I'm so glad you stopped by to find out more about me and what I do. I am a master's level child psychologist with specialized skill and training in autism spectrum disorders. I began my passion for working with autistic children about 7 years ago while working as a school psychologist. Since that time, I have moved to private practice and started an Autism Clinic at Child and Family Development. Our practice is a multi-disciplinary pediatric practice offering speech therapy, occupational therapy, physical therapy, and psychological and eduational services in Charlotte. In addition to diagnosing autism spectrum disorders, I offer individual therapy for children, family therapy, social skills groups, and parent support groups. I also enjoy speaking to schools, civic groups, and medical practices about autism, it's unique characteristics, autism therapies, and resources available.
My goal for the blog is to offer a place for you to obtain reliable information about autism spectrum disorders, as well as share some of my insights and experiences. I hope you will make me one of your favorites!
The Center for Disease Control (CDC) released the results of a new study on March 29 showing the prevalence estimates for Autism Spectrum Disorders (ASD) are now at 1 in 88. Additional statistics:
- ASD is 5 times more common in boys than girls.
- 1 in 54 boys are diagnosed with ASD.
- The rate of identification varies among states ranging from 1 in 210 in Alabama to 1 in 47 in Utah.
- The largest increases were among Hispanic and African American children.
- Children being diagnosed by the age of 3 increased to 18% for those born in 2000.
- 40% of children are not being diagnosed until after the age of 4.
Autism is now considered to be of epidemic proportions! There are few people who have not been touched by the impact of ASD. The report suggests that the increase can be attributed in part to the way children are identified and diagnosed, as well as greater awareness. However, this dramatic increase is not fully explained by better identification and media exposure. There is an urgent need for further research and collective advocacy and commitment. To learn how to help, go to the Autism Speaks website.
If you ever spend time around someone with autism, you quickly realize how visual some of them are. They look; often they stare. And sometimes all that visual input, stewing and brewing in that unique mind, becomes output in the form of beautiful, mind-boggling art.f
In the book Drawing Autism, author Jill Mullin collects the most intriguing, beautiful and insightful examples of artwork done by people with autism. In her forward she tells the story of how the book came to be and the one man, himself an artist, who sparked her interest in autistic artists and their work.
Temple Grandin, herself an autistic artist, authors the introduction of the book and encourages parents, caretakers and teachers to nurture an autistic individual’s talents and realize that their obsessive behavior can be channeled into a passion driven by boundless motivation.
Drawing Autism is filled to the brim with gorgeous full-color illustrations from artists around the world. Mullin asked each artist a few questions that give further insight into their motivations for creating art, how they view themselves and their art, and how art affects their lives. Pictures and words both give the reader new perspectives on art and how autistic artists’ minds work. If you want to learn more about autism, Drawing Autism is the prettiest way to do so.
Laura Shumaker, author of A Regular Guy: Growing Up With Autism (2008), interviewed Jill Mullin on the success of her book and how Mullin hopes to increase awareness of autism.
Both interview and book are excellent reading. Even if you don’t have an autistic individual in your life, the incredible art displayed in Mullin’s book is a joy in itself.
Even better: a part of the proceeds from Drawing Autism are donated to agencies that support autism and art.
For more information on Drawing Autism, visit Mark Batty Publishers.
"ATTN! PRESIDENT OBAMA JUST SIGNED THE COMBATING AUTISM REAUTHORIZATION ACT INTO LAW! Please help me thank him, and our federally elected officials, for making this day possible and for continuing the momentum of autism research and treatment. Take action on the link below! Thank you so much!"
To learn more about the Combating Autism Reauthorization Act, please visit our CARA Action Center.
Please stay tuned to Autism Votes in the future. Ask your friends and family to sign up at www.autismvotes.org and get involved!
I recently read a blog written by John Elder Robison and submitted to Psychology Today. John is the author of Look Me In The Eye: My Life With Asperger's.
