tag:blogger.com,1999:blog-40227123399979485232024-03-13T00:25:02.688-07:00Around the Autism SpectrumWritten by a therapist and coach for people with ASD, Asperger's, or ADHD, their parents, or partnersPatricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.comBlogger251125tag:blogger.com,1999:blog-4022712339997948523.post-13801256592317366552015-02-24T12:25:00.001-08:002015-02-24T12:25:59.932-08:00Video Game Addiction and Individuals with Special Needs <div class="p1">
Do individuals with special needs, like ASDs and ADHD, get caught up in video game addiction more readily? OK, so maybe “Internet Gaming Addiction” is not an official disorder in the US. But, we know the behavior exists, whether or not it’s a separate disorder, or co-mingled with some other condition. What is the science on video game addiction and ASDs?<br />
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<span class="s1">In my therapy practice I focus on individuals with special needs like ASDs and ADHD. It’s pretty common for me to meet a child or teenager who has a habit of playing games for as much time as the parents will allow, whether that’s one hour a day or seven hours a day. The <a href="http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx" target="_blank">American Academy of Pediatrics</a> recommends no more than 1 to 2 hours daily of screen time for any kids 2 and older, and none at all for younger children. And this recommendation is for typically developing kids, not those special needs kids who are already at a higher risk of having difficulties. Adverse risks the AAP cite include: “attention problems, school difficulties, sleep and eating disorders, and obesity.” So many of the kids I work with are already struggling with these problems - attention issues with the EF difficulties they may have, sleep and eating problems that go hand in hand with an ASD diagnosis, weight issues due to the medications these kids may need. It’s concerning!</span><span class="s2"> </span></div>
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<span class="s1">Dr. <a href="https://scholar.google.com/citations?user=6sFPo58AAAAJ" target="_blank">Micah Mazurek</a> has done a great deal of research on the issue of screen use and ASDs or other special needs. (I’ve accessed many of her studies through my professional organization, but Google Scholar also provides access to a lot of her information so parents can read the studies, or at least the abstracts.) Her results add to my concern. </span></div>
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<span class="s1">In a 2012 study, Mazurek and Wenstrup compared television, video game and social media usage in kids with ASDs and their typically developing siblings. I wasn’t surprised by the results. The kids with ASDs spent more time playing video games than their typical siblings, and they spent more time playing games and watching TV than doing any other extracurricular activity. And the ASD kids spent little time on social media and socially interactive games. Finally, the ASD kids had more problematic behaviors around games, like difficulty stopping and using the games to manage their moods. Although I often hear the argument that games are a way to be social, the ASD kids were much less likely to play these games with others, either in person or online. </span></div>
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<span class="s1">Other Mazurek studies have found similar results, including the disturbing fact that kids with ASDs spend more time on video games than any other leisure activity. Kids with ASDs have more sleep problems and more oppositional behavior when their parents allow in room access to screen, and if there are no rules regarding usage. Another study from Mazurek found that boys with ADHD or ASD had a greater tendency to have problematic game use than typical boys. </span></div>
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<span class="s1">From other researchers, <a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1635698/" target="_blank">Chan and Robinowitz</a> found a correlation between more than 1 hour a day of game play and more intense ADHD or inattentive symptoms. </span></div>
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<span class="s1">So what does this mean for parents of special needs kids? What if your child can only entertain himself with screens? What if it’s the only way he can calm down? What if games are the only thing he has in common with peers? What if you need a break and the screen is the only thing that gives you some time to relax? I’m sorry, this post is too long already. I’ll address those issues in my next post!</span><br />
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<span class="s1">Thanks to <a href="http://pixabay.com/en/people-white-phone-holding-kid-315907/" target="_blank">Pixabay</a> for the photo!</span></div>
Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-24135154380835101102015-02-10T12:26:00.003-08:002015-02-10T12:26:56.504-08:00Can Someone Be Addicted to Video Games?<div class="separator" style="clear: both; text-align: center;">
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"My son is addicted to video games!" That's a statement I hear frequently, whether the son is a small child, or a young adult. I hear this less often for girls. Although there are a lot of girls heavily involved in games, more often I hear about girls with heavy use of texting and social media. But, for males, so often the gaming, whether on a console or through the internet, can take up as much time as the parents allow.<br />
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Officially, there is no such thing as video game addiction, at least in the US. China does call it an addiction, and there are treatment programs there and elsewhere. Currently, the DSM-5™lists Internet Gaming Disorder as a condition for further study. It's unfortunate they chose to call it that, because the technology will surely outpace the research, and the behavior around compulsive game play could be the same even if the Internet is not the vehicle of connection. The text in the DSM does allow for the idea of non-Internet computerized games, but it seems like this is going to be very confusing. (Is this a DSM theme, reminiscent of the confusion surrounding non-hyperactive Attention Deficit Hyperactivity Disorder?)</div>
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The APA, the organization that compiles the DSM and looks at the research, has set up some proposed criteria. As always with disorders, there must be impairment or distress. Then we can look at the issues: preoccupation, withdrawal, tolerance, unsuccessful attempts to cut back, loss of interest in other things. It's looking a lot like what they've written for chemical dependence or gambling addiction, which were the models for this section after all. In the detailed text, the DSM refers to individuals neglecting other activities, missing sleep and food, playing at least 30 hours a week, and becoming angry or agitated if they can't play.</div>
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All these official details are fine, but for most parents who are worried, the issue of video game addiction comes down to common sense rather than research consensus. Is your child missing out on social, physical, and professional or educational activities because of game time? Is your child using gaming to manage emotions like anxiety, loneliness or boredom? Does your attempt to manage the time result in meltdowns? Is your child developing the important skills of learning to tolerate boredom or complete a task that doesn't reward with exploding rockets and buzzers?</div>
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Stay tuned for my next post, where I discuss video game addiction specifically for individuals with special needs. <br />
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photo credit: <a href="http://www.flickr.com/photos/30806435@N04/4298824267">Playing DS</a> via <a href="http://photopin.com">photopin</a> <a href="https://creativecommons.org/licenses/by/2.0/">(license)</a></div>
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Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-73374462850667719252014-11-14T12:25:00.000-08:002014-11-14T12:25:25.710-08:00Social Thinking ConferenceMichelle Garcia Winner, developer of Social Thinking, and a variety of other experts on Social Thinking and ABA will be presenting, and debating, at the Social Thinking Conference, December 3 to 5, 2014, in Concord, CA. Although Michelle is a Northern California resource, she's a national speaker, and this is a rare opportunity to hear from her locally. For more information, check out the link to the <a href="http://www.socialthinking.com/conferences/workshops/concord-ca-dec-3-5" target="_blank">Social Thinking Conference</a>.<br />
