Please select the links below for more details on the topic below.

1. Skiing at Mt Ruapehu

2. Extremely Affordable Holiday Accomodation for Families

3. Sue Larkey's Playground Tips

4. Play Behaviour Survey for PhD student

5. Free information on Autism Spectrum Disorders

6. To the Primary Carer of People with Support Needs.

7. Is ABA the Only Way?

8. PECS - Picture Exchange Communication Courses

9. The University of Auckland in conjuntion with Carers New Zealand

10. The Couch

11. Asperger

12. Family Group - Hutt Valley

13. Family Group - Kapiti Coast

14. Family Groups - Wairarapa

15. Social Group - Wellington

16. MensLine - New National Men’s Helpline

17. Halberg Trust Activity Fund

18. Who wants to go sailing then!!!? (Hawkes Bay)

19. Outward Bound Horizons Course

20. Bullies undermining educational rights

21. Consultation on the draft ASD Guideline

22. Tourettes syndrome website

23. Conference 2006

24. Featured Web-sites

25. Adult Group - Wellington Region

26. Family Group - Wellington

27. OASIS Partner Group - Wellington

28. Free pictures you can use to make visual schedules

29. Otago based ASD Adult group for Aspies

30. Information on Educational Leadership

31. “A.S.K.” (Autism Spectrum Kiwis)

32. Training opportunity to help people with disabilty access information and communication technologies

33. No Bully website

34. Does Your Child have problems with bedwetting or soiling?

35. Looking for a Good Alternative to buying just one book?

36. The Problem is Understanding

37. Training Programmes

Skiing at Mt Ruapehu

The Halberg Trust and their principal sponsor, Westpac, would like to invite 20 people with a disability and 1 support person each if desired, to celebrate the new Ruapehu Adaptive Programme opening at Turoa on Sunday 17th August 2008.

The closing date for registrations is Friday 18th July 2008 and will be on a ‘first-in, first-serve’ basis.

Any questions, please do not hesitate to contact me.

Kerri Allerby
Development Officer - Sport Opportunity
Sport Hawke's Bay
P O Box 7537
TARADALE

Phone: 06 8459333
Fax: 06 8453983
E-mail: kerria@sporthb.net.nz
Web: www.sporthb.net.nz

Extremely Affordable Holiday Accomodation for Families

An old cottage restored by IHC and IDEA Services has been highly commended in the 2007 CRESA Community Housing Awards.

The three bedroom house now named Kauri Cottage offers rural holiday accommodation for people with an intellectual disability and their families. It was awarded runner-up by Community Housing Aotearoa Inc because of its conversion from a rundown cottage to quality wheelchair accessible accommodation.

Gisborne area manager Fiona Giles says Kauri Cottage was an uninhabitable building bought a few years ago as part of a package of land and buildings.

The previous owners relocated the house and installed it on new foundations with the intention of restoring it as a farm stay. While it had a lot of character it was in a dilapidated condition says Fiona.

After consulting with families and people using IDEA Services , Fiona suggested refurbishing the cottage so that it could be used for people to take a break. The Cameron Road property already has a day service and residential home, so there is plenty of support available on site.

Funding for costs of modification was provided from bequests left to IHC for use in the Gisborne region.

The IHC committee supported the project and committed themselves to undertaking all maintenance work or funding the work through fundraising endeavours.

The house was called Kauri Cottage because it was built with kauri timber and had kauri panelling throughout.

Restoration included a new roof, repairs to cladding, painting and the addition of verandas with wheelchair ramp access.

The interior was stripped and relined, insulated and redecorated. The back lean-to area was opened up to provide open plan living, dining and kitchen areas. A new kitchen and laundry was installed. A new bathroom, including toilet basin and shower, was designed to be wheelchair accessible.

Kauri Cottage has been extensively modified to enable people with intellectual disabilities living at home with families or in IDEA Services to take a break in a pleasant, relaxing rural environment. It also provides an emergency service for people who struggle to find a suitable environment, for
example the cottage enables families to have an affordable holiday with the entire family, where a motel or camping ground is not practical for a disabled family member.

“We believe we have provided a unique accessible respite facility that will be well used by many for a break in a relaxing environment,” said Fiona.

This is seen as a pilot project with potential for application in other parts of the country.