His message resonated with me. In the blog, John urges acceptance of neurological differences. None of us have any control over the way our brains are wired and there is not a "right" or "wrong" way. It is more helpful to think in terms of difference, rather than disability.
In talking with families at the end of the diagnostic process, I've used those very words. It is a difficult time for most parents to hear that their child might not be just like every one else. While families need accurate information about Autism and therapeutic options to address the unique challenges of Autism Spectrum Disorders, they also need hope...and a plan. If all the attention is directed toward what the child can't do, it tends to create a sense of helplessness and hopelessness. This is a place from which growth and progress is difficult. The focus needs to be on how to maximize a child's unique set of strengths to help build the skills that are weaker. Recognizing we live in a world which requires labels, I urge parents to think of the diagnostic label as solely a means to an end.
His message resonated with me. In the blog, John urges acceptance of neurological differences. None of us have any control over the way our brains are wired and there is not a "right" or "wrong" way. It is more helpful to think in terms of difference, rather than disability.
In talking with families at the end of the diagnostic process, I've used those very words. It is a difficult time for most parents to hear that their child might not be just like every one else. While families need accurate information about Autism and therapeutic options to address the unique challenges of Autism Spectrum Disorders, they also need hope...and a plan. If all the attention is directed toward what the child can't do, it tends to create a sense of helplessness and hopelessness. This is a place from which growth and progress is difficult. The focus needs to be on how to maximize a child's unique set of strengths to help build the skills that are weaker. Recognizing we live in a world which requires labels, I urge parents to think of the diagnostic label as solely a means to an end.
...but rain did not get in the way of fun for everyone at the Carolinas Walk Now For Autism! I'm very proud to report that our team raised (unofficial) a total of $490! The unofficial total for the day is $437,000! However, the best part for The Wild Things was to meet some new friends, see many familiar faces, and catch up with other providers during the resource fair. Despite the gloomy weather, there were no sour faces to be seen that day! The children loved the games and activities and the parents seemed grateful to learn about new resources and services for their children or someone they know. We may also have discovered a new Wild Thing mascot (thanks, Susie)! ^_^
Do you remember being advised as a high school or college student, "Find what you are passionate about and make that your life's work?" Surveys report that not many of us have actually found that one thing that makes us eager to get out of bed in the morning and brings us joy. I'm happy to tell you that I have, although it has taken probably more than half of my life to figure it out. My passion is autism and understanding all of the many facets and variables that make these individuals unique, refreshing, sometimes frustrating and mystifying, but always interesting.
As most of you know, autism is considered a spectrum disorder. That means that each person with the diagnosis is not exactly like any other person with the diagnosis. Every individual is impacted differently in the three areas usually associated with autism: communication, social interaction skills, and behavioral inflexibility/stereotypical behavior. It sometimes helps to remember Venn diagrams you learned about in elementary school. The number of different ways the three circles can intersect is almost infinite. Therein lies the challenge in diagnosis. The challenge is further compounded by the fact that the characteristics or manifestations change over time and the life span. Just like neurotypically developing individuals, people with autism mature, gain experience, learn from mistakes, and figure out how to cope and manage in a world that is mostly confusing and stressful.
The process of diagnosis revolves around collecting information about an child's development; physically, cognitively, socially, behaviorally, and emotionally. This requires collecting information from parents/caregivers or others who know the child well. Observations about past and current behavior patterns are critical. Direct assessment is also completed with the use of the Autism Diagnostic Observation Schedule (ADOS). This is a standardized set of activities designed to elicit social and communication behaviors commonly associated with autism. The tasks give an opportunity to observe the child's interests, social interactions, social and emotional connection, and flexibility.
While the diagnostic process is not easy and it is often difficult for parents to hear, it brings me great satisfaction when I know I have been able to help in the journey to understanding, growth, and success.
