Author: Dr. Rebecca Mullican

About Dr. Rebecca Mullican

Received her Ph.D. in Special Education, Emphasis: Severe/Low Incidence Disability at the University of Southern Mississippi. She has seventeen years of experience working with students with autism. Learn more…

Hopes and Dreams with Autism in 2013

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Happy New Year! A new year brings lots of remembering and reviewing a previous year and making resolutions for the year to come. For teachers, therapists, and parents working with kids with autism, the resolutions we make look a lot different than they look for typically developing children. Instead of making a resolution to start a dance class, make all A’s, or win the soccer tournament, we may be considering the following goals- complete toilet training, eat five new foods, make a friend, or complete the state testing without any huge meltdowns. Opposite ends of the spectrum? I think so…

As we look to this wonderful gift of 2013, we should open our minds and hearts to all that “our” children can become. Maybe my fatal flaw is optimism, but I always dream big and hope high for the kids I work with- and it hasn’t served me wrong. I have seen kids accomplish monumental tasks due in part (I feel) to  the hope and faith I place in them. Dream big as we start this year and watch our kids impress and surpass our goals!

As for Jackson Autism Center, I am going to make my own list of hopes and dreams for JAC as we welcome 2013. Not only will I be continuing one-on-one intervention, but small social skills groups will be starting soon for kids and teenagers/adults. I can’t wait to see what this year will bring!

We have a Christmas List – Now…Writing a Letter to Santa

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So, you have made a list of possible toys and things your child wants Santa to bring. It’s time to write that letter and mail it off! But, before you do that- does your child know who Santa is? Has school been talking about Santa? What about at home? If you haven’t been talking the big man up…it’s time to start now. Watch movies about Santa, play games on the computer, ipad, etc. that introduce Santa, sing songs about Santa, and anything else that helps your child begin to understand that Santa is the guy that brings presents on Christmas.

There are lots of different writing needs among children with disabilities and how you choose to write your letter should be decided before you start. Choose the letter writing technique that will make your child work a little, but not frustrate him/her. This should be a fun experience, without tears or meltdowns. You may choose to let the letter to Santa take a few days or maybe even a week. Some kids do not have a long attention span and it is almost torture to try and do everything in one day…so spread it out to meet the needs of your child.

Some of the different writing techniques you may choose include:

Having an adult write some of the parts and let the child “fill in” other parts with pictures or words (leave plenty of room)
Make a “rough draft” and then allow your child to write or type the letter by themselves.
Allow your child to cut/paste or write prepared sentences into the letter.
Allow your child to form their own letter after looking at sample letters.

If you are uncertain which approach to take, talk to your child’s teacher and/or therapists. See how he/she usually writes or types at school and whether they use all capital letters or a mix of capital and lowercase letters.

So what should go in the letter? I like to use the traditional sentences you would usually see in a letter to Santa, such as “I have been good/bad this year. I will leave cookies and milk for you.” along with important information such as name and age and what you want for Christmas. Here is a letter from a few years ago:

Letter to Santa

With this child, I used picture choices throughout the letter not only to allow choice, but to also ease the frustration of writing a letter. You can have sentences written on strips that the student could copy or you can also let your child/student sound out words. This is very specific to the needs of the child you are working with. As he wrote each sentence, he would choose the picture he wanted and glue it on. If he chose the wrong age, I would correct him and allow him to get the correct age. However, I allowed each child to select if they had been “good” or “bad.” Since being good or bad is more abstract, it is okay to let them choose whichever they like. Then, we talked about leaving milk and cookies out for Santa. Next, allow your child/student to choose the toys he/she wants for Christmas. Lastly, have him or her sign their name in whatever manner works. You may want to make a copy of the letter to keep before mailing it to the North Pole. Decorate your envelope and make a special trip to the post office to mail your letter to Santa.

