‘Remembering Yesterday, Caring Today.’

This week is Dementia Awareness Week in the UK, so we thought it would be the perfect time to share an extract from one of our classic books on using reminiscence to improve the quality of life for people with dementia.

This excerpt has been taken from the book Remembering Yesterday, Caring Today  by Pam Schweitzer and Errollyn Bruce, published by Jessica Kingsley Publishers.

Schweitzer and Bruce – ‘Remembering Yesterday, Caring Today’ - extract

Visit our website to get additional information or to order a copy of Remebering Yesterday, Caring Today by Pam Schweitzer and Errollyn Bruce.

Practical Mathematics provides a set of simple, hands-on strategies and tools for teaching key mathematics concepts to children with an autism spectrum disorder and other developmental delays. With an emphasis on the importance of incorporating a child’s special interest into learning Adkins and Larkey strive to make maths fun for all children on the spectrum. Topics covered include colours, shapes, categories, numerals, sequencing, addition and subtraction and using money, and the book includes worksheets and activities for incorporating mathematics into daily living skills.

We have 5 copies to give away to anyone interested in writing an online or offline review.

If you’re interested add a comment to this post saying why you want to review this book.

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Chris Mitchell author of Asperger’s Syndrome and Mindfulness considers how mindful thinking can reduce recurring episodes of depression and feelings of low self esteem.

Many adults with Asperger’s Syndrome, including myself, have obtained their diagnosis following a period of depression. An Asperger’s Syndrome diagnosis is a starting point in gaining a stronger understanding of who you are. It may take a little more time and patience though at the point of diagnosis to accept who you are as you are, as well as for those around you, especially your family. Initial relief and acceptance of the diagnosis though can then become clouded by anxiety of how the condition may affect one in their future, including in situations which they may be yet to experience. This is where adults with Asperger’s Syndrome may be liable to relapse into depression.

In this sense, depression is effectively present in a continual now within many people with Asperger’s Syndrome in that one can relapse into it at any point throughout their life. As those who have experienced depression will be familiar, some of its effects may also include high-level stress and anxiety. Often treated with anti-depressants, these are only effective if one keeps taking them. While it is not possible to cure or eliminate the possibility of relapsing into depression, including through medication, one can change their relationship with it so that one doesn’t become trapped by depression.

Simply noticing when you are relapsing into depression, as well as noticing its effects, is a good starting point in coping with it. Obsessive compulsive tendencies characteristic with Asperger’s Syndrome though may make it difficult to let go of feelings and thought patterns that arise during depression. Feelings that the mind may find itself lost in when depression recurs can include the mind forming comparisons of where we would like to be or how we would like it to be.

A person with Asperger’s Syndrome in adolescence or in adulthood may experience low self-esteem feeling that they have missed on things in life that appears to be the norm for their contemporaries, with the mind painting a picture that they are ‘inferior’ to others around them.  One’s natural tendency to cope with such feelings may be either to allow them to take hold to the extent where one’s actions and behaviour is controlled by them, which can potentially result in dangerous habits such as self-harm. Alternatively one may also try to cope by suppressing or banishing negative thoughts. This method though often only leads to higher levels of stress and anxiety when such thoughts keep coming back.

The next stage of coping effectively with depression, however, involves being able to notice that how you feel isn’t how it actually is, with our perception and reality being two different things as well as our thoughts and assumptions as to how things around us appear not necessarily being facts. When one is able to notice this, it enables one to work with depression rather than finding themselves trapped in it. Increasingly being recognised as a tool to help cope with anxiety and depression, including by the UK’s National Health Service (NHS), mindfulness practice, including meditation and related breathing exercises can give one control over depression through being able to acknowledge and accept negative thoughts and emotions, allowing them to arise and pass.

When hearing the term meditation, one may immediately think of sitting still in an uncomfortable cross-legged position, but the mindfulness practice offered by the NHS in a secular rather than spiritual context and delivered over an eight-week period is surprisingly flexible and much more accessible than one may perceive. What has been one of the most simple, accessible and effective practice for me to help cope work with negative thoughts and emotions has been the three minute-breathing space, which can be practiced at just about any time of day.

Over time, with a little patience and effort, mindfulness practice can enable people with Asperger’s Syndrome to reduce recurring depression and take more control over their lives, including being able to make the most of the strengths their condition may present.

