best buddies

Best Buddies Program

best buddiesI recently heard about a great program that has my son’s name written all over it! (Naturally, when I told him this, he literally looked for his name written all over the program page. It wasn’t there :))

Contrary to popular belief, my son can be very social. By social, I mean friendly and open-hearted when meeting new people. However, if after an introduction the conversation doesn’t revolve around computer code or video games, there is an awkward disconnect.

He has friends all over the world that he Skypes with. Yes, I’ve seen the video chats and know 100% that his friends are real kids his age and not some creepy 50 year-old man pretending to like Minecraft! J has been hacked before and that was super scary!

Anyway, our problem is that my kids homeschool and I work outside of the home part of the time. We miss a lot of homeschool gatherings due to my hours, leaving my kids little opportunities to meet peers. Additionally, being a single parent, I tried to apply for Big Brothers Big Sisters for my son so he has a positive male role model in his life. I was told there was a 4+ year-long waiting list. Whoa! Seriously?

That’s why I was absolutely THRILLED to see this come across my inbox. Although this post refers to the Atlanta chapter, you can go to their website to see if there are programs in your area, as it is an international organization.

The Best Buddies program connects individuals that have intellectual or development disabilities with students from Emory. Each participant will be matched with either one or two Emory students to form a “buddy pair/trio.” The program encourages buddies to contact each other several times a month in addition to hanging out at chapter events. You can also request that your son or daughter to be matched in a same-gender pair.

Once paired with a Buddy, they meet as a chapter once a month during the school year for activities such as movie screenings, arts and crafts, field days and more. Events are typically held on Sunday afternoons on or near Emory’s campus, located in Druid Hills. These usually last for two hours. The first event will likely be in mid-September.

As a result of their involvement with Best Buddies, people with IDD secure rewarding jobs, live on their own, become inspirational leaders, and make lifelong friendships.

Online registration for the 2014-2015 school year is now open. If you are interested, you may register your son or daughter to participate by clicking this here (select Emory University as the chapter).

If you are interested in volunteering, click here.

I will be reporting back on J’s progress once the program is in full swing! Perhaps I will see you there.

spirit of autism sensory

It’s All About the Sensory

spirit of autism sensoryOkay, not ALL… but sensory issues play a bigger role in the daily lives of children with Autism than you might think.

I have always tried to explain this to the adults, teachers, caretakers, and yes, even physicians in my son’s life, who insisted that my child needed to be medicated for hyperactive and impulsive behavior.

There were certainly quirky and challenging things about him, even from birth. But I also had a girl first; so many of his odd behaviors were instantly dismissed as “boy stuff.” The real trouble started when he went to Pre-K and had to transition to different activities, sit quietly in circle time, and interact with a group of peers.

I remember waiting months to see a highly-acclaimed pediatric neurologist before my son was officially diagnosed with Autism. He was four at the time. For our long-awaited appointment, we were in the waiting room for an hour and in the doctor’s office waiting for another hour. What four-year-old would NOT be climbing up the walls at that point?

The doctor came in and promptly spent 10 minutes with us.

“Write your name.”

“Stand on one foot and hop.”

“Copy this drawing of a tree.”

“Ma’am, your son has ADHD, fine motor dyspraxia, ODD (Oppositional Defiant Disorder), and maybe some sensory stuff going on. Here’s your prescription for Adderall. See you in six months.”

Whoa… wha? Oppositional DEFIANT Disorder? He’s FOUR! When my daughter was four I practically wanted to SELL her! (Kidding. Mostly.) Of COURSE he was hyper! We just waited TWO hours to see him! And what’s with the meds? No explanation of any of these “disorders”? No constructive suggestions? No support or help?

Nope.

I researched all of the labels that supposedly defined my baby boy. Yes, he was hyperactive, but the first one that really grabbed my attention was sensory processing disorder. I went through a checklist and instantly started understanding my son and the world he lives in. Many of those “quirks” were a direct stress-response to how he interprets all the sensory input from his day-to-day environment.

