The purpose of this book is to give hope to all parents and caretakers of children afflicted with autism. It was written to increase people’s understanding of autism, to make them aware of the symptoms, to point to techniques that can alleviate and moderate some of the conditions of autism, and to sound a clarion call to the nation that the condition of autism must be addressed. It also was written because there was not a comprehensive program for children with autism that included a schedule of best practice interventions and therapies interspersed throughout their day as soon as the diagnosis was made. I was with these children five days a week, seven hours a day for five years. They need more than a patchwork educational plan. This book specifically delineates the therapies, interventions, structure, and schedule that promote success in children with autism. It will support parents and educators in understanding the importance of intense intervention and therapies for the child with autism as soon as possible after a diagnosis is made. This book is dedicated to Ally Morehead, from whom I learned many lessons on the capabilities of an autistic child and on the reason for hope and future planning … Ally taught me a lot that first year. She taught me that she was a little girl who wanted to be a part of a larger world. She taught me that I could help her achieve that goal but that I would have to listen to her even when she was not talking. She taught me that I could learn from her and help other children like her. There were many times during that year when I did not listen well. She taught me to recognize those moments by observing her behavior. I needed to help her enter new environments by preparing transitions for her and her classmates. I needed to learn that Ally had a schedule within her mind that could help her and me to develop her skills, communication, and academics. Ally learned a lot that year. She learned to trust—not just to trust the other staff members, but also to trust in the concept of “first this and then that.” One goal of the teaching session is to direct the child to complete a task, such as printing their name on a sheet of paper. The child may not want to do that. So, I let them know that, first, they print their name, and then, they can play with a favorite or preferred item. This concept is repeated throughout the day until it becomes routine. During the year, Ally became toilet trained. She interacted with the children in our class and in the regular education class. She progressed from academic skills like counting and pre-reading to typing her responses on the computer. Yes, I received a gift when I met Ally. She showed me that children with autism could grow and develop. Indeed, they enrich our lives... This book is not a mystery novel. This book is about children—our children—who happen to have autism. It specifically delineates methods that will allow the greatest independence for a child with autism. I bring a unique perspective to this book. With the help of my wife, family, and friends, I have raised two children with disabilities. From the very beginning of this process, with the diagnosis of an affliction, every step my wife and I took was with the end goal of independence in mind… I have been able to watch children grow beyond what was considered their personal limits. I have experienced the developmental journey that occurs over time with both of my own children and with those children I have taught. We all use supports to one degree or another. Our children all have opportunities before them. They need to be led and to be shown those opportunities. Professionals, family, and friends who surround our children must know of their potential and must be able to help them develop that potential, with independence as the goal. Parents, who are beset with fatigue trying to care for a child with autism, might find it difficult to look up and see into the future. Day to day, living with autism can be extremely overwhelming for both the parent and the child. That is why the goal for educating children with autism is to promote independence and self-sufficiency. All of these children at least can be involved in supported independence. That might be a difficult concept to believe for a parent who is trying to get a child to sleep at night, to use the bathroom properly, to not be abusive, or just to be verbal. This book is here to tell our parents that there is hope for our children and there is a specific way to achieve independence for our children. I write this book because I have been traveling this road for a long time. It is a road that does have curves and hills, but it is a road that takes our children where we want them to be—independent.
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