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May 2010 - Issue #8

South Florida Autism Newsletter

FREE

Take One

In this issue...

GFCF SnackIdeas for the

Summer

BiomedicalQ&A withMs. Mellen

CommunicationMethod forNon-VerbalChildren &

Adults

And more...

Inside...Summer Camp GuideDade & Broward Co u n t y

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Contact Us.autisminsidernewsletter@gmail.com

For Calendar events Subject: Calendar(Make sure we receive the information the firstweek of the month prior to the event)

For Articles Subject: Article

For general information or advertisementopportunities, please call us at (954)584-3198 oremail at autisminsidernewsletter@gmail.com

Inside This Issue...

Luciana C Leo (786) 306-4967Sarah Sweeney (786) 413-8017

GENERAL ARTICLES

Communication Method For Non Verbal StudentsWhat is Rapid Prompting™ Method? Page 4

The Importance of Being Consistent WithTherapies During the Summer Page 7

Summer Camps 2010

Broward and Dade County Page 6

BioMedical Q&ABy Debbie Mellen Nurse Practitioner Page 8

Autism ChatterMy son’s point of view Page 10

MOVIE REVIEWA Mother’s Courage Page 10

Recipe of the Month

Fun Snacks For Summer (GFCF) Page 11

SPECIAL THANKS TO:

FOR SUPPORTINGTHE AUTISMCOMMUNITY

www.soloprinting.com

Mild Hyperbaric Therapy at Autism ADD / ADHD / PDD-NOS Asperger’s Syndrome Speech Delay Cerebral Palsy Brain Injury

And more ...

For more info call (954)584-3198 or go to www.bodymedonline.com

The monthly plan gives access to 1 hourdaily of mHBOT, up to 5 days a week!!! * Offer valid only until July 31, 2010. Session schedule depends on availability.

*

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Acquisition Programs

A comprehensive assessment will assist in the development and imple-mentation of an individualized skill acquisition program targeting thefollowing areas: behavioral, expressive and receptive communication,social reciprocity, cognitive, visual-motor imitation, fine motor, feeding,gross motor, etc

Behavior Reduction Programs

Assessment will be completed and a behavior plan will be written andmonitored to reduce maladaptive behaviors and teach appropriatereplacement skills.

Parent Advocacy

School observations

Attending and supporting families at IEP meetings and informal teachermeetings.

Pragmatic and Social Skill Groups

Groups are offered to generalize new skills, improve social skills, developfriendships, increase play and leisure skills, improve communication andlanguage and infuse turn-taking skills.

Therapy Links

Therapy Links is an intensive therapeutic day program that is based onthe principles of ABA. This drop-off program is designed for children 1.5to 3 years of age. Individual schedules, visual aides and functionalcommunication systems are utilized as supports. The staff includes BoardCertified Behavior Analysts, Licensed teachers and therapists with a strongbackground in ABA methodology. Class contains 4-5 children with 2therapists.

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Communication Method For Non Verbal StudentsWhat is Rapid Prompting™ Method?

RPM is an education method that leads to communication. It usesempirical and rational approaches to teaching concepts. It allowsthe learner the ability to communicate his or her learning usingtwo, three or more choices. The learner is then able to grow hisor her motor skills and spell out learned facts from a lessonpreviously presented. Communication grows through theaccumulation of knowledge of the facts acquired by the learner.

For most people, listening to information, understanding it,preparing a response and utilizing the necessary muscles tocommunicate that response is a subconscious, reflexive process.But for someone with severe autism, this same process can be aconvoluted task. We know fromwhat Tito (Soma's son andpublished author) and otherswith autism have communicatedthat it is extremely difficult toprocess the sensory informationwith which they easily becomeoverloaded. Thus, to focus onhearing and seeing, to formulatean appropriate response, andthen to complete the motorplanning necessary to give thatresponse requires tremendouseffort and initiative. Thanks toscientists and people withautism who have participated inresearch, we are beginning tounderstand the brain functionsof a person with autism, how allthe different areas work (or don't work) together and how otherparts of the brain can be trained to provide support for the partsthat are not working properly.

