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Author: tmorton

Three Rivers Community Care logo and Kiwanis Club International logo

Aktion Club: Where Development has No Disability

Volunteering provides opportunities to give back to our communities, and it helps us to feel involved with those in our communities. However, how do you know which volunteer opportunities work best for you? This question can pose significant difficulty for some individuals with disabilities as organizations may not feel equipped to work with people with special needs in a volunteer capacity. However, Aktion Club creates a safe space with opportunities for service where people with disabilities make the decisions and lead the club.

Three women posing for the camera. Two are kneeling beside a woman in a wheelchair

Taking leadership roles, making decisions, building autonomy

Three Rivers Community Care has been working with the Kiwanis Club of Sheraden to start an Aktion Club for anyone who is interested. This blog post will provide some answers to some Frequently Asked Questions about the club and we also hope that you’ll join us for an information session about Aktion Club on August 22 at 7 pm at the 3RCC Community Center in Carnegie.

Register online here.

What is Aktion Club?

Aktion Club is a service leadership program through Kiwanis International. It is the ONLY service organization of its kind in the world. Our club will be sponsored/supported by the Kiwanis Club of Sheraden. Aktion Club provides adults with disabilities the opportunity to participate in and choose service projects/volunteer projects with their peers/other group members.

Who runs Aktion Club?

Aktion Club will be supported by a member of the Kiwanis Club of Sheraden and a staff member of 3RCC. However, members will make up the leadership roles including president, vice president, secretary, treasurer, etc. of the club. Members will also make all decisions regarding club projects and activities.

Do members have to have a support person attend meetings with them?

This depends on the individual, requirements of their Individual Service Plan (ISP), and their comfort level in community situations. While a site facilitator and Kiwanis representative will always be present, each member and their caregivers should consider what is best for them.

When/how often/where will meetings be held?

Meetings are held monthly and will take place at the 3RCC Community Center in Carnegie, PA. Dates and times will be determined once we have enough members for the charter and will be based completely around their availability. We hope to have our first meeting in September/October.

 

Three photos of people doing different interactive activities

Connecting with others through shared interests

What kind of service projects/volunteer projects will members participate in?

Members will decide what service projects and volunteer activities they wish to participate in. They can range from making cards for veterans at the VA hospital, to food drives, to volunteering time at the Salvation Army or cleaning up litter in our communities. The possibilities are endless and the site facilitator and Kiwanis representative will work to ensure that all members interested in participating have the opportunity.

 

Is there a cost to participate?

There is no fee unless the members decide to charge a membership dues that would be used to help cover costs for materials or for fun activities for the club such as a summer ice cream party or a holiday party in December.

 

What are the benefits of Aktion Club membership?

Aktion Club members achieve a wealth of benefits including leadership and decision making opportunities. Members run the club and vote for president, vice president, and other leadership roles among their peers. Through service projects, volunteer projects, and club meetings members gain valuable social and community interactions to help increase their feelings of confidence in the community and feelings of self worth.

We hope this answers some of your questions about Aktion Club and that you consider joining us on August 22 at 7 pm to learn even more.

If you want to join Aktion Club you can email your information to Molly. You can learn more about Aktion Club here .

–Molly Crawford

Interim Outreach Director

Three Rivers Community Care

 

peaches cut up into a bowl of cream

The Peaches and Cream Autism

Years ago, my autistic daughter participated in what they called a special needs sporting event. I was quietly cheering her on, and another parent asked, “What is she doing here? Helping?” I shook my head and explained that she, too, was playing as a child with a disability.

“What’s wrong with her?”

“Nothing is wrong with her. She just has autism.”

The other parent’s eyes glazed over as she remarked, “Not the real autism. She has the ‘peaches and cream’ autism.”

I gave no response.

This brief, somewhat painful interaction has stuck with me for more than a decade. First, the image of peaches and cream as it relates to levels of perceived heightened ability makes no sense. Second, the inner workings of the mind and body are generally difficult to observe because they are not overt. So those with the perceived simple “peaches and cream” autism seem to have no place. They are too visibly able to fit in with those who have overt disabilities, and too invisibly disabled to seamlessly connect with nondisabled peers.