This is very affordable at $30 per night. For further information and bookings please ring Jean or Connie at the Gisborne Office. Ph: 06 868-4158 or email gisborne.wairoa@idea.org.nz

Sue Larkey's Playground Tips

For children with ASD, the playground can be the most stressful environment.

In my experience this stress can lead to the child doing 'undesirable behaviours', which can flow on and disrupt the whole day for the student, other students, teachers and even Principals!

The playground is a time when there is minimal supervision and structure, so having a Playground Plan can make a big difference for everyone!

So what is your Playground Plan?

I have listed some ideas and strategies which may help get you started.

www.suelarkey.com/Ezine3.php

Play Behaviour Survey for PhD student

Karen O’Brien who spoke at our conference last year has her research project underway.
Karen is now working on her PhD on autism in Brisbane, and she is planning to come back to NZ to test some participants. If you would like to assist Karen with this project your help would be greatly appreciated.

The initial survey here http://surveys.psy.uq.edu.au/asdplaybehaviour.survey will be included on our website.

Anyone with a child 4-12 with ASD can fill it in, they do not need to participate in any future research.

Karen O'Brien BSc, BA, PGDipSci, MSc
PhD Candidate
School of Psychology
The University of Queensland

Telephone: (07) 3346 7326
Fax: (07) 3365 4466
Email: k.obrien@psy.uq.edu.au
Web: www.psy.uq.edu.au/directory/index.html?id=1356

Free information on Autism Spectrum Disorders

Here's a FREE resource that may be useful to many people on the autism spectrum, as well as for parents, relatives, spouses, caregivers, and friends of people on the spectrum.

Midnight In Chicago, a tourism and cultural initiative that raises funds and awareness for autism, has produced a series of FREE informative podcasts designed to provide factually correct information to the public on ASDs.

http://mic.mypodcast.com/

Topics to date have included:

Autism, Asperger Syndrome and Autism Spectrum Disorders

AS and ASD Web Resources and Forum Communities

Special Feature Interview with Lewis Schofield (Thomas D. Taylor and Elyse Bruce talk with Lewis Schofield about Asperger Syndrome and more. This enchanting and enlightening interview covers a number of topics from his recent interview with world renown autistic author, Donna Williams to his views on life in general and quite a bit in between)

Autism on the Homefront: Parenting Autistics

Autism and the Media(When information, misinformation and disinformation cross paths, it's difficult for anyone to know what to believe. This podcast discusses autism and how it is portrayed in the media.)

Autism and Bullying: Part One

Autism and Bullying: Part Two

The information included in these podcasts has been researched extensively by Thomas Taylor and by Elyse. Links to sources are included on the main podcast page so people can review the source information at their leisure.

About Elyse Bruce

Elyse is a member of the American Federation of Musicians Local 446 (AFM), the Guild of Canadian Film Composers (GCFC), the Association of Managers of Volunteer Services (AMVS), the Saskatchewan Recording Industry Association (SRIA) and SOCAN, as well as the founder and co-creator of the international "Midnight In Chicago" tourism and culture initiative raising awareness and funds for Autism. Ms. Bruce balances her time writing and recording music, mastering new technology, teaching songwriting and marketing courses, raising her totally awesome Asperger child, and thinking up new and exciting projects that involve -- and benefit - as many people as possible.
Website: www.elysebruce.com

About Thomas D. Taylor
Thomas D. Taylor, the "Midnight In Chicago" artist and co-creator of the initiative, has been drawing and painting for over 30 years. His artwork embellishes subjects via absence of shadow, vibrancy of colors, and smooth, small brushstrokes. His acrylic on canvas paintings range from modern and abstract to surreal, but all fall under the art form he has coined "Precise Impressionism." Taylor painted the album covers for the "Midnight in Chicago and "Countdown to Midnight" CDs. Mr. Taylor is a great believer in environmental, humanitarian, animal rights, and Autism rights causes, and is an Administrator for nine web-based forum groups for people with Asperger Syndrome. He writes, with the assistance of Ms. Bruce, podcasts about autism spectrum disorders which can be found at www.mic.mypodcast.com
Website: www.artworkbytdt.com

To the Primary Carer of People with Support Needs.

The University of Auckland in conjuntion with Carers New Zealand, invite you to take part in a study called C.A.N. (Carers Assessment of Needs). This study is designed to assess whether the support you are receiving is meeting your needs as a carer (who supports people of any ages); and what if anything would improve this. Taking part is voluntary (your choice).

