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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.

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.

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. 

Photo of Megan Cash holding her Certificate of Appreciation

Megan Montague Cash Receives Autism Connection of PA Certificate of Appreciation

Megan Montague Cash has dedicated her career to illustrating and designing for children – all children. She routinely asks for insight and feedback from the autism and disability communities as part of her project, Designing for Children with Learning Differences at Pratt Institute School of Design in Brooklyn, New York. Autism Connection of PA is thrilled to be part of the feedback loop, and we look forward to Megan’s future projects as well as the amazing designs her students create.

 

Certificate of Appreciation Presented to Megan Montague Cash in recognition of her work

Letter of Appreciation

Dear Professor Montague Cash,

Autism Connection of Pennsylvania deeply appreciates and recognizes the invaluable contributions you have made in inspiring students, educators, and professionals to cultivate inclusive environments that promote growth, development, and learning for children with autism and learning differences. Your unwavering dedication, passion, and innovative teaching methods have nurtured an inclusive mindset, leaving a profound and lasting impact on the lives of numerous children and their families.

In sincere acknowledgment and deep gratitude for your exceptional achievements in the field of education and your relentless commitment to designing for children with autism and learning differences, we commend the remarkable work you have accomplished at Pratt’s Designing for Children with Learning Differences. Your exemplary efforts have exemplified an extraordinary dedication to fostering inclusivity and understanding for people on the autism spectrum.

Through this certificate, we honor your unwavering dedication, passion, and tireless endeavors in advancing the field of education and making a positive difference in the lives of autistic children and children with learning differences. Your legacy as an exceptional educator, who has dedicated their career to designing and illustrating for children, will resonate for generations to come. On behalf of the Autism Connection of Pennsylvania, we proudly present you with this Certificate of Appreciation, signed and sealed on this 28th day of June, 2023.

Learn more about Megan’s work at Design for Kids.

IEP booklet

Measurable IEP Goals that Address Executive Functioning: Enhancing Student Success

In the realm of special education, Individualized Education Programs (IEPs) play a crucial role in supporting students with diverse learning needs. When it comes to addressing executive functioning skills, creating measurable goals within the IEP is essential. Executive functioning refers to a set of cognitive processes that enable people to plan, organize, manage time, pay attention, regulate emotions, and demonstrate self-control. By incorporating measurable IEP goals that target executive functioning, educators can provide effective interventions and support students in achieving their fullest potential.

Understanding Executive Functioning

Executive functioning encompasses various skills that facilitate goal-directed behavior and cognitive flexibility. These skills are important for academic success, social interactions, and independence. The core components of executive functioning include:

  1. Working memory: The ability to hold and manipulate information in mind while performing tasks.
  2. Cognitive flexibility: The capacity to adapt to new situations, shift perspectives, and switch between tasks.
  3. Inhibition: The skill to inhibit impulsive actions, control attention, and stay focused.
  4. Planning and organization: The ability to develop a plan, set priorities, and manage time effectively.
  5. Self-monitoring: The capacity to evaluate one’s own performance, regulate behavior, and make adjustments as needed.

Learn more about executive functioning by following the link below:

Everything Executive Functioning Handbook

Creating Measurable IEP Goals

When developing measurable IEP goals that address executive functioning, it is important to follow the SMART criteria:

  1. Specific: Goals should be specific and clearly define the desired skill or behavior. For example, “The student will improve working memory skills by being able to remember and follow multi-step directions in 80% of classroom tasks.”
  2. Measurable: Goals should be measurable, allowing educators to track progress and determine if the goal has been achieved. For instance, “The student will demonstrate improved cognitive flexibility by successfully switching between academic tasks with minimal support in 90% of observed instances.”
  3. Attainable: Goals should be realistic and attainable within a reasonable timeframe. It is important to consider the student’s current level of functioning and set goals that challenge but do not overwhelm them.
  4. Relevant: Goals should be relevant to the student’s educational needs and directly address their executive functioning deficits. They should align with the student’s academic and functional requirements.
  5. Time-bound: Goals should have a specific timeline or deadline for completion. This ensures that progress can be monitored regularly and interventions can be adjusted if necessary.
smart goals logo