As most of you know, autism is considered a spectrum disorder. That means that each person with the diagnosis is not exactly like any other person with the diagnosis. Every individual is impacted differently in the three areas usually associated with autism: communication, social interaction skills, and behavioral inflexibility/stereotypical behavior. It sometimes helps to remember Venn diagrams you learned about in elementary school. The number of different ways the three circles can intersect is almost infinite. Therein lies the challenge in diagnosis. The challenge is further compounded by the fact that the characteristics or manifestations change over time and the life span. Just like neurotypically developing individuals, people with autism mature, gain experience, learn from mistakes, and figure out how to cope and manage in a world that is mostly confusing and stressful.
The process of diagnosis revolves around collecting information about an child's development; physically, cognitively, socially, behaviorally, and emotionally. This requires collecting information from parents/caregivers or others who know the child well. Observations about past and current behavior patterns are critical. Direct assessment is also completed with the use of the Autism Diagnostic Observation Schedule (ADOS). This is a standardized set of activities designed to elicit social and communication behaviors commonly associated with autism. The tasks give an opportunity to observe the child's interests, social interactions, social and emotional connection, and flexibility.
While the diagnostic process is not easy and it is often difficult for parents to hear, it brings me great satisfaction when I know I have been able to help in the journey to understanding, growth, and success.
Several months ago, I was preparing to facilitate a parent support group for parents of newly diagnosed children with Asperger's Syndrome. In my research, I ran across an article titled, "Your Asperger's Child: The Reasons Behind the Behavior." It is based on a book titled, Parenting Your Asperger's Child by Alan Sohn, Ed.D. and Cathy Grayson, MA. The article made a lot of sense to me because it took the key characteristics of Asperger's and gave possible reasons/explanations based on how the brain processes information. The following is a list of common behavior patterns in children with Asperger's:
- Your child is not a good observer of his behavior.
- Your child often does not know what to do in certain situations.
- He does not know what to do because he does not understand how the "neurotypical" world works.
- Even if he has some experience with better solutions to problems, he often gets *stuck.*
- Not knowing what to do or how to do the appropriate behavior or action results in anxiety. Anxiety leads to even more difficulty engaging in effective problem solving.
- Anxiety leads to even more difficulty getting *unstuck.*
- This inflexibility or rigidity is the most common reason for behavior problems in children with Asperger's.
- Flexibility can be taught.
- Reacting poorly to new events, transitions, or changes
- Becoming easily overwhelmed and not easily soothed
- Unusual fears, tantrums, and resistance to directions
- Narrow range of interests and becoming fixated on certain topics
- Insistence on having things a certain way
- Creating his own rules
- Preferring to do the same thing over and over
- Wanting things their way regardless of the wants, needs, desires of others
- Trouble socializing with peers or avoiding socializing altogether. May prefer to be alone because others do not do things their way
- Lecturing, bossing, or engaging in a monologue rather than reciprocal conversation
- Eating a narrow range of foods
- Intensely disliking loud noises and/or crowds
- Demanding unrealistic perfection
- Tends to conserve energy--especially in nonpreferred activities
- Prefers to remain in fantasy world and is unaware of events around them
- Silly or immature behavior
The 2010 Walk Now For Autism is almost here and the Child and Family Development team, The Wild Things, are in training! The walk begins at 10:00 AM on October 10, 2009 at Lowe's Motor Speedway. Child and Family Development is delighted to once again be a part of the Resource Fair which brings together providers from the area. Walk participants can learn more about autism organizations and services in the greater Carolinas area. The Resource Fair is not only a place to gather lots of information, but is loads of fun. Each vendor booth features fun activities for children of all ages. Visit the website below to learn more about the walk, Autism Speaks, join our team, or make a donation.
www.walknowforautism.org/Carolinas
We hope to see you there!
www.walknowforautism.org/Carolinas
We hope to see you there!