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<br />Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-55431519265407985892014-09-15T11:34:00.003-07:002014-09-15T11:37:29.794-07:00Local DIR/Floortime Conference in Lafayette, CAI'm a big fan of DIR/Floortime, and the work of Dr. Greenspan. It's exciting that the conference is so close for those of us in the Bay area. It's open to professionals and parents, on Friday, October 10, 2014.<br />
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<a href="http://www.dirfloortimecoc.com/wp-content/uploads/4th-Annual-DIR-Floortime-Conference.pdf" target="_blank">Here is the flyer:</a><br />
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<br />Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-46878618560738186452014-03-31T11:55:00.000-07:002014-03-31T13:58:05.431-07:00Temple Grandin speaking at Las PositasFor those of you who are long time readers of this blog, I'm sure you've seen plenty of <a href="http://aroundtheautismspectrum.blogspot.com/2010/08/emmy-winner-temple-grandin.html" target="_blank">posts</a> about <a href="http://aroundtheautismspectrum.blogspot.com/2009/01/helping-autistic-kids-deal-with-change.html" target="_blank">Dr. Temple Grandin</a>. Temple Grandin is probably the more well know autistic individual in the country.<br />
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And now, you can see her in person. Dr Temple Grandin will be speaking at Las Positas College on Thursday, April 24, 2014, at 7 pm. You can get more information and purchase tickets by going to the <a href="http://www.laspositascollege.edu/news/TempleGrandin.php" target="_blank">post on the Las Positas site</a>.Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-50745081689891622862014-02-25T16:02:00.000-08:002014-02-25T16:02:00.441-08:00Can I call myself a blogger if I never write my blog?<div class="p1">
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<span class="s1">In the grand scheme, that’s not an important question. But, in its own trivial sense, it does touch on the ideas of semantics, language, identity. And those are issues of importance. </span></div>
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<span class="s1">I just read a whole series of articles on “people-first language.” An example of people-first language is “person with autism” rather than “autistic person” There are good arguments to be made for both preferences. Person-first language emphasizes the individual, rather than the diagnosis. People-first language is often advocated by disability rights organizations as a more respectful form of language. But, other groups advocate away from this style, stating that people-first language can separate the diagnosis from the individual, or even make the diagnosis seem like a less desirable condition. They argue that autism is an innate part of the individual.</span></div>
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<span class="s1">In all I’ve read, I see opinions from autistic individuals, from individuals with autism, from parents of autistic individuals and from parents of individuals with autism. Which leaves me confused because I’m an outsider. I don’t want to offend, but it seems like I have no choice. Whether I use person first language, or not, I’ll be offending some individuals. </span></div>
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<span class="s1">So I’ll leave it at this. My intent in my writing is to be respectful. I’m sorry if I chose the wrong form, and I’ll keep looking for consensus. Until then, I guess I’ll just go with the clearest grammar.</span></div>
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Image: By Tom Murphy VII (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html), CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/) or CC-BY-SA-2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia CommonsPatricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-30699161423059875612014-02-17T15:16:00.001-08:002014-02-17T15:30:52.897-08:00Time to Think about Summer Camps!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe6rwJlu1CVe7vJ2RkoSSkoRWdUSIW_stFYnEsfKSC8P0_33SvHXsZAuO-W4rk9crm3OnMPVjempcpc-vwkzR_PrkmQnW-0gjy9AX3ESxNEf15oFJLWiF4fGm61QxV_ay2GdIAb91xdN-A/s1600/large__160765467.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe6rwJlu1CVe7vJ2RkoSSkoRWdUSIW_stFYnEsfKSC8P0_33SvHXsZAuO-W4rk9crm3OnMPVjempcpc-vwkzR_PrkmQnW-0gjy9AX3ESxNEf15oFJLWiF4fGm61QxV_ay2GdIAb91xdN-A/s1600/large__160765467.jpg" height="200" width="200" /></a></div>
It's well known that kids on the autism spectrum struggle with generalizing learning from one setting to another. Simon Baron-Cohen explains this by way of the extreme systemizing theory of autism, where autistic individuals set up rules to understand the world, and those rules don't easily generalize from one situation to another. I think this difficulty is clearly apparent in social situations. So often, I've worked with children who could teach the content of a social skills class, yet they struggle to apply those same skills in any meaningful way in their own lives.<br />
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That's why I like to see experiential social skills training, rather than more didactic, instructional training. When an individual has the experience of doing activities with others, ideally with some support on the social skills involved, and he/she gets to apply the intellectual theories of social skills in a real, social setting, that person has the chance to practice, understand and learn those skills, rather than merely recite them. Experiential learning takes place in many settings, from a group project in the classroom, to sports teams, to hobby groups and camps. When I work individually with children and teens, I combine instruction on social skills to application, through here and now games and activities. Whenever I get the chance, I bring up what's going on socially, right in the session. I think the most useful part of many social skills groups isn't the skills discussion around the table, but rather the shared pizza time afterward.<br />
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So what's the point of all this instructional theorizing? The experiential call to action! It's February, and not too soon to think about summer camps. There are so many good ones, with <a href="http://www.aspergersteam.com/index.html">camping</a>, Legos, robotics and computers, <a href="http://www.futures-explored.org/film_camp_home.htm">arts</a>, sports, nature, and <a href="http://trailstosuccess.com/index.php">horses</a>. Check out my <a href="http://www.patriciarobinsonmft.com/resources.html">resource page</a> for my favorite Bay Area social skills camp choices or search online for activities your child will enjoy. <br />
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photo credit: <a href="http://www.flickr.com/photos/thomashawk/160765467/">Thomas Hawk</a> via <a href="http://photopin.com/">photopin</a> <a href="http://creativecommons.org/licenses/by-nc/2.0/">cc</a>Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-25394273680280393292013-10-03T17:12:00.001-07:002013-10-03T17:12:25.441-07:00Bay Area Parent Support Group<div class="separator" style="clear: both; text-align: left;">
There is a new support group forming in Walnut Creek, CA for parents of Middle and High School age kids with Asperger's or Autism Spectrum Disorders. The first meeting is October 9, 2013, at 7 pm, at John Muir Hospital. See the flyer below for more information. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq4t3csWOcBhocKizYGk2RbEFOdpLrPw1Nhm0f4nUDSbgipVZs-9YgqLKTjLcPbdTaCXc1pArIcN4b0BR-xgiJBvJAbyOOT740cljFLV3fZtnEZ1cTtxXZQlMAfT71Bju9aq-vLl5leSeG/s1600/SupportGroupAspergers.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq4t3csWOcBhocKizYGk2RbEFOdpLrPw1Nhm0f4nUDSbgipVZs-9YgqLKTjLcPbdTaCXc1pArIcN4b0BR-xgiJBvJAbyOOT740cljFLV3fZtnEZ1cTtxXZQlMAfT71Bju9aq-vLl5leSeG/s640/SupportGroupAspergers.png" width="488" /></a></div>
<br />Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-28226157083014997132013-09-04T21:29:00.001-07:002013-09-04T21:29:42.916-07:00ADHD Parent Support Group in Walnut Creek<div style="color: #838383; font-family: Arial, Helvetica, sans-serif; font-size: 11pt;">
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<span style="background-color: white;">I just got this notice, and I'm really excited that this is available to local families:</span></div>