We had an entire sensory evaluation done with a different specialist, and eventually arrived at the Autism diagnosis.

Once I started to differentiate between “My body hurts, I’m exploding inside and need help” and “I’m being a boy and testing my boundaries” my whole world changed, and so did my son’s.

The school system did not follow suit, unfortunately. During our IEP (Individualized Education Program) meetings I provided all of his sensory triggers in a document, what calming methods worked for us, and physical toys and music that he could keep in his private break area at school. The Special Education Director for the district continued to try and strongly suggest he be medicated.

I was actually told in one of these meetings that I was the type of mother that would deny my child insulin if he had Diabetes just because I wouldn’t put him on Adderall or Ritalin. Unbelievable!

I calmly repeated, “We need to start here, with these sensory issues. It is tangible – you can SEE he is struggling in direct response to these triggers. Why not start with what we know and work out from there? Let’s see what behaviors are left after we address some of these root causes and we can re-evaluate from there.”

Although I finally began homeschooling my son after years of battling with the school, this information is still critical. Almost every outburst, meltdown, or seemingly “defiant” behavior can be traced down to a sensory problem my son is experiencing at the moment.

Recently I ran across Asperger Experts – two young men with Asperger’s Syndrome that have navigated their way through the roughest times of childhood and adolescence and are now helping parents and educators do the same.

They have a program called “Fundamentals For Thriving Bundle.” It’s been extremely helpful for me to continue to understand, teach and support my son in a way that he is most receptive.

They published a video called, “The Sensory Funnel.” It’s a MUST-SEE if you want to learn more about your child’s or student’s sensory issues, how they affect day-to-day living, and what you can do to help him or her succeed.

Watch the video below and let me know your thoughts! I’d love to hear if it clicked for you like it did for me, and any other comments, successes or struggles you’re going through right now!

autism bullying

How Safe Is Your Autistic Child from Being Bullied?

Going through the school system today is harder than ever for our children, especially with the increased pressures of test scores, the lack of recess or gym in many schools, and the barrage of ridiculous standards that seem to be set by social media.

As parent of a child on the Autism Spectrum, I want my son to have the best possible experiences – academically, developmentally, and socially.  But when it comes to making friends and fitting in, bullying can be a real threat for him. Especially since he is so sweet and kind by nature and is quick to believe everything at face value.

SIDE NOTE: It is this innocence that also makes your child with Autism a vulnerable target for online predators! Read about our experience with an internet hacker here.

Bullying doesn’t always mean getting beat up for  lunch money. It could show up in the form of manipulating my son to perform an action or say something that will get them in trouble in class. It could look like another child coercing him to hand over his dessert every day in exchange for letting him sit next to him. And it most certainly can rear its ugly head with any words that make my child feel like he is somehow less than the other kids around him.

In the first few grades of elementary school, it was easy to explain my son’s differences to his peers. When he covered his ears to block out the painful school bell sound I simply told his classmates that he had super-sonic hearing! When he jumped up and down and couldn’t sit still in circle time I exclaimed that he was exercising his special springy legs for some Mario power jumps later on. Little tricks like that were accepted.

Now my child is 11, wears men’s medium clothes and sports a mustache.  It’s not as easy to step in and offer plausible explanations for some of his quirks. He needs real tools and strategies that can help, not a helicopter mom following him around :)

What does work?

In Growing Up on the Spectrum: A Guide to Life, Love, and Learning for Teens and Young Adults with Autism and Asperger’s, Dr. Lynn Kern Koegel and Claire LaZebnik offer some practical suggestions for helping your child on the spectrum feel safe in every environment. Here are a few of our favorites:

Checking in. If your child is at the age when he doesn’t want a parent around at school, making a point of dropping off that missed homework or forgotten lunch at a social time of day (such as lunch) will help you understand how your child is faring in his social interactions and may give you some hints about what social skills you need to work on at home.

