Tomorrow begins our month-long celebration of Autism Awareness. For the past seven years, we have worn the color blue on April 2^nd in honor and recognition of April’s Autism month. Many people have asked me the question: “Why do we wear blue on April 2^nd?” My response is often, “Well, why do we wear a specific color in recognition of any month?” After all, a color cannot fund autism programs, secure jobs, or provide respite to families. But wearing blue unites us in a common cause; allows us to realize that there are thousands of people who not only know of the cause but also support it; and encourages us to advocate and remain strong in our convictions that children and adults with autism have the right to develop to be the best that they can possibly be.

Since 2007, April 2nd has been internationally recognized as World Autism Awareness Day. To me, that is amazing because every single country in the world had to sign on and agree to this proclamation – no small feat! The Light It Up Blue campaign was born two years later, and serves as an impetus to all communities to recognize and support children and adults with autism spectrum disorder.

Today, autism is the fastest growing developmental disability. In the 1980s, autism prevalence was reported as 1 in 10,000. In the nineties, the rate was 1 in 2500 and later 1 in 1000. Today, 1 in 68 children are diagnosed with autism spectrum disorder. That works out to about 1 person every 20 minutes!

With these numbers, it’s not surprising that nearly everyone has a person with autism in their lives, be it a sibling, relative, neighbor or co-worker. So again, why do we wear blue? To promote acceptance. Together we can make a difference in the lives of people with autism by accepting their many gifts and recognizing the challenges they can face.

Not just on April 2nd, but every other day of the year, we should strive to make the world a more understanding place. So let’s Light It Up Blue this weekend! Sign the pledge below, and be sure to share your photos!

Sign the pledge!

Scientists and researchers are constantly uncovering more information related to autism, offering insights into the origins, possible causes and even at times potential cures. I come across dozens of articles on a weekly basis, some of which seem more important than others. I thought I would share on a monthly basis stories that caught my eye.

~ Maureen

New Findings on Regression in Autism

Evidence suggests that regression may actually be a part of a continuum of atypical development that begins earlier and more subtly in infancy. Additionally, research indicates an earlier, more gradual onset of autism symptoms.

Read the full article here.

https://www.autismspeaks.org/blog/2016/03/04/new-findings-regression-autism-researchers-perspective

Preschoolers with Autism Gain When Teachers Foster Shared Attention

In a new study, researchers showed that preschoolers with autism gain more language and initiate more communication when teachers learn to use a simplified version of a behavioral therapy that emphasizes shared attention and child-directed play. The study is among the first to show that an early intervention for autism – proven effective for one-on-one behavioral therapy with an autism specialist – can be successfully adapted for classroom use.

Read the full article here.

http://link.springer.com/article/10.1007/s10803-016-2752-2

Early Interest in Beta Blockers for Autism

The drug propranolol was originally developed to help control high blood pressure and heart rate. Like other beta-blocker drugs, it blocks certain receptors for noradrenaline, a powerful hormone. Propranolol also crosses into the brain to produce a calming effect. For this reason, it’s been used “off label” for decades to ease performance anxiety. Most recently, a small study showed that propranolol temporarily improved conversational skills in adults with autism.

Read the full article here.

http://www.ncbi.nlm.nih.gov/pubmed/26762378

The Invisible Link Between Autism & Anorexia

                Emerging research shows that people with either anorexia or autism have difficulties understanding and interpreting social cues, and tend to fixate on tiny details that make it difficult to see the big picture. Genetic studies also suggest overlaps between autism and anorexia. Some estimates hold that as much as 20% of people with enduring eating disorders have autism.

Read the full article here.

https://spectrumnews.org/features/deep-dive/the-invisible-link-between-autism-and-anorexia/

Tune in next month for an update on autism research!

The Council for Art Education (CFAE) administers Youth Art Month at the national level. Festivities take place annually, traditionally each March, to celebrate visual arts for grades K – 12. The Youth Art Month Program emphasizes the value of art education for all children, encourages support for quality school art programs, and promotes art material safety.

BNI has recognized the integral role of art in programs for children and adults with disabilities since its inception. Why art?

• Art is an essential component of a well-rounded education program
• Art enriches the quality of one’s life
• Creating art fosters the development of critical thinking skills

It was 9 years ago when I presented to John Barber the concept of holding an art show during March for children and adults with autism. As we discussed further, it made the most sense that our art show would bring the entire community together, both artists and amateurs, as well as children and adults with and without disabilities. We were unsure of whether this event would be of interest; to our surprise, the support was overwhelming!

We have grown since our first year to a record number of artwork submissions: 210 pieces from children and 320 pieces from adults! If you are in the area from April 8-11, don’t miss one of the largest and most diverse art shows in the region, with paintings, photography, and sculpture! The show is open to the public; admission is free.