What is the purpose of the study?
The study will involve approximately 300 carers of people with support needs. The aim of this study is to: (a) Assess the areas which will assist the carers; (b) Reduce the number of people entering residential facilities because of carer stress; (c) Improve the satisfaction of people living at home.

What is involved?
If you decide that you would like to take part, you will have one telephone interview lasting approximately 30 minutes. The interviews will be held with a researcher who is a health professional. You will be asked about how you feel you are coping with the care of the person, and if you could suggest any ways in which this could be improved.

If you would like to be part of this study would you please phone the toll free number 0800 579 351, or 027 2236280, or email d.jorgensen@auckland.ac.nz. for further information and a consent form.

You will be sent a full information sheet about the study, and also a consent form to sign and send back in a stamped addressed envelope when you agree to be part of the study.
Thank you for your consideration.

Dr Diane Jörgensen,
School of Nursing,
The University of Auckland,
Phone: 0800 579 351
PO Box 92019, Auckland
Email: d.jorgensen@auckland.ac.nz

Is ABA the Only Way?

Author: Barry M. Prizant, Ph.D., CCC-SLP
Center for the Study of Human Development,
Brown University, Providence, RI

The purpose of this document is to set the record straight about often stated claims regarding ABA vs. other treatment and educational approaches for children with ASD. A small group of the many fine professionals in Applied Behavior Analysis have espoused an "ABA only" approach for children with ASD, and make treatment and educational recommendations conveying this message to families and agencies serving children. Many experienced professionals and parents have become increasingly concerned about such statements made by practitioners and proponents of ABA that are either inaccurate or half-truths, since they convey spurious information to families that is not supported by the most current research and practice. When this occurs it can result in confusion for families and mistrust of professionals, who do not support ABA as the “only” effective approach, thereby undermining the critically important parent–professional partnerships that underlie successful collaboration.

Statements that are designed to communicate to parents that “ABA is the Only Way” attempt to convince parents that they have no need to look further, no need to educate themselves about the range of approaches available, and no need to consider other approaches or visit programs that may be guided by practices other than ABA. We hear repeatedly from parents of older children that in the early years, they were led to believe that ABA was the only credible approach that was available. They add that they wish they were exposed to the broader range of practices for children with ASD, as they could have made more informed choices for their children.

As a start, a few brief comments about ABA are in order, since ABA is often discussed as one approach or treatment, which is not accurate.

1. Definitions of ABA vary greatly, as do practices that fall under the heading of ABA. A common definition for ABA is: “Applied behavior analysis (ABA) is a systematic process of studying and modifying observable behavior through a manipulation of the environment. Its principles are derived from extensive basic research, often with non-humans, but has become popular in recent years in therapy with autism and other developmental disorders”.

Dr. Laura Schreibman, a highly respected Contemporary ABA researcher and practitioner recently stated that “Technically, Applied Behavioral Analysis is not a treatment for autism, it is a research methodology” (Screibman, 2007).

2. The range of practice under the heading of ABA has evolved over the past 30 years and now varies from Traditional Practices to Contemporary Practices (Myers & Johnson, 2007; Prizant & Wetherby, 1998; 2005):

Traditional ABA practice is characterized by highly structured, adult-directed teaching referred to as Discrete Trial Instruction or Training (DTI or DTT) that focuses on teaching correct responses in regimented teaching.

DTT was first derived from the operant conditioning experiments of B.F.Skinner in the 1950’s, and first popularized for children with autism by Ivar Lovaas in the 1960’s – 1970’s, then known as Behavior Modification. Most often, such practices involve curricula or written programs that must be followed faithfully when “training” a child. Major objectives include maintaining “Instructional Control” and “Compliance” while teaching, and eliciting correct responses that are targetted in teaching programs. Procedures to eliminate undesirable behaviors are often prescribed, often without determining the functions or purposes of such behavior. Contributions of Traditional ABA include the benefits of breaking tasks down into defined steps (task analysis), the importance of using a hierarchy of prompts and prompt-fading, and systematically measuring and tracking progress. However, Traditional ABA practices are typically not informed by research on child and human development; use primarily adult-child (1:1) teaching formats to the exclusion of social instruction in various settings; do not take into account a child’s developmental profile; and teach skills that do not necessarily focus onthe core social communicative and relationship challenges faced by children with ASD.

