8 Great Gifts under $25 for Kids with Autism by HASBRO

While at LATISM, I had the opportunity to meet several brands - one of them being HASBRO.  I got to check out some of their toys and I instantly fell in love with the Play-Doh Diggin' Riggs Buster The Power Crane. (I knew that was a must have for The Boy. With Christmas and his 7th birthday coming up - it'll be a wonderful surprise for him.) However I was surprised to discover that many of the toys we have in our home were part of the HASBRO family.

When it comes to toys, we just can't buy anything - we need to make sure that The Boy can benefit from it. Play skills don't come naturally to many children with autism - it really needs to be taught. 

But there is no need to break the bank when buying gifts. So I'd thought I'd share some of our favorite HASBRO toys all under $25.00.

Playskool Sesame Street Bert & Ernie Figures - $5.99 
18 months - 4 years old
There are other great figures (Elmo, Big Bird, Grover, Cookie Monster etc.) but right now The Boy really loves his Bert & Ernie. They are the perfect size for small hands and great for imaginative play. We love recreating our favorite scenes and making up new dialogue. 

Memory Disney Princess Edition - $8.99 
Memory Game Match and Motor Speedway Disney Pixar Cars 2 Edition - $8.99
For 1 or more players - 3 years and up
We have been playing Memory games with The Boy since Early Intervention. We started off slowly, with 2 or 3 sets and as he got better - we increased the number of possible matches. It has helped with both concentration and turn taking skills.  

Don't Break the Ice - $8.99
2 to 4 players - 3 years and up
This is The Boy's favorite game! It's fantastic for fine motor skills - holding the mallet and setting up the game - and great for turn taking/socialization. The Boy loves when all the ice cubes fall - he doesn't care that it means he lost the game, he's just having fun. I have to admit, I really like playing this game too.  

Scatterpillar Scramble - $19.99 
2 to 4 players - 4 years and up (choking hazard - not for children under 3 years old)
The Boy's former Occupational Therapist used to play this game during her sessions. Holding the tongs helped his pincer grasp and eye/hand coordination.

Play-Doh Diggin' Riggs Buster The Power Crane - $21.99
3 years and up
Because what kid doesn't love Play-Doh? And for kids with autism and sensory processing disorder, Play-Doh is always the perfect gift. When I saw this at LATISM I knew that it had to be on The Boy's holiday list for sure. He loves Play-Doh and cranes - this is really the best of both worlds. Play-Doh addresses sensory needs, fine motor skills, strengthens hand muscles and encourages imaginative play.  When in doubt - anything Play-Doh is great gift.  

Gator Golf - $22.99 
1 to 2 players - 3 years and up
The Husband loves playing Gator Golf with The Boy. Gator Golf is not only fun for everyone but it also helps strengthen hand muscles and core, increases concentration and helps coordination.   

SIT’N SPIN - $24.99
18 months to 5.5 years old
I regret that I jumped on the SIT'N SPIN band wagon too late. I should have purchased this as soon as The Boy was diagnosed. It's a great toy for sensory seekers! Not only does the SIT'N SPIN encourage balance and coordination but it also strengthens core and hand muscles. 

Remember: when buying toys for kids with autism - try not to focus on the age. Think of where the child is developmentally. For example, even though The Boy will be 7 in January - there are many toys in that age category that are too advanced. So I look at toys that are within the 3 - 5 year old range.
    
*This is not a sponsored post. All opinions are my own and have not been influenced in any way.

Sunday Review ~ Respecting Autism: The Rebecca School DIR Casebook for Parents and Professionals

Respecting Autism: The Rebecca School DIR Casebook for Parents and Professionals
Written by Stanley I. Greenspan, MD and Gil Tippy, PsyD

ISBN: 978-0533164547
Vantage Press (November 2011)
Paperback 240 pages
also available on Kindle

Written by Stanley I. Greenspan, MD, "the world’s foremost authority on clinical work with infants and young children with developmental and emotional problems" and Gil Tippy, PsyD, a founder of The Rebecca School and its Clinical Director, Respecting Autism: The Rebecca School DIR Casebook for Parents and Professionals is a book that is essential for anyone wanting to understand the  Developmental, Individual-Difference, Relationship-Based (DIR) teaching model.  The DIR "methodology is based on the core belief that relationships are the foundation of learning."

