Education – Autism Connection of Pennsylvania

Charcoal drawing of a grief stricken man standing next to a washer and dryer

Who Will Do the Laundry? The Double Empathy Problem

The Double Empathy Problem

“The most important thing in communication is to hear what isn’t being said.” – Peter Drucker

The double empathy problem posits that difficulties in social interaction are not solely the responsibility of the autistic person, but also result from a lack of understanding and empathy from people who are not autistic.

Explaining the double empathy problem poses its own challenges, so I’m quite literally illustrating the concept with a question: Who will do the laundry?

Who Will Do the Laundry?

Autistic grief is authentic, deeply felt, almost tangible. And it can manifest in a way that can be baffling to non-autistics. We have seen this when someone on the spectrum receives news of the loss of a parent or caretaker. “Who will do the laundry?” is a type of question a person on the spectrum may ask. It can seem pragmatic, almost unfeeling, but it is a distilled expression of grief concentrated into an overwhelming question.

Difficult to explain, so I’ll illustrate.

Years ago, a close friend who is not on the autism spectrum talked about the loss of his mother to breast cancer when he was 11 years old. Her death was an abrupt devastation. When he spoke about the experience, he formed descriptions of being snuck into her hospital room for brief visits, and even with her deteriorating state, he thought that she would eventually come home.

She never did. But the feeling of her possibly returning lingered. “I remember the moment I truly understood that she wasn’t coming back. I went to the basement to find my father standing next to piles of laundry. His head was bent. He was sobbing. And I knew that I would never see her again.”

Who will do the laundry?

Charcoal drawing of grief stricken man standing next to a washer and dryer

This is how the question Who will do the laundry? feels.

An Overwhelming Question

Who will do the laundry? is an expression of grief concentrated into a plea that really captures the questions, “What is life without them? How do I go on?”. When an autistic person demonstrates grief in this concrete form, a non-autistic person may perceive a lack of empathy. In turn, the autistic mourner may feel that others have no empathy for their despair, depending on their reaction to the overwhelming question.

My friend’s description of the laundry room scene illustrates his father deeply grieving with echoes of Who will do the laundry? quietly implied. In both cases, it’s not about the laundry. It is about the loss.

Tammi Morton, Director of Operations

children using an iPad for assistive technology in a classroom

Guest Blog Post: Autism and Assistive Technology

When my son was 4 years old and had no verbal words, I knew we needed to find a communication method that worked for him. Getting over the barriers to access AAC (Augmentative and Alternative Communication) didn’t come fast or easy, but because we were unrelenting in the belief that he had the right to communicate, we are here.

So where are we? Well, he – and we – are on the second day of the new adventure of middle school. Yes, middle school. A lot has certainly changed since the acronym AT (assistive technology) became part of our vocabulary. My son has matured and grown almost as fast as the technology has.

Helpful Assistive Technology Resources

Proloquo2go has been my son’s go-to communication app for years It’s fully customizable. He has a dedicated iPad for his communication app and his communication app only. There are several app options, but this one fit his needs and has grown with him.
Snap Type Pro 2 App – to assist with independent work.
Clicker App – to promote independent writing.
Anti-Glare screen protector to help improve focus.

Text leveling apps modify the text to be simpler to fit a student’s reading/comprehension skills while allowing them to access the same content as other students:

Intermediate Units and Training and Consultation Teams

The information above is courtesy of a report shared with us after a new AT Consult was done with a consultant from our IU (Intermediate Unit) who is a part of the TaC (training and consultation) Team.

You can find your Intermediate Unit by visiting the PA Intermediate Unit (PAIU) website.

AT Your Service: The Crucial Role of Assistive Technology (AT) Specialists

Please remember, these are examples that were identified for my son to trial. AT and AAC should be person-centered to meet the needs of each student, and that includes having time to trial options, not just forcing options. Conversations about this should be ongoing, as students and technology change, it’s important to review and revise. Students should also be a part of these conversations.

Technology is so helpful to all of us, I hope this piqued your interest in exploring what is out there.

Melissa Skiffen, Disability and Family Support Advocate

Achieva

Four colorful squares on clothespins showing different facial expressions happy, sad, excited and meh

Interoception: Body Awareness Exercises

What is Interoception?

Many of us understand and explore the world through the five senses: touch, smell, taste, sight, and hearing. But there’s another important sense called interoception. This sense helps us become aware of signals from inside our body, like feeling our heartbeat, noticing when we’re hungry, or realizing we need to use the bathroom.

Interoception means feeling and making sense of (sensing) messages from inside our body, like when our stomach tells us it’s time for a snack, or when our heart starts to race. We don’t focus on these messages all the time, but there are moments, like when we have to speak or present in front of the class, or when we’ve seen something scary on television, or have been very late for something important, that we might feel our heart thumping really hard. Different parts of our brain keep an eye on these inner signals, making sure everything is working well and trying to give us awareness (giving us a heads-up) in case we need to make a change, like get a snack, take a break, or use the bathroom.

Think of it this way: your brain acts as a helpful guide, noticing things like when you might need a drink because you’re getting a bit thirsty. It’s like your body’s alarm system, making sure everything stays just right. The balance – when things are all working right – is called homeostasis. It’s the way our body works to keep us healthy, safe, and feeling comfortable, almost the same as when we sweat to cool down if we’re too warm. For some, awareness and response are automatic, but for others, there can be a disconnect. Body awareness exercises can help develop better interoception and lead to homeostasis – a best state of health and safety.

