it. CHAPTER THREE: STORIES FROM MY RELATIONAL APPROACH I met with a 5 year old autistic boy who was non-verbal. He came into the office and began banging his hands on the computer keyboard. The secretary’s immediate response as it typical was to suppress that behavior and make it go away. Instead, I told her to let him go. We had a ball pit in the center of the room, and I told the boy that if he wanted to keep hitting the keyboard that I might have to pick him up and toss him in the ball pit. He continued, and I picked him up and tossed him in. He got out of the ball pit and walked back over to the keyboard. This time, he did not hit the keyboard but outstretched his hands toward it and then fell back into my arms for me to toss him in the ball pit. He giggled and laughed and then spoke the words, “do it again.” I was amazed. Relationship was at the key of this interaction and an emotional connection was forged. I entered into his world, and he reciprocated and entered mine. I met with a 3 year old boy who was also non-verbal. He had been placed into foster care almost from day one of his life and both his parents were violent and abusive and there was chaotic family dynamics. The foster family were not equipped to deal with the challenges. The boy would often have intense meltdowns lasting an hour at a time where he would scream and cry uncontrollably. The first thing was to explore why this was occurring, what was triggering it? Why was this child becoming so frustrated and overwhelmed? I came to learn that the foster mother was working a lot, and there would be periods of separation . This is was at the root cause, and it was later acknowledged by the family. Typically though the establishment would see these meltdowns as ‘dangerous’ and problematic and want to shut it down with an antipsychotic drug rather than seeking to understand why it is occurring. I would spend time with the child, letting him take the lead, and just merely being a presence, and hoping he would allow me to enter his space. I encouraged the foster parents to do the same, however this did not occur. These foster parents made the decision that with their current dynamics that it may be better for the child to be in a home where more time could be devoted. A new foster family was arranged, where no other children were present, and the foster mother stayed at home. The child thrived in this setting, and his language developed at a rapid pace, and the meltdowns became minimal. The foster parents began utilizing relational approaches and spent much time seeking to understand and make emotional connections with the child. Gradually, they began seeking to have him interact with peers, and this became much easier for him to do. Their entire approach was based on acceptance. I received this letter from the father of one of my former clients who at the time was 7 years old. “Dr. Edmunds has developed a strong rapport with (my child). He even waits at the corner of our street in anticipation of his visits. More importantly, over the course of the summer we saw a definite improvement in (his) socialization and behavior at home...I have been extremely impressed with Dr. Edmunds' extensive knowledge...I also appreciate the comfort we receive in learning of positive results he has achieved with other children. Although I have read extensively myself and spoken with his developmental pediatrician, Dr. Edmunds has been able to translate his theoretical understanding into practical steps that have helped (my child) and us.” In my work with this young man, I sought to build a connection and a relationship and as the father notes, this came in a way where he would await my visits whereas he was previously known to be one who was somewhat disengaged and oblivious to others. I used his interests and his strengths to build this connection and in the process of him opening his world to be, I began to introduce him to that of the mainstream, so he would have an awareness. He had a number of sensory concerns and transitions were always challenging for him, but we worked through pro-active ways to address this. When transitions came forward, he was more prepared ahead of time to deal with them and therefore the need for meltdowns reduced significantly. I also always sought the engagement of the parents. This is the key component, I was present for a brief time, so it is the parents who ultimately must carry things onward and continue to help their child in making emotional connections and being able to navigate through the world. I worked with an autistic child who was blind and had paralysis in his legs. When frustrated and overwhelmed, he would require a helmet at times because he would bang his head. Many would dismiss any attempts to engage with him believing him to be ‘too disabled’ or ‘too troubling’. But even here, there was work done in assessing his environment, seeking to alleviate those things that caused distress and overwhelm. And emotional connections were able to be made with him in spite of his challenges and differences. I let him take the lead, and he would at times grasp my hand and lead me through his house. In spite of his blindness, he knew his surroundings by touch. He enjoyed listening to music and he had one game he would play where