In the introduction, Dr. Tippy explains why he has chosen to follow the DIR methodology as opposed to Applied Behavioral Analysis (ABA).  Dr. Tippy also provides a thorough description of each facet of the Developmental, Individual-Difference, Relationship-Based (DIR) teaching model.

The philosophy of the Rebecca School is based on respect. "At Rebecca School, building meaningful, respectful relationships is the foundation for learning. With collaboration between school, home and the community, the learning goes beyond the classroom."  I had the pleasure of touring the Rebecca School a few years ago.  And what I appreciated about the program was the emphasis on the child's strengths rather than their weaknesses.  The philosophy of the Rebecca School is evident through out the book and it is obvious that Dr. Tippy is personally invested in the students at the Rebecca School.   

Respecting Autism serves as a learning tool for both professionals and parents.  For professionals, it provides detailed insight into multiple Rebecca School student programs, Dr. Greenspan's recommendations and the program responses based on the Dr. Greenspan's recommendations.  And for parents, it provides what so many parents of children with autism need: hope and inspiration.

Regardless of what methodology you or your child's school follows, you can gain something from Respecting Autism.  While we follow more of an ABA approach, I now have a better understanding of the DIR model and can incorporate some of the methods into our day to day activities.     

Disclaimer: I was provided with a complimentary copy of this book, all opinions are my own.

What Autism Insurance Reform Means To Us

In case you haven't heard, Governor Cuomo signed the one of nation’s strongest autism insurance reform measures into law. 

THANK YOU! THANK YOU! THANK YOU!

It's about time.  Because autism ain't cheap.  And for a family like ours, it is a huge relief.  HUGE.  

Ever since September, we've been paying for Occupational Therapy for The Boy.  When The Boy was in CPSE and the DOE was paying for it, we had 2 hours of OT at the Sensory Gym.  Now that we're paying for it, we can only manage 1 hour a week. 

The going rate for an hour at a Sensory Gym = $175/hour.  That's $1,400 so far.  

We've also started with a private homebased ABA therapist.  I haven't even gotten that bill yet.  I'm trying not to think about it right now.  

Did I mention we want to start the theraputic listening?  Yeah, that's about $300 to start.

I don't think I've felt the financial burden until most recently.  Up until now, we've been able to manage.  I mean, last year was tough for us financially but we squeaked by.  But at some point, money runs out.

That's where we are. 

I hate that the phone rings constantly.  I hate that I have to check the caller ID before picking up because I'm hiding from some collection agency.  (I hate hiding the phone from The Boy because he's just discovered the "talk" button and likes to answer the phone when it rings.)  But it's for a $1000 medical bill that I just can't pay, not right now. Should I pay $1000 for the baby I lost when that money could help The Boy? And I really hate that it's a decision I have to make.

For the last few weeks, I've been thinking: how are we going to continue paying for the Sensory Gym and the ABA therapist?

Will it come down to other decisions like - Do I cut the cable?  To afford one more session of OT.  Do I only pay half of the Con Ed?

Should The Husband or me get a part time job? 

Do I drop out of graduate school?  After this semester, I'll be 4 classes away from an MFA degree.  I could teach part time.  But is it fair to take money and time away from The Boy?  I have a few more weeks until spring registration to decide.    

In order to pay out of pocket for services that The Boy needs, these are the sacrifices I am willing to make.  

