Answer: Higher functioning individuals on the autism spectrum often go undiagnosed until school life ends and independence begins. When the routines and structure of school end and work or post-secondary education begins, young adults can start to feel the pressure. There are more decisions to be made, greater organizational skills required, less structure and an increase in social complexities. The parent-child relationship is often redefined at this stage of life. The young adult may want more independence from parents but does not understand how to do this.
Marriage is work and a lot of it, even when the relationship is a strong and loving one. About 60% of all marriages end in divorce. That is a staggering figure. I’ve read that the failure rate of marriages that have a child with autism is 80%, although I have never seen a confirmed study of this number. Does the autism factor put marriages at a higher risk for breakdown?
Whether you are dealing with a recent diagnosis, transitioning a person to adulthood, starting a child in school, or are somewhere in the middle of these, it is important to ensure success for an individual with special needs. What can you do to help a person have the best life possible?
Answer: Introducing the topic of menstruation to girls on the autism spectrum can be a daunting task. Mothers worry about how their daughters will react to the event. Will there be sensory issues around blood flow and the use of sanitary pads? How will they feel about this change in their body? Will it be painful? How do you teach hygiene around menstruation? Will menstruation be understood and accepted?
Answer: In order to answer this question, we first have to ask ourselves the following question, “What does competent adulthood mean?” Often, the preparation that happens in high school is not what will help an individual be successful in the workforce. How often have we seen a sentence finished like this when talking about a person with ASD – “…allowing the student to reach their highest potential.” Peter Gerhardt from the Organization for Autism Research says this is an excuse for poor outcomes. Adaptive Daily Living skills is another way of saying chores. Keep in mind that adaptive behavior changes according to age, cultural expectations, and environmental demands. Learn to say no to working on unproductive activities.
Answer: A few years ago, I attended an excellent seminar with Penny Gill, President of the Autism/PDD Family Alliance in Southern Ontario. Her presentation, Overcoming the Challenges: Teaching Someone with Autism Spectrum Disorder to Cook Really Well, showed us that you can teach someone with an ASD the important life skill of cooking provided the challenges are understood and the…
Summer around home doesn’t have to be boring, a chore, or expensive. With a little research and planning, you can create a fun, educational summer providing experiences for your child to grow and develop. Relax, take it easy and don’t get in a knot about the small stuff. Summertime provides a needed break from programming and therapy so make the most of your free time with the kids. Kick back and enjoy creating a memorable summer for your family.
For individuals with as Autism Spectrum Disorder (ASD), dating can be a real challenge. It is a misconception that people on the spectrum don’t want relationships – often they do, but they just don’t know how to meet people or understand the nuances of relationships. How do we effectively teach relationship skills?
Siblings of children with autism play a unique role in the family. Important as that is, they are often the ones who get less attention, alone time with parents, and adjustments to make in their lives due to the demands of the child with autism. The key to family harmony is fostering an understanding of autism and the importance of the role a sibling plays in a child who has autism.
Once a child with autism reaches school age, parents ask themselves how to provide the best possible educational program for their child who has special needs. There are a number of options: public education, private school, or homeschooling, but what is the best option? Read on to help choose what might work best for your child.
No parent ever wants to think that their child may be harmed or abused, but it can happen. We can’t always be present, supervising at all times. Children go to school, visit other people’s homes, take the bus, work, and interact with others. People with developmental disabilities are more at risk for abuse than the general population. People on the autism spectrum often have a strong desire to be socially accepted and have difficulty reading emotions and social situations, and therefore may miss important cues that something is not right. This post looks at the newest research and programs that can help us keep our kids safe from harm.
Teaching independence is a baby steps process that starts at an early age. When working with children with autism on any skill, you have to think it forward. How will this look and function at age 5, 10 or 18? Imagining where you want this person to be as an adult is a good motivator to teach independence skills. It gives a framework to set goals. This post looks at the small, gradual ways you can help your child to build independence.
Video: Maureen Bennie part 1
Maureen Bennie, mother of two teenagers with autism, talks about how a program at Calgary’s The Ability Hub is teaching her children the daily-living skills that prepare them for independent living in adulthood.
(video re-directs to the Ottawa Citizen website)
Answer: There are a number of frequently asked questions around when you should tell a child about their ASD diagnosis. How do you tell a child about their diagnosis of ASD? Is there a right age? How do you know when the child is ready to hear the information?
Answer: It would be a challenge to find a school anywhere that does not have a student in it with an autism spectrum disorder (ASD). Most teachers will have a student with ASD in their classroom at some point in their career. Because the symptoms and characteristics of autism can present themselves in a wide variety of combinations, from mild to severe, a teacher may not recognize new students in their classroom with an ASD from year to year.