Book of the Week: Since We're Friends

"Since We're Friends" is our book of the week to highlight autism awareness month. This story written by Celeste Shally, introduces us to two friends who have lots in common including the love of  sports and animals. The story is narrated by a "friend" who talks about his neighbor, Matt (who has autism).  For those of you looking for a book to explain autism to your classroom students this is perfect. It outlines, "how to be a friend" to a child with autism by walking the reader through Matt's sensory needs and very specific interests. Your students will enjoy this story and it may even remind them of someone they know! 
Questions: What time of year does the story takes place?  What do the friend and Matt do together?  How does his friend help Matt at the swimming pool? How does his friend help Matt at the at basketball?

What happens when they try to catch fireflies? 

What happens when Matt talks about Animals? 

How does the story end? 

How could you be a friend to someone with Autism? 

Extension Activities:
http://media.autismspeaks.org/liub/LIUB+Educational+Toolkit.pdf
https://www.teacherspayteachers.com/Product/Autism-Facts-and-Myths-Quiz-1185364 https://www.teacherspayteachers.com/Product/Autism-Facts-and-Myths-Kid-Edition-1208840

ASD: To Tell Or Not To Tell

Over the last few years, I have had several parents ask me, "Should I tell my child that he/she has autism?" BAM!  Just like that, waiting for my answer.

In my first few years as an SLP, I remember thinking that it was a fairly cut and dry "yes." I felt that the students deserved the right to know why they thought, acted, and felt the way they did, and that it was unfair for them to be left in the dark about it.  Wondering.  Curious.  Confused.  Scared.

But now things are different.  I have a different perspective.  I have had more conversations with others.  I have more experiences.

Each family is unique and at a different place in their journey.  There is no rehearsed conversation that can be had.  In fact, there are so many other dynamics that come in to play other than the conversation.  It's hard to know what's happening behind closed doors. It's hard to know if the family needs additional supports outside of the sped team.  It's hard to know the current relationship between the parents and child.

Just a few months ago, a parent approached me with the same question.  I didn't give her a concrete answer but rather shared with her that it was her decision to make, it would be the right one, and that I would support it, whatever it was.  She paused for a few seconds, smiled, and thanked me.  I told her that I would be happy to provide her with a list of books that she may find helpful, so I did, and I thought I would share them so that you have a resource to share at your finger tips (or rather, a few clicks of your computer keys).

Different Like Me by Jennifer Elder
In this book, eight-year-old Quinn has AS.  He shares about historical figures that also had AS.  The book uses child-friendly language and focuses on inspirational figures in the areas of science, math, art, literature, philosophy, and comedy.

My Autism Book: A Child's Guide to Their Autism Spectrum Diagnosis by Tamar Levi
This book is written by a doctor and children's author.  It is geared for children ages 5+ and uses colorful pictures, from a child's perspective, to help parents explain autism in a positive way.

Can I Tell You About Asperger's Syndrome by Jude Welton
Adam, the character in this book, has Asperger's Syndrome (AS).  He shares what AS is, how it feels, and struggles that people with AS have.  He also shares about how others can help by focusing on talents and appreciating differences.

The Survival Guide for Kids with Autism Spectrum Disorders (And Their Parents) by Elizabeth Verdick and Elizabeth Reeve
This book is a helpful resource for children who have autism and their parents; it is meant to be to be read together.  It tackles questions children have and provides strategies for communication, making friends, and being successful in school.  There are a number of areas highlighted such as diet, hygiene, sleep, etc. to support children, their family, and their team.  There is also a section for parents that offers additional information.

Autism, The Invisible Cord: A Sibling's Diary by Barbara Cain

Jenny is a 14-year-old girl who has a younger brother with autism.  She shares what autism is, her worries, and her obstacles living with a sibling with autism.  

Creating A Calming Plan

This school year is going to be crazy.  It's going to be good.  It's going to be crazy good!  I know that I am going to learn so much as I transition from speech-language to a center-based ASD  program.  I'll be using every single tool I have in my tool box and relying on my fantastic colleagues.  I was becoming so overwhelmed with where to start, so I will be starting with this...