After school clubbing. Help your child get involved in a club, even if you have to start it yourself. It will give your child the opportunity to interact with peers who have similar interests. What is your child really good at? Can he teach or demonstrate those gifts to his peers? Make it happen!

Party time. Have short get-togethers or parties that are structured around an activity. We have had tons of fun with a short “Make Your Own Pizza Bagel” party (I cut out sliced cheeses in the shape of Super Mario characters to go on top of the mozzarella) or “Design Your Own Pokemon” party with simple index cards and markers. Now that he is older we have Minecraft and Wii-U gatherings.

Buddy system. Find a peer buddy who will help your child safely get to classes. Recruit some kind-hearted kids to be a buddy to your child and accompany him through the hallways.

Educate them. Teach the students at your child’s school about disabilities. Even with a special needs department and inclusion programs in many schools, there is still a staggering lack of training and understanding. It shouldn’t stop with the teachers and staff. If peers are made aware of your child’s challenges and how he’s struggling to overcome them, they’ll be far more likely to lend him a hand.

Lessons about how to be a friend. There are a lot of ways that you can teach your child to make and maintain friendships. Sharing is one. Asking questions is another. Good phone and electronic etiquette are essential. If your child is on the spectrum, she may need help with these areas. I know mine does!

Multiple choice responses. There are times when the best response to a bully is ignoring them and there are other times when standing up to a bully may be the only option. Many schools have mediators who can tackle the situation from both sides. Use social stories to teach your child how to differentiate appropriate responses based on the situation at hand. My son responds to code systems when it comes to choosing appropriate responses. We have code words and numbers for almost every emotion and typical responses to certain situations.

How about you? What strategies do you use to avoid or address bullying with your child?

Share by commenting below or posting your thoughts on our Facebook page!

autism visual strategies

Two Simple Visual Strategies You’ll Use All The Time – via Behavior Communicates

I recently ran across a brilliant video from Carla Butorac with BehaviorCommunicates.com that teaches two simple visual strategies that help remind us as parents and teachers to cut the verbal and go visual with our children.

If you find yourself telling a child to do something over and over and over (my son) and they don’t comply, you need to go visual and SHOW them!

This video illustrates two simple examples of visuals you can use in the classroom or at home. The first is called FIRST and THEN; the second visual is called a token board.

Take a look at the video to see what this looks like!

I can’t wait to employ these ASAP to help Justin stay on track, especially since I homeschool. Give them a try and let me know how it goes by commenting below or posting to the SOA Facebook page!

You’ll also want to head over to Carla’s website, BehaviorCommunicates.com, to learn some more amazing tips like how to teach a child with Autism to play!

ssi

Guest Post: How to Apply for Disability Benefits for an Autistic Child

Image courtesy of ssa.gov

The Social Security Administration (SSA) does recognize autism as a potentially disabling condition; however, your child must be severely autistic in order to meet the SSA’s eligibility requirements. This is because many children who suffer from more mild forms of autism are able to function at a nearly “normal” level socially and academically.

Children with more severe forms however, do require significant supportive care, which can leave you financially strapped. Social Security Disability (SSD) benefits can give you the financial resources you need to ensure your child receives the consistent support and attention he or she needs and deserves.

Supplemental Security Income

Children who meet the SSA’s eligibility requirements receive benefits through the Supplemental Security Income (SSI) program. SSI is a need-based program, which means it has strict criteria regarding financial status for children to qualify. In other words, even if your child suffers from severe autism and meets the SSA’s definition of disability, he or she may not meet the financial eligibility requirements for getting SSI benefits.

The income and other financial resources you and your child have available will be thoroughly reviewed by the SSA, and must be very limited in order for your child to receive SSI benefits. The calculation of income and resources is fairly complex, with some sources counting and others not. To learn more about SSI financial criteria, visit: http://www.socialsecurity.gov/pgm/ssi.htm.