As I mentioned earlier, part of the magic of writing a letter to Santa and understanding about Santa bringing presents is to make sure you talk to your child/student about it. Remind them that Santa brings gifts to good boys and girls. Reading books and watching movies about Santa may help too. Even on Christmas day, remind your child which gifts are from Santa. Each year, you will enjoy seeing your child’s understanding—and lists grow!

My Child has Never Asked for a Christmas Present from Santa- Help!

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If you find yourself or parents you work with saying this, it is time to jump in and help! ALL children should enjoy the wonders of Christmas- along with Santa! For many years, I had parents tell me that the letter their child wrote to Santa in my classroom was the first time they ever asked for anything for Christmas.That makes my heart so happy- Santa is such a special part of growing up and we want all children to enjoy the magic of Santa!

But, wait- my child is nonverbal- how can he ask for anything? Don’t let that hold you back. Regardless of your child’s functioning level, all children can “write” (I use this term lightly- or type or use pictures, etc.) a letter to Santa.

How can I get started? Gather sales papers each weekend from the newspaper or spend time looking at toys online with your child. Talk about different toys and how you can play with them. If your child is able to circle items, allow them to circle some of the toys they like. If you are searching online, use a wish list at places such as Amazon or Toys R Us. In addition, talk to your child’s teachers and therapists- they may have noticed that your child really enjoys a specific toy at school or they may have an idea that would be perfect.

If it is not too upsetting to your child, visit some stores and look at toys they have chosen and see what they think in person. Is he still interested or he couldn’t care less? Is there something else that seems to catch his attention? Begin with more choices than you need and try and narrow the list down. Involve your child as much as possible so he knows that this is his choice.

For parents of a child who is non-verbal, you may want to use augmentative and alternative communication if you have access to this. Using a speech generating device is a great idea if you have access to one. Some schools have computer programs such as Intellitools that allow the child to choose which toys they like. If not, you can always use the pictures from the ads or print pictures and let your child choose the ones he likes.

So how do I help my child or student write a letter to Santa? Check back and we will talk more about that next time!

Autism Public Hearing to Gather Information in Jackson, MS

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Families, teachers, therapists, and other individuals who are interested in the well being of persons with autism spectrum disorder should come to this public hearing on Tuesday, November 27 6-7:30 pm at the Eudora Welty Library in downtown Jackson, MS. This is an opportunity given by the Mississippi Autism Advisory Committee to be heard on topics that you believe are important to persons with ASD. I want to encourage you to take time out of your busy schedules to share your experiences with individuals who have autism as well as strengths and weaknesses and areas Mississippi needs to address to better assist these individuals. Every voice should be heard!

Five Ways to Prepare for the Thanksgiving Meal

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Thanksgiving generally revolves around food for neurotypical individuals. So what about kids with disabilities who may be picky eaters, be on special diets, or have trouble knowing when they are full? Thanksgiving can be a stressful day for parents of kids with disabilities when you add in all of these factors. How can you be better prepared? Here are 5 different ways to practice and prepare for Thanksgiving to make it a family-filled, fun day.

#5 Begin by visiting the library and reading about different types of fruits and vegetables. If you are not ready for a trip to the library with your child, try and go on your own and bring books home about Thanksgiving, fruits and vegetables, gardens, etc. Talk about fruits and vegetables by color, size (big/little), shape (circle/oval), as well as taste (sweet/bitter/crunchy) and texture (bumpy/smooth).

#4 Take opportunities to play with food- real or pretend food. You can pretend to go grocery shopping, prepare and make a dish, eat, or play in other ways- cut it open and pick out the seeds, use paint and paint with fruits/vegetables, and cook with it. Incorporate something he likes with something he doesn’t like- like apple pie for a child who likes pastries or banana pudding for a child who likes pudding. Be creative and think outside the box. If your child is on a special diet, practice making Thanksgiving items beforehand to judge how your child reacts to them so that you can perfect them before the big day. Eating Right Ontario has a great list of suggestions that vary from exercise with your child to recipes and other ways to play with food.