I want to start of the year being proactive.  I have an area in my room designated for relaxation and calming.  There is also a larger room right across the hallway for students to access at any time just for calming.  (I will get pictures posted in the next several weeks.  The other ASD teacher and I are working like crazy to get our new rooms set up!)  These areas will be marked by this sign:

Consistency is key!  We are asking the teachers to find a small area (a desk, a carpet square, whatever is available) to post this same sign.  We want the students to know that it is not a negative area but a place for them to self regulate and refocus.

What are they going to do when they are in their calming area?  Well, it depends on several factors including the antecedent and the level of escalation.  (The goal is ALWAYS to support students before the problem can't be resolved with a calming break. ) That being said, I am focusing on the problems or situations that can be supported with a calming plan.  It's simple, personalized, and so important!

During the first week of school, I will be demonstrating nine different calming strategies.  I have created a poster with 1-4 step directions on how to complete each one.  

The students will have the opportunity to try each strategy and rate it on a scale of 1-5.

Based on the students' rating, they will be able to select the strategies that work best for them including one breathing strategy, one pressure strategy, and an additional component.  Using small icons, they will place them on a small visual support with velcro, making sure that the visual support is not too distracting.

These supports are approximately 1/3 of an sheet of paper so that they are big enough for the students to manipulate but not too big to draw attention.  Some of the students who participated in my social skills class last year used several of the strategies, and they were very helpful.  With enough practice, they were able to use a visual support and use them when becoming agitated.  They sometimes needed a directive to take a calming break, which is why I will also be using calming cards:

I will be giving the classroom teachers these cards as well, again for consistency.

I am so excited to get this activity started with my students...AFTER I finish enjoying my last three weeks of summer break!  You can find it here at our TPT store.

If you would like to win a copy, please enter by leaving a comment below! (What calming strategy have you found to be the most helpful for your students?)

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Building A Sensory Bin For Calming

After 12 years of speech and language therapy, I am jumping into the role of the ASD teacher for the middle school students who require substantial support (DSM-V).  I'm super excited but ridiculously nervous. I've been working with this fantastic group of students for the last three years, and I'm thrilled that I can continue working with them, but it's going to be a big transition.  Wait.  Let me try that again.  It's going to be a HUGE transition and a definite learning experience for me.  My mind races as night thinking about everything I could be doing to prepare for the fall, but then I remind myself that I need to enjoy my summer; the craziness of work will be here before I know it.

It's the little things that I can do to help alleviate some of my anxiety, so I started started putting together a  sensory bin for the calming area in my room. (Anything checked off my monstrous list of "things to do" is helpful!)  I have the staples: puffer balls, puzzles, stringing buttons, and and silly putty.  During my trip to Target last week, I found several items on clearance and decided to add them.  I'm excited about the BRAIN BUILDERS!  The students can choose from 40 different pictures and manipulate 20 sticks to look like the pictures.

I decided to trade in the smooth, glass stones for the real thing that you can find at any craft store.  I drew faces on them to create CALMING ROCKS.  I plan on letting the students chose their own.  It was so easy but added a more personalized touch.  I tried to draw each one with a particular student in mind, but we'll see how well I did when September rolls around.

I just ordered a JELIKU yesterday for $6.50.  I love that it's a small puzzle that students can manipulate to create whatever!  Check out the YouTube video below for a quick view of the possibilities of Jeliku.  There are several other videos that show how students create different animals, buildings, etc.  

BOINKS ($12.95 for a 6-pack) are small pieces of material, sealed on each end securing a marble that can be moved around for calming or focus.  They are small, approximately 3.5" long, and are machine washable!

WACKY TRACKS ($4.00) is something I own for myself!  They come in a variety of colors and can be added to.  Just bend, form, and move!

I haven't purchased any of the next few items yet, but they are on my "wish list," and here's why!

LIQUID MOTION BUBBLER ($4.99 each) can be used as a timer or relaxation and calming.  It is small in size, so it is mobile (2" X 5.75") and can easily be placed on a table, desk, or in a bin for storage.  I can see myself using this with some calming music!  