Body Awareness Exercises for Autistic People

Body awareness exercises for autistic people can help them develop a better understanding of their internal sensations and emotions. These exercises can be adapted to interests and sensory preferences, so look for teachable moments in your daily routines and preferred play activities.

Sensory Exploration – Outside In

External sensory experiences have an impact on what happens internally. When engaging in sensory exploration, be mindful of how each activity either calms or excites you.

Use textured materials like fabrics, sponges, or sensory balls.
Dig into sensory bins. Note how the textures and movement feel, and notice its calming effects.
Explore different textures (sand, playdough, textured fabrics) and discuss how each texture feels against the skin.
Engage in mindful eating activities, paying close attention to the tastes, textures, and sensations while eating.
Lie down on a large sheet of paper and have someone trace your body outline. Then, color or label different sensations you feel in each body part.
What’s that smell? Choose favorite scents and talk about how the fragrances make you feel.

Movement Games

Simon Says: Play a game of Simon Says with movement commands that target specific body parts (touch your toes, clap your hands).
Dance or Follow-the-Leader: Encourage imitation of various movements and poses.
Lie down or sit comfortably and guide attention to different body parts, and notice sensations, tension, or relaxation.
Child-friendly yoga poses that focus on different body parts, such as Tree Pose, Cat-Cow, and Bridge Pose, can promote body awareness.
Tense and relax different muscle groups while discussing how it feels to tense and then release the tension.

Mirror Activities and Emotions

Stand in front of a mirror and make faces to recognize facial expressions associated with different emotions. Imitate your mirror partner’s gestures and expressions.
Mimic different body movements and gestures to increase self-awareness.
Act out different emotions and discuss the physical sensations associated with each emotion.
Use a visual “emotion thermometer” to help identify and rate your current emotional state and associated physical sensations.
Guide someone, or have someone guide you, through a calming and sensory-rich imaginary experience, such as walking on a sandy beach or exploring a forest.

Breathing Exercises

Inhale slowly through the nose, imagining inflating a balloon in the belly, and exhale through the mouth to deflate the balloon.
Hold a feather close to the nose and practice inhaling and exhaling gently to make the feather move.
Place a small object (feather or cotton ball) on your stomach and breathe in and out to make the object move.
Blow bubbles

Interoception and Occupational Therapy (OT)

Occupational therapy (OT) for interoception involves structured interventions and activities designed to enhance awareness and understanding of internal bodily sensations.

Assessment and Baseline: Begin with an assessment to determine current level of interoceptive awareness and identify specific areas of difficulty. This baseline will guide the development of a tailored intervention plan.

Education: Provide information about interoception and its importance. Communicate that internal sensations provide valuable information about their body’s needs and emotional states.

Individualized Goals: Collaborate to set interoception-related goals and track progress over time.

Communication Skills: Learn to communicate internal states to others. This is particularly important for people who struggle to express their needs or discomfort.

Visual Supports: Use visual aids, charts, or diagrams to help understand and express internal sensations.

Biofeedback: Use biofeedback devices to visually or audibly represent physiological processes like heart rate or breath. This helps make the connection between internal sensations and these processes.

Hygiene Routines: During hygiene activities, notice how different sensations change during tasks like brushing teeth, washing hands, or taking a shower.

Environmental Sensations: Explore different sensory experiences in the environment, such as temperature changes or textured surfaces, and discuss how these sensations affect the body.

Mindfulness Practices: Incorporate mindfulness techniques, such as body scans and mindful breathing, to help focus on internal sensations and recognize changes as they occur.

Emotion Regulation: Teach emotional awareness and regulation strategies. Identify bodily cues associated with different emotions and develop coping skills to manage emotional responses.

Social Interaction Activities: Incorporate activities that involve social interactions, helping to recognize and respond to social cues related to emotions and bodily states.

Daily Journals: Keep a daily journal to record experiences, emotions, and bodily sensations. This practice promotes self-reflection and awareness.

Interoceptive Challenges: Gradually introduce activities that challenge interoceptive awareness, such as eating spicy foods, engaging in physical activities, or meditating.

Visit the OT Toolbox – What You Need to Know about Interoception

Interoception is often referred to as the “hidden sense,” and this hidden sense helps us understand body signals, like hunger, thirst, and emotional states. This self-awareness fosters a sense of well-being and it can help us communicate needs more effectively. By honing interoceptive skills, we can help recognize and manage internal messages, leading to greater self awareness and self regulation.

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.

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:

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.
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.
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.
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.
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.
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.
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.
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.
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:

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

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.

: Light box in a box

: Illuminating objects and images

: Attention and focus

: Autism Connection logo with backlight

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.

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.

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:

Working memory: The ability to hold and manipulate information in mind while performing tasks.
Cognitive flexibility: The capacity to adapt to new situations, shift perspectives, and switch between tasks.
Inhibition: The skill to inhibit impulsive actions, control attention, and stay focused.
Planning and organization: The ability to develop a plan, set priorities, and manage time effectively.
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:

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.”
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.”
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.
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.
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 IEP Goals

Sample Measurable IEP Goals

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.
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.
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.
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:

Collaborate with relevant stakeholders, including special education teachers, general education teachers, parents, and the student, to ensure consistency across settings.
Provide explicit instruction and scaffolding to support the development of executive functioning skills.
Incorporate strategies such as visual aids, checklists, graphic organizers, and timers to facilitate planning, organization, and time management.
Regularly review and assess progress towards the goals, adjusting interventions and supports as needed.
Offer opportunities for practice and reinforcement of executive functioning skills across different subjects and contexts.
Provide feedback and praise to encourage and motivate the student’s progress.
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.