Since we are two weeks into 2012 it may be a little late for New Year’s resolutions, but I have a few plans for the year and almost all of them relate to Joe.
Last year Joe’s needs took a temporary back seat— quite rightly I should add— to those of his eldest brother, who sat his Higher School Certificate. That’s all done and dusted (with a surprisingly good outcome) and Big Brother is off to uni in 2012. Middle brother’s senior school years don’t commence until 2013, so 2012 will be The Year of the Joe.
I regard my youngest boy, who turns eleven in a few weeks (where did the time go?) as a work in progress. For Joe 2011 heralded steady progress in some areas (academics, language) and regrettable setbacks in others.
On the downside he developed some behavioural issues, related to anxiety in the school setting, as I alluded to in my previous blog. As a result he has just commenced sessions with a child psychologist, whose primary aim, at least in the short-term, will be to teach Joe coping strategies to manage his anxiety and support his social development. I have a feeling we may go on to have a long relationship with this young woman.
I came across this psychologist when Joe attended social skills group at her clinic late last year. I was pleasantly surprised by how well he participated in these sessions (conducted with four other boys). To tell the truth, I’d long had reservations about social skills training, being aware of research that has found that the skills learnt in these sessions rarely generalise well to the real world. Notwithstanding that, I do think that Joe’s ability to maintain a conversation has improved recently, which may be a direct result of social skills training. It’s certainly an area they focussed on in the sessions. Coincidence or not?
As I mentioned, on the language front Joe made steady progress in 2011, with more question asking and increased sophistication of language. Thus far Joe has completed two modules of Fast ForWord, the computer-based language and literacy program based on the principles of neuroplasticity that I wrote about last year. Once again I suspect Joe has attained subtle language benefits from the program, but, alas, no miracles have been forthcoming.
This year we are about embark on another sort of brain training, called Cogmed, which can improve working memory by up to 20%. For the unenlightened ‘working memory is necessary for staying focused on a task, blocking out distractions, and keeping you updated and aware about what’s going on around you.’ In children Joe’s age, working memory training can help with maths, reading and peer interactions. For older children it assist the ability to stay on task with homework. Its primary target market is children with attention deficit disorder, but it has been used successfully with kids with ASD as well. (Joe has both, lucky us). I checked Cogmed’s credentials with a development paediatrician and apparently it’s the real deal. It’s not yet widely available in Australia but that may change. I promise to report back on Joe’s progress with this program.
Oh, and music lessons may also be a possibility in 2012. Watch this space.
But the biggie for my family will be finding an appropriate high school placement for Joe for 2014. Yep, it’s probably going to take that long. I know the reality—the perfect school for our son does not exist, at least in Sydney, so it will be a case of finding the school that offers the best fit and will accept us ( by no means a given) . We need a placement that will offer Joe intellectual challenge (that is, not pure special ed) in a well supported environment (not pure mainstream). A supported class in a mainstream school is probably what we’re looking for. Wish us luck!
What plans do you have for 2012?
Anne Chalfant is a psychologist and the driving force behind Annie’s Centre, the first independent child and family health centre in Sydney.
Anne has developed a particular interest in managing anxiety in autism and co-authored The Cool Kids Anxiety Program: Autism Spectrum Disorders Adaptation (2011), a new cognitive behaviour therapy (CBT) program for treating anxiety difficulties in people with an ASD.
Way back in 2008 Anne very generously offered to review some of the key chapters in the Australian Autism Handbook and Seana and I were very grateful for her expert contribution. Well now she has written her own book, and it’s terrific.
It’s called Managing Anxiety in People with Autism—A Treatment Guide for Parents, Teachers, and Mental Health Professionals. A few months ago I received a review copy of the book and was asked if I would be prepared to write a back cover blurb for it. I was so impressed that I wrote a glowing review, which does appear on the back cover. However, I can assure you that no money changed hands—every word I wrote is true!
I first read the book with my professional writer hat on, but I’m just about to re-read it as a mother, this time with highlighter pen and notebook at hand. Unfortunately Joe seems to be developing some problem behaviours at school that are strongly suggestive of anxiety (stress at needing to complete his schoolwork perfectly and before the other kids, and getting very agitated by changes to the school schedule) and we need to teach him how to manage this anxiety before he reaches the more challenging environment of high school, now only two and a bit years away.
However, about the book…
The first half of Managing Anxiety in People with Autism provides general information about anxiety (helping to differentiate between helpful and unhelpful anxiety), explains anxiety in the context of ASDs and why individuals with ASD are particularly vulnerable to anxiety (studies suggest a prevalence of approximately 40-50% amongst individuals on the spectrum but it may be even more common), and looks at the broader family impact of anxiety and how parents may inadvertently model anxious behaviour.
Anxiety in autism can manifest in many ways, as the book illustrates: classic social anxiety is common, but perfectionism, resistance to change and schoolwork (or, at worst, school) avoidance can all point to anxiety.
The second part of the book focuses on the treatment of anxiety in ASDs, both indirect and direct. Indirect treatments are defined as ‘strategies that parents and professionals can use to adjust either their behavio(u)r or the environment of someone with an ASD in order to reduce anxiety.’ Direct treatments examined include medications, psychoanalysis and alternative medicines. A whole chapter is dedicated to cognitive behaviour therapy. CBT is a well recognised and evidence-based treatment for anxiety and it’s exciting to think that this therapy can be modified to help individuals on the autism spectrum.
Finally, the book lists some helpful additional resources.
It’s an easy to read and practical book, with lots of headings, tables, diagrams, case studies and hands-on examples. A succinct summary follows each section. The style is accessible and, even though it’s also targeted at professionals, the average intelligent parent should be able to follow it without any problems. It’s also a book you can dip into and out of as you see fit—it’s not something you need to read cover to cover.
Chalfant is not claiming that the book will be a cure-all. She recommends seeking advice from a qualified professional if anxiety is severe. Moreover, even if the strategies she recommends are followed to the letter, progress will typically be of the ‘three steps forward, two steps back’ variety. That’s to be expected. However, readers of this book can expect to develop a greater understanding of anxiety in ASDs, and how to modify their environment and, importantly, their own behaviour to help their child.
If you have a child with ASD and anxiety, I can’t recommend this book highly enough.