RPM uses a "Teach-Ask" paradigm for eliciting responses throughintensive verbal, auditory, visual and/or tactile prompts. RPMpresumes competence to increase students' interest, confidenceand self-esteem. Prompting competes with each student's self-stimulatory behavior, and is designed to help students initiate aresponse. Student responses evolve from picking up answers, topointing, to typing and writing which reveals students'comprehension, academic abilities and eventually, conversationalskills. RPM is a low-tech approach in that is requires only aninstructor, student, paper and pencil. But the science behind howand why it works for some individuals is much more complex.

In the Rapid Prompting Method, the teacher (Soma) matches herpace to the student's speed of self-stimulatory behavior, whilecontinually speaking and requesting student responses, in orderto keep the student on task and focused on the lesson at hand. Inaddition, Soma adjusts subject matter to stimulate the desired sideof the brain. Her teaching style is respectful and conversational,

as she speaks to her students with the confidence that they arecapable of learning and responding to answer her questions.

In the beginning, Soma begins a lesson with stating a fewsentences on a subject and she asks a question based on what shehas just said. Soma writes two possible answers on separate piecesof paper, taps the choices while reading and spelling them aloudand then encourages the student to pick up the correct answer.Working with hundreds of students, Soma has identified differenttypes of learners, and she adapts her teaching to each oneaccordingly. For example, auditory learners may not directly lookat or read the answers. They rely instead on Soma's tapping to

"hear" the position of the correctanswer.

Based on the student's skills,Soma moves quickly from havingthe student choose from twochoices to three or more, frompicking up pieces of paper tohaving the student point to theanswer, and then to pointing toletters to spell the answer.Because shifting the arm side toside is easier than lifting it up anddown, Soma's students first learnto make choices from a horizontalfield, and they progress to choicespresented vertically.

Soma first taught her son Tito,who was nonverbal, and she has expanded and adapted herapproach to many different types of learners. Her 600+ clientshave ranged in age from 2 to 50.

Pronounced results have been with nonverbal students. Theassumption about nonverbal persons often is that, because theylack speech, they are severely cognitively impaired. Soma'steaching has demonstrated that, although nonverbal students lackcommunicative skills, they still have tremendous potential forlearning.

Although Soma's primary focus has been nonverbal students, sheworks also with verbal students to overcome echolalia, developreasoning skills, and to improve their auditory learning. Manyverbal students have been able to expand their expressive languageby learning to spell their responses, and then learning to speak theappropriate response at the right time.

Summer camps, workshops and courses information:

www.halo-soma.org1-866-465-9595 information@halo-soma.org

Soma Mukhopadhyay is an Indian mother who developed a successful technique for teaching andcommunicating with her autistic son, Tito. Tito, now an adult, is still profoundly autistic -- but has also

developed talents as a poet, writer and teacher. How does this method work? Is it worth trying?

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Focusing on all behavior issues and the autism spectrumAeleen B. Garrido-Tortorici MS LMHC

� Early Intervention� Behavior: Individual, Home Programs� Occupational: Sensory, Gross, Fine,

Vestibular� Speech: Individual, Pragmatic Groups

� Auditory Integration: Berard Method� Tutoring� Groups: Summer, Winter, Spring� Schools: Observations, Shadowing,

I.E.P. Rep.

CALL US

TO FIND OUT A

BOUT OUR SU

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GROUPS!

(954)434-5784 or (7

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At All4Kidz we provide a behavioral based therapeutic approach to the child's individualneeds and program, including the following areas: gross motor, fine motor, sensoryinput, pre-writing, academics, social skills, communication skills, and overallincorporation of the child's I.E.P. We have an intensive intervention throughout theentire summer with weekly themes to enhance the child's goals and attention. Thereis also a highly structured tutoring program focusing on academics, social skills andrecreational activities. The academics focuses on writing skills, reading, math, problemsolving and auditory processing. The children thrive in our structured and nurturingenvironment year after year. Come and feel like a member of our family!

