Depression, Aspergers, Help, Resources

It is said that 40 million Americans live with an anxiety disorder, which is more than the occasional worry or fear. We all experience anxiety to some level. Anxiety in children is common when separated from their parents or from familiar surroundings. However there is a type of anxiety that is more severe and may be misdiagnosed. Anxiety left unchecked or treatment may become paralyzing to everyday life.

Below we’ve gathered several lists for you. What does anxiety look like? How can it manifest, when is it critical to consult a doctor and what methods are available to self calm. Here we go….

Often, anxiety disorders involve repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks). These feelings of anxiety and panic interfere with daily activities, are difficult to control, are out of proportion to the actual danger and can last a long time. You may avoid places or situations to prevent these feelings. Symptoms may start during childhood or the teen years and continue into adulthood.

Depression, Aspergers, Help, Resources

Examples of anxiety disorders include generalized anxiety disorder, social anxiety disorder (social phobia), specific phobias and separation anxiety disorder. You can have more than one anxiety disorder. Sometimes anxiety results from a medical condition that needs treatment.

According to research from the Mayo Clinic, several types of anxiety disorders exist:

  • Agoraphobia (ag-uh-ruh-FOE-be-uh) is a type of anxiety disorder in which you fear and often avoid places or situations that might cause you to panic and make you feel trapped, helpless or embarrassed.
  • Anxiety disorder due to a medical condition includes symptoms of intense anxiety or panic that are directly caused by a physical health problem.
  • Generalized anxiety disorder includes persistent and excessive anxiety and worry about activities or events — even ordinary, routine issues. The worry is out of proportion to the actual circumstance, is difficult to control and affects how you feel physically. It often occurs along with other anxiety disorders or depression.
  • Panic disorder involves repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks). You may have feelings of impending doom, shortness of breath, chest pain, or a rapid, fluttering or pounding heart (heart palpitations). These panic attacks may lead to worrying about them happening again or avoiding situations in which they’ve occurred.
  • Selective mutism is a consistent failure of children to speak in certain situations, such as school, even when they can speak in other situations, such as at home with close family members. This can interfere with school, work and social functioning.
  • Separation anxiety disorder is a childhood disorder characterized by anxiety that’s excessive for the child’s developmental level and related to separation from parents or others who have parental roles.
  • Social anxiety disorder (social phobia) involves high levels of anxiety, fear and avoidance of social situations due to feelings of embarrassment, self-consciousness and concern about being judged or viewed negatively by others.
  • Specific phobias are characterized by major anxiety when you’re exposed to a specific object or situation and a desire to avoid it. Phobias provoke panic attacks in some people.
  • Substance-induced anxiety disorder is characterized by symptoms of intense anxiety or panic that are a direct result of misusing drugs, taking medications, being exposed to a toxic substance or withdrawal from drugs.
  • Other specified anxiety disorder and unspecified anxiety disorder are terms for anxiety or phobias that don’t meet the exact criteria for any other anxiety disorders but are significant enough to be distressing and disruptive.

Parents should be alerted to the signs so they can intervene early to prevent lifelong complications. The American Academy of Child & Adolescent Psychiatry offers you different types of anxiety in children.

Symptoms of separation anxiety include:

• constant thoughts and intense fears about the safety of parents and caretakers

• refusing to go to school

• frequent stomachaches and other physical complaints

• extreme worries about sleeping away from home

• being overly clingy

• panic or tantrums at times of separation from parents

• trouble sleeping or nightmares

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The Asperger/Autism Network has adopted the term Asperger profile to describe a range of neurological differences characteristic of over one percent of people in the United States and world wide. You may already be familiar with the term Asperger Syndrome, an autism spectrum diagnosis given to people with a specific constellation of challenges. We have chosen to retire the pathologizing word “syndrome,” because it fails to acknowledge that:

  • Many people with Asperger profiles also have striking abilities, talents, and positive traits.
  • Traits are not fixed or static; with education and support, people’s brains, behaviors, and skills can change over time.
  • Judgments about people’s abilities are subjective; what seems like a challenge in one environment may be an asset in another context.