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<span style="background-color: white;">We are pleased to announce a new CHADD Parent Support Group in Walnut Creek, beginning this month. Let's start off the new school year with tips and tools to help your child be successful. </span></div>
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<span face="arial,helvetica,sans-serif" style="background-color: white;">Parent Support Group (drop-in). The purpose of our group is to develop and foster positive skills for parents of children with ADHD.<b><br /><br />WHEN:</b></span></div>
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<span style="background-color: white;">2nd Wednesday of every month from 6:30 - 8:00pm; next meeting is Sept. 11th</span></div>
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<span style="font-size: 13.5pt;"><span style="background-color: white; font-size: 11pt;">Kaiser Mental Health Bldg., 710 S. Broadway, Walnut Creek (the bldg. next to Safeway on the corner of Mt. Diablo Blvd.) </span></span><div>
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<span style="background-color: white;"><span class="ccFontUpdated" style="font-size: 11pt;"> <a href="mailto:sherrychase@comcast.net" linktype="2" shape="rect" style="color: blue;" target="_blank">Sherry Chase, Ph.D.,</a> Coordinator - 510-433-9448 - sherrychase@comcast.net</span><b> </b></span></div>
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<strong>CHADD meetings are open to the public and free to CHADD members. A $5 donation is suggested of non-members, but no one is turned away for lack of funds. Become a CHADD member <a href="http://r20.rs6.net/tn.jsp?e=001VQDeX-I0wzLUwoIKvMQwlxFI1QNrczH8DShA-iVyppSb11uM20kMw153FGxEn37QSrY8Ex2yBopTCS6UpejQVCFDeNTZRroHgvjahMHFto78B79mfWaY_cZ-L-3KjDpNzBrgAMngY4Q0k452FKXvVA==" shape="rect" style="color: blue;" target="_blank">here</a> and enjoy all the benefits of CHADD membership. Visit <a href="http://r20.rs6.net/tn.jsp?e=001VQDeX-I0wzIAIVTR6_op-b5p4TuPafIAThDh0N4Y-g31sjCPgCqU_ijKK3iJMDtieII183h49MMFAVXZzk3j1Xr6-O9PkG1d2worE13E1p8=" linktype="1" shape="rect" style="color: blue;" target="_blank" track="on">CHADD.org</a> for more information about ADHD. <a href="http://r20.rs6.net/tn.jsp?e=001VQDeX-I0wzLSgJg0EvictVtx5i3MgvOS34WRpV_iUl45RtJGpyU6O3t_qEYoiTlHPr4YyrlS1_ybBQdNWZau-ARz0aDTrjrmfsjeA8RyL-wZEC1Hcr-8IZBz9UbkKV1eq4AI8P7QnoWUnzoJYPy0w99x7jdow-NPQNjkP1WmS12DW3JIoD0zog==" linktype="1" shape="rect" style="color: #fc5351;" target="_blank" track="on">Enjoy a $10 discount if you<br />join or renew by 9/30/13 (promo code: chadd10off).</a><br /> </strong><b style="font-family: Arial, Helvetica, sans-serif; font-size: 12pt;"> </b></div>
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Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-73873108909992911012013-07-12T17:00:00.000-07:002013-07-12T17:00:26.271-07:00ADHD and Executive Function<div class="p1">
Thinking of ADHD as a deficit of Executive Function (EF) offers a wealth of treatment possibilities. For clinicians, adults with ADHD, and parents of children with ADHD, this executive function conceptualization opens up a new way to organize thinking around deficits and strengths, and points the way to generating effective treatment plans. </div>
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<span class="s1">I recently read an excellent article from Dr. Thomas E. Brown of the Yale Clinic for Attention and Related Disorders, titled <a href="http://www.drthomasebrown.com/pdfs/cmgarticle.pdf" target="_blank">ADD/ADHD and Impaired Executive Function in Clinical Practice</a>. In it, Brown defines ADHD as “a cognitive disorder, a developmental impairment of executive functions (EFs), the self-management system of the brain.” By stepping away from the behavioral aspects of ADHD and moving toward this cognitive understanding, treatment planning can be readily tailored to compensate for specific missing skills and abilities. I frequently direct my clients to create structure and systems which will shore up the weaker areas, allowing them to improve their performance.</span></div>
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<a href="http://commons.wikimedia.org/wiki/File%3A13_Portrait_of_Robert_Hooke.JPG" title="By Rita Greer [FAL], via Wikimedia Commons"><img alt="13 Portrait of Robert Hooke" src="//upload.wikimedia.org/wikipedia/commons/thumb/1/10/13_Portrait_of_Robert_Hooke.JPG/256px-13_Portrait_of_Robert_Hooke.JPG" width="256" /></a>
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<span class="s1">In Brown’s article, he defines six areas of Executive Function Deficit. The first, called activation, includes activities required in beginning to work. Clearly, this deficit is familiar to anyone struggling with procrastination. Second, Brown defines focus, the difficulty in actually paying attention to the work at hand. Third would be effort, especially as needed to complete longer tasks. Fourth is emotional regulation. (Emotional regulation is not mentioned specifically in the symptom list in the DSM-IV or 5, but the inclusion of it in the DSM-5 was articulately argued for by Russ Barkley in his keynote to the CHADD conference.) Brown mentions memory as the fifth executive function, especially memory for more recent events, and problems in holding information. The sixth and final executive function is action, including impulsivity, pacing and taking in feedback from others. </span></div>
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<a href="http://www.amazon.com/gp/product/1606239341/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=1606239341&linkCode=as2&tag=throntheautsp-20"><img border="0" src="http://ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1606239341&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=throntheautsp-20" /></a><img alt="" border="0" height="1" src="http://ir-na.amazon-adsystem.com/e/ir?t=throntheautsp-20&l=as2&o=1&a=1606239341" style="border: none !important; margin: 0px !important;" width="1" /> <a href="http://www.amazon.com/gp/product/1462503942/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=1462503942&linkCode=as2&tag=throntheautsp-20"><img border="0" src="http://ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=1462503942&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=throntheautsp-20" /></a><img alt="" border="0" height="1" src="http://ir-na.amazon-adsystem.com/e/ir?t=throntheautsp-20&l=as2&o=1&a=1462503942" style="border: none !important; margin: 0px !important;" width="1" /><br />
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<span class="s1">Russ Barkley offers both the <a href="http://www.amazon.com/gp/product/1606239341/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=1606239341&linkCode=as2&tag=throntheautsp-20" rel="nofollow">Barkley Deficits in Executive Functioning Scale (BDEFS for Adults)</a><img alt="" border="0" height="1" src="http://ir-na.amazon-adsystem.com/e/ir?t=throntheautsp-20&l=as2&o=1&a=1606239341" style="border: none !important; margin: 0px !important;" width="1" />
and the <a href="http://www.amazon.com/gp/product/1462503942/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=1462503942&linkCode=as2&tag=throntheautsp-20" rel="nofollow">Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA)</a><img alt="" border="0" height="1" src="http://ir-na.amazon-adsystem.com/e/ir?t=throntheautsp-20&l=as2&o=1&a=1462503942" style="border: none !important; margin: 0px !important;" width="1" />, which allow clinicians to evaluate client’s executive functioning in their daily life. The executive functions in the BDEFS are similar to Brown's, broken down to time management, organization and problem solving, self-restraint, self-motivation, and self-regulation of emotions. Because the BDEFS is a validated measure, results of the test can indicate exactly where individuals are struggling and what can be done to improve performance. </span></div>
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<span class="s1">For some clients, medication alone can have a huge impact, for others, therapy such as Cognitive Behavioral Therapy (CBT) can address problem areas. Many clients can benefit from a combination of medication and therapy. I've found this EF conceptualization to be especially effective in treatment planning for my clients. </span></div>
Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-80862225758214365762013-06-19T18:42:00.004-07:002013-06-19T18:46:08.858-07:00CIP's Employment and Education Panel DiscussionToday is the day to be posting about events for young adults with Asperger's, Autism Spectrum, and ADHD! As I discussed more generally in an earlier post this afternoon, supportive programs can be the key to success for young adults who are in the process of leaving high school and entering into higher education, employment, or job training.<br />