Contemporary ABA practice is characterized by more flexible, naturalistic teaching
(incidental teaching) in natural routines and activities that focus on social initiation and spontaneity in daily routines and activities. Based on the significant limitations of Traditional ABA practice, many ABA practitioners have moved away from highly structured, prescriptive practice to practices that have a much greater focus on social communication across a variety of social settings, and the need to determine functions of behavior to replace less desirable behavior. In many ways, contemporary ABA practice, such as Incidental Teaching, Pivotal Response Training, and Positive Behavioral Support is more similar to developmentally-based approaches (e.g., SCERTS, Floor-time, RDI) than it is to Traditional ABA Practice. The development of Contemporary ABA practice has been heavily influenced by research on language and play development in typical children, with an emphasis on individualized and positive approaches to understand and address problem behavior.

In summary, it is important that families understand that ABA practices vary considerably from one ABA approach to another. Across ABA practices, there are critical differences in philosophy, research support, the types of intervention, and the methods used to document progress. Over the past 10-20 years, the clear trend within ABA has been movement from Traditional to more Contemporary Practices. This is due to the following facts: 1) research has not supported the effectiveness of Traditional ABA Practices in teaching social communication and other critical, functional skills (see below); and, 2) there have been significant changes in societal values and beliefs, resulting in educational laws that no longer allow for the use of punishment and aversive procedures in educational practice, which were first introduced and studied in traditional ABA practice. For this reason, it is critically important to determine what type of ABA practice is being referred to, especially when decisions are being made regarding the use of ABA in educational programming.

3. Researchers have criticized ABA approaches that use DTT as the predominant
instructional method, citing its limited effectiveness. Their concerns include: 1) the use of strategies that do not foster social communication or support the formation of relationships, both of which are the core deficits in autism; 2) a teaching format that is primarily adult-controlled and that discourages initiation and spontaneity in communication and learning by placing a child in a respondent role, resulting in passivity and prompt dependence; and 3) the teaching of skills that remain limited to the teaching situation: that is, they do not meaningfully generalize to independent use in daily interactions and activities.

In fact, due to these concerns, the most highly regarded and highly published researchers in ABA and ASD over the past three decades have been openly critical of Traditional ABA practices, have abandoned such practices, and have demonstrated in published research that the most effective approaches infuse developmental, childcentered and family centered principles in educational programming for children with ASD. As noted, these contemporary ABA researchers and practitioners have moved to more developmentally–based and natural activity-based practices influenced by the literature on child development and learning in natural routines and environments. These contemporary ABA researchers and practitioners include Drs. Robert and Lynn Koegel, Laura Schreibman, Phil Strain, Gail McGee, some of who were mentored by and conducted research with Dr. Lovaas (RK, LS, GM) in the late 1960’s to the early 1980’s, when Traditional ABA practices were initially developed. Strain has noted that only through the integration of different perspectives including ecological, developmental, systems theory, as well as behavioral, can “new and more robust interventions” be developed for children and families.

The Most Frequent Claims Used to Support Traditional ABA Practices
The following are examples of claims about ABA that are still made frequently, despite the fact that research does not support these claims:

Claim # 1. Research has concluded that ABA is the only effective, or most effective approach for children with ASD, and therefore is the “gold standard" of treatment.

FALSE: The most comprehensive review of educational research to date, conducted by the National Research Council (a committee appointed by the National Academy of Sciences, NRC, 2001), concluded that given the current state of research in ASD, there is no evidence that any one approach is better than any other approach for children 0-8 years of age. They noted, “Studies have reported substantial changes in large numbers of children receiving a variety of intervention approaches, ranging from behavioral to developmental”. It is important to note that this opinion was the consensus of 12 national experts in ASD, coming from a variety of disciplines and approaches (including ABA). This committee was convened to review 20 years of educational research in autism and in a 324-page document made a number of conclusions and recommendations (go to www.NAP.edu). Some ABA proponents cite the 1999 New York State Clinical Practice Guidelines for Early Intervention (0-3 years) for Children with Autism, which only addressed services for 0-3 years, in supporting this statement that ABA is the only effective approach. However, the National Research Council included this document in their review, which was conducted a few years later, and refuted their conclusions. The American Academy of Pediatrics (Myers & Johnson, 2007) noted that, “There is a growing body of evidence that supports the efficacy of certain interventions (behavioral and developmental) in ameliorating symptoms and enhancing functioning, but much remains to be learned”.