Dr. Stephen M. Shore (a former AANE Board President) says, “When you meet one person with Asperger’s — you’ve met one person with Asperger’s.” Although people with Asperger profiles may share a common cluster of traits, each person is unique, and his or her life course is highly variable. Each person’s traits vary in number and intensity, and their expression may vary at different developmental stages or in different environments. Like multi-colored yarns woven together into tapestries, the unlimited possibilities for trait combinations produce a wide variety of unique outcomes.  

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Many school students carrying the diagnosis of Asperger’s Syndrome exhibit challenges in the area of social interactions and social skills. These social difficulties are worrisome for parents and family members who look for supports to address these challenges. Struggles in the school setting often center on their child’s inability to “fit in” with other students or an inability to grasp social expectations from their teachers and peers. Additionally, their child’s feelings of high anxiety and stress can make the learning environment challenging for them and the people around.

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Over time, I’ve listened to concerns from parents and teachers regarding a student’s lack of understanding when it comes to social situations in the classroom environment. This often leads to isolation and the need for behavior support.

There is information in the literature that suggests both adult and peer mediated techniques to teach and build social skills in children with autism.

Strategies that are directed by an adult include reinforcement of shaped social skills. This is a technique where the child is reinforced when they demonstrate closer and closer approximations of a desired behavior. Peer mediated strategies incorporate the use of proximity, prompts with reinforcement, and teaching peer initiation. The literature also supports using social scripts to capitalize on visual learning methods (Krantz and McClannahan 1993).

In my experience, I’ve observed how visual supports can be very beneficial in producing non-transient messages for the student to follow and use during social situations. When paired with direct instruction using ABA techniques like shaping and reinforcement, social skills training can be accomplished.

When you set out to develop visual supports, first perform an internet search to get some ideas.

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by: MOLLY LONGMAN

While dozens of world leaders made their voices heard at the UN Climate Action summit in New York City Monday, it was a 16-year-old’s rallying cry that had people — including the president — talking.

Photo: Alex Wong: Getty Images

Swedish activist Greta Thunberg is known internationally for continuously and courageously working to combat climate change. She was the face of the Global Climate Strikes, inspiring millions of people — more specifically, young people — to rally in more than 150 countries, as CBS News reports. And, she says her Asperger’s syndrome diagnosis is her “superpower.”She told  “CBS This Morning” that Asperger’s, which is a condition on the autism spectrum that affects social interaction and nonverbal communication, has helped her deliver her message to the masses. “What I want people to do now is to become aware of the crisis that is here,” she said.

She’s not afraid to speak up for what she believes in, even if she’s talking to VIPs of parliaments and governments. “I just know what is right and I want to do what is right,” she told CBS. “I want to make sure I have done anything, everything in my power to stop this crisis from happening… I have Asperger’s, I’m on the autism spectrum, so I don’t really care about social codes that way.”

Before her name became internationally recognized, she hadn’t shared about being on the autism spectrum, in part, because she knew “many ignorant people still see it as an ‘illness’, or something negative,” she tweeted. Asperger’s was officially categorized as a diagnosis on the autism spectrum 2013, according to the Autism Society.

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by Michelle Diament/Disability Scoop 

Pediatricians are conducting routine checks for autism, but new research suggests they frequently fail to act when screenings show cause for concern.

A study looking at medical records for children who visited 290 doctors between 2014 and 2016 shows that the vast majority were screened for autism at ages 18 and 24 months as recommended by the American Academy of Pediatrics.

Dr. Tom Lacy, right, examines a 2-year-old. A new study suggests that most children who fail autism screenings don’t get referred to specialists. (Ricardo Ramirez Buxeda/Orlando Sentinel/TNS)

However, in cases where children were flagged by the screening test, just 31 percent of providers made a referral to an autism specialist, according to findings published this month in the journal Pediatrics.

