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Jeanne Loves Books – June 2018

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Go Away, Big Green Monster! by Ed Amberley

Monsters are fascinating and scary for kids. Monsters can be in a dark closet, under the bed or in any unexplored, dark spot. Usually, the idea of monsters is fun or exciting, but it can also lead to serious childhood fears.

Go Away, Big Green Monster! is a book for preschoolers that builds a monster and then sends the monster away. The book contains many cutouts showing different parts of the monster’s face in bright colors, one page and one facial feature at a time.

The first page shows two cut out circles with yellow eyes and large size print that says, “Big Green Monster has two big yellow eyes.” When you turn the page, the cutout on that page shows a green nose between the two yellow eyes and says, “and a long bluish-greenish nose.” It continues to add a mouth, teeth, ears, and hair. This first half of the book is done when we get a big cutout and a “big scary green face!” The next page declares, “YOU DON’T SCARE ME! SO GO AWAY, scraggly purple hair!” And so the process of sending the monster away, part by part, begins.

Building the monster feature by feature, telling it that “YOU DON’T SCARE ME,” and then sending it away bit by bit gives the child a lot of control. That is empowering. And it’s really fun.

The text is limited and large. The language includes several adjectives to describe each part of the face as in “scraggly purple hair.” This creates a rich pattern for thought and conversation.

Fun with Reading

  • This can be a very interactive book. It is fun to wag your finger and yell along with the child you are reading with to the statement, “You Don’t Scare Me!”
  • It is also fun to gesture with your hand and repeat with your child the refrain, “go away (teeth, hair, ears etc.).
  • Talk about the adjectives, “squiggly” and “scraggly,” and see if you can find some other examples. Add an additional adjective when describing something and have your child try doing the same.
  • Talk about monsters.

The post Jeanne Loves Books – June 2018 appeared first on Center for Engaging Autism.


Care Mapping: Sketch Your Resources

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Have you ever heard of care mapping? It is “a family-driven, person-centered process which highlights a family’s strengths and communicates both the big picture and the small details of all of the resources needed to support a child and their family” (Antonelli & Lind, 2018). I learned about care mapping in a fellowship training last fall and was immediately drawn to the colorful, visual way of capturing information.

A few months later, I joined my kids around the pile of colored pencils and sketched our care map. It started with us, right at the center. It branched out to include formal and informal relationships and resources. Of course, a lot of the circles related to my son’s needs, but I put myself on the map too. I defined “care” broadly to encompass overall wellness. I hope my daughter and husband will add their resources and relationships too.

Care map branching out from center with multiple colors

My rough care map. Aim for progress, not perfection.

Sketching the map felt like a gratitude practice. I recognized the almost-family relationships of support we enjoy and appreciated how a sense of community builds my resilience. I realized that our network of specialists and therapists has grown in recent years to the point that we, at least for now, have the right people in the mix for our needs. I also saw how each family member contributed his or her strengths to support one another.

The mapping process also helped me realize that, in an effort to be efficient and provide relevant information, I unconsciously filter details with each of the professionals we work with. What’s relevant to the occupational therapist versus the pediatrician versus the social/emotional coach/therapist? Do meltdowns and emotional reactivity fall into sensory or social/emotional category? Both? Or maybe they’re related to executive functioning. Which specialist deals with that anyway?

This filtering can be problematic. My assumptions about each person’s expertise might not include the full picture. My understanding of the numerous labels (i.e. motor planning, executive function, pragmatic language, etc.) are likely incomplete. I am pretty good at sleuthing out the root of my son’s struggles, but I often struggle with stress and fatigue. Connecting all the dots over time can be really challenging. I am hopeful that our care map can enable others to get a sense of our whole picture and improve communication and coordination.

Finally, I experienced recently that having the care map in my mind’s eye helped me handle the information overload that came with our educational evaluation process. After reviewing a 25-page evaluation documenting his strengths and challenges, I was losing sight of the child at the center of it all. My mind was drawn to the details, the terminology and measures. But envisioning the circle of my son and our family, I felt more confident naming my child’s struggles and strengths in terms of my day-to-day observations and the patterns his teacher and I had seen through the school year. I rooted down in my circle. My concrete comments generated input from our team that made sense to me and included examples of what was working and what could change in the next IEP.

I encourage you to grab some of the Crayons laying underfoot and get started. Remember, care mapping is a process you will revisit and change. Check out some of the ideas and resources below for more guidance. Don’t overthink it and, please, put your own resources on the map!!

Ideas as you sketch

  • Use a different color for each family member. Add multiple colored outlines around shared supports/resources
  • Add dotted lines to illustrate which circles work well with one-another (i.e. school and therapist). Recognize and celebrate the unique asset that these connections are!
  • Add a grey shadow around circles to represent past versions of a resource/support. For example, include a grey shadow a school or clinic your child no longer attends. This history is often the source of valuable learning and important relationships.
  • If you prefer, try a mind mapping app

Additional resources:

Check out care map creator and special needs parent, Cristin Lind’s website for her story and map.

See Boston Children’s Hospital’s research and PDF handouts for families and professionals.

Comment or email to let me know if you find a care map useful and how you use it – info@cea4autism.com

The post Care Mapping: Sketch Your Resources appeared first on Center for Engaging Autism.

