Info sheets

I have spent a good part of last night and this morning writing up Info Sheets for the children at Amy's Kindy, her other friends and for her care-givers. I based the info sheets from an example Celeste Littek gave us on one of her Understanding ASD courses I did recently. The info sheet for caregivers was written solely by me yet the early intervention teacher we have regular contact with showed me examples other parents had written about their children with ASD which inspired me to do the same.

I think it's important there is as much information as possible on hand for those in contact with Amy as this just helps with understanding her ASD. We met Amy's teachers aide for morning Kindy yesterday which was great - the two of them got on like a house on fire.

Amy starts Morning Kindy
(a story for the children at Morning Kindy)

Amy has just started morning sessions at Kindy. She wants to be friendly, but she is still learning what friends do and how to join in. Sometimes Amy gets anxious and needs some quiet time in her special spot.

You can help Amy if you:
* let her join in
* use her name "Amy" before you talk (so she knows you're talking to her)
* show her what to do and speak to her in a calm voice if she makes a mistake
* try not to use too many words and listen to her speak
* if she stands too close move away or say "You're standing too close, please move away"
* if she pushes you she needs space and wants you to move away. Please tell a Kindy teacher if she pushes you.


My Friend Amy
(for children on playdates/children meeting Amy for the first time)

I have a friend called Amy. She wants to be friendly, but she is still learning what friends do and how to join in. You can help Amy if you:
* let her join in
* use her name "Amy" before you talk (so she knows you're talking to her)
* show her what to do and speak to her in a calm voice if she makes a mistake
* try not to use too many words and listen to her speak
* if she stands too close move away or say "You're standing too close, please move away"
* if she pushes you she needs space and wants you to move away

About Amy
(For caregivers and any other adults where info about ASD would be beneficial)

Amy was diagnosed with ASD (autism spectrum disorder) August 2008, at the age of three and a half. Although she is high-functioning, she has difficulty socialising with other children and communicating her needs with those who care for her.

Amy is lots of fun and will seek out the company of other children if she wants it. She enjoys playing with small groups of children but gets over-stimulated very easily. It is important her energy levels are tuned into. Her day needs to be broken up into high-energy activities and quiet activities.

Perceived rejection or an inability to understand the rules of a game can trigger Amy. Often the adult looking after her mediates between Amy and other children. Children can be encouraged to speak calmly to Amy and to break down instructions/rules. She learns really well visually and can follow the lead of other children if they are patient with her. When other children get frustrated with her, just explain that Amy is learning how to play and needs their help.

Sometimes Amy has a very big air bubble and will react if children come into her space. She will also invade other children's space inappropriately. If she starts pushing she is communicating that she is unable to cope in a situation. If you see this going on please separate her from any children around her. The sooner she is distracted, the less likely the behaviour will snowball. A quiet corner she can go to works really well if she needs to chill out.

Amy likes to talk and can converse with children and adults if they are able to meet her at her level. Her conversational skills may not be on par with her peers so please be patient. Her words and sentences don't always make sense but it is important she feels heard and understood.

Amy needs a lot of guidance whether there are other children around or not. She needs direction with toileting, eating, and getting dressed. The strategies for these often change so I will keep you updated with where we're at. We have many social stories you are welcome to use that cover the areas Amy needs help in.

Sometimes it is clear Amy needs to burn off some energy. High-energy activities Amy loves include climbing, riding her bike, and running around with a small group of children. Often these hyper activities need to be followed by a quiet activity. Manic laughter is a big sign that she needs to slow down for a bit. Amy loves baking, painting, and drawing. These are all great things to do if she's feeling tired, anxious or overwhelmed. She also enjoys puzzles and reading books. She loves her sets of toys and has a My Little Pony collection, and dog and cat toys that she enjoys sharing with others.

If Amy has been pushing/kicking/hitting other children she is indicating she is on the verge of a meltdown. This means she is overloaded and desperately needs to go to a quiet corner to decompress. This is often a result of an accumulation of events unrelated to her current environment. Sitting with her quietly gives her the space to cry if she wants to. Often Amy will hold on to feelings and may even lash out to those who are in her care. If she starts hitting you just asking her if she is sad or angry about such-and-such can sometimes help her get in touch with her feelings. A DVD works really well in home settings as it seems to distract her from the anxious state she is in.

You can take a look at http://www.autismnz.org.nz/ for more information about ASD. I also update a weekly blog http://helpmemummy.blogspot.com/ about raising a child with ASD from a mother's perspective.

Thanks for your support and understanding.

Lynda