For the study, researchers reviewed 23,514 screenings conducted with what’s known as the Modified Checklist for Autism in Toddlers, or M-CHAT. Of them, 530 children failed their check at 18 months, 24 months or both.

The researchers then tracked the children for two to four years to find out what types of referrals were made or completed and how the kids fared.

Even when children were referred to an autism specialist, only about half of families followed through, the study found. Ultimately, 18 percent of kids who failed the M-CHAT screening were diagnosed with autism and 59 percent were found to have another neurodevelopmental disorder.

Though autism can be reliably identified at age 2, fewer than half of children with the developmental disorder are diagnosed by age 4, according to the Centers for Disease Control and Prevention. Spotting autism early is considered important because research has shown that intervention is most successful when started young.

“There needs to be action by pediatricians following that failed screening,” said Robin Kochel, an associate professor of pediatrics and psychology at Baylor College of Medicine who worked on the study. “Whether that action is immediately evaluating for autism themselves, or making those appropriate referrals if they are not sure a child meets the criteria for autism.”

Note: The original article was published in Disability Scoop on September 24, 2019

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By: The Autism Science Foundation

Scientists agree that the earlier in life a child receives early intervention services the better the child’s prognosis. All children with autism can benefit from early intervention, and some may gain enough skills to be able to attend mainstream school. Research tells us that early intervention in an appropriate educational setting for at least two years prior to the start of school can result in significant improvements for many young children with autism spectrum disorders (ASD). As soon as autism is diagnosed, early intervention instruction should begin. Effective programs focus on developing communication, social, and cognitive skills.

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Early diagnosis of ASD, coupled with swift and effective intervention, is paramount to achieving the best possible prognosis for the child. Even at ages as young as six months, diagnosis of ASD is possible. Regular screenings by pediatric psychiatrists are recommended by the Centers for Disease Control and Prevention (CDC). Even if your child is not diagnosed with an ASD before the age of 3, under the Individuals with Disabilities Education Act (IDEA), your child may be eligible for services provided by your state. In addition, many insurance companies will provide additional assistance for the coverage of proven therapies. More information on autism and insurance can be found here.

The most effective treatments available today are applied behavioral analysis (ABA), occupational therapy, speech therapy, physical therapy, and pharmacological therapy. Treatment works to minimize the impact of the core features and associated deficits of ASD and to maximize functional independence and quality of life. In 2012, the Missouri Guidelines Initiative summarized the findings from 6 reviews on behavioral and pharmacological interventions in autism. The consensus paper includes current evidence of what interventions have been studied and shown effective, why or why not, and can be found here.

Applied Behavioral Analysis (ABA) works to systematically change behavior based on principles of learning derived from behavioral psychology. ABA encourages positive behaviors and discourages negative behaviors. In addition, ABA teaches new skills and applies those skills to new situations

Early Intensive Behavioral Intervention (EIBI) is a type of ABA for very young children with an ASD, usually younger than five, often younger than three.

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Top of the Spectrum News

As many as 85% of children with autism also have some form of comorbid psychiatric diagnosis. ADHD, anxiety, and depression are the most commonly diagnosed comorbidities, with anxiety and depression being particularly important to watch for in older children, as they become more self-aware. Understanding and treating psychiatric comorbidities are often far more challenging than the Aspergers/Autism itself as discussed in this edition of Top of the Spectrum News.

The diagnosis of comorbidities can be challenging because many people with ASD have difficulty recognizing and communicating their symptoms. It takes time to uncover the cause of a meltdown or aggravation but to aid you in your search, we listed the most common comorbidities below:

  • Epilepsy/seizures
  • Sleep disorders/disturbance
  • ADHD
  • Gastrointestinal disorders
  • Feeding/eating challenges
  • Obesity
  • Anxiety
  • Depression
  • Bipolar disorder

Top of the Spectrum News is a product of Aspergers101.