All 4 Kidz

Summer Camp

Max. 5:2 Child:Therapist Ratio

Dates: June 4 - August 13   Times:  8:30 - 12:30

Extended Hours Available uponrequest

Director: Aeleen Garrido, M.S., L.M.H.C.9126 Griffin Rd. Cooper City, Fl. 33328

954-434-5784 www.all4kidz.info

When signing up for

Auditory Integration Training

* Offer valid only for months of June and July 2010

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Project Stable (Hippo Therapy)Phone: (954) 680.8069www.projectstable.org

Holistic Therapy Solutions, IncPhone: (954) 394.8486

Summer Camps 2010

B r o w a r d C o u n t y

Mini Swimming Camp for Children with Autism

3 weeks (3 levels) must have already completed our swim with Mr. Blue 5 day swimming program

June 7th-11th Swim Therapy and fun, water basketball!!!June 14th-18th Swim Training and fun, water volleyball!!!June 21st-25th Swim events and fun, slip and slide!!!

11:00-12:00 Swim instruction and games (ask for our other times available)12:00-12:30 Parents can bring bag lunches and eat lunch poolside

$175 per week per child (groups of 4) ratio 1:1Sign up by May 20th and save $25 off

Project Stable (Hippo Therapy)Phone: (954) 680.8069www.projectstable.org

Holistic Therapy Solutions, IncPhone: (954) 394.8486

Dan MarinoSummer Camp

Phone: (954) 385.6258Ages: 5 to 15

T.I.I.P.S.June - July

Phone: (954) 753-4175

All 4 KidzPhone: (954) 434.5784

5:2 Child:Therapist RatioJune - AugustAges: 2 to 13

Camp NottinghamResidential Summer Program

Phone: (954) 360-7210Ages: 7 to 15

Kentwood PreparatorySummer Program

Phone: (954) 581-8222Ages: 5 to 17

BLASTSummer Program

(954) 575-5998Ages: 5 to 17

JCC - Camp Kavod561-852-3200

ASL Pediatric TherapySummer Program

Phone: (954) 389-8090Ages: 0 to 21

Buddy Bikes(786)489-2453

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Project Stable (Hippo Therapy)Phone: (954) 680.8069www.projectstable.org

M i a m i - D a d e C o u n t y

South Florida Children ChildDevelopment Center

Phone: (305) 733.5918June - AugustAges: 4 to 8

Angels Reach DevelopmentalEnrichment Center

Phone: (305) 828.52761:1 to 3:1 Child:Therapist Ratio

Full or Half DayIntegrated Therapy Program

Miami-DadeParks & Recreation

Phone: (305) 365.6706June

Ages: 6 to 22FREE

For all children with disabilities

Carrie Brazer Summer CampPhone: (305) 262.5999

June-August2-4 week or 10 week program

Ages: 2 to 21

Shake a Leg of Miami Phone: (305) 858.5550, June - July, Ages: 8 to 14FREE for all children with disabilities

All-Star Kids RehabSummer Enrichment Program

Phone: (305) 231-1276June - August

Project Stable (Hippo Therapy)Phone: (954) 680.8069www.projectstable.org

Holistic Therapy Solutions, IncPhone: (954) 394.8486

Project Stable (Hippo Therapy)Phone: (954) 680.8069www.projectstable.org

Holistic Therapy Solutions, IncPhone: (954) 394.8486

Dimensions Kids CampPhone: (305) 933.5887

JuneAges: 4 to young adult

Project Stable (Hippo Therapy)Phone: (954) 680.8069www.projectstable.org

Holistic Therapy Solutions, IncPhone: (954) 394.8486

The Alper Jewish Cimmunity Center

Phone: (305) 271.9000 ext 238June - August

Ages: 4 to 8, 9 to 13and 14 to 27

Creative Children TherapyPhone: (305) 412.4177

June - August3:1 Child:Therapist Ratio

Ages: 4 to 7, 8 to 11 and 12 to 18The Victory School

Phone: (305) 466.1142June - AugustAges: 3 to 15

Promised LandConsulting

Phone: (305) 255.9561May - July

Ages: 3 to 15

Children's Resource CenterPhone (305) 596.6966Ages: 2 to 5

Educational AlternativesPhone: (305) 221.5035

June - August

Kendall Music StudiosPhone: (305) 273.4585

Year AroundAges: 5 and up

As the summer approaches, most families are planning relaxingvacations and getaways. Yet for the family with a child that has asensory disorder or has a child in the spectrum this can be a tryingtime. This change in routine and sometimes lack of structure in theirdays causes more of a chaotic and stressful season than a relaxingone.Children that have a sensory disorder and are in the autism spectrumthrive in a structured environment. The structure and predictabilityof a consistent intervention throughout the summer break are keyelements for a smooth transition. The transition cycle moves fromthe end of school year into summer break and then back into a new