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<a href="http://www.cipworldwide.org/cip-berkeley/berkeley-overview/" target="_blank">The College Internship Program</a>, with locations all around the country, including Berkeley, CA, is offering a free panel discussion: <a href="http://www.eventbrite.com/event/6426474759?utm_source=BY+Thinking+Positive+Panel+-+June+26+2013&utm_campaign=Thinking+Positive+BS+Event&utm_medium=email" target="_blank">Thinking Positive About the Future</a> on Wednesday, June 26, 2013, at Foothill College in Los Altos Hills, CA. CIP offers support for young adults with Asperger's, Autism Spectrum and other special needs who are transitioning beyond high school. This panels features a discussion from experts, such as employments programs and educational experts. Please visit the link for more details and to see an introductory video.Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-71201259740322518112013-06-19T18:11:00.001-07:002013-06-19T18:11:31.392-07:00Resources for Young Adults with Autism Spectrum DisordersIn my last post, I discussed adding general supports for transitioning young adults with Asperger's or on the autism spectrum. The Transition Options Program (TOPS) in Concord, CA is a great example of this type of program. The TOPS program, through the Mount Diablo Unified School District Adult Education, (open to students in other districts as well) offers support for social, employment, education, and living skills. As they describe in their flyer:<br />
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"Social/Relationship Skills May include social stories/social thinking, communication and interaction, social/emotional behavior, relationships, problem solving, self-advocacy, stress management, managing transitions and change, support systems development, forming friendships, planning social activities.</div>
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Executive Function in Independent Living May include problem solving/decision making, navigating daily life, time management, planning for independent living, home management, personal hygiene, cooking/nutrition, healthy living, money management, banking, paperwork organization, emergency preparedness, safety.<br />
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Employability/College Readiness May include job applications and resumes, interview skills, vocational exploration, referrals, time management, organizational skills, navigating college application/registration/other processes, commitments, using personal organization technology.<br />
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Community Access & Resources accessing social, recreational, educational and therapeutic resource"</div>
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The Transition Options Program is putting on a Creativity Expo in Concord, this Friday, June 21, 2013. The TOPS Expo allows participants to showcase their creations and performances to the public. For young adults with Asperger's or ASDs, this expo is a great opportunity to learn more about the program, and for parents of ASD teens or adults, it's a chance to see what your child's peers are accomplishing.<br />
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You can read some interesting stories of the individuals behind the scenes of the expo in the <a href="http://www.contracostatimes.com/ci_23436280/showcasing-their-creativity-tops-expo-adults-asperger-related?IADID=Search-www.contracostatimes.com-www.contracostatimes.com" target="_blank">Contra Costa Times.</a> </div>
Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-39154226200194113712013-06-19T15:51:00.001-07:002013-06-19T15:51:18.847-07:00Resources for Young Adults on the Autism Spectrum<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFVdvxAe8veL_nBf-gwP_AGYvkDsSPKqwWn7JSoxDln9oaA9OvGSs9avSkBBqAaQwfsjy8l1BX-aUcLdirSgC0HRygAYbo-jeATwdaQzC6NgiFPD0WxyBq_6b1ew-r5Mxnm17x0f0niGyo/s1600/Frozen_tree_branches_(3242062641).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFVdvxAe8veL_nBf-gwP_AGYvkDsSPKqwWn7JSoxDln9oaA9OvGSs9avSkBBqAaQwfsjy8l1BX-aUcLdirSgC0HRygAYbo-jeATwdaQzC6NgiFPD0WxyBq_6b1ew-r5Mxnm17x0f0niGyo/s320/Frozen_tree_branches_(3242062641).jpg" width="238" /></a></div>
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For so many young autistic or ADHD adults who successfully negotiate high school, there's a bump in the road right after graduation. High school is quite structured, with a clear path to follow and few exceptions made. Accommodations are laid out clearly in an IEP. (We hope!) And, almost every peer is also attending high school.<br />
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After graduation, so many adults with special needs struggle. Suddenly, that clear path of kindergarten, elementary, middle school, to high school branches out into so many options. College, junior college, year off, job training, or work? All the flexibility is wonderful, and challenging at the same time.<br />
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As an example, while peers may be headed off to a four year college, many kids on the spectrum aren't ready for that level of academic rigor, or the life skills that college demands. While a junior college may offer more appropriate academics, the course load is flexible, which can be an advantage, or can provide too little structure. When students can skip classes, or drop them, or miss assignments without anyone overseeing, students may not be able to complete the courses.<br />
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At the same time, junior colleges and job skills training programs don't offer a clear social structure. There are students of all ages living all over the region, and in all stages of life, from high school kids getting a little extra academics, to employed adults going to school at night. All that variety can make it hard for anyone to meet appropriate peers, especially for those who struggle with social skills.<br />
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For many individuals, adding in some structured support can be transformative for special needs adults. It might be a social skills group, a more structured program, or work with a therapist or coach of some sort. This structure, combined with the flexibility of post high school eduction, can be the combination that brings transitioning young adults to success. I encourage any student who is struggling with making academic and job skills progress to look for an added source of structure to add into their program. My next few blog posts will highlight a few examples.<br />
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Image attribution: By Serge Melki from Indianapolis, USA (Frozen tree branches Uploaded by russavia) [CC-BY-2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia CommonsPatricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-11841693474439719342013-06-09T12:48:00.000-07:002013-06-09T12:48:48.096-07:00Thoughts About DSM-5 and Neurodevelopmental Disorders<a href="http://www.amazon.com/gp/product/0890425558/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=0890425558&linkCode=as2&tag=throntheautsp-20"><img border="0" height="200" src="http://ws.assoc-amazon.com/widgets/q?_encoding=UTF8&ASIN=0890425558&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=throntheautsp-20" width="140" /></a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=throntheautsp-20&l=as2&o=1&a=0890425558" style="border: none !important; margin: 0px !important;" width="1" />
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It was just delivered in the mail, my brand new copy of the DSM-5. After all the reviews and discussion, I don’t think there are surprises about what’s in it, so much as questions. Some questions are potentially life changing, like: “How will the changes impact diagnosis rates?”, and “Will support services change for those previously diagnosed?” (A pressing concern for the Asperger’s community.) Other questions are less crucial, but still important to many, like: “For how many years will people use terms like Asperger’s and ADD?” (Considering that ADD, as opposed to ADHD, wasn’t even in the 1994 version, my guess is these terms will be used for a long time, especially since Europe will still use the term Asperger’s. Still, I renamed my earlier incarnation of this blog from Coach for Asperger’s as soon as I heard what the APA was planning. Other terms were already working their way out of common usage, like Intellectual Disability replacing Mental Retardation, so the DSM-5 will just move things along.)</div>