This is the time of the year when many parents begin looking forward to a more predictable routine and an end to hearing, "I'm bored!" and "I don't have anything to do!" However, for many of the parents of children with Autism or Asperger's Disorder, this time of year brings dread in anticipating another change and transition. Managing change is typically very difficult for children with Autism or Asperger's. Most of them find comfort in the familiar and routine. Children with autism spectrum disorders have difficulty generalizing from past experience and therefore have trouble anticipating and predicting outcomes or consequences of events. Even when circumstances of a situation are similar to previous ones (e.g., going to the same school, some of the same classmates, familiar teachers), they experience a great deal of worry and anxiety because it's not "exactly" like last year.
One easy way to ease the transition to a new school year is to arrange a visit to the school during the early teacher workdays, allowing the child to see his new classroom, meet the teacher, see his seat, cubby, etc. without the stress of doing it in the noisy chaos of the first day. Ask the teacher or principal for a class roster so that you can talk to your child about possible familiar faces in his class. Allow your child to participate in buying school supplies (there are few children who don't enjoy new paper, pencils, markers, binders, lunch boxes, and book bags). Lastly, keep your worry under wraps and communicate only positive expectations about the new school year to your child. If these general strategies don't seem to help, please contact me at Child and Family Development in Charlotte, NC (ccapehart@childandfamilydevelopment.com) to arrange a consultation to discuss more specific autism treatment strategies. Here's hoping the 2009-2010 school year is the best yet!
One easy way to ease the transition to a new school year is to arrange a visit to the school during the early teacher workdays, allowing the child to see his new classroom, meet the teacher, see his seat, cubby, etc. without the stress of doing it in the noisy chaos of the first day. Ask the teacher or principal for a class roster so that you can talk to your child about possible familiar faces in his class. Allow your child to participate in buying school supplies (there are few children who don't enjoy new paper, pencils, markers, binders, lunch boxes, and book bags). Lastly, keep your worry under wraps and communicate only positive expectations about the new school year to your child. If these general strategies don't seem to help, please contact me at Child and Family Development in Charlotte, NC (ccapehart@childandfamilydevelopment.com) to arrange a consultation to discuss more specific autism treatment strategies. Here's hoping the 2009-2010 school year is the best yet!
"My baby doesn't seem to look at me when I talk to him. Is that normal?"
" Our daughter's language does not seem to be as developed as other children her age. Should I be concerned?"
"Rather than playing with toy cars like other boys, my son likes to line them up. Is that cause for concern?"
"My son is shy. When he's at preschool, he prefers to play alone. The teachers have tried to encourage him, but he's just not interested. What should I do?"
"When I take my daughter to loud, noisy places, she becomes so upset, we usually have to leave. I don't know what to do to help her."
Most every parent, at one time or another, has questions about whether their child is developing normally. Since there is such a broad range of normal development, it's difficult for most parents to know when and where to seek help. However, there are some general guidelines to keep in mind. If your child is showing any of these red flags, please consult your pediatrician immediately.Charlotte
" Our daughter's language does not seem to be as developed as other children her age. Should I be concerned?"
"Rather than playing with toy cars like other boys, my son likes to line them up. Is that cause for concern?"
"My son is shy. When he's at preschool, he prefers to play alone. The teachers have tried to encourage him, but he's just not interested. What should I do?"
"When I take my daughter to loud, noisy places, she becomes so upset, we usually have to leave. I don't know what to do to help her."
Most every parent, at one time or another, has questions about whether their child is developing normally. Since there is such a broad range of normal development, it's difficult for most parents to know when and where to seek help. However, there are some general guidelines to keep in mind. If your child is showing any of these red flags, please consult your pediatrician immediately.
- Does not smile with joy by 6 months or after
- Does not engage in back-and-forth exchange of sounds, smiles, or facial expressions by 9 months or later
- No babbling by 12 months
- Does not engage in back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months
- No words by 16 months
- No 2-word meaning phrases (does not include repeating or imitating) by 24 months
- Any loss of speech-language or social engagement at ANY age
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