school year. When there is a lack of consistency and structure, thenthis sets the footing for regression.  You will see it in all the areas ofthe child's life: social, academics, communication, and behavioral.Therefore, the right summer group is an essential key to the child'ssuccess. The right summer break group will incorporate your child'scurrent I.E.P. to his program along with providing an individualizedapproach to your child's needs. The right summer environment willassist in maintaining your child's skills and help to obtain a smoothand relaxing summer break. This will help to ensure a smooth startto the new school year as well.By Aeleen Garrido, M.S., L.M.H.C. www.all4kidz.info

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BioMedical Q&ABy Debbie Mellen, Biomedical Practitioner

Debbie Mellen is a nurse practitionerwho blends traditional medicine withbiomedical interventions

Ms Mellen... I have been readingonline about Oxytocin helpingchildren that have problemssocializing, but I still don’t

understand how it works. What can you tell me aboutOxytocin???

Autism Spectrum Disorders are characterized by socialimpairment, communication deficits and repetitive behaviors.Statistically speaking, there are four boys affected to every girl.That doesn’t mean that the girls aren’t being affected at all. Somestudies are pointing to the girls as being more affected byobsessive compulsive disorder (OCD) type behaviors.There is much discussion as to the cause of autism. One theory isthat it is genetic. Direct genetic disorders, as the cause for autism,account for about one or two percent of the total cases of autism.Another possible explanation for autism is found in geneexpression.Let’s go with the assumption that all of our cells are replicated.We grow new cells when old cells die off. So we are in a state ofconstant growth and destruction. Out with the old and in with thenew. This new cell production is orchestrated by our DNA. Thecells must replicate again and again and again during our lifetime.Think of it as copies being made and the DNA gene expressionis the original copy. So picture copies being made in a copymachine and some of the copies stick together. This is called celladhesion. What would happen in the body?Variation in gene expression within our DNA, as evidenced bycell adhesion, affects gene function. This may play a role incertain diseases and increase susceptibility to autism, psoriasis,schizophrenia, Crohn’s…. Our cells replicate so they must makecopies of themselves. As the copy number increases so do thenumber of variations. Sometimes portions of gene expression aremissing. All of this is silent and invisible to you or I, as thisbiochemistry is going on deep within our physical bodies, at thetiniest of size.Scientists have studied this variation in gene expression. Oneexample that I will give you about this that relates to autism isthat they have found on chromosome 15 a large deletion or amissing copy. I just explained to you that when you have a genevariation it may show up as disease so keep that in mind as Iexplain this further. That is, on one copy of a gene there is a partmissing. This gene variation affects a hormone called oxytocin.It is a neuromodulator in the brain. It is also a neurotransmitter.How do you think that this ‘missing copy’ could affect behaviorand thought process? Scientists say that it is associated withempathy and stress reactivity. (Rodriguez 2009) One out of 120people on the autism spectrum may have this issue.Let me explain the role of oxytocin in neurotransmission.Oxytocin plays important pro-social roles in social behavior andcognitive function. It is made in the brain from an area called thehypothalamus. The role of oxytocin in neuromodulation is seenas a role in regulating emotions. It is involved with the limbic

system and amygdala. (Huber 2005). The limbic system isinvolved with emotions, learning and memory.Gene expression is triggered “on” by something in theenvironment. It can also trigger an “off” response and prevent agene expression. A theory that I like that explains this is that thebody increases the cytokine levels and that is the triggermechanism. Cytokines are increased because of inflammationsomewhere in the body. We know that there is frequent evidenceof GI inflammation found within autism spectrum medicaldisorders.If we connect the dots between the gut and the brain, we findautism disorders. Oxytocin affects gut motility, secretion, bloodflow, cell turnover, neurotransmitter hormone release, and gastricemptying. (Iseri, 2001) Oxytocin reverses the affects of GI acuteand chronic GI stress. (Babygirija, 2010).The oxytocin has an effect on the corticotropin releasing hormone(CRH). The CRH is released with the stress response and thebehavioral effects that appear to be affecting the perception andexpression of fear and anxiety. So these receptors may play a bigpart in the behavioral response to stress and the manifestation ofanxiety or depression because it appears that oxytocin decreasesthe amount of the CRH released. That means that the fear andanxiety will be less.

