An Early Start for Your Child with Autism: Using Everyday Activities to Help Kids Connect, Communicate, and Learn
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National Association for the Education of Young Children (NAEYC)
www.naeyc.org/families
NAEYC is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is committed to becoming an increasingly high-performing and inclusive organization. This section of its website provides information about high-quality child care, as well as inclusive care for children with disabilities.
National Child Care Information and Technical Assistance Center (NCCIC)
http://www.nifa.usda.gov/nea/family/part/childcare_part_nccic.html
The NCCIC, a division of the U.S. Department of Health and Human Services, provides comprehensive technical assistance and information services about early and school-age child care and education. This section of its website features links to information on quality in child care programs, including links to the quality rating systems in each state. These quality rating systems address best practices in early childhood education, above and beyond each state’s licensing requirements. Resources for choosing high-quality child care and different child care options are available at http://childcareaware.org/parents-and-guardians, as well as answers to frequently asked questions on child care. At http://www.fpg.unc.edu/~eco/pages/training_resources.cfm#ChildDevelopment, you’ll find each state’s link to early learning and development standards, benchmarks, or guidelines for children from birth to age 5.
National Respite Network and Resource Center
www.archrespite.org
This website provides information about respite care providers in each state and how to access these services.
Legal Issues
Child Care Law Center (CCLC)
www.childcarelaw.org/pubs-audience.shtml#parents
The CCLC, a national nonprofit legal services organization, is the only organization in the United States devoted exclusively to the complex legal issues that affect child care. This section of its website provides parent resources regarding child care for children with disabilities, including information about the Americans with Disabilities Act and child care, resources that address public benefits, civil rights, housing, economic development, regulation and licensing, and land use.
Disability Rights Advocates (DRA)
www.dralegal.org
The DRA is a nonprofit, no-fee law firm that advocates for disability rights through high-impact litigation, as well as research and education.
Other Parenting Resources
Children’s Disabilities Information
www.childrensdisabilities.info/autism/index.html
Lists of support groups for parents of children with ASD, as well as many other resources, are available here.
Easter Seals
http://autismblog.easterseals.com
Numerous resources for families of children with ASD—primarily, a blog for parents to communicate their questions and concerns for community input—are available here.
FamilyEducation
www.familyeducation.com/home
This website offers child learning activities, health and nutritional, and general parenting tips from infancy through age 6 for typically developing children and children with special needs.
KidSource Online
www.kidsource.com/NICHCY/toll.free.phone.disa.all.2.html
This section of a website run by the NICHCY (see above) features a selected list of toll-free numbers for national organizations concerned with disability and children’s issues, including respite care, education, disability awareness, mental health, and financial planning.
Parent to Parent USA
www.p2pusa.org
Parent to Parent USA is a national nonprofit organization that provides emotional and informational support to parents and other family members of children with special needs. The organization matches each parent looking for information and support with an experienced, trained parent of a child with special needs.
Sibling Support Project
www.siblingsupport.org
The Sibling Support Project is a national program dedicated to the brothers and sisters of people who have developmental disabilities and other special needs. Its website offers information about workshops, conferences, publications, and opportunities for siblings to connect with one another.
Toys, Books, and Activities
BabyCenter
www.babycenter.com/0_games-to-play-with-your-toddler_1485454.bc
www.babycenter.com/preschooler-games-activities
www.babycenter.com/302_activities-play_1517839.bc
This website describes fun, simple games to play with your toddler (top link), preschooler (middle link), or older child (bottom link) to boost development.
Kids Fun and Games
www.kids-fun-and-games.com/index.html
This site lists play ideas for outdoor and indoor games, crafts, dress-up, and birthday parties.
Education.com
www.education.com/topic/books-toddlers
Information about developmentally appropriate books and literacy activities for young children is available here.
Everyday Health
www.everydayhealth.com/autism/toys-and-games.aspx
This section of the Everyday Health site (see above) provides a list of recommended toys for children with ASD, divided by age groups (0–2 years, 2–4 years, and 5+ years), with a brief description of how each toy can be used to teach developmentally appropriate skills.
KidsSource OnLine
www.kidsource.com/NICHCY/literature.html
This section of KidSource OnLine (see above) features the NICHCY bibliography of children’s books that are written about or include characters with disabilities. The list is grouped according to disability and is coded for age/grade-level appropriateness.
University of Wisconsin–Madison, Cooperative Children’s Book Center (CCBC)
www.education.wisc.edu/ccbc/books/choices.asp
Run by this university’s School of Education, the CCBC produces an annual list of highly recommended books published for children (by age group) in that calendar year.
US Recall News
www.usrecallnews.com/section/toy-recalls
Each year’s updated Toy Recall List is available here, as well as additional recall lists for other items (such as baby equipment).