 For more information about NHS Choices’ mindfulness programmes, see the following link http://www.nhs.uk/Conditions/stress-anxiety-depression/Pages/mindfulness.aspx

Chris Mitchell is currently raising money for the Daisy Chain project in Stockton-On-Tees. Daisy Chain is a charitable foundation that provides support services to the autism community, including animal therapy and arts therapy projects. To find out more about Daisy Chain and Chris’s fundraising events visit. www.justgiving.com/Chris-MitchellGNR

Asperger’s Syndrome and Mindfulness, Taking Refuge in the Buddah (2008) by Chris Mitchell is published by Jessica Kingsley Publishers.

Jo Adkins and Sue Larkey authors of ‘Practical Mathematics for Children with an Autism Spectrum Disorder and Other Developmental Delays’ (2013)  explain their successful three step approach to making maths fun for young learners.

It is a myth that all children with an Autism Spectrum Disorder (ASD) are good at mathematics. Mathematics is a skill that needs to be taught just like reading, spelling and any other skill. Although some children with an ASD are great at mathematics and often have a special interest in numbers, this is not enough. Many have rote learnt mathematics skills and have gaps in understanding key mathematical concepts. Our mathematics resource seeks to fill those gaps by engaging children in simple and enjoyable maths activities that can be completed at home with parents or in school.

Practical Mathematics has been designed to provide a sequential order of learning because like many other skills, mathematics cannot be taught fully until pre-requisite skills have been taught and achieved.   Children with an ASD learn best through repetition and our programme provides lots of fun activities that children will want to do ‘over and over again!

Each section of the book is divided into three simple steps to ensure the child has consolidated each skill and can generalise the mathematics concepts in everyday situations.

Step 1: Where to start – Direct Teaching

The first step in teaching mathematics is using direct teaching. This involves one on one instructional teaching with an adult and child. Generally, this work is done at a table or on the floor – wherever the child can sit for a length of time and focus with minimal distraction. As your child’s attention to task and concentration span develops move to other environments.

Direct Teaching tasks can include matching card games, sorting colours, number lines and photo sequencing.

Step 2: Creating Opportunities to Practice

The second step in teaching mathematics is to create opportunities to practice those skills being taught in direct teaching. This involves creating opportunities to use the skills learnt in step 1 of a particular skill – whether these be engineered situations, or incidental teaching seizing the opportunity, where possible, when events occur during the child’s day.

Engineered Situations is where you deliberately set-up situations to teach; e.g. when dressing give your child only one sock so they need to request two or more; only give one of their favourite foods and get them to request a specific number more; or when watching a DVD, if you know they want a specific scene, get them to tell you which number.

Incidental teaching is where you follow your child’s lead; responding as situations occur during the day. For example, count food as you give to the child – “one, two, three shape biscuits”; verbalise activities – “Mummy wants three biscuits”; and general observations – when pushing a floor button in lift say “I want five”.

There are lots of situations during your everyday when you can count ‘how many’, ‘how long to wait’, ‘match shapes/colours’ or point out ‘what is different’. These are all very important mathematics concepts and the more you incorporate in everyday situations the quicker the child will learn and generalise.

Use Activity Based Instruction to learn mathematics skills across a number of activities – in different environments, with different people. In the book we give many examples of activity based instruction where you can teach mathematics skills through lots of different everyday activities such as Schedules, Music, Eating Times, Bath Time, etc. The key to knowing a child has learnt a concept is when they spontaneously use the concept or point it out to you, “Look a triangle” or ask for “three chips”.

Step 3: Assessing and Moving On

On-going assessments will help you identify any areas where the child may be struggling and some ideas on what to do to enhance skills and when to move on to next steps.

***

Practical Mathematics is designed as a starting point for introducing key mathematical concepts to young children. The programme is suitable for children from 2-8 years but also works well as a resource for older children who need to re-visit mathematical concepts in order to boost their understanding. Once the child has learnt the early mathematics concepts in this book, they should be able to access the normal school curriculum and preschool programmes – although this may be at varying levels.

Practical Mathematics for Children with an Autism Spectrum Disorder and Other Developmental Delays by Jo Adkins and Sue Larkey (2013) is published by Jessica Kingsley Publishers.

If you’d like to print off a copy of the booklet, simply click here to download and print.

As part of my job, it is my privilege to work with many children with ASD who work hard to cope with life in a mainstream setting. Sometimes their best efforts are thwarted because of an inability to control their temper. The idea for a ‘Red Beast thermometer’ came from a wonderful Special Ed teacher, called Rose.  Rose emailed, all the way from the USA, to see if it was possible for Haitham (Al-Ghani, illustrator of Kay’s books) to produce a set of pictures of the Red Beast in his various stages of growth. Haitham was happy to do this and Rose produced many wonderful visuals, one of which was the thermometer. Haitham adapted Rose’s prototype to produce this downloadable resource. I have tested it in many schools and it has been a resounding success.