9th Annual Dr. & Mrs. Robert Guelcher Art Show & Sale

at The Barber National Institute

As yesterday was World Poetry Day, I thought I would share a poem about Ryan. I hope you enjoy! I smiled thinking back to memories of days gone by.

~ Maureen

If you knew me…

You would know that the first word I said was when I was 9 months old. It was “light,” and I pointed at the kitchen light

You would know that I was diagnosed with autism at age 2 ½

You would know I loved to push a toy sweeper everywhere. I had 3!

You would know I enjoyed high places and made Mom nervous when I tried to jump off

You would know I would visit Aunt Tootie (Dr. Barber) and she would give me the special crackers she kept just for me

You would know I twirl my fingers as a calming behavior

You would know that I like structure and following a routine

You would know that I spent hundreds of hours in therapy to be who I am today

You would know that I think in concrete terms and get baffled by the abstract

But also …

You would know that I have a job – two, actually!

You would know I enjoy sports of nearly every kind – running, skiing, golf, swimming, racquetball, and even more!

You would know I have “guy’s night out” on Sundays with my best friend, Bryant

You would know I love my family, my friends, and am so thankful to people who have helped me along the way

You would know that I am Ryan, and no matter what autism means or doesn’t mean, I’m “being the best me I can be” – something my Mom asks me to do all the time!

I hope that in reading this, you understand that a child is so much more than his behaviors… have faith, as I do, that your cup is half full and know that Ryan is still evolving into being the “best he can be” each and every day!

Happy St. Patrick’s Day! As you walk the halls of our school today, you will see every shade of green that you can imagine. Yes, it is a fun day for both students and staff! However, it’s a day rooted in a tradition that is the basis for our mission. Why is that? Well, it all started with the shamrock…

The shamrock of the Barber National Institute

We all know that the shamrock is the familiar emblem of Irish culture. For the Barber National Institute, it has a significance that extends beyond Irish heritage. Each of the three leaves represents the timeless values of courageous Faith, inspired Hope, and enduring Love. And the stem? It is the community of supportive families and friends, staff and volunteers, which brings to life Faith, Hope, and Love.

The shamrock has been the logo for the Barber National Institute since our founding in 1952 and continues today, our promise to future generations that the BNI will continue our commitment to serving children and adults with disabilities and their families.

I was truly moved while reading a blog written by Daniel Anderson for Cerebral Palsy month. Whether one experiences cerebral palsy, autism, or another developmental disability, the core of his message is true for all: we all want to love, be loved, experience acceptance, and be seen for more than our disability. Even small changes in our language have made a big difference. We now put the person first – a child with autism – as opposed to “an autistic child.” But we can still work harder to move beyond the stereotypical picture of a healthy, happy person.

Disabilities aside, we all have personal challenges, whether it’s our physique, our intelligence, or any other worries. If we only would acknowledge that each of us have insecurities of our own, we could move toward a culture of acceptance. Of course, this may sound simplistic, but a culture of acceptance begins with accepting yourself.

One of my fundamental beliefs is to treat others as I would like to be treated. Putting aside judgement and instead emphasizing acceptance allows you to be positive, in turn opening the door for happiness and love.

Author Daniel says it best: “To anyone with disabilities, remember that the only limitations are the ones you set on yourself. People like us are the ones strong enough to live with the challenges we face. Smiles go for miles so keep on smiling and just keep going.”

As I thought about writing a “Women in History” blog, my mind wandered to a recent article I read about why girls with autism are diagnosed later, and less frequently, than boys. From my own experience, our classrooms with children with ASD typically have one girl to every six boys. Additionally, the girls often demonstrate less significant impairment than the boys. As Dr. Paul Lipkin, director of the Interactive Autism Network at the Kennedy Krieger Institute in Baltimore, stated: “We have little understanding of the roots of these differences. Are they biological, social, diagnostic, or tied to other factors, such as screening systems?”

Irrespective of biological reasons, boys tend to be more physical and verbal, drawing attention in the classroom. In comparison, girls tend to internalize their frustrations and keep silent, despite possible emotional issues. This may be why boys are identified at a much earlier stage than girls.

Additionally, symptoms reported among the children differed by gender as well. Girls often have difficulty reading social cues, while boys have increased repetitive behaviors, i.e: hand flapping. Only as boys grow older do they experience the same social issues as girls.

Research such as this helps us to not only better screen children at an early age, but also understand that the best practices may differ for boys and girls. This will enable us to provide the best educational opportunities to both genders.

Additional source:
http://www.learnnc.org/lp/pages/6817

The impact of technology on communication and mobility cannot be underestimated. Doors have been opened that ten years ago would have remained closed. I’ve touched upon the use of the GoTalk devices in our school in an earlier blog; today, I thought I would explore the impact of technology on mobility.