Where do we land?

Unpacking the Peaches

Over the years, I’ve ruminated on the peaches and cream autism statement, and I have repeated the nonsensical phrase many times. Sometimes in an effort to try to figure it out; sometimes in an effort to gauge other’s understanding. Results were mixed.

My younger, non-autistic daughter, much like me, was trying to unpack the concept.

And she did, in a way that finally made sense. She being a mere 15 years old, made the revelation extraordinary.

“Maybe you have the peach fuzz autism too, Mom.”

“Peach fuzz?” I laughed. “It’s the ‘peaches and cream’ autism. And you are probably right.”

“Oh! I thought you were saying peach fuzz because it’s light and soft and hard to see.”

A large pile of peaches

Light and soft and hard to see

Peach Fuzz

The way my mind works, I pictured a peach with its soft, fuzzy outer skin covering the fruit’s flesh. This led to an exploration and possible conclusion to the peaches and cream conundrum. And it makes sense in relation to autism and hidden differences.

The peach’s fuzzy exterior has puzzled experts, with no definitive explanation for its presence. However, one prevailing theory suggests that this textured coating serves as an additional safeguard for the delicate peel, which is susceptible to premature rot.

Peach fuzz exists even though it is difficult to detect, and it exists for good reason.

When I shared my findings with my daughters, the younger one sighed. “Peach fuzz on the face, I meant.”

We’re still looking into it.

Tammi and Tanaya standing in front of the Community Food Bank sign

Greater Pittsburgh Community Foodbank Creates Flexible Space for People with Autism and Hidden Differences

Autism Connection has made a couple visits to the Greater Pittsburgh Community Food Bank to talk about hidden differences. Maria Montaro, Corporate and Community Engagement Manager, organized the sessions, and she surprised us with adjustments the organization has made over the past few months. Creating an inclusive, flexible environment has become a force that drives the Food Bank’s mission.

Training and Consultation

Maria recognizes the importance of getting multiple perspectives, and training is one of her top priorities. Autism Connection had the opportunity to include Tanaya Hairston, an Achieva Early Intervention employee who has volunteered for sensory friendly performances at the Pittsburgh Cultural Trust. Her insight as a volunteer working with people on the autism spectrum was invaluable. The group shared experiences, brainstormed solutions, and created a plan of action.

Tanaya smiling into the camera holding a peace sign with her fingers

Tanaya Hairston smiling with excitement about sharing her experience

Adjusting the Environment for Inclusive Volunteer Opportunities

After the talk, Maria took time to take Autism Connection on a tour of the facility to show what ideas we shared were implemented. The results are stellar!

  • Clear signage and directions upon entering the building
  • Adjustable lighting
  • Quiet spaces
  • Easy access to sensory aids
  • Visual cues that provide direction and set expectations
  • Magnifying lenses
  • Noise canceling headphones
  • Comfortable, adjustable seating
  • Cushioned floor mats
  • Tasks broken down into one or two steps at a time
  • Breaks when needed

Understanding Universal Design

A big part of the discussion was about Universal Design. The primary focus for this approach is to create flexible spaces that can be adjusted according to individual needs. What works for one volunteer may not work for another, and sometimes needs of one conflict with the needs of another. The Greater Pittsburgh Community Food Bank recognizes that we can address each person’s needs by making adjustments catered to the individual. 

Autism Connection of Pennsylvania thanks Maria and the Greater Pittsburgh Community Food Bank for demonstrating their dedication to creating inclusive spaces that can be adjusted to suit the needs of their volunteers. We can’t wait to see what developments they have in the future.