Medical Eligibility for SSI

For your child to be found medically eligible to receive SSI benefits, he or she must be severely impaired. To prove severe developmental impairment, you must have substantial medical records documenting specific information, including:

  • Severe limitations in interacting socially
  • Pronounced communication deficits
  • Inability to engage in age appropriate activities that require imagination
  • Very limited involvement in a broader range of interests and/or activities

You must also have the following information well documented in his or her medical records:

  • For children between 1 and 3 years of age, a pronounced limitation in at least one of the following areas:
    • Fine motor skills
    • Communication and/or cognitive abilities
    • Age appropriate social functioning
  • For children between the ages of 3 and 18, severe limitation in at least two of the following areas is necessary:
    • Communication and/or cognitive function
    • Age appropriate social functioning
    • Inability to provide age appropriate self care in everyday activities
    • Pronounced difficulties with concentrating, remaining focused and on task, or in completing tasks at a reasonable/normal pace

Medical Evidence and SSI Eligibility

The documentation in your child’s medical records must meet certain standards in order to prove the criteria listed above. You must work closely with your child’s doctor to ensure the right tests have been completed to satisfy the SSA’s evidentiary requirements. You may also want to consider seeking assistance from a Social Security advocate or attorney who is familiar with handling autism disability claims.

The Application Process

You can begin the application process by contacting your local SSA office and obtaining a copy of the Child Disability Starter Kit. You can also get the kit from the SSA’s website.

The kit will tell you how the application and review processes work and what information you will need to complete the SSA’s application for benefits. Required information includes your child’s medical history and school records. Additionally, as SSI is a need-based program, you must present the SSA with financial records as well.

To finalize an application for SSI benefits on behalf of a child, you must participate in an interview with an SSA representative. If you have a caseworker from family and social services with whom you work, he or she can arrange the SSA interview appointment for you, or you can contact your local SSA office directly to make an appointment.

Article by Ram Meyyappan
Social Security Disability Help

For more information on Autism and Disability, please visit: http://www.disability-benefits-help.org/disabling-conditions/autism-and-social-security-disability

 

autism and exercise

Guest Post: Autism and Exercise

Autism is a developmental disorder of the mind, but it has a profound impact on the body as well. Children with autism can have trouble with motor function, poor coordination, myoclonal jerks, abnormal gait and posture, and sometimes difficulty sitting, lying, crawling, or walking.

Autism is incredibly complex and still largely mysterious, and treatments can require a multitude of medical and behavioral interventions, from medications and educational therapies to behavioral therapies and communication therapies. But there’s another piece of the puzzle, one that can help not only with some of the physical symptoms but with behavioral problems and quality of life in general: exercise.

Why Exercise Matters in Autism

Physical activity is important for all children, regardless of their health, but it’s especially important for autistic kids. They have higher rates of obesity than other children, for one thing, and that puts them at risk for other health conditions, from diabetes to depression. And those illnesses will only further aggravate the underlying symptoms of the autism.

Physical fitness improves general motor functioning. Studies have shown that regular exercise can lead to improvements in balance, strength, agility, speed, endurance and flexibility. It also has been shown to significantly reduce negative, repetitive behaviors such as body rocking, head nodding, object tapping, and spinning. And exercise may have an effect in reducing self-injurious or aggressive behavior.

Finally, regular exercise gives autistic children some of the positive social interaction they find difficult to maintain in their daily lives. This is particularly true of children who are able to participate in team sports, but it’s also true of children who require solitude, as there still may be interaction with coaches or therapists. Above all, autistic children who exercise are able to build self esteem and self confidence that may help them manage their symptoms and communicate more easily.

Finding the Right Approach

So what’s the right exercise regimen for your autistic child? Well, that depends. It depends on your child; their symptoms and behaviors as well as strengths and deficits. Most of all, it depends on what your child enjoys!