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<span class="s1">The new DSM-5 does more than just update the mental disorder map, it seismically shifts the landscape, with ripples that impact treatments, services, insurance, and education. As an example, the new category of Social (Pragmatic) Communication Disorder is a vast unknown to clinicians like me, since I can’t predict how often I’ll see clients with that diagnosis, nor if it will be used extensively to re-diagnose those who no longer fit into other categories. <a href="http://sfari.org/news-and-opinion/specials/2013/dsm-5-special-report/evidence-weak-for-social-communication-disorder" target="_blank">Helen Tager-Flusberg</a>, in the Simons Foundation Autism Research Initiative special report on the DSM- 5, wrote an interesting review of the history of Social (Pragmatic) Communication Disorder from a research perspective, while John Elder Robison, on his <a href="http://www.psychologytoday.com/blog/my-life-aspergers/201301/social-communication-disorder-is-it-autism-lite" target="_blank">Psychology Today blog</a>, takes his straight-forward and practical analysis and discusses the issue that “we need to make a decision about what services will support people with the new diagnosis. Otherwise we risk doing that population a great disservice – giving them a diagnosis that leaves them nowhere, with no indicated services or therapy.” </span></div>
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<span class="s1"><a href="http://sfari.org/news-and-opinion/specials/2013/dsm-5-special-report/despite-fears-dsm-5-is-a-step-forward/" target="_blank">Simon Baron-Cohen</a> also raises the issue of services for those with SCD, but in general praises the new DSM for its combination of social and communication symptoms into one category, as well as the addition of severity levels and intellectual impairment specifiers for autism. Within the same special report, <a href="http://sfari.org/news-and-opinion/specials/2013/dsm-5-special-report/will-new-dsm-5-autism-criteria-impact-services" target="_blank">Ari Ne’eman</a> talks about the advantages of merging Asperger’s, PDD-NOS and Autism Spectrum, and how they could result in more school and Medicaid services for those formerly identified with Asperger’s. </span></div>
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<span class="s1">But far beyond these practical matters, are people: individuals, families, couples, from supportive self advocacy groups, like ASAN and GRASP, to parents support groups in so many communities, and even to how a wife thinks about her own husband’s emotional processing. Personal stories will be different, because of the words written in a 947 page book. How will the new DSM-5 impact you?</span></div>
Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-80503809299540043552013-05-29T21:10:00.000-07:002013-05-29T21:10:28.578-07:00DisclaimerThe following applies to the use of material on this site. Please see Terms of Use on <a href="http://patriciarobinsonmft.com/">my website</a> for additional information.<br />
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The Author provides the Site and the services, information, content and/or data (collectively, “Information”) contained therein for informational purposes only. The Author does not provide any medical advice on the Site, and the Information should not be so construed or used. Using, accessing and/or browsing the Site and/or providing personal or medical information to the Author does not create a therapist-patient relationship between you and the Author. Nothing contained in the Site is intended to create a therapist-patient relationship, to replace the services of a licensed, trained physician or health professional or to be a substitute for medical advice of a physician or trained health professional licensed in your state. You should not rely on anything contained in the Site, and you should consult a physician licensed in your state in all matters relating to your health. You hereby agree that you shall not make any health or medical related decision based in whole or in part on anything contained in the Site.<br />
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<br />Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-9227637765720145132013-05-25T14:22:00.003-07:002013-05-27T00:07:54.052-07:00Summer Social Skills<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU73f8rDGgIeGBc1fAxlJgDM8VVDk1BWVmJuRu8sqVR7WjHhsuwoPgjINeScXSW7Hg7u4kDSEmOtZa0X8s3Lcn2qcOCAesyJM6bMeRDZiXdPQsQU4tS_EOfEvualL8FqTgyVimQY1L3Eiu/s1600/512px-Flip_flops_-_just_pick_one_up.jpg" imageanchor="1"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU73f8rDGgIeGBc1fAxlJgDM8VVDk1BWVmJuRu8sqVR7WjHhsuwoPgjINeScXSW7Hg7u4kDSEmOtZa0X8s3Lcn2qcOCAesyJM6bMeRDZiXdPQsQU4tS_EOfEvualL8FqTgyVimQY1L3Eiu/s320/512px-Flip_flops_-_just_pick_one_up.jpg" /></a><br />
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Now that school is getting out for the summer, your family’s schedule may be a lot more relaxed. If your child has special needs, such as an Autism Spectrum Disorder, Asperger’s disorder, ADHD or ADD, organizational and executive functioning issues, or problems with social skills, the school year may have been extremely high stress. It’s great to be able to enjoy this more unstructured time, spend more time together as a family and take it easy. Without the pressures of school and homework, now is also the perfect time to help your child improve social skills for the upcoming school year.<br />
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If your child has been struggling with friendships, the summer months can be a great time for unstructured playdates. Many outdoor activities, such as playing in the pool, riding bikes, playing with water balloons or kickballs, are less organized and subtle than more conversational, indoor games. These can be a great opportunity for your child to interact with peers and have fun too.<br />
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If your child struggles with basic athletic skills, such as swimming, bike riding, running or kicking, or even climbing on the monkey bars, the summer can be a time to work as a family to improve these abilities. Some kids really dislike sports, and have no interest in doing these types of activities, but school playgrounds do revolve around games. If your child can manage to participate, a new social avenue is opened. Kids who aren’t skilled at sports often don’t join in, and then their skills get even further behind. Playing as a family can remove the pressure that your child experiences in peer play.<br />
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For kids who have spent the school year struggling with organization, the summer is the chance to catch up and get ready for next September. Work together to remove all of last year’s papers and books. Clear the desk and drawers so you have room to work in a more organized setting next year. This may seem far removed from social skills, but remember that the faster and more efficiently your child can finish homework, the more time there is left for other activities.<br />
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Be sure to keep all these activities light and fun. Kids with special needs have worked hard all year, and so have their parents. You all deserve some time to enjoy each other.<br />
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Image attribution:<br />By Jairo [<a href="http://creativecommons.org/licenses/by/2.0">CC-BY-2.0</a>], <a href="http://commons.wikimedia.org/wiki/File%3AFlip_flops_-_just_pick_one_up.jpg">via Wikimedia Commons</a>
<br />Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-75301774327839968192013-05-25T12:21:00.002-07:002013-05-25T17:27:58.486-07:00Book Review: Late, Lost, and Unprepared<br />
<a href="http://www.amazon.com/gp/product/B008NB847O/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=B008NB847O&linkCode=as2&tag=throntheautsp-20">Late, Lost, and Unprepared: A Parents' Guide to Helping Children with Executive Functioning</a><img src="http://www.assoc-amazon.com/e/ir?t=throntheautsp-20&l=as2&o=1&a=B008NB847O" width="1" height="1" border="0" alt="" style="border:none !important; margin:0px !important;" />