Find tips for creating similar environments: Autism, Hidden Differences and Volunteering

 

Image of a person wearing a volunteer shirt holding out a globe toward the camera

Autism, Hidden Disabilities and Volunteering

Running an organization that accommodates volunteers with autism or hidden disabilities requires understanding, empathy, and flexibility. Here are some tips to create an inclusive and supportive environment for all volunteers:

  1. Educate all staff and volunteers: Provide training to all staff and volunteers about autism and hidden disabilities. This can help create awareness and promote understanding among team members.
  2. Flexible scheduling: Be open to flexible scheduling to accommodate volunteers’ needs. Some volunteers may thrive with consistent schedules, while others may prefer varied hours to avoid sensory overload.
  3. Designated quiet spaces: Create designated quiet spaces where volunteers can take a break if they feel overwhelmed or need some time to recharge.
  4. Clear communication: Use clear and concise communication, both in person and in written instructions. Avoid figurative language or ambiguous directions, as some people with autism may struggle with interpreting them.
  5. Visual aids: Use visual aids, such as charts, diagrams, or picture schedules, to help volunteers understand tasks and processes. Visual cues can be beneficial for those who have difficulty processing verbal information.
  6. Buddy system: Implement a buddy system pairing volunteers with autism or hidden disabilities with experienced and understanding volunteers. This can provide additional support and make the volunteering experience more enjoyable.
  7. Task preferences: Allow volunteers to express their preferences for specific tasks they feel comfortable doing. Tailoring assignments to individual strengths can increase motivation and confidence.
  8. Sensory considerations: Be mindful of the sensory environment. For example, dimming bright lights, minimizing loud noises, or providing noise-cancelling headphones can create a more comfortable atmosphere.
  9. Regular breaks: Schedule regular breaks for all volunteers, ensuring they have time to rest and recharge as needed.
  10. Positive reinforcement: Recognize and celebrate the efforts and contributions of all volunteers. Positive reinforcement can go a long way in boosting self-esteem and encouraging continued participation.
  11. Accommodate communication preferences: Some people with hidden disabilities may have specific communication preferences (e.g., email, text messages, or written notes). Be willing to accommodate these preferences to facilitate effective communication.
  12. Encourage feedback: Create a culture that encourages open feedback from volunteers about their experiences and any additional support they may need.
  13. Avoid sensory overload: Limit the number of simultaneous tasks or activities that volunteers are expected to handle. Overloading the senses can be challenging for individuals with autism or hidden disabilities.
  14. Patience and empathy: Above all, approach each volunteer with patience and empathy. Recognize that everyone has unique needs and challenges, and a supportive and understanding attitude can make a significant difference.

By implementing these tips, you can foster an inclusive and adjustable environment where all volunteers can contribute their skills and feel valued in an organization’s mission.

Background soapy bubbles with towels and soap in foreground

Autism Guide for Bathing and Showering

Helping an autistic adult who is struggling with bathing can be a gradual and patient process. Here are some strategies to provide support and encourage personal hygiene:

  1. Understand their sensory needs: Sensory sensitivities can make the bathing experience uncomfortable or overwhelming. Take note of any specific sensory triggers and try to minimize them. For example, they might prefer a certain water temperature or specific bathing products.
  2. Establish a consistent routine: Set up a daily or weekly bathing schedule to create predictability and structure. Routines help them know what to expect, and knowing what to expect can reduce anxiety. 
  3. Visual supports: Use visual schedules or step-by-step picture cards to help them through the bathing process. Visual aids can provide clear instructions and reduce anxiety about what comes next.
  4. Gradual exposure: If the person is anxious about bathing, start with short sessions and gradually increase the duration over time. Offer positive reinforcement and praise for each successful attempt.
  5. Accommodate preferences: If they dislike traditional bathing methods, explore alternatives like sponge baths, using a washcloth, or taking a shower with less water pressure.
  6. Incorporate special interests: Integrate their special interests or favorite activities into the bathing routine to make it more enjoyable. For example, if they love a specific toy or sensory item, allow them to bring it into the bath.
  7. Choice and control: Offer choices within the bathing process. Allow them to choose the soap or shampoo scent, the bathrobe they want to wear afterward, or the time of day they prefer to bathe.
  8. Use social stories: Create social stories or videos that depict the importance of personal hygiene and the benefits of bathing. Social stories can be an effective way to explain new or challenging concepts in a relatable manner.
  9. Create a sensory-friendly bathroom: Make the bathroom a comfortable and calming space. Use soft lighting, add sensory elements like scented candles or essential oils, and provide familiar and preferred towels and bath products.
  10. Modeling and participation: Show the individual that bathing is a regular part of daily life by modeling the behavior. Consider taking baths or showers together initially to provide support and encouragement.
  11. Offer rewards: Consider implementing a simple reward system for successful bathing attempts. This could be earning tokens for each bath, which can later be exchanged for preferred items or activities.
  12. Seek professional support: If the challenges persist, consult with professionals, such as occupational therapists, who specialize in working with individuals with autism. They can provide personalized strategies and support.