Claim # 2. Once a child is diagnosed with ASD, he or she must receive ____ hours (25, 30 or 40 hours) of ABA services, often recommended in a DTT format, in order to make progress.

FALSE: Following the comprehensive review of research, the National Research Council recommended that children with ASD need active engagement in intervention for least 25 hours a week. However, they did not specify any particular approach and as noted, there is research evidence of substantial positive changes using a variety of intervention approaches, from behavioral to developmental. Furthermore, the NRC noted that the instructional priorities, or the most important areas to focus on, must include:

a) functional, spontaneous communication,
b) social instruction in various settings (not primarily 1:1 training)
c) teaching of play skills focusing on appropriate use of toys and play with peers,
d) instruction leading to generalization and maintenance of cognitive goals in natural contexts,
e) positive approaches to address problem behaviors,
f) functional academic skills when appropriate

ABA approaches vary greatly regarding the extent to which they focus on these practices, with Contemporary ABA approaches more consistent with these priorities.

Claim # 3. A child with ASD will benefit the most from ABA services that use a DTT or Discrete Trial Teaching/training format, because:

a) Certain readiness skills must be acquired before a child can benefit from social learning
experiences (Readiness “myth”)
b) Children with ASD (especially young children) can only learn in 1:1 teaching, and cannot
learn from other children (Tutorial (1:1) instruction “myth”)
c) Typical environments are too overstimulating for a child to learn (Overstimulation “myth”)
d) Behavior can not be controlled in more typical settings (Behavioral control “myth”)

FALSE: Three highly published and respected Applied Behavior Analysts in ASD, Drs. Phil Strain, Gail McGee and Frank Kohler, devoted an entire chapter to these claims, and reviewed research to see if there was any support for each claim. They concluded, “These myths rest on shaky, if not absent empirical grounds.” (from Strain, McGee & Kohler, 2001). In other words, there is virtually no research that supports these myths. Strain, McGee and Kohler do cite the critical need for well supported and well-designed activities for children with ASD in inclusive and developmentally appropriate social environments.

Claim # 4. If a child does not receive intensive ABA by five years of age, the “Window of Opportunity” for learning will close, or it will be missed.

FALSE: There is no evidence that there is a ceiling on learning, or that there is a window of opportunity that closes. This statement is an inaccurate rendering of a statement that is true:

One of the factors associated with better outcomes is early entry into intervention.

However, this is only one of a number of factors that are associated with better outcomes. Others include inclusion of a family component, active family involvement in programming, developmentally appropriate activities, 25 hours of engagement in individualized programming per week, and repeated, planned teaching opportunities. The term “individualized” is often misinterpreted as 1:1 services. However, it refers to a program is that developed for each individual child based on his/her strengths, needs, and family priorities.

Learning and developmental progress for children and people with ASD is life-long, as it is for all human beings. Clearly, it is important to get started in intervention as early as possible, but that does not mean that a child's progress will be limited, if not absent, unless the child receives a minimal amount of ABA (or any other) services prior to five years of age. We have known many children who continue to demonstrate significant developmental progress in later childhood, adolescence and even adulthood. Unfortunately, the "Window of Opportunity" claim often leads to overwhelming guilt for many parents whose children did not begin services early, or who did not choose traditional ABA as the approach for their child.

Claim # 5. ABA is the only educational approach that results in "recovery" from autism, which occurs in about half of the cases.

FALSE: When this claim is made, the studies that are most frequently cited are those of Dr. Lovaas and colleagues (Lovaas, 1987; McEachin, Smith and Lovaas, 1993), in which 19 children receiving intensive ABA services were followed, and 9 were considered to have “recovered” at follow-up. However, there are a number of problems with this claim.

1. First and foremost, these studies have been severely criticized for the claims made about the results of the study, given the very small number of subjects, and the type and intensity of treatment provided. They also have been criticized for many flaws in research methodology (e.g., the measures that were used to support “recovery”, subject selection, type of control group). Additionally, the studies were conducted when aversive procedures were still being used. Many attempts to replicate or reproduce these findings with larger groups of children in a number of federally-funded research centers nationally have failed, and in fact, a number of these centers were closed down prior to the completion of the research period due to poor results. To date, close to 20 years following publication of the first Lovaas study, there has been no successful replication of the original results with many failed attempts.

