As pediatricians and educators become better trained in identifying the “red flags” for autism/ASD (Autism Spectrum Disorders), children are being diagnosed much earlier, receiving services much sooner, and therefore, having a brighter prognosis.

Yet, when a child is first diagnosed with autism, many families feel overwhelmed and don’t know what to do first or where to go for help. They are at the beginning of a journey they weren’t prepared for.

Their pediatricians and family doctors are the best place to start and are good sources of information and can share with parents the resources and services that are available locally.  They will continue to be part of the medical support team the family will have as they begin their journey into the world of autism.

Treatment

Most parents would welcome a cure for their child, a pill that would “make it all better,” or one therapy that would improve all of the symptoms and challenges that their child has, but autism is not that simple. Each challenge must be addressed with the appropriate intervention. What works for one child may not work for another. Before parents choose an intervention, they will want to learn as much as they can about each therapy option so they can choose the one that will work best for their child.

Treatment for autism is a very intensive, comprehensive undertaking that involves the child’s entire family and a team of professionals. Some treatment programs may take place in the child’s home with professionals and trained therapists and may include parent training for the child under supervision of a professional. Some programs are delivered in a specialized center, classroom or preschool.

Early Intervention.

For very young children, parents can turn to their local Early Intervention program that serves children from birth to age three who have developmental delays or disabilities.

The CPD is the home for the Up to 3 Early Intervention program that serves Cache, Box Elder, and Rich counties in Utah. Because autism can now be detected at a much earlier age, Up to 3 created their ABC classrooms to answer the need for interventions that are focused on young toddlers with autism/ASD.

Lead teacher of the ABC classes, Janel Preston, states “The benefits of children receiving early intervention are amazing. The children in early intervention learn to interact with their families and peers. Their language takes off and parents meet other families who are struggling with the same issues they are.”

Parents are an important ingredient in the treatment of young children with autism.  Parents in Up to 3 are introduced to the Autism Support group where they learn ways to deal with the grief that they are going through when their child first gets a diagnosis. They also learn many techniques and strategies to increase interactions and improve communication with their child.

Because of the intensive early intervention provided at such a young age, Janel reports that “some of our children were not eligible for Part B preschool.”  What this means is that, as they turned 3 years old, the developmental gaps had closed enough because of the early intervention they received, that they were no longer eligible for special education services.  That’s a good thing!

Preschool Services

For those three year old children with autism who still require intensive treatment, special education preschools are available through  local school districts and specialized classrooms .

The CPD houses ASSERT (Autism Support Services:  Education, Research, and Training), a state-of-the-art preschool directed by Dr. Thomas Higbee, a national expert on both assessment and intervention strategies for people with autism.

In the ASSERT preschool, the focus is on teaching the children social skills and encouraging leisure and play activities with structured interactions with their peers. The teachers work with the children on the challenging behaviors that come with autism, and then turn around and teach the parents how to use those same the methods in the home.

“Intensive behavioral intervention for young children with autism is important because the earlier you work with the children, the bigger positive impact you can have on their progression,” states Dr. Higbee,

As the children turn five years old, they transition into the school districts’ Kindergarten classrooms and continue to receive the level of services that they need. Some of the students will go into regular education classrooms;  some will split their time between Special Education and regular education classrooms; and some of the students will spend most of their time in the Special Education classrooms because that is the environment where they will most easily learn and gain the skills they need.

Dr. Higbee explains more autism and the need for intense intervention for young children diagnosed with autism this month on a local radio show called Crosstalk (KVNU 610- April 11, 2011) in honor of Autism Awareness Month.

Note:  This is the 3rd in a series of blog posts during April’s Autism Awareness Month of how the CPD is supporting and providing services and resources for children with autism.

On any one day at the CPD you may have to dodge a little red wagon coming down the hallway  carrying precious cargo—a young preschooler or two.

According to Dr. Bryce Fifield, CPD Director, the Little Red Wagon has been making laps around the CPD as far back as the late 1970’s,  giving small children enrolled in the Center’s programs a thrilling ride.  It could be seen any time of the year traveling through the halls of the CPD or loaded with kids all bundled up enjoying the winter weather outside. USU students from Special Education or Child Development classes spent many hours pulling children in the Little Red Wagon to places that would stimulate their social and language skills.

It became a symbol of what the CPD stood for–helping those with disabilities move to new places that will improve their skills.

The Little Red Wagon has more recently become a featured part of the Autism Support Services: Education, Research, and Training, or ASSERT preschool program since its beginning in 2003.  ASSERT is a state-of-the-art preschool program that uses research-based techniques to address the individual needs of children with autism.

The Little Red Wagon became a preferred activity for many of the young students who attend ASSERT.  “They often work very hard to earn their wagon rides,” states Dr. Thomas Higbee, Director of the ASSERT program.  “It has the added benefit of providing them with an opportunity to use the skills they have learned at ASSERT in the ‘real world’ as they travel through the hallways of the CPD.”