Whether it’s team sports or one-on-one yoga, don’t rule anything out right away. Some sports, like hockey, may seem too dangerous or too involved or too social, but that doesn’t mean they are. There are hockey teams in the United States made up entirely of developmentally disabled children.

Combine Exercise, Academics and Social Skills

Whatever type of athletics you choose, do what you can to integrate it into your child’s academic and social skills studies. Follow your child’s exercise regimen or team sport with a study period, and follow that by a social skills period. Make sure the various teachers and therapists are in contact with each other. Integrating social, academic and physical activities will help minimize your child’s cognitive and sensory symptoms.

If your child is up for a team sport, either find one that has other developmentally disabled players or place him or her on a team with players a couple of years younger. A “shadow” can help bring your child onto the team socially and athletically.

Even if your child isn’t ready for a team sport, he or she can still learn some of the basics – making a goal, catching a ball, throwing into hoop. That way, if the time comes, he or she can join in a game after school or sign up for a team.

Valerie Johnston is a health and fitness writer located in East Texas. With ambitions of one day running a marathon, writing for Healthline.com ensures she keeps up-to-date on all of the latest health and fitness news.

be like buddy

New Video Tool: It’s the ‘Be Like Buddy’ Online Launch Party!

There is a new series of educational videos and teaching tools for children with Autism coming out this week called “Be Like Buddy” and I am joining my friend Cathy of Autism Home Rescue to spread the word to as many people as possible.

Though we, as parents, are typically inundated with every “new breakthrough Autism resource”, this one is really different.  It’s not therapy, nor does it promise any type of “cure.”

Be Like Buddy” was created by one Dad, who enlisted a creative team of people like us:  Autism parents who really know what works, what helps, and what our children need.  This project was born out of one parent’s love for his child, and his desire to give his son the tools he needs to be able to experience life to the fullest extent possible.

On Thursday and Friday of this week (August 30 and 31), there will be an online launch party at www.belikebuddy.com, where you’ll be able to get the videos for FREE and they will work on virtually any device you have – your iPad, iPhone, or laptop!

I haven’t personally viewed these yet, but I love the story of their creation and am looking forward to downloading them! Though my son is 10, overrides his favorite video games by writing his own custom computer code, and does high school math, he still gets his social cues from Nick Jr.  I’m excited to see a video that will meet him on his level without any judgment or negative undertones.

Please “like” the Be Like Buddy Facebook page and tell your social friends, fans and likers to do the same.

Here is the formal “Be Like Buddy” press release.

Remember, “Be Like Buddy” launches Thursday, August 30th. Both pilot episodes will be offered for FREE until September 1.

Can’t wait to share comments about this great series with all you guys!

Intro to NVC for Asperger’s Teens and Adults

If you are a teen or adult on the Autism Spectrum or a parent or professional that engages with someone on the Autism spectrum, you may be interested in how the Social Skills practices of NVC can serve you.

My new friend Bob Yamtich is an Aspie adult who is trained in a social skills process called Nonviolent CommunicationSM (NVC). He has shared this process at Asperger’s support groups in the San Francisco Bay Area and many people shared how much it contributes to them in their communications.

He is visiting Atlanta and offering an introductory Tuesday, June 19, from 7 to 9 pm at the workshop space of local NVC trainers in Tucker. It will be will be a combination of mini-lessons, live modeling, and active practice will help participants get an introduction to Nonviolent CommunicationSM. Bob invites teens and adults on the autism spectrum, and professionals and parents who work with people on the spectrum.

Some great things included in this workshop:

  • Mini-lessons include distinctions between needs and strategies and between empathy and sympathy
  • What clues can we use, both cognitive and feelings-based, to connect to what we and others care about?
  • Learning self-connection, using logical abilities to hear what is important to somebody, and developing authentic self-expression

So what the heck is NVC?

