Wednesday, December 29, 2010

Early Intervention critical for Autism Care



By Ryan Neal
Daily Review Atlas

MONMOUTH — John Mattan is a child like many others. He enjoys playing with his little sister, Molly. He even drew a picture of the two of them holding hands with a caption that read, "John and Molly BFFs." But John also has a disease that is becoming increasingly diagnosed — autism.
John, 6, is a testament to the importance of early intervention in the treatment of children with autism. At 2, John could barely talk and at 3 he could speak only a few words at a time, but by the age of 5 he was able to communicate fluently and read a grade level ahead.
"He has just done an excellent job," said his speech therapist, Martha Colgan-Reis, who has worked with John in the M-R schools since preschool. "He has improved by leaps and bounds."
Experts say parental support and early Intervention are keys to success. John's mother, Stacia Mattan, didn't know exactly what was wrong with him at first, but did notice a difference.
"When he was 1, I started noticing he wasn't reaching his verbal milestones," she said. "In my mom gut I knew something was wrong."
Around the same time Stacia had another baby, Molly. She expected a sibling rivalry, but he didn't acknowledge his sister.
"He seemed very involved in his own world," Stacia said. "At age 2, I reported he was not talking and not babbling and not reaching and he seemed frustrated. At that point he had lost some skills. He was also spinning constantly and he was walking on his toes."
Stacia didn't waste time. She immediately sought help.
"The worst advice is wait and see," Stacia said.
She said the doctors told her that if she came in six months later it would be the difference between John becoming a typically functioning verbal adult and a non-typical verbal adult. He might not have learned to speak very well.
The family pediatrician, Dr. Amy Larson, Galesburg, suggested Early Childhood Intervention when John was only 2. John was evaluated as being developmentally delayed and began developmental therapy, occupational therapy and speech therapy in his own home. The state of Illinois pays for all services before a child's third birthday, Stacia said.
But she didn't know John was autistic yet.
"In the spring when John was 28 months, I was watching TV one night and there was an episode featuring autism and as I watched it, it was exactly my kid. Everything he did John did and everything he couldn't do John couldn't do it. It was devastating. I couldn't stop crying. It was like that secret voice inside you that tells you something is wrong and then you see it and you know it," Stacia said.
Stacia stayed proactive. Her pediatrician, who told her she had been suspicious for a while, referred them to the Advocate Illinois Masonic Medical Center in Chicago, where John was diagnosed with autism. He was two and a half at the time.
"I had already been through the grieving process," Stacia said. "I started doing research. I didn't even cry when he got the diagnosis. In the beginning it is scary. Lack of knowledge is scary. Those first few months are scary."
As Stacia became informed she realized she could reach John. In fact, she always could.
"I equate autism with what it would be like if you were born in a country where everyone spoke French and no one can understand your language and the only person who understands your language is your mom," she said. "I don't think verbal language is an autistic person's first language. It's a learned process."
She applied for the Picture Exchange Communication (PEC) program. The system is expensive, and while the state will pay the cost it takes a long time to process the request. After she applied, Stacia taught herself sign language so she could communicate with her son. Doctors believe autistic individuals often think visually rather than in language, so picture communication can be helpful.
"Sign language was the key to reaching John. By the time the PECs program came he was so successful I donated it to the school so another child wouldn't have to wait. He could see the words with his eyes instead of hearing them (using sign language)," Stacia said.
At age 3, John began preschool out of the home. Class with other students can be hard for children on the autism spectrum. Once school started John stopped receiving free instruction in the summer.
"Organization is critical," Stacia said. "If you are unorganized by nature you need to learn to be consistent and stick to routines. Without routine and consistency they (autistic individuals) can be overwhelmed by anxiety."
Stacia again kept proactive. Over the last several years she has enrolled John in an autism camp at Western Illinois University. Twice he has gone to Camp KIDZ in Galesburg and when John was 3 she drove him to Augustana College in the Quad Cities every week for group speech therapy.
"It cost a lot. Services through the school are free. Everything else depends on insurance. Ours paid for nothing. It's thousands of dollars a year," she said.
But Stacia said it was all worth it when John was able to attend a general education kindergarten class."It was a really big deal. Our goal all along was to try to get him to a point where he could attend a general education kindergarten class. We thought it was important for his social development to be around neurotypical kids. Academically, he has done more than we could have imagined," she said.
Mattan said times have been tough on occasion, but she has had a great support group.
"I would encourage anyone to talk with other moms. The best resource has been reaching out to other moms," she said. "It has been a lifesaver for me and my other mom friends. I've gotten the best tips and best advice from other moms."
She also draws strength from John who, unlike some children with autism, is affectionate.
"He would want to be squeezed or rocked all the time. That's when he learned the best. John has always been affectionate. At the end of the day, when I had a really rough day with my son and everything was wrong, when I tucked him in at night he would wrap both arms around me and kiss me. I think without that the journey would be much more difficult," she said.

Copyright 2010 Daily Review Atlas. Some rights reserved

Autism and Holiday Bonding

By Aimee Boyle

These days I work with children who have autism or are on the autistic spectrum. Many of the students I work with are non-verbal, meaning they literally do not speak. During the weeks leading up to the holidays, a tremendous number of holiday-themed activities took place at our school; everything from stories to field trips about the holidays, plays and movies, art projects and discussions and even helping out at a food donation center. There were many times when we, as staff, looked at each other and wondered if our kids were connecting with any of it or were simply going through the motions, adhering to a formula for what to do in any given situation, and kind of looking to us to really create the experience we hoped they'd be having themselves.

Astonishing things began to unfold as we approached the winter break. First, we had a holiday party during which families of the students came, visited with the children and with the staff, ate delicious food and mingled. The children were excited, demonstrating real pride as they showed their parents around. For those of our kids who can talk, introductions were plentiful and intense, and for those who couldn't, an inordinate amount of giggling, bubbling over and real joy were evident.

Of course, anxiety was high as well, since many of our kids thrive on routine and breaking for the winter vacation and having a party are anything but routine. There were tantrums and tears, but overall, the buzz and excitement in the air was not only generated by us, but by the children themselves, who, although they can't always communicate with us, are nevertheless very sensitive to feelings and quite capable of bonding during the holiday season.

Children with autism are still children. Walking them through the traditions of family, sharing, gift exchanges and giving back to the community is as important for them as it is for any "typical" child. While you may not see the fruits of your labor instantaneously, realize that even the tiniest bit of feedback from a child like this is a great indicator that something you have said or done has affected them.

You can create a world of sharing, caring and good values no matter what the disability of the child, and bringing them into that world is the greatest gift of all.

For some tips about preparing for the holidays with a person with autism please visit the following link: http://www.autism-society.org/site/PageServer?pagename=holiday_tips