Jeanne Loves Books: August 2018

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The Big Umbrella was cowritten by a mother-daughter team, Amy June bates and Juniper Bates. The two were inspired by sharing an umbrella in a rainstorm. The Big Umbrella is a sweet, wrap-its-arms-around-you book with limited text, lovely clear illustrations and a gentle message of inclusivity and generosity.

The story begins with a two-page illustration of a plain hallway with a big, red umbrella leaning against the door. “By the front door … There is an umbrella.” An observant little reader will spot the lines of a mouth, nose and closed eyes on the umbrella. A child dressed for rain goes out with the umbrella in hand. We see the top of the umbrella against the outline of a city skyline on one page and then we turn to a full two page spread with the umbrella fully open. “It is a big, friendly umbrella…It likes to help.”

The pages describe numerous ways the umbrella helps and how it gathers various creatures under its ever-expanding span. There is some wonderful humor as we see web feet and hairy creatures sticking out from under the umbrella along with various children. “It doesn’t matter how many legs you have, … There is ALWAYS room!” The final illustration reveals the humorous and joyful gathering under this generous umbrella.

Fun with Reading:

Notice the different expressions on the umbrella and talk about what they tell us.

Notice the end pages. What do the illustrations of the inside front and back cover tell us?

Identify and describe the different people and creatures on the final two pages.
There is a lot there including an octopus, dogs, chicks, a ballerina, families….

The post Jeanne Loves Books: August 2018 appeared first on Center for Engaging Autism.

School Day Mornings Are Like Onions

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Onions

While cooking this weekend, my mind wandered to back-to-school logistics. I had a nagging feeling of anxiety. It wasn’t about teachers, academics, or IEPs. No, not yet at least. My anxiety was about mornings and had been building for awhile.

The white teardrop center of my halved yellow onion fell onto the cutting board. I put it back into the crispy, potent layers and kept slicing. My eyes started to sting and soon I was chopping with tears running down my cheeks. You’re probably wincing in anticipation of the part where I slice into my finger. That didn’t happen. Our mornings are rough, but [usually] not that rough.

One reason I see similarities between school day mornings and onions is because of the stinging frustration that builds into a blur all too often. Shoot, I need to pack lunches! “Honey, if you don’t get down here now, you won’t get breakfast!” He knows I won’t withhold breakfast. I know yelling from downstairs doesn’t work, so why do I keep doing it? OUCH!! Damn those LEGOS! “Darling, put this on please.” I recall driving to school tense and with a lump in my throat, trying to reassure my angry daughter who has been waiting for a half-hour. I dare not recall last year’s tardy tally.

“This year will be different,” I reassure myself, scraping the chopped onions into the frying pan.

The second reason school day mornings are like onions is that there are so many layers to the issue of what makes mornings challenging. Thinking through the layers has been insightful to me. I hope it resonates with other parents and that my humble reality check is reassuring.

On the outside layer, I’ve long been focused on my son’s autism. I am fluent in the “what might be going on here” lingo: self-care tasks, executive functioning, motor planning, and anxiety. Having a name for what’s happening and knowing what to do are two very different issues. From early childhood to the round of occupational therapy my son just finished, we received ample support, but nothing seems to stick. Honestly, I feel strained and wary of the latest “great idea” for our perennial struggle. With the exceptions of the universally useful checklist on the way out the door and our whiteboard weekly schedule  other visuals are initially interesting but not sustained.

Environment is another layer of this metaphorical onion. I realized when puppy proofing our home (add five onion layers) that clutter was a problem. Stacks of books and piles of laundry line our living room. Mail, art, and notebooks clutter our countertops. Legos, dolls, and science projects bury the bedroom floors. Welcoming puppy forced us to declutter. Moving most toys out of my son’s bedroom has made clean-up easier and covering the LEGO table with a sheet at night cuts down on first-thing-in-the-morning building. I feel more focused and less overwhelmed too, at least when the puppy is sleeping.

I know that sensory input and physical activity are another layer. The few mornings that we get outside to swing or take a bike ride before breakfast have been fantastic and refreshing. But urging either child out of bed, through the bathroom, into shoes, and out the door before I have had my coffee is a rare feat.

I am also realizing that my patterns and wellbeing are a central layer. I so enjoy the quiet of the late evening that I stay up too late and shirk my morning prep duties in favor of reading or relaxing. Anticipating our frustrating mornings from my warm pillow makes getting started seem impossible. And, recently, when the occupational therapist named “time management” and “organization” as areas to continue working on with my son, I felt like my cover had been blown. Time management and organization have always been my challenging for me. Luckily I have some gradeschool-level supports to help me. So, here I am, at the teardrop center of the onion. This is where little-by-little growth begins. Excuse me while I go pack lunches and get to sleep.

The post School Day Mornings Are Like Onions appeared first on Center for Engaging Autism.

Communities Engaging Autism

Person-Centered Thinking: What Is It?

Jeanne Loves Books – October

The Quietest Day of the Week


New Year’s Intentions

Recap, Tools from “Bigger Than Birds & Bees”

Care Mapping: Sketch Your Resources

Jeanne Loves Books: August 2018

School Day Mornings Are Like Onions

Communities Engaging Autism

Person-Centered Thinking: What Is It?


Jeanne Loves Books – October

The Quietest Day of the Week

New Year’s Intentions

Recap, Tools from “Bigger Than Birds & Bees”

Research on Mindfulness

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