,by Joyce Cooper-Kahn, Ph. D. And Laurie Dietzel, Ph. D. is, yes, another book on helping kids develop executive function. But that’s not necessarily a bad thing. Different books (several of which I’ve reviewed here) on the topic offer similar ideas, but the details vary and one book may work better for your child than another. The first part of <em>Late Lost, and Unprepared</em> thoroughly explains executive function, breaks executive function down into a list of specific skills, and discusses the developmental aspects of executive function. If this is the first book you’ve read about helping your child, it’s certainly worth the time to read this carefully.<br />
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<a href="http://www.amazon.com/gp/product/1890627844/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=1890627844&linkCode=as2&tag=autismthrive-20"><img border="0" src="http://ws.assoc-amazon.com/widgets/q?_encoding=UTF8&ASIN=1890627844&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=autismthrive-20" /></a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=autismthrive-20&l=as2&o=1&a=1890627844" style="border: none !important; margin: 0px !important;" width="1" /> The second half of the book, “What You Can Do About It”, is of value even to those who have read a number of other books on the topic of executive function. This book’s strength is in breaking issues down methodically. As a former engineer, I know that the best way to get to a solution is to deal with a series of simple issues, rather than one overwhelming problem. This book helpfully lists very concrete, specific issues for each category of executive functioning. For example, one chapter about impulse control addresses specific problems like interrupting others, hitting others, and running off in stores.<br />
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A strength of this approach is that the authors present both short term and long term solutions. This is what every parent needs to remember, that executive skills improve with growth and maturity. While short term solutions stop disasters from happening, longer term solutions are what will be truly valuable to maturing individuals.<br />
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Another strength of the book is that it discusses how parents can advocate for their child. It’s ideal for every child if all the people dealing with him can be working toward the same solutions. This book makes that idea straightforward and easy to figure out.<br />
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Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-46659353515178368852013-05-25T10:54:00.001-07:002013-05-25T10:56:44.554-07:00Autism Spectrum and Sex<br />
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Sex is a topic that isn't frequently discussed in connection to Autism Spectrum Disorders. There are a few books and several websites, but in general, sex is often an issue that gets overlooked. In the book <em>Asperger’s From the Inside Out</em>, author Michael John Carley discusses how issues around sex can be difficult for many adults with Asperger’s. Sensory issues, inadequate sex education, and difficulties with social skills can all contribute to problems in establishing and maintaining a healthy adult sex life. Therefore, I thought this topic would be a good place to turn to an expert.<br />
In this repost of an earlier entry, I’m conversing with Isadora Alman, a Board certified sexologist and a California licensed psychotherapist and counselor. She’s the author of "Ask Isadora," a syndicated advice column on sex and relationships, which appears in newsweeklies nationwide, as well as the <a href="http://www.askisadora.com/" target="_blank">Sexuality Forum website</a>.<br />
<strong>Patricia Robinson:</strong> For starters, can you please explain exactly what a Board certified sexologist is, and how they work with clients?<br />
<strong>Isadora Alman:</strong> As you know, the state of California licenses people helpers of several sorts: psychologists, social workers, and marriage and family therapists. All have their areas of expertise in people helping. There is no licensing for those who make sexuality their specialty so there are several professional organizations such as the American Association of Sex Educators, Counselors and Therapists and The American Board of Sexology who review the professional experience and expertise of those who do specialize and give them certification.<br />
A sex therapist or a sexologist (one who studies sexuality) will be knowledgeable in relationships and in sexuality because one generally takes place within the context of the other. I might work with clients who have little or no sexual knowledge or experience, making referrals and offering resources to gain know-how and confidence. If a client's sexual expression is not as satisfying as it might be, I will work with him or her in making suggestions to improve knowledge and skill. And, since communication is a very important part of finding a partner and enjoying sexual expression, I will also help with that.<br />
<strong>Patricia Robinson:</strong> I think lack of sexual experience and lack of confidence can be common issues for adults on the autism spectrum, maybe those who didn't get to experience dating and relationships when they were younger. How would you help a client who feels less experienced than peers?<br />
<strong>Isadora Alman: </strong>For social skills I don't think there's anything better than a mixed (men and women) support or therapy group. There's is almost always one nearby anywhere in the Bay Area. There one can get information, support and feedback from others without going on an actual "date" until s/he is ready.<br />
In matters of sexuality I strongly recommend educational explicit films put out by folks like the <a href="http://www.bettersex.com/" target="_blank">Sinclair Institute</a> that show and teach all manner of sexual expression. I recommend a massage course to learn how to touch and be touched. I recommend weekend workshops such as the <a href="http://www.hai.org/" target="_blank">Human Awareness Institute's "Love, Sex & Intimacy"</a>. If a client would like, I can also make a referral to a <a href="http://members.aol.com/Ipsa1/basicinfo.html" target="_blank">sexual surrogate partner of either sex</a> to learn hands on skills.<br />
<strong>Patricia Robinson:</strong> There is so much information on sex on the Internet, and there are many different types of people to work with. (Therapists, medical doctors, sexologists, surrogate partners.) How can my readers be sure that they're getting good, educational and ethical information and help, and not just wandering into a misleading or exploitive situation?<br />
<strong>Isadora Alman:</strong> The Internet is full of misinformation, it's true. Anyone can post anything. Unfortunately, there also exist people with degrees who may act unethically or have their own agendas, but usually membership in an accredited institution such as the American Medical Association or the American Association of Sex Educators, Counselors and Therapists is a fairly reliable endorsement. The very best endorsement is a referral from someone you know and trust who has used that person's services before. Ask around. Ask other professionals you trust to recommend someone. Sometimes the same name comes up as a resource from several sources. That's a good indication that this person is respected in his or her field.<br />
<strong>Patricia Robinson:</strong> Isadora, thanks so much for talking to me on this topic. I’m sure this is an article that will be useful to many of my readers.<br />
<br />Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-53347155276910970972013-05-25T10:45:00.000-07:002013-05-25T10:57:00.446-07:00Dealing with Anxiety<br />
When is anxiety helpful, and when does it tip into that realm of being so distressing that it’s overwhelming? For many individuals, anxiety is too much and it prevents them from making good choices. All they want is for the anxiety to go away.<br />
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But the reality is that some anxiety can be a good thing. Anxiety alerts us that something is wrong, that something needs to change. Anxiety catches our attention. The key is knowing how much anxiety is the right amount. Anxiety needs to be managed so we’re focusing on what we need to do, but that it’s not shutting us down completely.<br />
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I think of anxiety management as a two pronged approach. Sometimes, it’s important to deal with the emotion, bringing anxiety down so that more rational thinking and behavior is possible. In other cases, the goal is to be practical. Listen to what the anxiety is saying and take steps to remedy the situation.<br />