#3 Play with virtual food. Whether you have access to an ipad or not, there are lots of different computer games and applications that center around food. Spend some time playing some of these games to see what fruits and vegetables your child already knows and which he doesn’t.  For younger kids, games that work on sorting or picking fruits can be simple and enjoyable- play together and use this as a time to talk about the food as you play. For older kids or kids who are reading, check out this word search.

#2 Introduce a few new fruits and vegetables a week. This will depend on your personal preferences and wishes for what you would like to accomplish by Thanksgiving. Having fruits and vegetables in the house is a start. Next, allow your child to see you cutting and preparing the food and of course, eating it. Encourage tasting or even touching, smelling, or licking the fruits and vegetables. If you have a child who has difficulties knowing when he is full, give him small amounts and help him stop before eating too much. Allowing your child to get up and do a preferred activity after eating may help motivate him to stop before overeating.

#1 Hopefully, all of your hard work will pay off today and your child will have a few new choices to eat for Thanksgiving. Prepare them the same way your child liked them originally- don’t try anything new today unless you see some interest. Play it safe. You can provide other foods that your child typically eats as well.

Take time before Thanksgiving to make sure that your family or friends understand your child’s difficulties. This can help avoid additional stress on Thanksgiving day if they understand beforehand that your child is not being rude by not trying their turkey or pumpkin pie. The more you can educate others on your child and his needs, the better off you will be- and less stressed out. Waiting until the day of to discuss your child’s needs may add additional stress and misunderstood.

If you had success using any of these strategies with your child, let me know!

October is Rett Syndrome Awareness Month

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October is a great time to learn more about Rett syndrome since it is Rett Syndrome awareness month. Rett syndrome is considered a part of the Autism Spectrum. It used to only be diagnosed in girls, but as researchers find out more, Rett syndrome is beginning to be diagnosed in a small number of boys.

There are lots of activities going on throughout the southeastern states this month. See if you can get in on the fun and learn a little about Rett syndrome in the process.

Blue Sky Girls of Alabama
October 13, 1012, 9:00 am Alabama State Capital Building, Montgomery, AL

Blue Sky Girls of Georgia
October 13, 2012, 11:00 am Georgia State Capital Building, Atlanta, GA

Black Out Rett Syndrome
October 27, 2012, 7:00 pm Celtic Media Center Baton Rouge, LA
A musical evening with Clint Black

One of the main areas affected by Rett syndrome is communication. Many girls (and boys) with Rett may not talk and will need a communication system developed to help them communicate and participate in school, at home, and in the community. Depending on whether the child has functional use of her hands will determine if the communication system should focus on a system that is activated to talk by touch or whether an eye gaze and/or use of head will work better. There are many amazing Augmentative and Alternative Communication (AAC) systems and it is important to find the one that will work best for your child. Companies such as PRC and Dynavox make high technology devices for children that include eye gaze technology or head pointing systems that allow children to communicate by looking at a particular picture/word on a computer screen or slightly moving their head.

One of the most important things to get children with Rett syndrome communicating is “yes” and “no.” “Yes” is usually taught by getting the child to look straight at the person asking the questions, while “no” is usually taught by getting the child to look away. Once you have a firm “yes” and “no,” you are on your way to a communication system.

To find out more information about Rett syndrome or what you can do to help, visit the International Rett Syndrome Foundation website.

Central MS Down Syndrome Society Hosts Annual Buddy Walk

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The annual Buddy Walk for individuals with Down syndrome is arriving quickly! The date for the walk is October 13, 2012 and registration begins at 8:30 with the opening ceremony at 9:30.

Click here for more information about the Buddy Walk.

There will also be a concert with Steve Azar with gates opening at 6 pm at the MS Ag Museum with silent & live Auction, food tasting, and cash bar.  Come join me in supporting families and individuals with Down syndrome.