This is James, with his brilliant INA, Dan. They are relaxing in James’ ‘safe place’. James is a big fan of Super Mario. Whenever he feels angry he retires to this place to practice some Red Beast calming techniques, and he is now able to regulate his temper and express how he feels, by grading Super Mario on this thermometer.

I think you will agree it was a Super Mario of an idea. Thank you, Rose!

You can download your own copy of the Red Beast thermometer here along with some ideas for classroom activities.

To receive a free copy of the catalogue, please sign up for our mailing listand we’ll get one out to you right away. You may also request multiple copies to share with friends, family, colleagues and clients–simply note how many copies of the catalogue you would like (up to 20) in the ‘any additional comments’ box on the sign-up form.

We hope you will take advantage of this opportunity to get more information about our outstanding new titles such as Dementia – Support for Family and Friends by Dave Pulsford and Rachel Thompson and Can I tell you about Dementia? by Jude Welton. The catalogue also features information on bestselling titles such as Leadership for Person-Centered Dementia Care  by Buz Loveday and Playfulness and Dementia by John Killick, as well moving personal accounts of the experience of dementia such as Dancing with Dementia and  Who will I be when I die?  from Christine Bryden.

Click this link to see a listing of new and recent titles from Jessica Kingsley Publishers’ Dementia list.

To request a copy of the JKP catalogue of books on Dementia and Elder Care, please click here to fill out our sign-up sheet. Please be sure to click any additional areas of interest as well. You should receive a copy of the catalogue within two weeks.

Click here to view the video on YouTube.

Will Hadcroft is the author of The Feeling’s Unmutual (2004) and Anne Droyd and Century Lodge (2004) both published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.

The man sitting next to me – noticeably upright in his seat – stiffens slightly as he hears the tiny deviation in sound.

‘F sharp’, he intones. ‘It’s F sharp, Adam.’

He leans towards me, demanding a response, and the sun bounces off his trademark Prada sunglasses, but without penetrating the world of darkness beneath.

‘Yes, Derek’, I reply, ‘We’ll soon be landing at LAX.’

‘Landing at LAX’, he echoes, apparently relishing the sound of the words – and their import – in equal measure.

‘And I will see Dana, and I will play the piano’, he continues.

‘Yes, Derek.’ I offer the same reply again, the sound of my voice as much as the words offering a reassurance forged in a relationship spanning 28 years – as Derek’s teacher, mentor and friend. ‘You’ll play the piano.’

Repetition confers calm, a hint of a smile crosses Derek’s features, and he relaxes back in his seat.

* * *

Derek Paravicini – blind autistic savant, musician extraordinaire, learning disabled genius, unflagging companion – is on his way to California to perform in a series of concerts: grist to his globe-trotting mill.

For him, aeroplanes are one of life’s many mysteries: a series of awkward slopes and steps to be negotiated; well-meaning helping hands; a waft of warm, stale air; ‘doors to automatic and cross-check’; the sound of the engines starting up. Soon the seat seems to move and bump about, then steadiness; a long, vibrating steadiness. Les Mis on the headphones – once, twice, three times?

At last, everything goes into reverse, and abruptly, we’re off the plane. Now there are new voices, new accents. A new hotel. Oatmeal instead of porridge for breakfast.

And … finally … the piano. At last, something familiar. Every note a close friend. The band plays the same as in England. The clapping is familiar too, though people seem to clap louder in America.

‘Good job, Derek!’ ‘Awesome!’ ‘Can you smile for the photo?’ Derek wrinkles his nose, and everyone laughs, infectiously. He catches the humour, and smiles as well. Music has worked its magic, as it always does.

* * *

Derek’s puzzling mixture of abilities and needs may be extreme, but spikey profiles like his are almost the norm among children and young people on the autism spectrum. And for around 5% of those with severe autism, music may be the key to unlock communication, shared attention and emotional understanding.

I explore these issues in my new book Music, Language and Autism: Exceptional Strategies for Exceptional Minds – not only looking at special talents like Derek’s, but suggesting ways in which music can support learning and development for all children with autism spectrum condition. The result is a radical re-think of pedagogical approaches for children with autism, which, since their inception, have tended to be dominated by visual materials in carefully controlled visual environments. Yet sound is crucial too, with the capacity to impact both negatively and positively.

Music, Language and Autism is intended to open the ears of teachers, parents and therapists to their children’s perception of the auditory landscapes that surround them. It becomes clear that music may be important for all of us, but for children on the autism spectrum, it is nothing less than essential brain food.