A student uses a gait trainer

Movement is a freedom that many people take for granted. Yet, in our school we have over 30 children who have a physical disability in addition to other developmental challenges. For them, movement is encouraged though the use of gait trainers, a device that is used in the classroom and in therapy and that supports walking. Prone standers offer standing and weight-bearing opportunities for children that are not able to take steps. The benefits of devices such as this include maintenance of bone density, improved organ function, joint alignment, and increased socialization.

One of the earliest existing images of a wheelchair

We have come a long way since the earliest modern-day wheelchair, invented for King Phillip II of Spain in 1595! The earliest found image of a wheelchair is from the 6^th century, carved in stone on a Chinese sarcophagus. Today, wheelchairs are individualized by the student. They can have specialized head rests, lateral support, backs, trays, etc. Some are electric, and can be powered through the use of a joystick. Typically they are used for around 3 years.

I’d like to share with you the story of one of our students. Enji arrived in Erie two years ago from Iraq. She had been in a refugee camp in Turkey for two years. Enji, who has cerebral palsy, was carried into our school by her mother on the first day. She did not have a wheelchair, she had never been to school, and she did not speak English. Through working with our team, Enji now has a specialized wheelchair, gait trainer, and stander. She receives speech, PT, and OT every week, and she has an iPad. And yes, she speaks English today!

At the BNI, we are committed to developing the most innovative, creative ways to make every child and family’s dream come true… It continues to amaze me how great the impact of technology has been on meeting this goal!

Enji uses a gait trainer

A prone stander helps Enji complete schoolwork

I decided to do my post today instead of tomorrow because today is “Spread the Word to End the Word” day, a day dedicated to eliminating the use of the R-word. Last year, I talked about what led up to creation of the day, so today I thought I would focus on some stories that were posted on the official site. To me, they spoke to the significance of why we must work to change people’s perception and language about children and adults who are differently abled. There are many stories listed, but I found these to be especially poignant. See what you think:

“I began my involvement with Special Olympics Southern California over three years ago and began teaching early childhood Special Education to children with Autism Spectrum Disorder for what will soon be two years. These little ones have become the grace and teachers in my life. In years past and up to present day, I cringe every time someone uses the “R-Word”. It is such a downgrade and so extremely hurtful for the individuals who have changed my life. Therefore, every time I hear the “R-word”, I ask the person to think about what they have just said. I tell them my story and who this word affects. How it gives any individual with special needs such a negative connotation. How it is not a funny slang word, but offensive and demeaning. How by speaking kindly of others could give hope for a more positive future, and an end to the R-word.”

“I am a camp counselor at a summer camp for children and young adults with disabilities. To me they are the smartest, happiest people. It breaks my heart to hear of stories they tell me about people who call them names or bully them. I have banned using the R-word in my dorm room. Words hurt remember a human is a human despite a disability or culture. “The only disability In life is a bad attitude” – Scott Hamiliton. Get to know people with disabilities you will see that they are some of the most inspiring people ever.”

Read these and more here.

Do you have a story that you wish to share with us? I would love to hear it!

One of my favorite children’s authors is Dr. Seuss. Many years ago, we began celebrating Dr. Seuss Week in our school. We invite community leaders to join us and read their favorite Dr. Seuss book. In addition, each day we have a special theme, such as Red Shirt Day, Crazy Hair Day, or even Crazy Socks Day! The children and staff “love” the opportunity to dress up!

A little bit of information on Dr. Seuss: Theodor Seuss Geisel, born March 2, 1904, was an American writer and illustrator best known for authoring popular children’s books under the pen name Dr. Seuss. His work includes several of the most popular children’s books of all time, selling over 600 million copies and being translated into more than 20 languages by the time of his death.

His last book, What Pet Should I Get?, was just published last year, nearly two decades after his death. Dr. Seuss knew how to make learning to read an adventure. In this day of high technology, X-Boxes, and iPhones, we shouldn’t forget about the enjoyment you can get form simply reading a book… or reading a book to your child!

Ryan and I have a fun game that we play about Dr. Seuss. Whenever he is going to eat something unhealthy, such as ice cream, brownies, or a cookie, he’ll say to me: “Would you eat this ice cream in a tree? On a house? In the rain? On a train?” And I always reply: “No, no, no! Never in a tree, on a house, in the rain, on a train!” Perhaps I read Green Eggs & Ham to him too many times! It’s no wonder it’s my favorite Dr. Seuss book!

Read more about Dr. Seuss here: http://www.drseussart.com/bio/

For Dr. Seuss activities you can do at home, visit: http://www.seussville.com/Educators/educatorClassroomResources.php?id=printables