If we give oxytocin to people on the autism spectrum we wouldsee different responses. Some would respond strongly, someweakly and some would not have a response at all. This is becauseeach person is an individual with a different autism profile.We know that when one has a neuro-developmental disorder theylack understanding of social cues or they don’t respondappropriately. There are many different ways that people caninteract with each other, but can that person “connect” withanother person?A child who is aloof avoids all physical contact. He or she doesnot like to be held and may have sensory issues also. An activebut odd child can engage with others but does so in a strange orinappropriate manner. They may hit or push someone becausethey want their attention. The child may want to sit on someone’slap or hang on a person not realizing that it is inappropriate andthen feel hurt and rejected by people when they don’t respond theway the child expects them to, in a favorable way. There may bepassive children who do not reject approaches from others but donot engage in social relationships nor initiate interactions orspeaking first.Oxytocin has an effect on social interactions of people on theautism spectrum. There are several studies currently being done.I could find no information or studies on the long-term effect ofgiving oxytocin to children, so we don’t know the effect if westart to give them this during childhood what will be the effect asan adult? There are some who propose that it may affect malefertility at a later date. Once thing we know for sure is thatoxytocin reduces the activity of the amygdala resulting in adecrease of the fear response. This may help children who havea difficult time transitioning or going to new places.Oxytocin is a hormone and requires a prescription. It is given asa nasal spray and used up to three times per day. It helps withsocial interaction, reciprocity interaction, and understanding. Bestresponses are seen in socially disconnected and aloof or lack ofempathy.

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Ages 4 - 21June 7th – July 2nd & July 12 – August 6th

FREE SUMMER PROGRAM WITH FALL ENROLLMENT !

Teen Asperger's Program Transition to Life programs Water play

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Margret, whose ten-year-old son Keliis severely autistic, has tried a numberof treatments to help her son.Consumed by an unquenchable thirstfor knowledge about this mysteriousand complex condition, she travelsfrom her home in Iceland to the UnitedStates and Europe, meeting scientistsand other experts, as well as otherfamilies touched by autism. The stakescould not be higher: One in 150children is diagnosed with autism

every year, with boys outnumbering girls four to one. ChroniclingMargret’s journey, the moving documentary A MOTHER’S, thisinspiring film follows one woman’s quest to understand autism,a neural developmental disorder. While she holds no unrealisticexpectations for her son Keli, Margret worries that he may neverbe self-sufficient or express himself normally. Traveling from

Iceland to the United States and Europe, she learns how the brainsof autistic children differ from “normal” children and discoversnew techniques that could offer a promising future for childrenwith autism, including her son. Along the way, Margret connectswith families of autistic children, who share stories of their effortsto help their kids interact with the world around them. Many oftheir accounts echo her own struggles, including the endlessdoctor visits and experiments with different treatments, thecomplication of doing everyday tasks, and the inability tocommunicate with their children, perhaps the most painful andfrustrating aspect of autism for them. However, many familiesdetail innovative new therapies that might break down the wallof autism, comforting Margret with a glimmer of hope that herson may be able to communicate on a level she didn’t previouslyexpect. After the family returns home, Margret says, “Before, weused to talk about Keli in front of him, but now we talk to him.”With new hope for the future, she adds, “I can start to get to knowmy own child.”

MOVIE REVIEW A MOTHER’S COURAGE: TALKING BACK TO AUTISM CHARTS THEJOURNEY OF A MOTHER SEARCHING TO UNLOCK HER AUTISTIC SON’S MIND

Autism Chatter My son’s point of view

Hello everyone, my name is Luciana and I want to share the storyabout my son, Jordan (4 years old) and his best friend Mateo (5years old) Jordan and Mateo are the two little boys in the cover ofthis issue.