I absolutely love the description on the site of local GaNVC trainers, Sacred Space:

What is unique about Nonviolent Communication (NVC), beyond other restorative and life-enriching tools, is that it gets us out of our stories — the stories that we’ve already told over and over to no avail to deaf or disinterested ears, without relief. NVC moves us beyond relating what’s happening to us via analysis, blame, criticism, evaluation, or judgment — beyond stories based on verbal violence. NVC helps us address what’s alive in us today … this moment … so that our histories don’t continue to overshadow and dictate our present.

The tools of Nonviolent Communication help us reach the frustrated needs behind strong feelings and the stories. NVC connects us with others through attention to the universal needs that we all share, thereby fostering empathy. NVC fosters understanding, genuine connection and the resulting opportunity to jointly co-create strategies for resolution that can address the needs of all concerned. This practice can help assure that all voices are valued and heard before strategies are formed.

I am very excited to learn more about the connection Bob has discovered between NVC and helping those on the Autism Spectrum be more in touch with their needs and feelings. I know this knowledge will help me in my training programs for Emergency Responders.

If you are local to Atlanta and wish to attend this workshop, please RSVP to Bob at bobyamtich@gmail.com.

Download the flyer here for more information, or to print and share.

I will be posting a follow up regarding what I learned, so look for that soon!

Product Review: The Kitchen Classroom

I was recently sent The Kitchen Classroom: 32 Visual GFCF Recipes to Boost Developmental Skills by Gabrielle Kaplan-Mayer and wanted to share how much my son and I love it!

Having tried unsuccessfully a few times to go 100% Gluten Free/Casein Free at home, this book offers refreshing solutions and delicious, fun recipes to help make this an achievable goal for us. One of the biggest problems I encounter is purchasing gluten free versions of Justin’s favorite foods: they are twice the price and after one bite he declares that he hates it. Boom – out $7.00 for a box of Lemur Puffs.

We excitedly welcomed the opportunity to make our own dishes that wouldn’t be compared to the handful of processed staples I’ve been gradually shedding from the household.

Not just a cookbook.

The Kitchen Classroom is divided into three convenient parts to help you prepare for the experience of cooking with your child. I love the breakdown of the social skills benefits from creating a shared experience between child and parent. The introductory chapters go on to offer extremely helpful and realistic tips on framing your child’s success during shopping, preparing and cooking. Specific activities are spelled out to help develop fine and gross motor skills, assist with cognitive abilities, speech and language, and address sensory input issues.

I especially enjoyed Ms. Kaplan-Meyer’s “Two Cents” chapter, where she discusses the importance of dropping the expectation to “cure” your child and focus on being present and keep growing and connecting your relationship through the challenges.

Our favorite recipes:

Funny Face Toast – who doesn’t love to play with their food? Your child gets to use fruit to make faces on GFCF bread spread with nut butter.

Mickey Pancakes – a little more challenging to create but offers a great source of essential amino acids and extra protein.

Almond Butter Muffins –  these delicious, rich muffins make a great breakfast, after school snack or dessert!

Better Than PB&J – an exciting twist to your traditional, boring lunch fare. Very gooey!

Mama’s Meatballs – my son doesn’t like getting his hands messy at all, but with medical gloves this recipe became a fun sensory experience! We did this one for restaurant night and it was a hit!

Nut Butter Noodles – a quick, delicious dinner with a sweet taste. Noodles have always been a favorite, and with the pungent flavor of the sauce he doesn’t even notice that they are gluten free!

Carrot Coins – cooked carrots mixed with honey, cinnamon and a bit of sea salt… need I say more?

Favorite French Fries – I have very fond memories of my own mother’s homemade fries deep-fried to perfection. It’s wonderful to have a healthy substitute without sacrificing the flavor.

Lemonade – what a pocketbook saver! Bye-bye endless boxes of Capri Sun and other sugary, dyed juices.

Crispy Rice Squares – a GF version of classic Rice Krispie Treats from my childhood! Yes!