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Frequently, the first step in managing anxiety is simply being aware of it. Once you're is aware of anxiety, simple steps can be taken in an attempt to bring it under control. For many people this involves deep breathing, progressive muscle relaxation, and general awareness of the body. Once the anxiety is at a reasonable level, it makes sense to move into a practical realm. Look at the situation causing anxiety, consider if you're avoiding actions that could improve the situation, and see if simple practical means would be helpful.<br />
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For example, if you are worried about your tires, it makes much more sense to have them checked or replaced then to do anxiety reduction techniques. For some people, there can be a lot of anxiety and avoidance around taking these practical steps. That's the time to do an initial anxiety reduction technique, then it's appropriate to move into the problem-solving mode.<br />
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The real key to anxiety management is to continually be thinking about what you really need. Do you need to manage your emotions, or do you need to take steps to fix your problems?<br />
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Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-2537992406184512102013-05-22T21:36:00.002-07:002013-05-25T10:57:18.755-07:00Passive, Assertive, and Aggressive<br />
I frequently work with clients, both kids and adults, on the theme of passive, assertive and aggressive.This is an easy way to calibrate behavior in tricky situations, and a good way to interpret the behavior of others.<br />
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My desktop dictionary defines passive as “accepting or allowing what happens or what others do, without active response or resistance.” Assertive is “having or showing a confident and forceful personality,” and aggressive is “ready or likely to attack or confront.” I like to think of these three words as defining a continuum, with the passive end considering only the needs and desires of others, and the aggressive end as defending one’s own rights solely, at the expense of others. Assertive fits neatly in the middle, standing up for oneself while still considering others.<br />
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In most situations, it pays to lean in the direction of assertive behavior. Speak up for yourself, ask for what you want, object to the things you don’t want.<br />
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Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-12059924984723572392013-05-22T21:32:00.005-07:002013-05-25T10:57:38.071-07:00Orion and JFK Transitions Seminar<br />
The transition to adulthood is probably the most uncertain stage in the life of a special needs individual. There are support services and a fairly well defined path available for children and teens, but after high school many young adults flounder. In this post, and my next, I’ll be discussing several good programs to assist in transition planning.<br />
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Orion Academy, along with JFK University, is offering their 6th annual ASD Transitions Seminar. The seminar will be held at JFK University, in Pleasant Hill, CA, on Saturday, March 10, 2012, from 10 am to 4 pm. There will be a number of speakers, on various topics of interest to parents of transitioning or soon to transitioning teens, as well as vendors and exhibitors. You can register or get more information at the <a href="https://secure.jfku.edu/cecart/index.php?act=browse&id=587" target="_self">JFK website</a>. Space is limited!Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-84300979586089098492013-05-22T20:37:00.002-07:002013-05-25T10:57:57.381-07:00Book Review: George and Sam<a href="http://www.amazon.com/gp/product/0312374240/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=0312374240&linkCode=as2&tag=autismthrive-20"><img border="0" src="http://ws.assoc-amazon.com/widgets/q?_encoding=UTF8&ASIN=0312374240&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=autismthrive-20" /></a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=autismthrive-20&l=as2&o=1&a=0312374240" style="border: none !important; margin: 0px !important;" width="1" /><br />
I review many books on this blog, mostly because I love to read, and I want to share those books that I find compelling or interesting. There are many books written by parents, chronicling their personal journeys of raising autistic children, and I’ve read and enjoyed a lot of them. But, after so many examples, I’m now looking for these first person accounts that bring something a bit different to the reader.<br />
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<span style="text-decoration: underline;"><a href="http://www.amazon.com/gp/product/0312374240?ie=UTF8&tag=autismthrive-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=0312374240" target="_self">George and Sam, Two Boys, One Family, and Autism</a></span><a href="http://www.amazon.com/gp/product/0312374240?ie=UTF8&tag=autismthrive-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=0312374240" target="_self"> </a>, by Charlotte Moore, 2006, is just that book. The author discusses her life with her two autistic son, George and Sam. With two sons, there’s plenty of opportunity to explore how one diagnosis can be both the same and different in two individuals. With the addition of Moore’s youngest, neurotypical, son, Moore has even more room to consider just how autism and personality intersect.<br />
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One area where Moore excels is in examining how her autistic children play and deal with the world of imagination and fantasy. Her precise attention illuminates just how autistic play can differ from neurotypical play with the same toys. Moore was already an author and journalist before the publication of this book, which is based on her column about her sons. Because of this daily examination, Moore seems to write from a present tense noticing, rather than looking back and trying to remember just how her boys behaved.<br />
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Throughout the book, Moore maintains her humor and obvious affection for her sons. We don’t just hear about how she enjoys her children, she clearly demonstrates it on every page.<br />
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The GRASP newsletter, one of the best sources of information on any autism topic, recently published an excerpt from the the newest edition of this book, where Moore revisits her life with her now grown sons.Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-36246184266727267082013-05-22T16:54:00.001-07:002013-05-25T10:58:11.717-07:00Working for a Boss on the Autism Spectrum<br />
Back in 2008, I posted about working for a <a href="http://aroundtheautismspectrum.blogspot.com/2013/05/when-boss-has-aspergers.html" target="_self">boss with Asperger’s</a>. Now, more than three years later, I’m still getting comments on that post, mostly from employees complaining about the difficulties, but also trying to be productive with their boss with Asperger’s.<br />
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I like to focus this blog on the positives, and ways to make difficult situations better. The reality is that both neurotypicals and those on the Autism Spectrum are usually trying to do a good job, get along with each other, and communicate effectively. But, differences in expectations, communication style, and social behaviors can mean a lot of frustration on both ends, as well as less than optimal work from the team.<br />
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Of course, diversity in the workplace is an advantage to any team, and the Autism Spectrum brings strengths as well as difficulties. Work teams can benefit from the goal directed focus, strong work ethic and loyalty, and straightforward approaches common to those on the spectrum. Neurotypicals can learn to adjust their behavior to those on the spectrum, just as people with autism have been having to adjust to neurotypicals all this time.<br />
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Tha's why I’m asking any adults on the autism spectrum to comment here, or send me an email. How can neurotypicals help make the workplace more autism accepting? For bosses on the spectrum, how can your employees work best to fit your needs and make your organizations most effective?<br />