They met one year and a half ago and since then, they become superbest friends. Communication was not a barrier for them, eventhough Mateo is non-verbal. Jordan interprets Mateo’s bodylanguage and expressions, he is always making sure Mateo is ok.They understand each other so well. Jordan takes care of Mateoand vice versa. When it comes to Mateo... Every time he seesJordan, even if it is in a picture, his face illuminates with a big smile.He copies Jordan and learns many things from him, even though itmay seem that he is not aware of what is going on. When it comesto Jordan... He looks up to Mateo. He wants to learn how to climband swim like him. Every time I buy something for him, he makesme buy an extra one for Mateo, and despite the fact that Jordan hasmany other friends at the park and in school... The one that he isalways talking about and always bringing as a partner of adventuresis Mateo.

Jordan knows that Mateo doesn’t talk, but still he is able tounderstand his needs and what he wants... Jordan always tells methat Mateo talks to him without words. He also knows that Mateolearns things in a different way and at a different pace, and thatMateo will learn to talk in the future. Jordan knows that there aremany things that Mateo can not eat because they are bad for him,just as he can not eat peanuts or almonds because he has allergies.He is always looking up making sure that Mateo doesn’t eat thingsthat he is not supposed to, or that he is not getting intro trouble.

One time, I was looking at pictures with Jordan and one familymember saw a picture of Mateo and made a comment: “he isautistic?” Jordan turned around and answered: “He is not autistic,he is Mateo and he is my best friend!!!!”

Jordan sees Mateo as who he is, and who he can be. Jordan neverlabel Mateo as autistic, because his eyes can see pass that label. Ialways answered all the questions that Jordan makes me regardingMateo, that helps him understand Mateo and get to know himbetter.

Jordan acquired many values that not even an adult may havelearned yet by meeting Mateo. Mateo’s mom and I have learn manythings about our children by seeing their friendship grow and groweach day.

I think that we have to let children be children instead of separatethem by labels. We have to let our children reach their ownpotential by giving them the tools that they need, and by neverunderestimate them. The sky is the limit!!!

Jordan and Mateo in our last tripto Animal Kingdom, Orlando. April 2010.

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Recipe of the Month2nd Annual Autism

Resource FairJune 6th, 2010

At the Sheraton Hotel in Dania, Fl

1825 Griffin Road Dania, Florida 33004

Booth Exhibitions and Workshops Start at 10am

Free Admission withEarly Registration:

www.autismresourcefair.org

Sponsored by

South Florida Autism Newsletter

For more information regarding the eventor for Booth Spaces

(954)584-3198 or visit our websitewww.autismresourcefair.org

The purpose of this fair is to increase awarenessthrough education by giving parents the necessarytools and information to help them make decisionsfor their child’s well being. This event will be anexcellent opportunity to learn about the many autismrelated programs, services, and providers. There willbe more than 40 exhibitors and free workshops onmany topics related to autism through the day.

� Tortilla chips� Veggie Chips� GFCF Pretzels� Plantains� Yuca or Tapioca Chips� Regular potato chips — Most plain/unflavored chips are

GFCF (like Lays)� Popcorn — NOTE: all microwave popcorn is NOT

GFCF. Get a large, lidded pan, some oil and kernels,and prepare your own! You can sprinkle the popcornwith cinnamon sugar or salt.

� Dried fruit (raisins, cranberries & apricots)� Roasted Nuts (Cashews, almonds, etc)� Homemade popsicles – Add frozen juice concentrate to

coconut milk, mix and freeze in molds.� A rice cake topped with jam (nitrates free) or plain� Homemade “trail mix” made with GFCF cerals (like

Gorilla munch), dried fruit and GFCF chocolate chips� Rice crispy treats made w/ GF rice crispies and GFCF

margarine or Spectrum non-hydrogenated shortening.� GFCF cookies� Organic and nitrates free hot dogs cut up and cooked

(you can put it in a thermo to send it as snack for camp)� Lunch Meat (GFCF and nitrates free) slices rolled up� Cooked organic and nitrates free bacon pieces.� Organic ham, turkey, or chicken in slices, chunks, strips� Small carrots and celery with dip sauce, peanut butter

or, black bean dip.� Apples with peanut butter� Peanut, almond or cashew butter sandwiches with rice

bread (or any other bread allowed in your child’s diet)� Rice crackers with hummus.� Roasted Chickpeas: Place chickpeas on a well-oiled

cookie sheet sprinkled with sea salt, garlic, onionpowder and a dash of sugar. Bake for 25 minutes in a400 degree oven.

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