Adam Ockelford is the author of forthcoming title, Music, Language and Autism (2013) published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.

Unlike primary school, at secondary school, you are going to have lots of different subjects and teachers in a day. This means you have to be really organized, to make sure you bring all the right stuff on the right day. Get a box, and a series of colored cardboard folders – one for each subject. Keep the folders in the box, and when you have done your homework for the night, take today’s folders out of your school bag and replace them with the ones you will need tomorrow. Keep the box of folders, your school bag and a copy of your weekly schedule by the door ready to go in the mornings.

No 2. Build a schedule

Most schools will have particular classes which will set you homework, which will be due on particular days. Using this information, you can plan which subjects homework you will do when (and trust me, doing it soon after it is set is much easier than the night before!). It can also be helpful to build a schedule that covers from when you get up, to when you go to bed – so you know exactly what is happening, and when stuff gets done.

No 3. Use support

A lot of schools have a homework club, or a lunchtime club. These are great for getting work done, but can also be a way to meet people and make friends, without the pressure of the playground. If you are lucky enough to get some teaching assistant support through school then use it. Even if it might feel a bit embarrassing you will probably do better with it and you can always reduce it if you can manage with less of it.

No 4. Join clubs

The playground can be a really tough place to make friends, because all people do is chat, play team games, or otherwise socialize. Lunchtime or after school clubs are often a much easier way to make friends. Here, socialization is often a byproduct of what you are doing, rather than the main goal. It also immediately gives you a common point of interest, and something to start talking about.

No 5. Give yourself a break

School is hard work for most people, and you have to work even harder, so it is important to make sure you give yourself time off. Give yourself time every night to switch off, and do something you enjoy that takes your mind off school. Even now, I don’t let myself work past 7:30 in the evening, because I know I need to give myself a break to be at my best the next day. This is usually best done after you have done your homework.

No 6. Beat Bullies

Bullying happens to some people, and if it happens to you, you should not just let it happen. This is not to say you should get physically violent or verbally abusive. It is much better (and as you don’t get in trouble, its also much more effective and rewarding) to report it to both school and parents, and see action taken. I advise keeping a note of each bullying incident – who it was (if you know), where and when it happened, and what they did. This give the school something more concrete to go on, and might help you avoid bullies in the future

No 7. Say “Yes”

Earlier, I talked about how to make friends. However, it is really important that you keep these friends, and learn how to get the most out of the friendship. Socializing with really good friends can be one of the best ways of switching off, coping with stress, and cheering yourself up. I’ve learned that part of doing this often means saying “Yes” to things you would usually not do, for example, trying out their hobbies, or going round to their house. It may be a bit scary, but this can be fun, and often helps make friendships stronger (of course, while saying yes to some things may make you feel nervous or a little uncomfortable, you should never feel you have to say yes, and you should certainly not agree to anything illegal, immoral, dangerous (including drugs) or that you believe is wrong).

No 8. Find a good teacher

I remember I was quite scared of a lot of my teachers, and I didn’t really feel I could talk to them about any problems. However, often teachers in learning support are much more approachable, and you can start to develop a good working relationship with them. You may find, however, that you get on well with other teachers, and you may start to develop a good working relationship with them instead. Either way, having that relationship with a teacher often means they are great to go to with problems, or for advice, which can make things a lot easier when you are stressed or anxious. They may also be more likely to help you than others.

No 9. Explain your needs

Often, secondary schools are big places, with lots of people. This can make it really hard for them to see you as a person, and think about what you might need. Therefore, you are going to have to tell them yourself. The best way to do this is sit down and talk to parents about the problems you are having, why they are a problem, and try and come up with a realistic solution the school could use. Then you and your parents can write to the school, explain why something is causing you problems, and how it could be solved.

No 10. Don’t stress about exams

Some people are academic, some aren’t. Regardless of whether you are “good at school” or not, school puts pressure on you to do well in exams, and to always get highest mark as you can. However, while exams are important, they are not nearly as important as your mental health.

What is important is that you spend your life doing something you will really enjoy doing. You probably haven’t found it yet, or you may find it then find a completely different one. It may be this passion is something you need exams for, in which case it helps if you have the right exams, but if not, you can always go back and get them later. Or, it may be that you don’t need exams to get that job, but you have to do some other sort of course. Either way, exams are just something that can help you along the way – they are not the be all and end all to life, and not worth stressing or crying over.

Joshua Muggleton is the author of Raising Martians – from Crash-landing to Leaving Home (2011) published by Jessica Kingsley Publishers.

Part of our celebration of World Autism Awareness Month 2013- see more posts on Autism, Asperger’s Syndrome and related conditions.