Asperger’s Syndrome Building Confidence Through the Life Span Part I: Early & Middle Childhood Valerie Paradiz, PhD Elijah Wapner

On a Personal Note Elijah’s diagnosis Elijah’s diagnosis Grassroots Self- Advocacy Grassroots Self- Advocacy Embracing Autism as a Culture Embracing Autism as a Culture Elijah’s Cup Elijah’s Cup 5th Grade Crisis 5th Grade Crisis

The Plot Thickens… Shadow Traits Shadow Traits Uncannily Aspie-like Family Lore Uncannily Aspie-like Family Lore The ASPIE School: A Haven for Building Self- Confidence The ASPIE School: A Haven for Building Self- Confidence Val’s Diagnosis Val’s Diagnosis The Aspie Life Span The Aspie Life Span

TERMINOLOGY

The Conundrum of AS/HFA/PDD High-Functioning Autism High-Functioning Autism Asperger’s Syndrome Asperger’s Syndrome PDD-NOS PDD-NOS Autism Spectrum Autism Spectrum

CONFIDENCE

Where does it come from? Honesty Safety Authentic Supports for Real Challenges Embracing Autism as an Identity Value Celebration of Autistic Strengths

HONESTY

Should You Tell a Child about the Diagnosis? Clinical experience indicates that it is extremely important that the diagnosis is explained as soon as possible and preferably before inappropriate compensatory mechanisms are developed. The child is then more likely to achieve self-acceptance, without unfair comparisons with other children, and be less likely to develop signs of an anxiety disorder, depression or conduct disorder. Tony Attwood, PhD

Honesty Sharing the diagnosis is a long-term project that requires family and community involvement Sharing the diagnosis is a long-term project that requires family and community involvement Becoming “neurotypical” isn’t necessarily the goal Becoming “neurotypical” isn’t necessarily the goal Families, therapists and teachers must have training to develop a high comfort level in speaking openly and constructively about autism spectrum diagnoses with the Aspies and Auties they know Families, therapists and teachers must have training to develop a high comfort level in speaking openly and constructively about autism spectrum diagnoses with the Aspies and Auties they know

SAFETY

Safety involves, at the very least: Structured Home Base Structured Home Base Responsive Sensory Environment Responsive Sensory Environment Respect for Social & Sensory Differences Respect for Social & Sensory Differences Conscientious, Deliberate Inclusion & Integration Conscientious, Deliberate Inclusion & Integration Depth Communication Depth Communication

AUTHENTIC SUPPORTS

Supports Building Self-Regulation Skills Building Self-Regulation Skills Addressing Executive Functioning Challenges Addressing Executive Functioning Challenges Teaching Advocacy Skills Teaching Advocacy Skills Tapping into the Power of Deep Interests Tapping into the Power of Deep Interests

THE POWER OF DEEP INTERSTS Elijah’s Comedy Autobiography

Early Childhood Echolalia Delayed Speech Seizures Auditory Sensitivity Nonverbal Entertainment Humor as Salve Hat Stims

Middle Childhood Comedian Stims Study of Comedic Genres Memorizing Jokes & Social Scripting Telling Jokes & Social Communication Making Others Laugh

Joe Schtick Video

Q & A Valerie Paradiz, PhD Elijah Wapner P.O. Box 55 Woodstock, NY (845)

Asperger’s Syndrome Building Confidence Through the Life Span Part II: Adolescence & Adulthood Valerie Paradiz, PhD Elijah Wapner

Here’s the Plan When Does Transition Planning Begin? When Does Transition Planning Begin? Advocacy and Autistic Identity Advocacy and Autistic Identity Building Deep Interests into Transition Building Deep Interests into Transition Q&A Q&A

When Does Transition Planning Begin? Transition planning must begin way earlier than the federally mandated age of 16 (used to be 14). In fact, all children with Autism, no matter their functioning level, can be included in some way to the maximum of their ability in the development of their own Individualized Education Plan. Stephen Shore Stephen Shore Author of Beyond the Wall Author of Beyond the Wall

AUTISTIC IDENTITY

Take A Moment… Ask yourself: What is a peer? In your adult life, who do you consider to be your peers? What do you do together? How do your peers affect your life and well-being? Who were your peers in middle school? Who were your peers in high school? What did you do together? How did your peers affect your life and well-being? Now, imagine never having had these relationships. Where would you be today?

Socially Productive Opportunities are a Basic Human Right True Peers True Peers Belonging & Community Belonging & Community Social Authenticity Social Authenticity Social Pacing Social Pacing Social Analysis Social Analysis Social Skills Curriculum Social Skills Curriculum

DEEP INTERESTS and TRANSITION

Adolescence: Elijah’s Story Comedy & Understanding Relationships Comedy & Understanding Relationships Self Protection, Coping with Sadness & Conflict Self Protection, Coping with Sadness & Conflict Social Timing & Delivery Social Timing & Delivery Original Material Original Material

Mr. Inevitable Video

Projects and Activities for Adolescents and Adults F Set discrete goals toward autonomy: taking time out, non verbal time, food preferences, movement needs, stim time F Get to know others on the spectrum: retreats, conferences, peer mentors, peer support & social groups

More Activities Search the Web for self run sites Search the Web for self run sites Join an online group, or peer support group Join an online group, or peer support group Invite an adult on the spectrum to speak in your community Invite an adult on the spectrum to speak in your community Form an autism in the media study group Form an autism in the media study group Write group letters Write group letters Have a “coming out” party Have a “coming out” party Run for office in your local ASA chapter Run for office in your local ASA chapter

Confidence and the Life Span Parent Perspective Child & Adolescent with AS Perspective Adult with AS Perspective Educator’s Perspective

Q & A Valerie Paradiz, PhD Elijah Wapner P.O. Box 55 Woodstock, NY (845)