EMOTIONS PUTTY ($7.99 each) changes color.  It's also Gluten, Casein, Latex, and Soy free.  There are two different kinds: Calming Putty and Energizing Putty.  The Calming Putty changes color when it's being played with or cooled, while the Energizing Putty has a metallic sparkle.

I'm curious what you use in your room! 

Gearing Up For State Testing

The beginning of spring in MN can only mean one thing other than no more signs of snow and budding trees…state testing.  It's a stressful time for students, staff, and administration.  Perhaps stressful is an underestimation, but I know that everyone has worked hard to make the most of our learning time and opportunities.  Now it's time to let the students shine!

Last week, we went to the Minnesota Speech-Langauge and Hearing Association conference and were so lucky to have an afternoon session with Julia Cook.  She shared so much more than her books, and her comments about "spinning" resonated with us.  Instead of telling students they "have to" take the test, we can tell them, that they "get to" take the test.  They get to show their smarts.  They get to show off everything they've learned.  They get to make everyone proud

We decided to show this short video from Julia to talk a bit about test anxiety.  The kids loved it!



Next we read one of two books, "The Anti-Test Anxiety Society" and "Wilma Jean Worry Machine," depending on our groups and their needs.

We reviewed different calming strategies that we have used throughout the year, Lazy Eight and Six-Sided Breathing from the Zones of Regulation  by Leah Kuypers.  We reviewed other strategies that we have used, too.  We also made sure that the students had their calming apps on their iPads and reviewed how to use them.  While the students have different apps, most of them really like Pocket Pond, Breathe2Relax, Smiling Mind, Sand Magic, and Flow Free. 

And finally, we like to deliver mints to our students with a personalized note.  It seems to make a big difference!  

Eight Life Lessons I've Learned From Children Who Have ASD

For the last 16 years, I have had the privilege of working with children who have autism.  They have impacted me in ways I can't even begin to describe.  They have made me laugh and made me cry.  Made me proud and made me disappointed.  Made me dance for joy and made me throw my hands up in the air in frustration.  They have all left me with a memory,  like the child who…

…put a tack on his teacher's chair as an April Fool's Day prank
…greeted me with a beautiful smile instead of words
…calculated my weekend mileage 
…had a special "Aflac!" greeting for me every morning

and the list could go on and on and on.

These memories were made by students who have left their mark in my world.  Who have made it better by being in it.  Who have made an impression on me.  It has been a crazy, frustrating, wild, and inspiring ride.  It's been a ride that I could never have predicted no matter how many classes I took, research articles I read, workshops I attended, or hours of collaboration and planning I spent.  Nothing has taught me more than the kids themselves.  

Expect The Unexpected
I never know what is going to be said or done.  I never know how students will respond to me, to the lesson, or to others.   I have to stay on my toes.  It's predictably unpredictable!

Think Outside The Box
Just when I think I have thought of every possible avenue, I realize I missed something.  I need to think literally.  Think creatively.  Think differently.  What works one time may not work the second time.  It's a constant challenge that I'm up for.

Don't Take Myself Too Seriously
They don't, so why should I?  They know my purpose.  They do what they can when they can.  Their bad day doesn't define their overall success or my effectiveness as an SLP.

Celebrate The Little Things
If I go looking to help a child move mountains or even a hill, I may find myself making it no further than the top of a step.  Small successes are a big deal.  If I can get excited about moving to the next level in Candy Crush or finding a killer deal at Target, then I should be doing the same for them.  Success is about perspective.

They Are Talented
Talents come in all shapes and sizes, makes and models, and theirs shouldn't be underestimated.  Some talents are blatant and others take a bit of searching, but they are there.  Tap in to them.  They are the key to their learning.

They Know I Care
I've seen it in their eyes.  The way I can catch a fleeting glance my way when they're upset or when they pace next to me.   It's not always in the words that I say but just my presence.  They know that I will be there for as long as it takes.