And there's a small  huge part of me that's embarrassed by all of this.  Because The Husband and I both have good okay jobs.   Yet we still struggle financially.  And I shouldn't feel ashamed because I know, we are not the only parents out there making these kind of decisions.  It still doesn't feel good, admitting that we are living paycheck to paycheck.  But it's the reality of our world.  This is part of the journey.    

So...back to the Autism Insurance Reform Bill.   It's important.  It's necessary.  And it just may make our lives a little bit easier.  And maybe, hopefully, these decisions will not have to be made. 

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Summary of 2011 Autism Insurance Reform Bill in New York:
S.5845 - Sponsored by Senator Charles J. Fuschillo (R-Nassau)
A.8512 - Sponsored by Assemblyman Joseph D. Morelle (D-Monroe)

The bill would:

• Require private health insurance companies to provide coverage for the screening, diagnosis, and treatment of autism spectrum disorders including:
  
  • behavioral health treatment (such as applied behavior analysis)
  • pharmacy care (if the policy covers other prescription drugs)
  • psychiatric care
  • psychological care
  • therapeutic care, including non-restorative therapy (if the policy covers therapeutic care for other conditions)
  • any other medical care provided by a licensed health care provider
• Impose no age caps, and impose no visit caps that apply solely to ASD
• Provide coverage for applied behavior analysis to $45,000 a year; that limit will increase annually based on increases in the medical consumer price index
• Allow deductibles, co-pays, co-insurance, care management, utilization review, external appeals, and use of provider networks only in the same manner as a policy applies to coverage of other conditions
• Not affect any obligation to provide services to an individual under an individualized family service plan, an individualized education program (IEP), or an individualized services plan. The purpose of this bill is to require insurance coverage for services provided outside of an educational setting for services prescribed by a physician or psychologist
• Prohibit an insurance company from terminating coverage or refusing to renew, adjust, amend, issue, or execute a policy solely because the individual has been diagnosed or received treatment for autism spectrum disorders
• Take effect one year after signed into law
• Apply only to state-regulated insurance plans; it does not apply to self-funded insurance plans which are regulated by the federal government under ERISA law

Building a Dream School

I've been thinking about this for while.  Especially once the Turning 5 process began and all the schools I was considering were in the City, Westchester, Queens, Brooklyn, Long Island. 

Aside from the District 75 schools and the ASD Horizon/Nest programs, there is not a single school dedicated to children with autism in The Bronx.

Let me be more specific.  There is not a single school dedicated in The Bronx for children with autism like The Boy.

The Boy is somewhere in the middle.  And so many children fall into that category. Bright kids.  Sensory seeking kids.  Kids who don't how to make a friend.  Or carry on a conversation.     

What I discovered last year while touring, applying and talking to directors of these special needs programs is that while they accept the autism classification, they do not accept children with behaviors.

Think about that for a second.  A child with autism.  With no behaviors.     

After being rejected from so many schools, I had a candid conversation with the director of my dream school.  She pretty much said, if The Boy didn't have any of his behaviors, if he didn't need the constant redirection - he would have been accepted.

Last night I recieved a call from my friend Gen.  She also happens to be The Boy's former ABA therapist. (She is also pursuing BCBA certification.)  She knows everything we've gone through in the last year.  And she said, "It's great that you write your blog, but we need to really do something."

Gen wants us to start a school in The Bronx for kids like The Boy.               

The Boy needs a school where they follow a combination of ABA and TEACCH.  The Boy needs a school with a sensory room, with an OT who is on staff not contracted.  The Boy needs a school with speech pathologists and Behaviorists and Special Education teachers and assistants who have a true understanding of autism.  The Boy needs a nurturing environment.  The Boy needs a school with sensory friendly classrooms.  The Boy needs a school that involves the entire family. 

Does this sound like the kind of school your child needs?  
Well...Let's create one.  WE need to "be the change that [we] wish to see in the world."

Yeah, I know this seems like a pretty lofty idea.  But every dream starts somewhere.