he would cover himself with blankets and giggle. These were important emotional connections not to be ignored. CHAPTER 4: THE IMPORTANCE OF RELATIONSHIP In helping autistic and developmentally different children, it’s all about relationship. These children are within a realm where they feel and respond much differently than others. There has been much focus on trying to eliminate certain behaviors or to evoke particular responses in children which actually become rote and repetitive for them without context. One of the goals in aiding these children should be in helping them find meaning. In order to do this we must be willing to not look at the child as broken, unable to respond, or even unable to communicate. These children DO communicate, however they are not always able to manipulate their senses to communicate in the typical ways of other children. As a result, they can become easily frustrated and trapped. The therapist must enter their imaginative world and learn to communicate in their language. Greenspan gives an example of a child who initially went to a psychologist who engaged the child in repetitively placing pegs in a board or trying to find beads hidden under various cups. This was supposed to be a measure of the child’s intelligence and abilities but it proved ineffective. The child constantly hurled the pegs to the floor. A different psychologist took a unique approach in having the mother participate with the child in a series of interactions. First, the child began grabbing the nose of the mother. Rather than redirecting the child and seeking to have her refrain from the grabbing, the mother responded with a ‘toot toot’ noise and then allowed her to do it again responding with a new noise. The mother then gently touched the nose of the child and the child to the amazement of the mother smiled and let out a noise, “mo mo”. The child had indeed communicated but in her own language. The mother and child had made a real connection. This showed to the psychologist that this child’s cognitive development was within a normal range and here was a child who wanted to exert some control over her surroundings. Over time, the communication increased, and the mother was able to have ‘pleasurable’ discussions with her child that prior had never existed (Greenspan, The Growth of the Mind, 1997, pg. 8-9) The key to furthering development lied in relationship. Children experiencing language difficulties need to have emotional and social supports. Unless these are more fully developed, the language will be fragmented and lack meaning (Greenspan, pg. 32). Before language development can come, improving the understanding of non-literal and non-verbal communications need to be worked upon. There are 6 main milestones for children: self regulation and interest in their surrounding world; intimacy; two way communication; complex communication; emotional ideas; and emotional thinking. In Greenspan’s floor time model the first goal is to encourage attention and intimacy which helps in the further development of the first two milestones. The parent will actively participate in a period of play therapy engaging their child in creative play allowing the child some direction over the course of the session and taking interest in their activities as well as providing encouraging feedback. Self-regulation becomes difficult for some children because sensory stimulation can be so overwhelming or their attention may wander (Greenspan, Essential Partnership, pg. 8). Difficulties in intimacy occur because the child is not able to effectively read the cues being given. Often times the children will have an easier time with adult relationships because adults are more able to adjust their cues to the level of understanding of the child whereas this does not always occur with peers. A part of reaching out to these children and guiding them in the intimacy milestone is to provide them opportunities to interact with peers and to have them be able to relate back what the other person is stating and feeling. Making use of social narratives and role plays can be helpful in aiding the child in understanding the feelings of others as well as their own feelings. A social narrative (or social story as developed by Carol Gray is a device used where a make believe dialogue is constructed and the child is asked to fill in the gaps. “A social story is a story written to specific guidelines to describe a situation in terms of relevant cues and common responses (Gray & Granard, 1993). The use of comic strip conversations can also be employed. “A comic strip conversation is the genuine ‘art of conversation’. This approach incorporates the use of simple drawings and color to illustrate an ongoing communication. This provides additional support to (children) who struggle to understand the quick exchange of information in a conversation (Gray, 1994). An advanced form of the social story is what is termed the ‘thinking story’. “Thinking stories demonstrate the variety of possibilities as to what people may be thinking when they make certain statements, or when they display certain behaviors…Thinking stories follow a specific, structured format, using picture symbols from Comic Strip Conversations to define and illustrate the abstract concepts