More guidance and videos available on Autism Self Care.

Remember, each person is unique, and what works for one may not work for another. Be patient, understanding, and flexible in your approach, and celebrate any progress, no matter how small. Building a trusting and supportive relationship is key to helping the autistic adult feel more comfortable with the bathing process.

parent sitting behind an infant who is in a crawling position. Mom is looking at the baby and the baby is smiling broadly both facing the camera

Crawling – An Important Milestone in Human Brain Development

Parents of autistic children often share that their child did not crawl, and this factor is commonly underestimated. Those who have little ones who seem to simply sprout from scooting to standing to walking (even delayed) may feel as if the child has made great strides, but it’s important to recognize that crawling helps the brain develop. While scooting is absolutely adorable, crawling affects the brain in different ways. 

Baby in a scooting position

Scooting is fine but encourage crawling, too

Crawling as a Foundation for Cognitive and Motor Skills

Crawling plays a vital role in the early stages of human brain development, laying the foundation for various cognitive and motor skills. As infants begin to crawl, they engage in a complex process of sensory exploration and integration. This physical activity enhances the brain’s ability to create neural connections, facilitating the development of spatial awareness, hand-eye coordination, and proprioceptive skills.

Crawling also fosters the growth of the corpus callosum, a bundle of nerve fibers that connects the two brain hemispheres, promoting communication and information exchange between brain regions. The symmetrical and rhythmic movements involved in crawling have been shown to contribute significantly to the development of a well-connected and efficient brain architecture.

Studies on Crawling and Early Brain Development

Numerous studies have delved into the significance of crawling in early brain development. Research conducted by Karen Pape, a pediatric neurologist, highlights the essential role of crawling in forging neural connections and its influence on overall cognitive and motor development. A study published in the Journal of Neuroscience reveals that crawling babies exhibit enhanced spatial memory and a greater ability to perform tasks that require coordinated movement. Additionally, Neuroscientists such as Dr. John Ratey have explored how physical activities like crawling contribute to the release of brain-derived neurotrophic factor (BDNF), a protein essential for neuroplasticity and cognitive growth.

Encourage Crawling

Encouraging crawling in infants and providing them with safe and supportive environments to explore their motor skills can have far-reaching implications for their cognitive development. As demonstrated by scientific research, crawling sets the stage for improved brain connectivity, essential motor skills, and spatial awareness. And understanding the importance of crawling can guide parents, caregivers, and educators in fostering a child’s early development and providing them with a strong foundation for future learning and overall brain health.

Activities that Mimic Crawling

Activities that mimic crawling can help infants develop their motor skills, coordination, and strengthen their muscles. While infants may not be crawling independently yet, these activities can encourage them to practice the movements and prepare them for the milestone. Here are some activities you can try:

  1. Tummy Time: Place your baby on their tummy on a soft and safe surface. This position encourages them to lift their head and chest off the ground, strengthening their neck, back, and shoulder muscles – essential for crawling.
  2. Baby Plank: While your baby is on their tummy, gently support their upper body by holding their arms. This will help them practice the plank-like position that they will use when crawling.
  3. Rolling Games: Help your baby roll from their tummy to their back and vice versa. This motion helps them build core strength and improves their ability to change positions.
  4. Crawling Tunnel: Create a soft and safe crawling tunnel using cushions or blankets. Lay your baby on their tummy at one end and encourage them to move through it using their hands and knees.
  5. Crawl-and-Reach: Place toys just out of your baby’s reach while they are on their tummy. Encourage them to move towards the toys by crawling or scooting.
  6. Parent-Assisted Crawling: Sit on the floor and position your baby on your legs facing you. Gently help them move forward by holding their hands and guiding them through the crawling motion.
  7. Mirror Play: Place a baby-safe mirror in front of your baby while they are on their tummy. Babies are often fascinated by their reflections and may try to reach out to the “other baby,” promoting movement.
  8. Carpet Slide: Place your baby on a soft carpet or mat and gently pull them across the floor, allowing them to experience the crawling motion without using their own muscles.
  9. Crawling Race: If you have friends with babies around the same age, organize a mini-crawling race. Line up the babies and encourage them to crawl towards a fun toy or their parents waiting at the other end.