“The Less Traveled Path to Christ: Families, Autism and the Church Today”

Autism, depression, anxiety, ADHD, and developmental delays often keep kids (and parents) away from church. The Great Commission instructs us to go and preach the gospel to all nations, to all people … and as for those with disabilities, we must put aside our fear of “different” by first understanding the uniquely wired brain and then providing accommodation(s). Jennifer Allen will share her family’s personal journey of having a child diagnosed with autism and how the less traveled path to Jesus, though oftentimes rocky, offers beautiful vistas that neurotypicals seldom witness. This session is for the church to better understand the challenges that face these families along with suggested accommodations and especially for the parent torn about church and their children.

THE FACTS:

When: Tuesday, September 17th

Time: 9:30a – 10:15a

Where: ACU Summit on the Campus of Abilene Christian University 

               ACU Biblical Studies Building 1201850 Teague Boulevard

               Abilene, TX 79601 – Room 120

Cost: Free

Go to ACU Website for full information on ACU Summit 2019  or view the full ACU Summit 2019 Program here. Note: Jennifer Allen’s presentation: The Less Traveled Path to Christ: Families, Autism and the Church Today is listed on page 23.

https://issuu.com/abilenechristian/docs/summit_2019/23

The abilitySTRONG Parade officially kicks off San Antonio’s Disability Pride Celebration with Aspergers101 Samuel Allen as the Grand Marshal!

Get ready to celebrate, participate and cheer on the parade that kicks off San Antonio’s Disability Pride Celebration! It’s the 2nd annual abilitySTRONG Parade and it caravans through the beautiful, historic streets of San Antonio, Texas on Saturday, October 26th, 2019 from 9:00 am  – 10:00 am. This years theme is: Awareness…we’re stronger together along with the motto I Have A Voice.

Of course we are very proud to announce that our own Samuel Allen will be the Grand Marshal of this years parade! Last year, San Antonio Mayor Ron Nirenberg served as the Grand Marshal and handing such an honor off to someone so young as Samuel just thrills us! According to disABILITYsa Executive Director Melanie Cawthon , “The announcement of the Samuel Allen Law was a perfect reflection of how giving voice to the needs of those with disabilities can effect significant and beneficial changes in our society. ”

The 2019 abilitySTRONG Parade is San Antonio’s first annual Disability Pride Celebration.   This parade is a public expression of the belief that disability is a natural and beautiful part of human diversity in which people living with disabilities can take pride.

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Theme: Awareness..We’re Stronger Together Motto: I Have a Voice

2019 Grand Marshal – Samuel Allen

Samuel Allen, who is employed at H-E-B as an IT Specialist, was asked to offer this thoughts on this years theme of “Awareness…We’re Stronger Together as well as the motto “I have a Voice”.

“Both of these statements resonate strongly with me because early on of learning of my Autism diagnosis, I learned that my voice mattered (above the medical noise of what I will never be able to accomplish) as that voice would mold me into all I could be or stifle me into less than. Stronger together first impacted me by the support of my family. My Dad wasn’t disappointed in me but learned of his son’s wiring and became interested in the things I was interested in instead of what he hoped I would be. My Mom changed her profession to better understand Autism and more importantly, better understand my wiring. This took most of my lifetime to find out what were my worst challenges and once we found that out, how to overcome or at the very least, live with and treat what is treatable.