2. The issue of "recovery" from autism remains extremely controversial, and the likelihood of recovery has not been supported in long-term follow-up studies of children who received a variety of interventions. Furthermore, accurate diagnosis of very young children remains a relatively new and imprecise art as young children may change dramatically in the first 3 years of development. Some developmental challenges such as language disabilities, sensory processing disorders and anxiety disorders, and physiological challenges such as severe environmental and food allergies, and gastro-intestinal disorders can impact social communication and emotional regulation, and may be confused with a profile of autism at a very young age. (Such physiological problems are also observed in some children with an accurate diagnosis of ASD, creating further diagnostic confusion). Therefore, whether a child diagnosed around 2 years of age will continue to have that diagnosis 2-4 years later is a question that research has just begun to address. Unfortunately, available research indicates that the number of accurately diagnosed children who "move off the spectrum" remains very low (about 2-4%) (Lord et al., 2006). Clearly, some children with ASD do go on to do very well academically, in the development of social relationships and in having a positive “quality of life”, even if they continue to qualify for a diagnosis and continue to experience some of the challenges associated with ASD. At this point in time, however, research indicates that ASD remains a life-long developmental disability for the majority of children receiving this diagnosis.

Claim # 6. There are hundreds of studies that demonstrate that ABAworks, and few or no studies that other approaches “work”.

HALF-TRUTH - There are a considerable number of studies conducted by ABA researchers and published in ABA and other journals that demonstrate the effectiveness of specific elements of practice, such as: teaching communicative skills and communicative replacements for problem behaviors, toilet training, social skills, use of visual supports, relaxation techniques and many other areas of focus in intervention. However, there are very few studies that have looked at the effectiveness of “comprehensive intervention programs”, and this is true for ABA as well as other intervention approaches (NRC, 2001). Furthermore, many studies that are cited as supporting ABA practice include practices that were first developed outside of ABA, such as teaching spontaneous communication, social skills and play skills, use of augmentative communication systems, use of relaxation procedures and use of visual supports such as schedules and graphic organizers.

In their review of educational research, the National Research Council (2001), and more recently, the American Academy of Pediatrics (Myers & Johnson, 2007) noted that there are many models, other than Traditional ABA, that more comprehensively include the most essential components of effective programs that have demonstrated positive outcomes for children with ASD. Furthermore, approaches other than ABA have also utilized scientific research-based practices and meet criteria associated with effective educational practice.

SUMMARY AND CONCLUSION: Principles and practices in Applied Behavior Analysis have long made contributions to intervention and educational programming for children with ASD. Most effective programs utilize some ABA principles and practices integrated with other practices (developmental, sensory, AAC, family support) in individualizing programs for children. However, within the ABA community, some practitioners and agencies continue to make claims that amount to the declaration that “ABA is the Only Way”, or that it is not possible to have quality programs unless they are ABA programs, or supervised by ABA personnel (i.e., BCBA’s - Board Certified Applied Behavior Analysts). Most often, these statements are supported by claims 1-6 noted above, despite the lack of research support for these claims, and even evidence that refutes these claims. Unfortunately, this message continues to be conveyed by proponents of traditional ABA practice, when services are prescribed to families of children with ASD, and the agencies that serve these children.

We also must consider the cost of these claims, not just monetary, but the lost time in effective programming, to a child and his or her family. A narrow focus on Traditional ABA practice may result in children losing opportunities to participate in a program that supports genuine social and communicative learning and emotional growth, the primary needs of children with ASD – time that could have been spent learning about people and developing relationships, and acquiring meaningful, functional skills that allow children and older individuals, and their families, to participate in and enjoy everyday activities and routines in their home school and community.

The most comprehensive and respected research reviews have indicated that there is no substantial evidence to support the “myths” listed above. In fact, as noted, these claims have been severely criticized by the most highly published researchers within ABA whose own research and practice have evolved from Traditional ABA to Contemporary Practices (Drs. Robert and Lynn Koegel, Phil Strain, Gail McGee, and others). Of course, these claims have long been challenged by other professionals who have made contributions to practice in ASD by developing approaches from orientations other than ABA, including Stanley Greenspan, Steven Gutstein, Gary Mesibov, Carol Gray, myself and my colleagues. Furthermore, adults with autism, including Stephen Shore, Jerry Newport, Temple Grandin, Donna Williams, Ros Blackburn and Michelle Dawson, who have written and/or speak about their experiences, have raised serious questions about approaches that draw primarily from ABA practice, to the exclusion of other practices.