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Thanks in advance for your comments!Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-32575111797389213622013-05-18T20:04:00.000-07:002013-05-25T10:58:27.673-07:00Anxiety and Probability<br />
In an earlier post, I talked about a practical and simple technique for dealing with anxiety. In this post I'd like to expand on some of those ideas.<br />
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For many individuals on the autism spectrum, anxiety is a constant presence. I find it can be very helpful to view these worries in a more mathematical way. Although many people on the spectrum are very good at math, there's a common belief that math and emotions are two different things. As both an engineer and a therapist, I like to explore the intersection of math and emotion.<br />
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You don't need to have an advanced understanding of probability theory to use this technique. Simply think about the general odds that something you worried about will actually happen. Usually, worries are quite specific, and are based on the idea that many specific events will have to occur. To think about probability, it's a simple matter to consider how likely each event is. You don't need a great deal of accuracy, but I find it's helpful to have a number, like 1 in 100, rather than a word such as "unlikely" or "rarely".<br />
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Here's an example. Suppose you're worried about a traffic accident making you late to the airport, so that you miss a flight. If this is a valid worry, then it makes sense to take steps to leave earlier. But, so often, the actual worry is unlikely to happen. That's when looking at probability makes sense. How often is there an accident that causes a delay on the roads? Once per day? How likely is it that the delay will be when you're actually on the road? Once per 2 months? How likely is it that the delay will be more than a few minutes? Although I travel busy Bay Area highways, it's rare that the accidents cause delays of more than a few minutes. Maybe the chances are 1 day in 365 that the delay will be so long I would miss the flight. Does that warrent a great deal of worry?<br />
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If your worries continue, it can be helpful to do the following tedious yet enlightening exercise. Make a rough estimate of the actual odds of your worry. Create a jar or bowl filled with white pieces of paper, representing everything working out OK, and just enough dark pieces of paper to represent your worry. The chances of one in 1000 could be represented by one piece of blue paper in a sea of 999 pieces of white paper. Although it takes a bit of time, it's not that difficult to cut many scraps of paper by stacking sheets. It's also helpful to see just how long it takes to cut 999 pieces of paper as compared to the one piece of blue paper. I find that the actual exercise of pulling papers from the jar repeatedly helps to illustrate in an experiential way exactly how unlikely many worries are.<br />
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Then you get to take the same steps I suggested in the earlier post. Manage the emotion of anxiety, and take the practical steps to deal with the issues as well.<br />
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Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0tag:blogger.com,1999:blog-4022712339997948523.post-11383169041780681842013-05-18T19:18:00.002-07:002013-05-18T19:42:05.398-07:00Having a Spouse with an ASD or Asperger's<br />
<span style="background-color: white; color: #222222; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 21px;">This is a repost of a popular post that wasn't opening correctly. Rather than spend a lot of time troubleshooting, I'm just moving the post. </span><br />
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I remember learning in grad school that the very things that attract a couple to each other in the beginning are the things that draw them apart later on. Perhaps nowhere is this more true than the marriages between neurotypicals and those with Asperger’s. In my last post I discussed Gina Pera's <a href="http://aroundtheautismspectrum.blogspot.com/2012/04/book-review-is-it-you-me-or-adult-add.html">Is It You, Me, or Adult ADD</a>, the classic text on marriage to a partner who has ADHD. In my upcoming posts, I’m going to discuss two other books, <a href="http://www.amazon.com/gp/product/1608820777?ie=UTF8&tag=autismthrive-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=%201608820777" target="_self">Loving Someone With Asperger’s Syndrome </a>, by Cindy N. Ariel, Ph.D. and <a href="http://www.amazon.com/gp/product/1439189714?ie=UTF8&tag=autismthrive-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=%201439189714" target="_self">The Journal of Best Practices </a>, by David Finch. Both of these books cover the topic of marriage between a neurotypical and an individual with Asperger’s or an autism spectrum disorder.<br />
<a href="http://www.amazon.com/gp/product/0981548709/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=0981548709&linkCode=as2&tag=autismthrive-20"><img border="0" src="http://ws.assoc-amazon.com/widgets/q?_encoding=UTF8&ASIN=0981548709&Format=_SL110_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=autismthrive-20" /></a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=autismthrive-20&l=as2&o=1&a=0981548709" style="border: none !important; margin: 0px !important;" width="1" /> <a href="http://www.amazon.com/gp/product/1608820777/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=1608820777&linkCode=as2&tag=autismthrive-20"><img border="0" src="http://ws.assoc-amazon.com/widgets/q?_encoding=UTF8&ASIN=1608820777&Format=_SL110_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=autismthrive-20" /></a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=autismthrive-20&l=as2&o=1&a=1608820777" style="border: none !important; margin: 0px !important;" width="1" /> <a href="http://www.amazon.com/gp/product/1439189749/ref=as_li_ss_il?ie=UTF8&camp=1789&creative=390957&creativeASIN=1439189749&linkCode=as2&tag=autismthrive-20"><img border="0" src="http://ws.assoc-amazon.com/widgets/q?_encoding=UTF8&ASIN=1439189749&Format=_SL110_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=autismthrive-20" /></a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=autismthrive-20&l=as2&o=1&a=1439189749" style="border: none !important; margin: 0px !important;" width="1" /><br />
The Asperger’s/neurotypical marriage is probably even more challenging than an ADHD/neurotypical marriage. In both cases, the couple is coping with differences in their basic ways of dealing with the world, and differences in neurobiology. However, Asperger’s also, by definition, involves social differences, and marriage is, at its core, our most social relationship.<br />
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There’s been a lot of controversy in the autism community about the tendency to scapegoat the Asperger’s partner for all of the relationship difficulties. Maxine Aston put forth her theory, not backed up in the peer reviewed literature, which she calls Affective Deprivation Disorder, where the neurotypical partner suffers due to emotional deprivation. Although, of course there is truth to the idea that the partner may be suffering, the autistic blogging community understandably had a lot of criticism about the idea of the syndrome. Certainly, in troubled couples, both the neurotypical partner and the ASD partner are suffering.<br />
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I think a healthier option toward helping these couples might be to step away from blame and expecting one partner to do all the adapting, and instead focus on improving understanding and communication between both partners. After all, neurotypical partners choose their ASD spouses deliberately, often due to the very strengths that come with the ASD diagnosis.<br />
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The two books I’m next reviewing both can help couples move toward that direction, but in very different ways. (Note, check out my earlier posts for <a href="http://aroundtheautismspectrum.blogspot.com/2012/06/loving-someone-with-aspergers-book.html">Loving Someone with Asperger's</a> and <a href="http://aroundtheautismspectrum.blogspot.com/2012/05/book-review-journal-of-best-practices.html">The Journal of Best Practices</a>.)<br />
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Patricia Robinson MFThttp://www.blogger.com/profile/11958842189689156561noreply@blogger.com0