If you live in The Bronx, if you're a parent of a child like The Boy, if you're a service provider, teacher, therapist and social worker and are interested in our "Building a Dream School" project, email me at autismwonderland@gmail.com


*This post was inspired by many events that have happened over the course of the year and by a Kick in the Blog.   
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
 At first, dreams seem impossible, then improbable, and eventually inevitable.
~  Christopher Reeve

Any dream worth dreaming, is worth the effort to make it some true.~ Evan Gourley


Never give up on a dream just because of the time it will take to accomplish it.
The time will pass anyway.
~  Unknown

Hope is on the Horizon (Part 1)

It's official. We have secured kindergarten placement for the Fall. 

No it's not any of the private schools I applied to and it's certainly not the $93,000 Money Bags School.

It's not a District 75 school either.  It's a new program under the NY Board of Education called ASD Horizon* in Public (Community) School. The program is for the kids in the middle. The kids who aren't quite ready for ASD Nest (they take Aspergers/HFA kids) and who are slightly higher functioning than the children in District 75.  (I know, I know, I hate labels but it's the nature of the beast.)

I actually heard about the program months ago through a friend but was reminded of it during The Big One.  I'll admit, I was skeptical.  After so many rejections I thought it was a waste of time.  But on a whim, I sent my email inquiring about the program. Within hours, I got a response.  The next week - The Boy had been observed at his school and I was invited to tour the Horizon progrom. They even said I could bring The Boy with me.

I met with Principal T and instantly her passion and dedication were clear. She showed me the kindergarten classroom.  My initial reaction was: could The Boy fit in here?  But I told myself, these kids were a year older and they were used to the routine.  Because the work that they were doing - The Boy could do. The class of consisted three boys and one girl. They followed the teachers instructions. They were wearing uniforms and at a quick glance, they looked "typical."  I never would have guessed any of these kids had an IEP. 

And then there was me and The Boy.  Me holding The Boy's hand tightly. Him pulling me in every direction trying to grab the toys.  Going for the computer.  And anything else within his reach.  A new room.  A new place.  It was sensory overload.  Thank goodness for Laura Numeroff's "If You Give a Mouse a Cookie!"  Because The Boy started reading: If you give a mouse a cookie.  Written by Laura Joffe Numeroff.  Illustrated by Felicia Bond. 

The Boy made eye contact with the teacher - Mrs. P. The Boy was answering her questions. And I felt proud. I could tell that by the looks on the teacher and principal's face that they were surprised. Most people are. At first glance it's easy to assume The Boy has no language.  Easier to assume that he cannot make that social connection. 

The Boy and I walked out of the classroom and continued with the tour.  I was pleasantly surprised by the school, staff and resources.  The more I walked around, the more I wanted The Boy to be accepted. When we were done, we returned to the Principal T's office.  I spoke to her honestly about everything we had been through in the last year. The applications, the tours, the rejections, the acceptance to the school we could never afford.  I told her I wasn't sure about District 75.  That I didn't want The Boy to be the highest functioning kid in the class.   

"He's bright. He's a sponge. He wants to learn. He has the capacity to learn - it's his behaviors, they get in the way. But once you get him to focus - he'll do the work."  I told her.

I told her my frustrations with the private schools - the schools that accepted the autism classification but accepted children who didn't have behaviors.  "How do you have a program for children on the spectrum and refuse to address the behaviors?" I felt the crack in my voice.  The crack that comes before the cry.  Because I get emotional talking about him.  Because I'm tired and stressed out and frantic.  And when it comes to him and getting the things that he needs - pride and humility sort of fly out the window.

And then Principal T said something I haven't heard in a while: It's up to you.  If you want him to come here, it's up to you.  We'll give him a chance.  

Just like that.  

I stood up and asked if I could give her a hug.  I apologized if it was inappropriate.  Bu how could I not?  No one had given me option before.  And here was Principal T - meeting us for the first time and giving me a choice.

More importantly - giving The Boy a chance.  And that's all that I really wanted.  It's all any parent wants for their children - atypical or otherwise.