They Are Sensitive
They may not be sensitive according to my definition, but they feel, too.  There feelings are real even if they're not displayed on their faces.  Sadness.  Anger.  Pride.  Loneliness. Fear.  Happiness.

We Want The Same Thing
They want to be valued, understood, and loved.

I know that I will continue to learn and continue to grow, and it's exciting to think about what else will come my way.  I'm curious to know what you have learned!

I wanted to leave you with this short vide.  While the statistic of autism prevalence is outdated, the video sends a beautiful message.


photo credit: balloons via photopin (license)

Our Five Favorite Games for Perspective Taking

This year, we have six social skills group, more than what we've ever had.  And of course, all groups have different skill levels.  It seems that no matter what bag of tricks we try, all students show needs with perspective taking at some level.  Some students need very structured scenarios in which to practice while others need to work on generalization.  Regardless of skill level, we (as in students AND staff) need a break.  A break with purpose, of course!  This is when we turn to some of our favorite perspective taking games, and in no particular order (drum roll please), here they are!

What's Yours Like
This game was a fantastic thrift store find at $2.99!  In this game, one player is in the Hot Seat, meaning the player tries to guess a word known by all other players.  Each player except for the person in the Hot Seat provides one word describing what theirs is like.  The player in the Hot Seat tries to guess what is being described.  We modify the game a bit for our fourth and fifth graders, but the end result is still the same!  (We also use this game with students in our articulation groups to facilitate carry-over!)

Whoonu

We love this game! A little competition with a lot of perspective taking is the key.  In each round, players try to guess the Whoozit's favorite thing.  All other players hold several cards in their hands and chose the card they think best represents the Woozit's favorites.  The Woozit mixes up the cards and ranks them from his/her favorite to least favorite, and the other players receive tokens with point values according to the card rankings.

Bubble Talk

This game is sure to to supply a fair share of giggles!  Students choose one player to be the judge, who in turn deals caption cards to each player, turns over a picture, and places it in the center of the players.  Next, the players look at their cards and select the funniest caption card that they think best matches the picture card and place it face down.  The judge mixes up the cards and picks the one that he/she feels is the funniest.  The player of that card is the winner of the round.

Password

Whatever version of the game you have, it's definitely an oldie but a goodie.  (We typically play using the rules for three players even if we have more students than that.)   One player, the giving player, gives one clue to the other players, receiving players.  The receiving players make one guess for each clue given.  When a guess has been made, the giving players determines if the word is the "password."  The first receiving player to guess the word correctly receives the point for the word.

Apples to Apples

It seems as if this game is in almost everyone's game closest, and why shouldn't it be?  For those of you who haven't played this game, you'll notice it's played similarly to Whoonu. A judge is picked; he or she deals five red apple cars to every player.  (Apple cards are nouns such as ice, zippers, and the President.) Then the judge places a green apple card, face up, on the table.  (Green apple cards are descriptive words such as dreamy, arrogant, and speedy.)  The players chose one red apple card that he or she thinks is most like the green card.  The judge mixes up the red apple cards, turns them over, reads them, and chooses the card he or she thinks is most like the green apple card.

We would love to hear what games you use to target perspective taking!  We are always looking to expand the "funness" and engagement factors in our room!

The Results Are In...

In April, I shared a story about two inspiring, fifth grade girls who wanted to make a difference in the  lives of children with autism.  They spent their snack time and read aloud time making rainbow loom bracelets.  They spoke with other teachers and students across grade levels to rally as many people as they could to make bracelets and sign pledges.  What they did was nothing short of remarkable.  Pledges lined the walls at our school to show support.

After only a few short morning of bracelets sales (at 25¢), the girls made nearly $66!  But they didn't stop there.  Next was the spring carnival, and of course, the girls did not disappoint.  The day after Memorial Day, they arrived in my room with an informational board to display at the carnival.  We had discussed making a small poster to inform people of what they were doing, but once again, they exceeded my expectations.  Included was a very LONG list of students (WOW!) who contributed by making bracelets.  Together, we added added to the display to acknowledge each and every student.  (We increased the price of the bracelets in hopes of generating a little more revenue, too!)