The other element my Mom gave was focusing on my strengths that may have been overlooked by most neurotypicals. She built a non-profit called, Aspergers101.org and used that outlet to help others similar to our path. My brother Charlie, though 2 years younger, has always looked after my well-being. He stood up for me during the difficult/bullying middle school-age years and never wavered in trying to help me adapt to my neurotypical surroundings. He remains a good friend as well as my brother. (though we have our moments)

My accomplishments have been what most people deem as routine. High School graduate, Summer jobs, College graduate (Dec/2018 Texas A & M San Antonio) and now full time employment in my area of study, H-E-B/ IS Tech II Specialist. Also I have my driver license and have been driving myself to work & school though it took me a while longer than most to feel confident to drive highways, etc…  

I feel blessed to have been alongside Aspergers101  as a trainer and spokesperson. Alongside my Mom, we have offered workshops, spoke at conferences, live streamed from various locations such as SA Public Library and supported people one-on-one for many years. People want hope. They want to know that it is alright to have Autism. You can have a life and even embrace the differences as Dr. TEmple Grandin has said so many times. Groups seems to be thirsty for knowledge of Autism as well. We have spoken to Doctors, Educators, Employers, Churches and now Law Enforcement on better understanding those with a communication challenges such as autism.  

I am honored to have been asked to be the Grand Marshal at the abilitySTRONG Parade this year. ” – Samuel Allen

The abilitySTRONG Parade is an official Tricentennial Event approved and promoted by #SA300!

“T-shirts with this year’s motto “I Have A Voice” will be available for sale $15 each at the event and $10 each pre-event purchase.  The Planning Team for this event is always in need of extra hands, hearts, and helpers. ”

Melanie Cawthon, MS, CNP
Co-Founder/Executive Director disABILITYsa…educate, advance, and engage

Below lists the Frequently Asked Question regarding the Parade and the details for participation. If you find your question(s) were not found, look at the end of this blog for direct contact information with the Parade.

Frequently Asked Questions

When is the Parade?
Saturday, October 26th, 2019 from 9:00 am  – 10:00 am

Where is the Parade Route?
Route will start at Avenue and East Houston in front of First Presbyterian Church and Express News Bldg.  South on Avenue E, West on Houston St.North on Flores St., West on Travis St., South on San Saba, East on Commerce St., and South on Pecos St. to UTSA . Total Distance: ​1.30 miles

What are the ways to get involved?
You can join the planning team, take part by being in the parade, become a sponsor, volunteer or enjoy as a spectator!

Is the abilitySTRONG Parade associated with the #SA300 Tricentennial Celebration?
Yes!  We’re so glad you asked.  The abilitySTRONG Parade is an official Tricentennial Event approved and promoted by #SA300.  Click here to see the official listing on the #SA300 Calendar of Events!

What is the deadline to register, participate, sponsor, and/or underwrite?
The deadline for sponsorship and parade applications is Friday, August 31st at 11:30 pm.
The deadline for underwriter support is Friday, September 14th at 11:30 pm.
The deadline to register and participate in the ability MARCH is Friday, September 28th at 5:00 pm.  

What is the date and time of the 2018 abilitySTRONG Parade and abilityMARCH?
The abilitySTRONG Parade and abilityMARCH will be held on Saturday, October 20th, 2018 beginning at 9:00am.  Staging will begin a 7:30am in the Cattleman Square Parking Lot of UTSA.  The parade course will leave out from the Cattleman Square Parking Lot, at the corner of Buena Vista and N. Leona St., turn South on La Trinidad St., West on W. Nueva St., North on S. Flores St., East on W. Houston St., South on N. Leona St., and then and back into Cattleman’s Square Parking Lot.  All individuals on foot will disband from the parade at the corner of Houston and San Saba Street.  The Judges Stand and VIP Seating will be located on Houston St. at Milam Park, between Santa Rosa and San Saba.

Do I have to be a person living with a disability to participate in the abilityMarch or abilitySTRONG Parade?
Absolutely not.  The abilityMARCH and abilitySTRONG Parade are opportunities for us to celebrate and strengthen the San Antonio community which includes individuals with disabilities, our families, and allies.  Everyone who believes that disability is a natural part of human diversity and supports the disability community is invited to be a part of the parade and march.

Is there any kind of event following the parade?
The 12th Annual AccessAbility fest will take place in Market Square from 10:00am – 2:00pm and features over 140 exhibitors with information, products, programs and services that promote independence and inclusion where individuals with disabilities live, work and play.  This FREE celebration also features live entertainment, activities, demonstrations, and food purchase options. 