covered in the story (Baron-Cohen, 1990, Dawson &Fernald, 1987). The person or therapist using the social story can help guide the child through and the use of feelings charts can also be a beneficial aid. To reach the milestones of two way communication and complex communication, it is important within the sessions that the parents have that they utilize a dialogue with the child, help guide them to use their face, emotions, hands, to convey their needs and desires. Encouraging the child’s imagination and creativity will help in the development of the complex communication as they begin to move towards problem solving. Lastly, it is important to work on logical thought, being able to take the things they have learned from the parent’s coaching and to actually be able to convey some insight and understanding of the world. In the play therapy sessions, it is important for the parent and/or therapist to actively participate. The purpose should not be to entertain the child, but to interact with the child. Seek to draw near to the child, but this should not be forced, allows the child to express themselves at their particular pace. Use lots of gesturing and cueing and become a part of their imaginative play, allow them to show and teach you something about their world. It is important to not just tolerate their feelings and certainly not be dismissive of them, but allow the child to express their feelings openly being able to distinguish feelings from behavior. Don’t be afraid to challenge the child in new skills, they will be eager to learn as long as the challenge is not forced. From time to time, you will notice that these children will become obsessed with routines or repetition, so in the play do something to break the routine or repetition. If a child is repeating a certain topic or action, do something entirely different that will focus their attention elsewhere. Do not be repetitive in your directives and follow a plan of rote learning, allows the child to explore and display what they do know. It is important to ask open ended questions, let the children explain to you. Find out what these children find meaning in, and seek to have them tell you why. Don’t judge or evaluate their answers, but be a listener. Help the child to brainstorm new ideas, and particularly when conflict arises, let them be able to perform some self assessment, sit as a partner as they develop adaptive responses and utilize them. Don’t be afraid to allow the child to fail from time to time, they will learn and gain insight from their trial and error. When the child is expressing certain thoughts and feelings, help them to be able to label what it is they are expressing (Greenspan, Essential Partnership, pg. 20) There are key social behaviors as they relate to relationship building that should be addressed with the Asperger’s child. The first is entry skills. This refers to how the child joins a group of children and whether or not they seek to include other children into their play. The therapist can help serve as a coach for entry skills and encourage scenarios where the child will have opportunities to exercise the skill (Atwood, 1999) Next is assistance, whether the child recognizes when to seek help from others or to provide help to others. Social stories can certainly be utilized in this situation. An example of a social story as given by Attwood (1999) that applies to this skill is as follows: Sometimes children help me. They do this to be friendly. Yesterday, I missed three math problems. Amy put her arm around me and said, “Okay, Juanita” She was trying to help me feel better. On my first day of school, Billy showed me my desk. That was helpful. Children have helped me in other ways. Here is my list: I will try to say, Thank you! when children help me. Another example of a social story is: My name is Fred. Sometimes, children help me. Being helpful is a friendly thing to do. Many children like to be helped. I can learn to help other children. Sometimes, children will ask for help. Someone may ask, ‘Do you what day it is today?’ or ‘Which page are we on?’ or maybe something else. Answering that question is helpful. If I know the answer, I can answer their question. If I do not know the answer, I may try to help that child find the answer. Sometimes, a child will move and look all around, either under their desk, in their desk, around their desk. They may be looking for something. I may help. I may say, “Can I help you find something?” There are other ways I can help. This is my list of ways I can help other children: Children like to be helpful (Atwood, 1999). For younger children the use of the Mr. Men stories (such as Mr. Nosy, Mr. Grumpy) by Roger Hargreaves can prove useful. The other skills which need development include receiving and accepting compliments, accepting and receiving criticism, accepting suggestions, reciprocity and sharing, conflict resolution, monitoring and listening, empathy, and learning to ending meaning how to provide closure to an interaction. For conflict resolution skills, one first provides and effective atmosphere for the discussion and resolution of the conflict, clarify perceptions, focus on needs, build shared positive power, look to the future and learn from the past, generate options, develop