FURTHER READING
Diagnosis and Interventions
Harris, Sandra L., and Weiss, Mary Jane. Right from the start: Behavioral intervention for young children with autism: A guide for parents and professionals (2nd ed.). Bethesda, MD: Woodbine House, 2007.
Robinson, Ricki. Autism solutions: How to create a healthy and meaningful life for your child. Buffalo, NY: Harlequin, 2011.
Rogers, Sally J., and Dawson, Geraldine. Early Start Denver Model for young children with autism. New York: Guilford Press, 2010.
Stone, Wendy, L., and DeGeronimo, Theresa F. Does my child have autism?: A parent’s guide to early detection and intervention in autism spectrum disorders. San Francisco: Jossey-Bass, 2006.
Sleep
Durand, V. Mark. Sleep better. Baltimore: Brookes, 1998.
Durand, V. Mark. When children don’t sleep well: Interventions for pediatric sleep disorders: Parent workbook. New York: Oxford University Press, 2008.
Siblings
Bishop, Beverly. My friend with autism: A coloring book for peers and siblings. Arlington, TX: Future Horizons, 2011.
Cassette, Mary. My sister Katie: My 6 year old’s view on her sister’s autism. Bloomington, IN: AuthorHouse, 2006.
Healy, Angie. Sometimes my brother: Helping kids understand autism through a sibling’s eyes. Arlington, TX: Future Horizons, 2005.
Leimbach, Marti. Daniel isn’t talking. New York: Nan A. Talese/Doubleday, 2006.
Marshak, Laura, and Prezant, Fran P. Married with special-needs children: A couple’s guide to keeping connected. Bethesda, MD: Woodbine House, 2007.
Meyer, Donal
d J., ed. Uncommon fathers: Reflections on raising a child with a disability. Bethesda, MD: Woodbine House, 1995.
Songs, Finger Plays, and Other Games to Play with Young Children
Beall, Pamela Conn, and Nipp, Susan Hagen. Wee sing children’s songs and fingerplays. Los Angeles: Price Stern Sloan, 1979/2002.
Cole, Joanna, and Calmenson, Stephanie (Tiegreen, Alan, illustrator). The eentsy, weentsy spider: Fingerplays and action rhymes. New York: HarperCollins, 1991.
Katz, Alan (Catrow, David, illustrator). Take me out of the bathtub and other silly dilly songs. New York: Simon and Schuster, 2001.
Index
The pagination of this electronic edition does not match the edition from which it was created. To locate a specific passage, please use the search feature of your e-book reader.
ABC’s of learning. See also Applied behavior analysis (ABA); Learning
forms for, 196, 203, 207, 212
overview, 190–193, 316
refrigerator list regarding, 219
teaching to your child, 194–218
Animate play, 262, 268–272. See also Pretend play
Antecedent, 194–218, 204–207, 219
Applied behavior analysis (ABA). See also Early Start Denver Model; Learning
choosing a birth-to-3 program or preschool program and, 15–16
forms for, 196, 203, 207, 212
overview, 15, 190–193
refrigerator list regarding, 219
teaching the ABCs of learning to your child and, 194–218
Art materials, 249, 325. See also Toys
Attachment, 54, 58
Attention to people. See also Attentional functioning; Imitating others; Joint attention; Social interactions
applied behavior analysis (ABA) and, 192
forms for, 86, 89
nonverbal communication and, 148
overview, 3, 63–65, 315–316
refrigerator list regarding, 90
what you can do to increase, 65–88
Attentional functioning, 20, 52, 261. See also Attention to people; Joint attention
Autism Speaks website
finding early intervention providers, 14
overview, 12, 328
risk factors and, 54
social support and, 44
use of multiple therapists and, 16
Babysitting, 32, 332–333. See also Respite care
Back-and-forth interactions. See also Communication; Social interactions; Turn taking
creating during other daily routines, 130–135
elaborating the joint activity and, 124–127
forms for, 136
imitation and, 168, 184–186
increasing, 115–135
joint attention and, 220–222
overview, 112–115
refrigerator list regarding, 137
setting the theme in, 121–124
Bathing routines. See also Daily routines
learning opportunities and, 318–319
nonverbal communication and, 146, 147
pretend play and, 265–266, 270–271
teaching your child to point at objects, 236, 239
understanding nonverbal communication of others and, 154
Bathroom routines, 130–135, 318–319. See also Bathing routines; Daily routines
Bedtime routines, 20, 22, 130–135, 318–319. See also Daily routines; Sleep problems
Behavior regulation, 148, 149–150
Behavioral challenges
antecedents and, 204–207
changing, 213–216
consequences and, 197–204
early intervention and, 49
forms for, 196, 203, 207
gastrointestinal problems and, 23
learning and, 48
medical problems and, 20
overview, 3, 194–197
refrigerator list regarding, 219
replacement behaviors, 214–216
sleep problems and, 20
teaching the ABCs of learning to your child and, 194–218
Body language, 147–148, 164, 165, 179–184. See also Nonverbal communication
Book activities. See also Toys