And the carnival began!  The teachers were so supportive as well as the students, who volunteered to help with the sales even though it was THEIR carnival!  (I'd like to give a shout out to Mrs. Golanowski and Ms. Fritze for making this happen.)

During the evening, the girls' parents were right alongside them.  (I guess it's no surprise where they get their awesomeness from!)  It was so neat to step back and watch everything happen.  I wish I had counted the number of times parents thanked the students for raising awareness.   

At the end of the night, the students raised just a few pennies shy of $135!  Two selfless girls with a desire to help people they never met.  It was a beautiful thing, and I was so honored to be a part of it!

The girls decided to donate all the proceeds to Metro Friendship Foundation (MFF), a local, non profit organization that provides scholarships to people for social skills development.  MFF values include individuality, collaboration, integrity, and results.  I couldn't think of four better words to sum up this experience.  

Autism 5k

Over the weekend we took part in the Autism 5k race in the Twin Cities which helps fund research and gives grants to local families for therapies or education opportunities. The organization who puts on the race C.A.D.E.  believes all children deserve to learn. They are 100% a volunteer organization and have been helping the Minnesota autism community for several years. Our "team" consisted of two carloads with a race troupe of nine. Click here to learn more about the race and C.A.D.E.

The race took place around Lake Calhoun in the Twin Cities metro area and consisted of over 1500 walkers and runners.

We had a very positive experience thanks to the volunteers who gave their time. 

Here we are at the beginning of the race: 

The "team" was a group of staff who is dedicated to serving students with autism and all students in different roles in our school district. I enjoyed walking with the crew as everyone has a great sense of humor. We never ran out of things to talk about. 

  The day was beautiful and we enjoyed every moment!

We were the tail end of the race and a friendly police officer came up behind us on his motorcycle (flashing lights and all)  to tell us us we could take our time in finishing. 

Here we are at the grand finish!

Autism Awareness Month Continues...

Isn't it crazy how much a few people can make such a huge impact?  I never cease to be amazed with the students who attend our school.   Here's why…

Earlier this month, we helped to spread autism awareness by sharing our blog post "World Autism Awareness Day" with different teachers in our building who, in turn, shared it with their students.  Two students in particular were so moved by Drew Elliot's story, they wanted to know how they could help make a difference in our school.  Make a difference?  In fifth grade?  The response from these two girls I had never met before caught me completely off guard.  After connecting with their classroom teacher and getting more background information about these two, amazing 11 year-old girls, I was was no longer surprised with their request but in awe.  These were the same two students who managed to put together a fund-raiser in a matter of days for Briarwood and Plaza Towers Elementary Schools, which were devastated by the tornado that ripped through Moore, Oklahoma in May 2013.  Two young girls with such beautiful hearts.

With the support of my colleague, classroom teachers, and our building principal, the girls set out to make rainbow loom bracelets to sell in the mornings before the start of the school day.  Word caught quickly, and soon, dozens of students were bringing in bracelets they made at home to include in the sale.  The girls' classroom teacher allowed the students to bring in their rainbow looms to make bracelets during snack time and class read aloud time.  Teachers were asking for us to give autism presentations.  Wow.  We were blown away.

My only request with the entire project was that we communicated to other students that not only is it important to be a friend to someone with autism, but it is equally important to be a friend to everyone.  So, the two girls and I created a pledge using what the school already had in place and then expanding on it.  Here is what we came up with!

Teachers gave students the opportunity to sign the pledges in their classroom, and they were also available at the bracelet sale.  We currently have one more week of bracelet selling, and we continue to hang up the pledges around our school.  In fact, the girls have now asked to sell the bracelets the end-of-the-year school carnival, which was immediately approved by our principal.  (Have I mentioned how awesome it is to be so supported?)  It looks like the girls will continue to raise money beyond the month of April!

So you might be wondering where the money will be going.  Me too!  The girls want to donate it to an organization that supports children who have autism.  I have found five local organizations from which the girls will make their decision.  I can't wait to see where they choose to donate all of their proceeds!  More to come with their decision and the total amount of money raised at the end of May!