Remember, each baby develops at their own pace, and it’s essential to create a safe and supportive environment for them to explore and practice these movements. Always supervise your baby during these activities, and if you have any concerns about their development, consult with a pediatrician or child development specialist.

Resources:

  1. Pape, K. E. (2008). The role of early general movement assessments as predictors of cerebral palsy. The Neurologist, 14(6), 331-340.
  2. Adolph, K. E., & Berger, S. E. (2006). Motor development. Handbook of child psychology, 2, 161-213.
  3. Lobo, M. A., & Galloway, J. C. (2013). Crawling and walking infants elicit different verbal responses from mothers. Developmental science, 16(6), 894-905.
  4. Ratey, J. J. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown Spark.
Light box with JJ Sedelmaier logo beneath

Light Box Activities for Autistic People: J.J. Sedelmaier Shows us the Light

Autism Connection of PA received a special donation from J.J. Sedelmaier Productions in White Planes, New York. Sedelmaier is an animator, film producer, author, illustrator, and a creative force who understands the importance attention, art, and design. He donated a light box for Autism Connection to use for activities for people of all ages and stages on the autism spectrum. 

How Light Boxes Help

Using a light table can be a highly beneficial tool for supporting the development and engagement of autistic people of all ages and stages. The soft, diffused light emitted from the table provides a visually stimulating and calming environment, which can help regulate sensory experiences. The translucent surface allows for the exploration of various materials and objects placed on top, enabling users to engage in sensory play, fine motor skill development, and visual tracking exercises.

The illuminated table also enhances visual attention and focus, making it an excellent tool for activities such as tracing, drawing, and learning letter and number recognition. And the versatility of a light table encourages imaginative play and creativity, allowing autistic people to express themselves and engage in meaningful, multisensory experiences. Overall, incorporating a light table into the learning and therapeutic environment can facilitate their sensory integration, cognitive development, and overall well-being.

List of Light Box Activities 

  • Shadow Play: Use the light box to create shadow puppets or objects. Experiment with different hand gestures and shapes to create original shadow stories.
  • Tracing Art: Place a piece of paper on the light box and trace favorite characters or objects. They can color in the traced image afterward to create their own artwork.
  • Tangrams: Provide tangram puzzle pieces and arrange them on the light box to create various shapes, animals, or objects. It’s a great way to enhance spatial reasoning and problem-solving skills.
  • Sensory Play: Fill transparent containers with colorful objects, such as beads, feathers, or buttons, and place them on the light box. Explore and sort the items based on different attributes like size, shape, or color.
  • X-ray Play: Gather various objects, like toys or natural objects, and place them on the light box. Observe the objects from the top and explore their internal structures, mimicking an X-ray effect.
  • Color Mixing: Place translucent colored materials, such as plastic sheets or stained glass shapes, on the light box. Overlap different colors and observe how they blend and create new shades.
  • Letter and Number Recognition: Use transparent letter or number tiles on the light box and arrange them in alphabetical or numerical order. This activity helps reinforce letter and number recognition skills.
  • Storytelling: Provide transparent story cards or characters and create stories on the light box. Arrange the characters, props, and backgrounds to bring imaginative tales to life.
  • Science Experiments: Conduct simple science experiments on the light box, such as exploring the properties of different liquids, observing the growth of plants or crystals, or investigating the refraction of light through various materials.
  • Building with Blocks: Combine transparent or translucent building blocks with the light box to create structures with varying colors and shapes. Experiment with balance, stability, and symmetry.

Big thanks to J.J. Sedelmaier for the donation. It will be put to good use.