The document provides information from a parent training program on autism. It includes quotes about the importance of sharing life's wonders with children. The goals of the program are to empower and support parents by providing information on development, education, and treatment options. The training covers topics like what autism is, statistics, common co-occurring conditions, developmental milestones and stages, sensory processing, and strategies for interacting with children.

1. Parent P.R.E.P.
Fall 2009

2. While we are trying to teach our children all about
life, our children teach us what life is all about.
-Angela Schwindt

4. If a child is to keep his inborn sense of wonder, he
needs the companionship of at least one adult who can
share it, rediscovering with him the joy, excitement
and mystery of the world we live in.
- Rachel Carson

5.  To empower parents to advocate, support, guide and
best of all grow with and for their child.
 To provide information and understanding about
development, education, and therapeutic options.
 To have the resources, support and courage to move
ahead in the best direction for their child.

6. Although I have a roadmap, there may be some fun
sightseeing detours. Please ask questions – guide my
teaching.

7.  Week 1 and 2 = Training
 Week 3 = Home Visits
 Week 4 and 5 = Individualized Site Visits
 Week 6 = Wrap Up Training

8.  Complex neurobiological disorder
 Part of a group of disorders known as autism spectrum
disorders (ASD)
 Occurs in all racial, ethnic, and social groups
 Impairs a person’s ability to communicate and relate to
others
 Associated with rigid routines and repetitive
behaviors, such as obsessively arranging objects or
following very specific routines
 Symptoms can range from very mild to quite severe
Taken from:
Autism Speaks
autismspeaks.org

9.  1 in 150 children is diagnosed with autism
 1 in 94 boys is on the autism spectrum
 67 children are diagnosed per day
 A new case is diagnosed almost every 20 minutes
 More children will be diagnosed with autism this year than with AIDS, diabetes
& cancer combined
 Autism is the fastest-growing serious developmental disability in the U.S.
 Autism costs the nation over $35 billion per year, a figure expected to
significantly increase in the next decade
 Autism receives less than 5% of the research funding of many less prevalent
childhood diseases
 Boys are four times more likely than girls to have autism
 There is no medical detection or cure for autism
Taken from:
Autism Speaks
autismspeaks.org

10.  Sensory Integration Disorder
 Pervasive Development Disorder – Not Otherwise
Specified (PDD-NOS)
 Asperger’s Disorder
 Language and Communication Disorders
 Seizure Disorders
 Fragile X Syndrome
 Developmental Delay

11. “If you’ve met one child with autism, you’ve met one
child with autism.”
 Your child is unique, interesting, wonderful, and one
of a kind!
 This is why you must become the expert on your child
– to then guide us experts in our brief time supporting
your journey

12. The Branches =
Other, More
Specific Individual
Skills
The Trunk =
Basic Developmental
Milestones
The Roots =
Individual, Biological
Differences

13.  Sensory and Motor Processing
 Motor Planning/Control
 Specific Health or Physical Challenges
 Inherent Likes/Dislikes – Motivations

14. 1. Regulation and Shared Attention
2. Engaging and Relating
3. Two Way Communication
4. Complex Communication, Problem Solving, Sense of
Self
5. Symbols, Words & Ideas
6. Emotional Thinking

15.  Think about:
 Sensory Perceptions
 Compulsion/Inattentiveness
 Hyperfocus
 Distractibility
 Organized Nervous System and Body
 Motivation (following the child’s lead)
 Sense of Safety

16.  Think about:
 “Gleam in the eye”
 Meet the child where he/she is at
 Rhythm
 Emotional Back and Forth
 Enjoyment/Motivation
 Are YOU having fun yet?

17.  Think about:
 Opening and closing circles of communication
 Purpose and intention
 Gestures and Non Verbal Communication
 Affect
 Child’s cues
 Treat everything as purposeful

18.  Think about:
 Power
 Choice
 Gestural Language Base
 Endurance
 Persistence
 Motivation
 Peers
 Problem Solving
 Expansion

19.  Think about:
 Becoming abstract
 Power of ideas
 Theory of mind
 Flexibility
 Pretend Play
 Imagination
 Creativity vs. Rigidity

20.  Think about:
 Building Bridges
 Peer Relationships
 Social Repair
 Social Cues
 Emotional Regulation
 The Role of Affect
 Theory of Mind
 Themes and Subjects – Staying on Topic

21.  Academic Development
 Complex Speech and Language Growth
 Complex and Creative Ideas
 Social Nuances
 Theory of Mind

22.  Motor Challenges
 Sensory Processing Challenges
 Ability to Engage in Back and Forth Interactions
 Speech, Language and Communication
 Attention
 Peer Play/Social Skills
 Pretend Play
 Academic Development

23.  Step 1 : Observe
 What’s going on in your child’s mind?
 What was your child trying to do?
 What was he/she thinking?
 Is this behavior typical for your child?
 What does this experience tell you about your child more generally?
 Does it tell you something about your child’s personality more
generally?
 What were YOU feeling while you watched?
 Did anything surprise you, concern you, make you curious or happy?
 What did this tell you about your child’s strengths?

24.  Step 2: Learn
 What is common about behaviors?
 What is different?
 What can they mean?
 What services might be able to help or contribute?
 What information do I need to seek out?
 What can I do in daily life to support?

25.  Step 3: Celebrate
 What was better today than yesterday?
 Where are the strengths?
 How does my child make me laugh?
 How did I support my child in this moment?
 What did I enjoy doing today that I can do again
tomorrow?
 What do I do for my child that no one else can?
 What should I write down to always remember?

26.  BE with the child...
 Sensory Motor Play
 Theme & Variation
 Taffy Pulling (Extend and Expand)
 Salient Language
 Rhythm & Music
 Sense of Humor, Suspense, Surprise
 One and Two step commands
 Making them work for it
 Rewarding and Reinforcing
 Playful Obstruction
 Making Random Behavior Purposeful
 Affect
 Vocal Tone
 Observation

27.  Following your child’s lead
 Affect!
 Extending and Expanding the Drama
 Observe
 Persist in your Pursuit
 Treat Everything as Intentional
 Position in Front of Child
 Don’t interrupt or change interaction if it’s working
 Insist on a response
 Avoid turning situation into a “learning experience”
 Sensory-Motor Play
 Cause and Effect
 Process over Product

28. “Listen to the mustn'ts, child. Listen to the don'ts. Listen
to the shouldn'ts, the impossibles, the won'ts. Listen to
the never haves, then listen close to me... Anything can
happen, child. Anything can be.”
- Shel silverstein