Autism Meet Up and Support Groups

Raising awareness for autism all year round, especially in April has been something that we have been passionate about for years.  We do this by educating teachers, paraprofessionals, and peers.  We participate in fundraisers, autism walks, and give presentations.  We talk about what autism is, and what it isn't.  We talk about difficulty with social communication.  We talk about how students with autism   often have difficulty with their "friendship radar," and how they want friends just as much as neuro-typical peers.  We stress how they (peers) can be a friend to someone who has autism and give examples of how to do so.  We focus so much on the support in school because that is the nature of our role.  But what about supports outside of the school environment?  I decided to take a quick look at local support groups and found some great resources:

MN Autism Friends Unite is for both parents and people with autism spectrum disorders to meet up for fun and affordable outings in the community.  

TAG-We're It! Tween & Teen Autism Group is a social group for parents who have tweens and teens on the autism spectrum, focusing primarily on ages 7-17.  Children and parents develop social skills and friendships through social activities.

Twin Cities Spectrum Kids Meetup Group is a meet up group for parents and kids who have social and emotional needs but not necessarily autism specific.  The group focuses on forming peer relationships so that the kids can be "productive, caring, respectful, and self-confident citizens."  In addition, parents have an opportunity to learn and share about current issues, research, etc. while participating in social outings.

Spectrum Connections is a social club for pre-teens, teens, and young adults who are on the spectrum.  It is designed to help make new friends in a safe and friendly environment.  Parents are welcome as well.

Ausome Family is an online resource that highlights people, groups, organizations, and ideas to "raise awareness, inspire acceptance and/or improve the quality of life for individuals on the autism spectrum."  The website includes a resource directory and calendar of events for all things autism.

Autism Speaks Family Reference Guide

Autismspeaks.org has a gather information about goods and services for students and adults with autism and their families. Services include camps, therapies, and products. We love this because it covers services throughout the United State. Follow the link here to look.

Sensory Friendly Movies

AMC theaters partners with Autism Society of America

Going to movies has been a past time in the United States for over a hundred years now. People love going, but if you have sensory processing needs you may not be able to handle the constraints. For kids with sensory processing needs the volume is often too loud, the previews too long and some kids cannot eat the snacks that are offered due to gluten free or other special diets. Kids with sensory needs as well often struggle to remain quiet during a movie and may struggle with sitting in their seats without moving for extended time.

AMC Theaters and the Autism Society of America set to change this a few years ago. They wanted to make movie viewing at the theater a positive experience for families and kids who have sensory processing needs including those kids with ASD. At participating theaters across the country they offer families the opportunity to watch one new movie a month with the lights on, lower volume, and relaxed rules for bringing in snacks and talking/moving around. In my neighborhood of the Minneapolis/St.Paul Metro area the participating AMC theaters are the Eden Prairie 18 AMC Theater and the Rosedale 14 AMC Theater. Here is a list of AMC theaters in other cities as well. Please also pass the word on! It is a wonderful idea.

Click here for the full list of AMC theaters who offer sensory friendly films

Appy Autism Awareness Month

Free and Reduced Apps

One of Favorite websites for learning about new student apps is Smart Apps for Kids. The author Lisa, is a mom with three kids with Autism Spectrum Disorders. She started her blog to help raise awareness about apps used for learning. For the past 3-4 years she has shared a list of apps specifically for Autism Awareness Month that have been reduced in price or are free. This year is no different, click the link to her two sites IPAD App and Apps for Android for all the deals this April. As well continue to check her site all month long for more App deals.

World Autism Awareness Day

LIGHT IT UP BLUE!

How have you been touched by autism?  My story began in the fall of 1998.  My college roommate asked me if I would be interest in working with a beautiful, eight-year old girl with a diagnosis of ASD.  Since my major was communicative disorders, I thought it would be a great experience and an awesome resume builder.  But the experience was far more than that.  She touched my life.  She gave me purpose for what I did.  She molded my future in working with children with ASD.