Sample Measurable IEP Goals

  1. Goal: The student will improve working memory skills.
    • Objective: The student will remember and follow multi-step directions in 80% of classroom tasks within six months.
  2. Goal: The student will enhance cognitive flexibility.
    • Objective: The student will successfully switch between academic tasks with minimal support in 90% of observed instances within three months.
  3. Goal: The student will develop effective planning and organization skills.
    • Objective: The student will independently create and utilize a daily planner to manage assignments and deadlines in 100% of subjects within four months.
  4. Goal: The student will enhance self-monitoring skills.
    • Objective: The student will evaluate their own performance, identify areas for improvement, and make appropriate adjustments in 80% of academic tasks within five months.

Implementing Measurable IEP Goals

To effectively implement measurable IEP goals targeting executive functioning, educators should:

  1. Collaborate with relevant stakeholders, including special education teachers, general education teachers, parents, and the student, to ensure consistency across settings.
  2. Provide explicit instruction and scaffolding to support the development of executive functioning skills.
  3. Incorporate strategies such as visual aids, checklists, graphic organizers, and timers to facilitate planning, organization, and time management.
  4. Regularly review and assess progress towards the goals, adjusting interventions and supports as needed.
  5. Offer opportunities for practice and reinforcement of executive functioning skills across different subjects and contexts.
  6. Provide feedback and praise to encourage and motivate the student’s progress.
  7. Foster a supportive and inclusive learning environment that values and acknowledges the student’s efforts and growth.

40 IEP Goals for Executive Functioning Skills

Measurable IEP goals that target executive functioning skills are instrumental in supporting students with a wide range of learning needs. By incorporating these goals into individualized education plans, educators can provide targeted interventions that can support students in developing essential cognitive processes that promote academic success and independence. With clear, specific, and measurable goals, educators can effectively track progress, adapt strategies, and ensure that students have the necessary tools to overcome executive functioning challenges and thrive in their educational journey.

Gingerbread Man Running Co logo

Gingerbread Man Running Company Hosts Run for Autism Connection

The Gingerbread Man Running Company’s Run for Autism Connection of PA is open for registration and volunteers. Autism Connection recently visited the new GBM store location in Shadyside, where sales associate, Aaron and store manager, Luke, showed us the process of finding the right running shoes. We also talked about the Labor Day Run for Autism Connection, and why it is important to Gingerbread Man Running Company.

GBM Shares Some Memories from the First Run for Autism Connection

One of our store employees, Justin, won first place at the very first Race for Autism. This was before Justin was an employee and he did so well at the race it really sticks out in our minds. The first time Luke ran the Autism Connection half-marathon, Luke finished the race and ran back to help other runners get past the hill…he even brought them water and encouraged them to keep going! We think this is a great illustration of the spirit that the Race for Autism carries every year.

Luke, the bike guy, manager at the 2022 gingerbread run

Luke “The Bike Guy” at the 2022 Labor Day Run for Autism Connection

Why We Support Autism Connection of PA

The behavioral and social boundaries that exist for autistic people can often make participating in events, like a race, feel daunting. Autism Connection reflects GBM’s goals to make exercising more accessible for everyone, by acknowledging the barriers that folks with autism face and working to eliminate those barriers.

Exercise accessibility is something GBM takes seriously and the benefits of steady movement and spending time outside can benefit anyone. We all know the physical benefits of consistent exercise, but it’s been shown there are several long-term mental health benefits of spending time outside and consistent movement. This race not only encourages holistic health, but also a sense of community.

Inspirational Words for the Runners

Any of these races- the 5k, the 10k, and/or the half are ACHIEVABLE! We all have different goals, but at the end of the day, just showing up is a win.

Artisan Gingerbread Man Cookie Visits GMB Running Company

This gingerbread man artisan cookie was part of a batch created by self advocate and professional baker, Rachel, in Pittsburgh.

Autism Connection of PA looks forward to this year’s Labor Day Run, and we welcome runners and volunteers to join us this September. We had a wonderful time at the 2022 Gingerbread Man Run for Autism Connection, and we can’t wait to see everyone in the upcoming event!
For those interested in running 5k/10k/Half-Marathon (or walking the 5k): Register Here
 
For those interested in volunteering: Sign Up Here