doables, and make mutual benefit agreements (Weeks, 1992). The child diagnosed with Asperger’s Syndrome will need particular coaching and support in going through these steps. Within the education system is a great misunderstanding of Asperger children. These children cannot be placed in an autism classroom. These children can be challenging and some teachers and school administrators are afraid of taking the necessary steps to insure these children’s success. Partial hospitalization becomes an easy out for the school districts. Teachers need to be able to build a relationship with the child and recognize their strengths, being respectful of the child’s personal space and boundaries and always speaking to the child in a calm and collected manner. “Teachers need to have a calm disposition, be predictable in their emotional reactions, flexible with their curriculum, and see the positive side of the child (Atwood, pg. 173) Some teachers see that these children will rock in their seats or move their hands or feet and look at these children as being disruptive in the class. The rocking behavior is a way that the child ‘grounds’ themselves, it is comforting for them, and is not a behavior to condemn the child for nor one that can or should be eradicated. If it appears to be a disruption, the teacher can provide a place for the child to be able to have a break until they feel they are calmer. School administration must understand that for the some of these children that sensory stimuli can be very frustrating, and sometimes these children may need brief periods away from school that allow them to regain some emotional stability. Such absences should be written as allowable in the IEP and should not be treated as truancy situations. The size of the classroom is paramount for these children. “Open plan and noisy classrooms are best avoided. The children respond well to a quiet, well-ordered class with an atmosphere of encouragement rather than criticism. Parents find that with some teachers the child thrives, while with others the year was a disaster for both parties. If the teacher and child are compatible, then this will be reflected in the attitude of other children in the class. If the teacher is supportive then the other children will amplify this approach. If they are critical and would prefer the child were excluded, other children will adopt and express this attitude (Atwood, pg. 174). Once a child is in an appropriate environment with the necessary resources, this environment should be maintained. “Once parents have located a school that provides the necessary resources, then it is important to maintain consistency. Going to a new school means changing friends and the school not being aware of the child’s abilities and history of successful and unsuccessful strategies.” Parents have an important role in these children's lives. It is necessary for parents to insure that calm and collected communication occurs with their child, that they are taking the time through positive relationship to build on skill development. The parents must develop an attitude of understanding the differences within their child but not looking upon these differences as their child being defective or unable to have growth. The parents should focus on the strengths that their child does possess and develop ways to capitalize on these strengths and to cope with whatever weaknesses may be present. To sustain a positive and encouraging environment is a crucial component towards the furtherance of the skills of these children. Without this, these children are far more likely to become overwhelmed and display aggressive and other difficult behaviors. Therefore, whereas there are other factors that may be behind the causation of problematic behaviors, parents have an important role in being there for their children and creating a stable environment that is conducive to their emotional needs and progression in development. Children experiencing developmental challenges may display an unusual gait and difficulties with motor skills and coordination. They may also have difficulty with sensory stimuli so it is important for the therapist to take note of distressing stimuli and help to limit these things within their environment as much as possible. Activities designed to work on motor skills and coordination can prove beneficial but consideration should be taken as to not force a child or cause undue frustration if the child’s abilities are impaired. Emotional coaching can prove effective for parents of these children. Emotional coaching involves seeking to see the expression of emotions as a time for intimacy and teaching, providing validation to the child’s emotions, and helping the child to be able to label their emotions. The parent who is an emotion coach values the child’s negative emotions as opportunities for intimacy; can be patient with the child when they are sad, angry or fearful; can identify triggers; does not tell the child how to feel; does not expect to have all the answers (Gottman, 1999). Some children with autism spectrum disorders may exhibit encopresis. The child should be regularly seen by a physician if any problem arises. The child should not be punished for occasions of encopresis or be made to feel embarrassed. As