What are the costs to participate in the abilityMARCH?
There is no cost to participate in the abilityMARCH following the abilitySTRONG Parade.  However, if people are able, we do suggest a registration donation of $10 for individuals.  Individuals making a donation of at least $10 will receive a complimentary event t-shirt.

What are the costs to participate in the parade?
Entry fees include an application fee (nonprofit, business, and commercial options), Equestrian and Balloon Fee (as applicable), Float Inspection Fee (as applicable), and Insurance Premium (or COI).  In addition, parade entries must be decorated to the theme of the parade.

Can we have walkers participate with our Equestrian, Float, or Vehicle Entry?
Groups with vehicles, carriages, and floats that want walkers with them must select an additional entry (and premium) for a Marching Unit.

Can we have a banner with our entry?
Banners may be carried in front of each entry by no more than 2 banner carriers and are limited in size to be no larger than 3′ H x 5′ W.

What are my transportation/parking options for getting to and from the event?
Visit us online at https://www.abilitystrongparade.org/event-parking.html
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What’s the refund policy?
All application fees do not apply for reimbursement. Additional fees and insurance premiums are eligible for reimbursement if your entry is declined or withdraws from the parade prior to September 7th, 2018.

Get online and register to participate with a parade entry or join the abilityMARCH that follows the parade.  abilitystrongparade.org

For further information please contact:

abilitySTRONG Parade
abilitystrongparade@disabilitysa.org
(210) 704-7262



San Antonio Family’s Autism Education Efforts Lead to New State Law

by: Roseanna Garza/Rivard Report August 20th 2019

“A patrol officer driving on a local freeway came across a young man wielding a two-by-four in the middle of the inside lane as cars zoomed quickly past. Upon approaching him, the officer, whom SAPD declined to identify, quickly recognized the youth had a cognitive impairment and was not suffering from mental health or substance abuse issues. Using communication skills learned from the Allens, the officer talked the young man into putting the piece of lumber down, and then helped him get off the freeway and return safely home.”

-San Antonio Police Chief William McManus

(for the rest of this story, click on the link above)

BONNIE ARBITTIER / RIVARD REPORT

School is much like a war zone for many of those with Autism Spectrum Disorders. Bullying occurs primarily (but not limited to) the Middle School years. Dr. Tony Attwood chimes in on the torment and potential solutions in this video clip from the documentary: Coping to Excelling.

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Dr. Tony Attwood

Originally posted July 1, 2019 by PBS Digital Studios/ Blank on Blank

You’ve probably heard the story that Einstein – whose name is synonymous with genius – didn’t seem destined for much when he was a small child. He was years behind other children when it came to learning to talk, he did horribly in school. It seems that Einstein’s brain just worked differently than most other people’s. And many people these days are saying that Einstein was probably autistic – one of them is Temple Grandin.

“Everything in my mind works like a search engine set for the image function.” – Temple Grandin in 2008, from an oral history at Colorado State University.

Temple Grandin is a professor of animal sciences who’s worked in the meat industry to invent kinder ways to lead cattle to slaughter. She’s also autistic – the high-functioning version known as Asperger’s Syndrome. Autism, in case you don’t know, is a brain disorder that tends to affect people’s social skills, like the ability to read facial expressions and body language, but it can also mean extraordinary talent in math, music and the visual arts.

Temple Grandin has become something of a celebrity of autism. She’s written books, given TED talks, and she’s been around the world to speak on the subject. Claire Danes has even played her in a movie about her life.

As part of our special series, The Experimenters–where we uncover interviews with the icons of science, technology, and innovation…– we found this interview in the holdings of Colorado State University, where Temple teaches. In this conversation, Temple’s at her best, explaining for the rest of us what it’s really like to have an autistic brain and how Einstein’s not the only genius who could have been dismissed for being different.

More Blank on Blank episodes: http://blankonblank.org/pbs