My little "sunshine," as I call her, had no more than approximately 25 unintelligible words to communicate her basic wants and needs.  She had frequent tantrums of frustration along with physical and aggressive outbursts.  Community outings were stressful and unpredictable.  Daily activities such as getting dressed, brushing her teeth, getting herself a snack were carried out by her mom and dad.  The list could continue, but it's not necessary.  You get the idea.

My "sunshine" was surrounded by four therapists who spent 20+ hours a week with her.  We worked with her amazingly supportive parents, brother, and school.  We set clear expectations with visual schedules.  We provided consistent routines.  We practiced going out in the community.  We developed a friendship with her.  We developed a friendship with her parents.  She became a part of us.  A part of me.

In spring of 2001, I had to leave my "sunshine" and her family for graduate school.  Many tears were shed and hugs exchanged.   She had grown so much, using two-three word phrases.  Getting her own snacks.  Getting herself ready in the morning and before bedtime.  Getting groceries and making trips to  get ice cream.  She was finding her voice.

With the help of social networking, I have watched my "sunshine" grow up.  Go to prom.  Visit her favorite place…Disney World (and ride in an airplane)!  My "sunshine" did not help build my resume.  She helped me to grow as a speech-language pathologist with a passion for working with children with ASD, and more importantly, she helped me to grow as a person.

My "sunshine" drew a picture for me over 15 years ago.  That picture is proudly displayed in my classroom as a reminder of why I do what I do.

Wednesday, April 2nd is World Autism Day.  Autism spectrum disorder (ASD) is characterized by difficulty with social interaction, communication, and repetitive behaviors.  Autism Speaks reports that 1 in 42 boys and 1 in 189 girls in the United States are diagnosed with ASD.  Nearly everyone is impacted, in some way, by ASD.  We feel strongly about raising awareness of what ASD is, is not, and what  that means for families and communities that support people with Autism Spectrum Disorders.  In the Twin Cities, Susanna Moses (a parent and author) came to a local news station Sunday to share One Parent's Story.

This year, we are giving teacher's this information to share with their class, and asking them to show the following video of Drew Elliot, an eight-year old boy who wanted nothing more than a friend to wear half of his "Best Friends" necklace.  When thirteen construction workers overheard him telling his mom that no one wanted to wear it, they did something beautiful that has turned into a world-wide phenomenon.   View the story here: Drew's Elliot's Necklaces

Autism Speaks offers many ways that you can "Light It Up Blue: for World Autism Day:
- Incorporate blue into your clothes beginning April 2 and throughout the month of April
- Ask your friends, family, and co-workers to wear blue, too.  Take a photo and upload it to Light It Up Blue community photo gallery
- Use blue light bulbs for your front porch light or outdoor lights (The Home Depot or homedepot.com carries three blue bulbs manufactured by Philips: 25W incandescent, 100W indoor/outdoor flood  lamp, 13W CFL)
- Host a blue-themed dinner party
- Download the free Light It Up Blue iPhone app to add your photos   http://www.autismspeaks.org/LIUB and see all the participating buildings
- Change your Facebook profile picture to the Light It Up Blue logo and tag as many of your friends as you can
- Download the Autism Speaks Community Toolkit as a resource for staff and students 
- Wear blue hat day – charge classmates $1 to wear blue hats to school on April 2 (or any day in the month of April)

Please check back throughout the month of April for more info, apps and ideas in honor of Autism Awareness and Check out our FREEBIE on TpT!  Autism Fact or Myth Quiz

Basketball At Its Finest

Last night as I was watching the news, I was moved by a story about a basketball league.  Not just any basketball league.  THIS league is unique, inspiring, and full of potential.  THIS league's teammates have autism, and for many of them, it is their first opportunity to play a sport.  

The Minnesota Autism Center started the league three years ago when it first opened its school.  On Saturday mornings from January through March, the teammates work on skills such hand-eye coordination, gross motor skills, initiating peer interactions and conversations, and working together to accomplish the same goal…to be a part of something that makes them feel proud.

League Introduces Team Sports To Kids With Autism