pediatric neurologist Fred A. Baughman has stated, autism is a blanket term as is cerebral palsy identifying a developmental condition rather than a psychiatric issue. While those considered within the autism spectrum may display similar traits, there are diverse etiologies (Baughman, 2001). Some children with traumatic brain injury or epilepsy may display autistic traits. However, there can also be psychosocial reasons for the development of autistic behaviors. The term itself is very loosely used and at present the exact etiology is not fully known. I tend to look at autism as a variation in perception, yet a normal variation. These children are not defective. As individuals may be left handed or right handed, this is a variation, but does not state that a left handed individual who is in the minority is somehow defective or 'abnormal'. Rather, because autistic children have a variance in their perception, this causes them to come into conflict with the general functioning and perceptions of society as a whole. They have unique strengths but may need dome extra assistance in being able to navigate through what the rest of society typically perceives and how it interacts. It is important for us to respect the dignity and the ability of these children. Such programs as Applied Behavioral Analysis have gained in popularity, but few are aware of the unethical and aversive methods that were a part of the formation of this program. The situations of so-called success with the use of ABA have been overly inflated and the research conducted by those who are to directly a part of the implementation of ABA and are to gain financially and by other means by its implementation. In addition, such a program is based upon a concept of repetitiveness and does not provide children a context for the skills that are being taught. This is why a relationship based model is effective and important in conveying skills and is more dignified and respectful towards the child. CHAPTER 5: ACCEPTING, NOT SUPPRESSING There are no medications that will ‘cure’ autism and developmental challenges. Some individuals have used various medications in an attempt to control behaviors, however it must be realized that this is all that the medications are capable of doing is controlling a certain aspect of behavior by blunting certain brain functions. These medications all have serious risks. “Neuroleptics have their main impact by blunting the highest functions of the brain in the frontal lobes and the closely connected basal ganglia. They can also impair the reticular activating or energizing system of the brain. These impairments result in relative degrees of apathy, indifference, emotional blandness, conformity, and submissiveness, as well as a reduction in all verbalizations, including complaints or protests. It is no exaggeration to call this effect a chemical lobotomy…contrary to claims, neuroleptics have no specific effects on irrational ideas (delusions) or perceptions (hallucinations)." (Breggin, 1999) These medications also carry the risk of causing tardive dyskinesia or neuroleptic malignant syndrome. Tardive dyskinesia is permanent abnormal movements of the voluntary muscles. “NMS is characterized by severe abnormal movements, fever, sweating, unstable blood pressure and pulse, and impaired mental functioning. Delirium and coma can develop. NMS can be fatal…(Breggin, 1999) Common side effects of neuroleptic medications as reported by the Physicians Desk Reference are abdominal pain, abnormal walk, agitation, aggression, anxiety, chest pain, constipation, coughing, decreased activity, diarrhea, dizziness, fever, headache, inability to sleep, increased dreaming, indigestion, involuntary movements, joint pain, lack of coordination, nasal inflammation, nausea, overactivity, rapid heartbeat, rash, reduced salivation, respiratory infection, sore throat, tremor, vomiting. The SSRI antidepressants’ are also a common prescribed medication. These drugs can produce akathisia, mania, worsening of depression, obsessive compulsive like behaviors, and severe anxiety and agitation (International Center for the Study of Psychiatry and Psychology Newsletter, Summer 2002, pg. 15) The use of responsible psychosocial and relationship based approaches are far better than any short term benefit that neuroleptics may provide. CHAPTER 6: BUILDING SKILLS Social skills: The use of visual demonstration rather than giving verbal instruction benefits children with developmental challenges. Rather than giving verbal instruction, it is better to guide through the use of actual demonstration. At times, using such devices as Carol Gray's social stories or designing pictorials where the child participates and is able to reflect on the picture and describe to you the scenarios that are challenging to them and to discuss means to address the core issues can be extremely useful. These pictorials can be simple drawings. An example would be if a child becomes frustrated in the store and has a tantrum, one can draw out what took place in the store and have the child identify this, and then draw out the same scenarios with an adaptive and more appropriate response. Communication skills: The development of communication skills needs to be individualized and paced at