***

You can read Hope is on the Horizon (Part 2) by clicking HERE

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* The ASD Horizon program is a 6:1:1 program in a community school for children on the autism spectrum. This program is a collaboration with the New England Center for Children and utilizes the ACE (Autism Curriculum Encyclopedia) curriculum. ACE is an interactive database whereby students benefit from individualized instructional plans. Instruction is based on the principles of Applied Behavior Analysis.

Through the Looking Glass: Fun with Floortime

By: Cindy Tovar, M.S.Ed. - Special Education Teacher

            When I graduated college, my first job was at an early intervention agency.  They gave me a three-day training in ABA, and I was on my way.

            After a couple of weeks, I realized that ABA made me uncomfortable.  I didn’t like the feeling it gave me when I gave a child a potato chip after performing each discrete trial. I felt that the world didn’t function that way, and I saw first-hand the difficulty of generalizing the skills I was teaching them.

            I grew discouraged, unhappy with the way I was teaching these children.  I felt that the small breaks of play in between each trial had more teachable moments in them than the actual ABA instruction.  I loved the challenge of trying to connect with them. 

            One day, while speaking with another therapist, I was introduced to Floortime, which consists of following the child’s lead, and opening and closing circles of communication.  This was what I had been doing with the kids during our short breaks!  I just didn’t know it had a name. 

            Inspired, I quickly read both of Dr. Stanley Greenspan’s books, “Engaging Autism”, and “The Child with Special Needs.”  I started to experiment my newly learned techniques with one child in particular, a two year old named George.  My task was to find what he was interested in, join him, and then playfully, but strategically, obstruct his play. 

            George spent a lot of time rolling a Thomas train back and forth on the floor.  I joined him and rolled my own train back and forth.  After a little while, I made my train crash into his, which caught his attention and made him move the train to the side.  This was good! He was reacting to me.  I did this for a while, and then decided it was time to move in: I placed a small doll on his train. 

            He took the toy off, of course, but then I pretended that the doll was crying hysterically.  He looked at me like I was crazy. 

            Wait a minute.  What did he just do?  He looked at me! Success!

            So I quickly put the doll back on.  He took it off, I cried, and he looked at me again, with a little smile.  This was turning into a game. I was elated.

            The game continued, and over time, I tried new things as he reacted to my shenanigans.  He would move the train further away, and my doll would run after the train, which ended up in me chasing him around the room with the doll. 

            Our game stretched out for longer periods of time, and morphed into different things.  For up to 10 minutes at a time, George played with me like a typically developing two year old.  Some days it would be harder to draw him out of his world and pull him into a shared world with me, but persistence is the key.

http://www.freedigitalphotos.net/images/view_photog.php?photogid=1841

            Extending the interactions with your child and adding new ideas to the play is the heart of Floortime.  It’s fun and challenging at the same time, because you have to think on your feet and be creative.  However, as a parent, you know your child best, so it might come easier to you than for me.  The best part is that it can be done anywhere at anytime, which I believe makes the difficult role of acting both as parent and therapist much easier to fulfill. 

            Some parents swear by ABA, and perhaps that’s what works best for their child.  As we know, not every child with autism is the same, and what works for one may not work for another.  However, I encourage you to give the Floortime approach a chance.  If it doesn’t work, at least you will have spent some quality time playing with your child, and there’s definitely no harm in that at all.

For more on Cindy Tovar, M.S.Ed. please visit Dagny's Dichotomy. 

The Through the Looking Glass series will feature blog posts written by parents, relatives, siblings, service providers, special education teachers and therapists of children/adults with Autism.        

If you would like to be considered, please email me at autismwonderland@gmail.com with your name, connection to Autism, contact information and a writing sample or link to writing sample.

Please allow 5 to 10 days for review. Once accepted, you may write on any topic  - as long as it relates to Autism. Word count: 500 - 650