creating joint activities during, 133
lists of suggestions for, 325–326
pretend play and, 266
resource list and, 334
teaching your child to point at objects, 236
toy play and, 249
Brain functioning, 48, 53–54, 58, 166–167
Caring for yourself. See Self-care
Causes of ASD, 54
Challenging behavior. See Behavioral challenges
Childcare, 32, 332–333
Chores, 266, 320. See also Daily routines
Closing joint activity routines
independent play and, 255
overview, 127–130
pretend play and, 269–270, 276, 281
toy play and, 245–246, 251
Communication. See also Back-and-forth interactions; Nonverbal communication; Social communication
imitation and, 167–168
joint attention and, 221
language development and, 289–302, 303–311
sensory social routines and, 101
taking care of yourself and family and, 29
teaching the ABCs of learning to your child and, 210–211
Communication skills, 4, 47–49, 64–65, 317. See also Language development
Consequences, 194–218, 197–204, 203, 219
Conversations, 294–297, 302, 303–311. See Back-and-forth interactions; Communication
Creativity, 100–103, 124–127, 143–148, 286
Daily routines. See also Bedtime routines; Mealtimes; Routines
creating joint activities during, 130–135
helping your child understand speech and, 306–307
imitation and, 182
joint attention and, 224, 231, 236
learning opportunities and, 317–320
nonverbal communication and, 143–148, 153–157, 157–164
overview, 316
pretend play and, 265–266, 270–271, 281–282
teaching the ABCs of learning to your child and, 209–213
Diagnosis
discussing with siblings, 34–36
early intervention and, 14, 49
Internet research regarding ASD following, 11–12
resource list and, 335
Diapering, 133, 147, 154, 182
Dressing routines. See also Daily routines
creating joint activities during, 130–135
helping your child understand speech and, 306–307
imitation and, 182
learning opportunities and, 318–319
understanding nonverbal communication of others and, 154
Early intervention. See also Evidence-based practices (EBPs); Parent-delivered early intervention
benefits of, 3–4
best practices for, 13–24
finding, 10–24
how it works, 49–52
overview, 24–25, 58, 320–321
Early Start Denver Model, 2–3, 56–57, 191, 314. See also Applied behavior analysis (ABA)
Elaboration, 124–127. See also Variation
Emotional health, 31, 40–46
Empathy, 30–31, 167
Ending play. See Closing joint activity routines
Energy level, 53, 107–110
Environment, 74–79
Evidence-based practices (EBPs), 13–14, 15–16, 18–19, 54–59. See also Early intervention; Parent-delivered early intervention
Expressions. See Facial expressions
Expressive language. See also Speech development
helping your child to build, 289–302
helping your child understand speech and, 304
overview, 287–289, 312
refrigerator list regarding, 313
Extinction, 200, 201–202, 203. See also Reinforcement
Eye con
tact, 101, 223, 224–225, 231. See also Nonverbal communication
Eye gaze, 3, 221, 238–239. See also Joint attention
Facial expressions, 58, 167, 179–184. See also Nonverbal communication
Family, caring for, 27–37. See also Self-care
Flexibility, 243–252, 286. See also Variation
Following instructions. See Instructions, following
Four-part framework of joint activities. See Joint activity routines; Turn taking
Frustration of child, 142–143
Fun quotient (FQ), 92–111. See also Play; Sensory social routines
Games. See also Play
attention to people and, 65–71
helping your child to build expressive speech and language, 290–292, 301–302
imitation and, 186–187
resource list and, 334, 335
sensory social routines and, 94–110
sounds and, 290–292
Gastrointestinal problems, 22–24, 213n–214n
Gaze aversion, 79–80. See also Eye gaze
Gestures. See also Nonverbal communication
adding sounds to, 297–300
antecedents and, 204–205
helping your child to build expressive speech and language, 302
helping your child to understand in others, 153–154
imitation and, 179–184
increasing nonverbal communication and, 148–151
joint attention and, 221, 223
learning and, 53
overview, 3, 58, 317
sensory social routines and, 101
teaching the ABCs of learning to your child and, 204–205, 210–211
teaching your child to point at objects, 233–241
Giving things to your child, 143–148, 242
Goals, 45, 320–321
Health, physical, 38–40, 213n–214n
Help, offering
attention to people and, 83–84, 85–87
nonverbal communication and, 150
teaching your child to give you objects and, 224–229
understanding nonverbal communication of others and, 156–157
Home-based interventions, 17, 21
Household chores. See Chores
Imaginative play. See Pretend play
Imitating others
antecedents and, 204–205
applied behavior analysis (ABA) and, 192–193
attention to people and, 64–65
helping your child to build expressive speech and language, 299–300, 300, 302
learning and, 53, 58
overview, 3, 84–87, 166–169
pretend play and, 263–264, 272–274