the child's each unique level. Utilizing time with the child that is relationship based to foster communication is paramount. Parents and others should spend a significant time each day in reading and demonstrating to the child and in participating in play scenarios with them where the child takes the lead and the parents react to and participate in the imaginative play while guiding and coaching. Repetitive action/ hyper-focusing: using a social reinforcement plan where the child is not given tangible reinforcers but an activity where they can build relationship is beneficial. If a child is hyper-focused on a special interest, this special interest can be turned into the reinforcer, so therefore they are able to maintain their special interest, however be able to channel it towards more appropriate times. In situations of repetitive action, sometimes simply joining in can be an effective means to gain a better understanding of it, or if it is a problematic behavior of curbing it. An example I can give is that I had a client who when frustrated would lie under the table and hit his head on the bottom of the table. I crawled under the table and began doing the same action, gently tapping my head to the table. The child stared and asked me why I was doing that action, in which I responded, "Why are you?", and from that moment forward the behavior ceased. Addressing meltdowns/tantrums and sensory issues: There needs to be a differentiation between meltdowns caused by sensory issues and tantrums that are related to defiance or avoidance. In meltdowns, relaxation exercises can be incorporated or gentle massage. In more serious instances, the parent can gently hold and cradle the child, gently grasping the hands and legs. There should be no communication at this point other than to let the child know that it is not your desire to restrict their freedom, and that you will give back the freedom of movement one step at a time (by letting go of one hand at a time and then the legs) as they begin to de-escalate. Dietary issues: the maintenance of a healthful diet for children is crucial to all children's healthful functioning. Parents should consider if their child has allergies or other concerns and limit certain things from the diet that may be problematic. Some parents have opted to utilize the gluten/casein free diet. There has been some reported improvements in the use of this, however it is an expensive program and not always effective for all children thus parents should seeking to implement such a diet should examine with their physician whether such a diet would be worth the cost and effort and would evoke any positive benefit. Real Life Rehearsals: Designing actual rehearsals of various social/peer interactional scenarios can be useful. An example would be having a child go to the grocery and make a purchase, picking out specific items, interacting with the clerk, etc. The real life rehearsals should be designed based on each child's individual level of functioning and ability. The real life rehearsal can provide children with a context and opportunities to demonstrate actual skills they have learned or to show areas where they may need some further guidance and direction. Peer interaction: Some developmentally different children exhibit parallel play, by using relationship-based interactions on a daily basis, the parent can engage with their child and begin to break this cycle of parallel play. From this, the child can move onward to peer dyads, where frequent scenarios are encouraged of interaction with a peer, and this is gradually moved based on progression to more frequent group interaction. Social skills groups may be beneficial for the accomplishment of this objective. Mind maps: the creation of a daily 'mind map' where the events of the school day or other activities are recorded is important as it presents an opportunity for the parent to work on the child's ability to dialogue and reciprocate and be able to respond to 'wh' questions which can be a challenge for developmentally different children. Motor skills/ equine therapy: The utilization of equine facilitated therapy can be useful. In addition, equine therapy has provided an opportunity for children to be able to boost their self-esteem and confidence. It has given children a feeling of accomplishment and responsibility. It has helped further communication skills as many of the children have reflected on their experiences and had the opportunity to interact with other children, volunteers, and their equine friend. Balance and coordination skills as well as sensory integration have been fostered through the therapeutic benefits of muscle stimulation through riding exercises. Equine therapy has helped children to increase in patience, self-control and self-discipline and provided them with a locus of control and increased interest in the outside world. Occupational therapy: For some children, OT may be a useful in assisting them with sensory integration. Dietary intevention: Some children, though not all, may benefit from dietary interventions, particularly if they have gastrointestinal difficulties or serious allergies. In addition, Omega 3- found in fish oil has been shown to be advantageous towards aiding concentration and in mood regulation.