Mississippi Department of Education held Autism Institute on Gulf Coast

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I recently returned from a conference sponsored by the Mississippi Department of Education (MDE) put on for the Autism Institute which has yearly conferences in MS to train teachers and personnel to better meet the needs of kids with autism in our state. This year, it was our pleasure to have Emily Rubin, MS, CCC-SLP, talk to us about autism and strategies to make us more successful working with this population. Emily talked about how important visual strategies are for the organization of individuals who have autism. One idea she specifically talked about for school settings is the use of a “help box.” This is a visual/written strategy that gives reminders to children when they have many steps to follow. This universally designed help box assists students in an inclusive environment without pointing to learning differences.

Emily is one of the coauthors of the SCERTS model which focuses on goals related to the Social Communication, Emotional Regulation, and Transactional Supports needed to make kids with autism successful. SCERTS allows professionals to focus on the key aspects of development that are important for individuals with autism. Some of the key aspects of SCERTS are child-centered programming in natural situations and settings that are developed based on growth and development. Another great thing about SCERTS is you can use it along with other programs, such as Applied Behavior Analysis (ABA), TEACCH, verbal behavior, and with Augmentative and Alternative Communication (AAC).
SCERTS is a model that I personally have used for over six years with students who have challenges with social skills, communication, behavior, and those who need specific supports in place from the adults they work with. I feel confident using SCERTS because it teaches individuals with autism in a natural, fun environment. You can read more about SCERTS here or you can fill out a contact form to begin a SCERTS assessment for your child. If you are a professional or are interested in purchasing your own copy of the SCERTS manuals, follow the link below:

Dr. Rebecca Mullican and Flat Stanley Visit California!

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Hi Parents and Kids. Please enjoy my first story and trip with Flat Stanley. The blue words can be clicked on and will teach you new things while you read my story. Enjoy!

Recently, I took Flat Stanley to California! Flat Stanley rode on 2 airplanes to get there! It took a long time! He didn’t have a seat, so he had to sit with the magazines. He did not care because he likes to read. Because it was his first airplane trip, the friendly stewardess brought him a pin that looked like airplane wings- he is not a rookie anymore!

As soon as Stanley and I got to Los Angeles, we went to the Griffith Observatory. I was really excited because a friend had recommended it to me. You can see the whole city of Los Angeles from up there. We were surprised when they saw the Hollywood sign, too! The weather was so cool in California that we rode in the car with the windows down. Stanley was already liking California.

Flat Stanley and Hollywood

The next day, Stanley got to go surfing. He had to wear a wet suit because the water in San Diego is cold. Stanley enjoyed surfing and relaxing in the sun on the beach. Here are some pictures he took at Ocean Beach in San Diego, Ca.

Stanley was really excited on Sunday because he was going to the San Diego Zoo. He took lots of pictures of the animals. His favorite was the gorillas because the mama gorilla was playing with one of her babies. You can watch the animals too by clicking here.

Before Stanley and I came home, we had one more stop- Disneyland. Stanley was so excited because he got to visit Cars Land. Stanley rode lots of rides at Disneyland and California Adventure, but his favorite was the Radiator Springs Racers.

Thanks for stopping by! Come see us again soon and we’ll tell you about our latest adventure!

Dr. Rebecca and Flat Stanley

 

Parent Blogs Daydreams from the Spectrum

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Sometimes I know parents and professionals working with kids who have autism feel lonely, disconnected, and like no one could understand them. I know I have felt that way before as a special educator. The great thing about the internet is it gives us opportunities to look up and around and realize we are not alone. I worry that parents spend a lot of this time in a lonely, disconnected world. So, as a great reminder that you are not alone, I wanted to share a blog that was posted on facebook. Among the challenges we face with autism, there are always rewards. Hold on to the good moments and the times when he or she surprise you doing or saying something new because these are the moments that make it all worth while. One of my recent favorite moments occurred recently when I ran into a student I taught many years ago and he said, “Bye Ms. Rebecca.” Most people wouldn’t think anything of that- but to me, it meant the world. This student didn’t really use my name much, so his sweet voice and remembering me was so special. It made my day!