Tyra Sellers, lead teacher for ASSERT, explains that “the students will complete structured work for a period of time to gain access to the wagon.”  Then they get to go on a much treasured trip through the labyrinth pathways of the CPD.

Going for a ride in the Little Red Wagon

Sellers continues, “While on the wagon ride, the instructors work on language and social skills.  For example: we can work on having the student fill in the phrase ‘Ready, set, go!,’ request to ‘Go’ or ‘Stop,’ make eye contact, request to go ‘fast’ or ‘slow’, ‘left’ or ‘right.’  While on the ride we can stop and have the student label or point to common things (e.g., colors, water fountain, a man walking by), or work on greeting people.  Sometimes we pair the children to work on peer-to-peer social skills.

“Once the Little Red Wagon even ended up in a research study where the purpose was to teach appropriate waiting for a preferred activity.  The Little Red Wagon is also used for less glamorous purposes, like hauling in snacks, toys, and other materials from cars, especially in the winter.”

Those of us who work at the CPD often have a chance to help out as we greet the “wagon” children in the hallway and the ASSERT staff prompts them to respond. Seeing the Little Red Wagon coming down the hallway brings a smile to our faces and brightens our day as we hear the enthusiastic chatter and songs that the  staff use with the children.

May the Little Red Wagon travel many more miles through the halls of the CPD in the years to come!

This legacy story comes from a family involved with the Up to 3 Early Intervention program at the CPD.  It is written by Dax’s mother, Jill Drysdale.

Dax Drysdale

Looking back I am unsure what would have been the first sign that would have indicated a need to be concerned for my sweet little Dax. Would it have been the constant colic? Would it be the way he resisted being held for comfort? I am not sure what could have been my first sign for concern, but I do remember the moment when I knew there was much reason for concern.

It was a beautiful Spring afternoon and I was being allotted a little bit of peace while my two boys who were ages 3 and 22 months were nicely playing in their room. I chose to use my free time flipping through the channels on the television when I landed on the Oprah Winfrey show. The show was on Autism. I watched these mothers tell their stories, and describe their heartache for their children. I found myself in tears as I felt that I could relate with the many stories they were sharing. I thought of myself with my relationship with my 22 month old Dax. At the end of the program they posted on the screen the red flags for autism. If your child has any of these red flags consider having them screened for autism it said. I read as it listed things such as no babbling by 12 months , no putting two words together by 2, no pointing, does not respond to name, limited eye contact, inappropriate toy play, and repetitive behaviors. As I read over the list my heart just about jumped from my chest as I realized Dax displayed all of them except for the inappropriate toy play. By the next morning I knew it was time to have him seen and I contacted the Early Intervention Up to 3 program at USU.

When I had mentioned to people in my life that I was concerned Dax had Autism, they all comforted me with their words that they were sure that was not the case. Which, instead of comforting me, actually made me feel crazy that no one would believe me that something was not right. As I made that phone call and was greeted by the Up to 3 staff who then went through a questionnaire with me, I finally felt heard as this person on the end of the line did not think I was crazy to be concerned. I could hear it in her kind voice.

I was then visited in my home for an evaluation for my child by a nurse, a speech therapist, an occupational therapist, and an autism specialist. Each individual who visited with me seemed knowledgeable, kind, and most of all concerned with finding out exactly where Dax was and what was needed to help him. They let me know that they did not test for Autism, but would be giving him his services based on where he was developmentally. The results were a little shocking. He was much more behind than I had realized. They offered placement in a program offered through Up to 3 at the Center for Persons with Disabilities.  It was a preschool-like setting that helped children who showed autistic like tendencies called the ABC program. We also received other amazing services such as having a service coordinator, a speech therapist, and an occupational therapist come into our home and work with our family.

I never could have imagined that these individuals who stepped in my home those first days for their evaluations would end up feeling like a family to me. They were able to help my child, and teach me the skills I needed to help him the way he needed help. They not only offered me the tools I needed for him, but the support I personally needed to get through what I learned was truly a grieving process as Dax was officially diagnosed with Autism and I realized I was no longer sure what to expect for his future. I never would have been able to help give him the gift of the amazing progression he has been able to make without those individuals, and the Up to 3 program.

We currently are involved in the ASSERT program, a preschool classroom for children with autism,  also located within the CPD and are happy that the stellar services we received within the up to 3 program are also carried out through all programs we have been involved with at the Center for Persons with Disabilities.

The proposed developmental playground is the first of its kind for children ages 0 to 5.

Check out the latest CPD NewsFlash newsletter, featuring a  a proposed developmental playground for children with developmental delays.

The newsletter also tells the story of a dedicated team of people working to raise awareness about traumatic brain injury. Finally, the links to the right document the recognition CPD programs and people have received in other media.