Banana Chocolate Chip Bread – this recipe completely rid my previous perception of GFCF foods tasting “odd”, “boring”, or just plain icky. This is a very decadent dessert bread that doesn’t sit heavily on your stomach afterward. Delightful.

Final thoughts.

Overall, the simplicity, easy to follow visuals, categories, delicious recipes, and bonus CD-ROM make this book a winner in our house! You can order Gabrielle’s book here. Let me know what recipes are YOUR favorite by commenting below or posting them on the Spirit of Autism Facebook page – I’d love to hear your opinions!

Social Skills Tips from Special Guest Sue Diamond

Children who present with Autistic Spectrum Disorder, ADHD, Central Auditory Processing Disorder, and language and learning disabilities tend to have issues with social skills (pragmatic language). They want to interact, join in, play, converse, and have friends.  However, many times they are isolated and ostracized by their peers because they miss social cues.  They may not use eye contact appropriately or nod their head to show understanding or interest.

Choosing appropriate questions for a topic and maintaining the conversation may be very difficult and cause for social anxiety.  The topics they do initiate can be limited with either excessive verbiage or limited output, and their peers find it odd.  Imagine the ramifications in a classroom when these students answer completely off topic in oral and written language.  Their peers may laugh, and the teacher may become angry because it is thought to be poor behavior.

These children do best when given direct assistance in knowing the social rules. Once they understand “social thinking” they begin to make progress.  Imagine the child who runs up to her friends at recess to play.  She comes into the circle and stands too close to them.  They become uncomfortable and the social group disperses, leaving her behind.  When she understands “proximity” and how people feel about entering their personal space, she can be successful in her stance the next time.  Imagine the boy who is so excited when a peer comes up to him and tells him that doughnuts are being sold in the girl’s bathroom.  He is literal and does not believe that a ‘friend” would lie, so he goes in and gets in trouble.  Once he understands about rumors, he can make changes.  Most children can navigate their playground at school and understand the subtle, implied rules.  Children with pragmatic language delay (social language issues) make progress when they are given these rules directly.

SOCIAL SKILLS TIPS

  • Discuss a social situation before it occurs. Problem solve what can occur and how it can be handled.
  • Role play greetings and manners.
  • Talk about how to respond when being teased. You can ignore or answer back, “you wish” or “wow that was mean.” Do not get upset. It is the teaser’s bad day. Role play how to say a response with the right tone of voice.
  • Talk about rumors. You may not know if it is true. You may be tricked. Do not pass the rumor. It can be hurtful.
  • Play turn taking games such as rolling a ball back and forth. Whoever has the ball; it is their turn to talk.
  • Play charades to help with body language.  Watch TV with the sound off to observe, label, interpret, and imitate actors’ body language.
  • Use mirrors to look at facial expressions. Say an emotion and make your face match the emotion.
  • Make a scrapbook using magazine pictures and discuss the feeling shown by posture, gesture, and facial expressions.
  • Structure play dates; decide ahead what activities will be played. Make play dates full of fun for social success.
  • Play on/off games such as state a topic and decide if the sentence is on or off the topic.
  • Teach that when asking to play, the child may say no. The child may not be in the mood that day. Say, “okay” and walk away.
  • Talk about negotiating at school. When playing tag, if you are told to be “it” 3 times in a row, you can say, “I was it last time; it is someone else’s turn to be it.”

Susan Diamond is a licensed speech and language pathologist with a private practice in Alameda, California and has over twenty five years experience in diagnosis and treatment of children with language disorders.  She is the author of  “Language Lessons In The Classroom” and co-author of  “Webs For Language”, ECL Publications.  She has also produced the professional DVD “Diamond Social Skills” which provides information, strategies, and games for social language success. Her new book called “100 Social Rules For Kids” will be out this fall. Please visit Susan’s website for more information on social skills at http://www.diamondlanguage.com.