As noted, a clear and continuing trend in education and treatment within ABA has been the movement from Traditional ABA to more Contemporary Practices. Contemporary ABA practices are now very close in philosophy and practice to non-ABA Practices that are more developmentally based, and individualized for children and families (e.g., DIR-Floortime, Hanen, RDI, SCERTS, TEACCH and others). In fact, in the most recent Autism Speaks treatment grant award cycle, the grants that were approved for major funding did not include research on an approach that was based primarily on an ABA orientation, to the exclusion of other practices, demonstrating the priority placed on expanding treatment perspectives.

There is so much more that we need to learn in supporting children and older individuals with ASD and their families. This evolving knowledge base will need to come from persons with ASD, researchers, educators, therapists and parents from a range of philosophical and practical orientations. There no longer is any place for unsubstantiated claims that are made with the goals of limiting the potential range of effective practice, or to “convince” parents or funding agencies that “ABA is the only way”. This has resulted in costly litigation, divisiveness, mistrust and confusion for parents and practitioners. In some cases, it also has taken away freedom of choice from families, when only limited treatment options are available. It is a disservice to children with ASD and their families that claims supporting traditional ABA practices continue despite evidence and expert opinion regarding their limitations. For education and treatment practice to advance, and for programs to be truly individualized for children and families, claims that “only one approach works” must cease.

Barry M. Prizant, Ph.D.
Director
Childhood Communication Services
Adjunct Professor
Center for the Study of Human Development
Brown University

My sincere thanks to the nearly two dozen educators, therapists, administrators and parents who provided invaluable feedback to earlier drafts, resulting in this final version. I so appreciate their encouragement and the clear consensus that a document such as this is needed to support families and practitioners. Special thanks to Carol Gray, Karen Levine, Diane Twachtman-Cullen, Eve Mullen and Tony Maida for their detailed and timely
comments.

References

Koegel, R., and Koegel, L. (Eds.) (1995). Teaching children with autism. Baltimore, MD: Paul
Brookes.
Lord, C., Risi, S., DiLavore, P., Shulman, C., Thurm, A., & Pickles, A. (2006). Autism from
two to nine. Archives of General Psychiatry, 63, 694-701.
Lovaas (1987) Behavioral treatment and normal educational and intellectual functioning in
young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
McEachin, J.J., Smith, T., & Lovaas, O.I. (1993). Long-term outcome for children with autism
who received early intensive behavioral treatment. American Journal on Mental Retardation,
97, 359-372.
Myers, S. Johnson, C. Management of children with autism spectrum disorders. (2007).
Pediatrics, 120, 1162-1182.
National Research Council (2001). Educating children with autism. Committee on
Educational Interventions for Children with Autism. Division of Behavioral and Social
Sciences and Education. Washington, DC: National Academy Press. (www.nap.edu)
Prizant, B.M. & Wetherby, A.M. (1998). Understanding the continuum of discrete-trial
traditional behavioral to social-pragmatic, developmental approaches in communication
enhancement for young children with ASD. Seminars in Speech and Language, 19, 329-353.
Prizant, B.M.,& Rubin, E. (1999). Contemporary issues in interventions for Autism Spectrum
Disorders: A commentary. Journal of the Association of Persons with Severe Handicaps, 24,
199-217.
Prizant, B.M., & Wetherby, A. M. (2005) Critical considerations in enhancing communication
abilities for persons with autism spectrum disorders. In F. Volkmar, A. Klin & Paul, R. (Eds.),
Handbook of autism and pervasive developmental disorders (3rd Edition).
Strain, P., McGee, G, and Kohler, F. (2001). Inclusion of children with autism in early
intervention settings. In. M. Guralnick (ed.), Early childhood inclusion: Focus on change.
Baltimore: Paul Brookes Publishing.

PECS - Picture Exchange Communication Courses

Picture Exchange Communication System Basic Workshop

Formerly: Two-Day Picture Exchange Communication Training Workshop

Auckland - 10 & 11 March 2008
Wellington - 12 & 13 May 2008
Auckland - 1 & 2 September 2008

For more details: click here

Teaching Communication Skills for Independence Workshop

Formerly: Teaching 9 Critical Communication Skills

Wellington - 14 May 2008
Auckland - 3 September 2008

For more details: click here

new! Picture Exchange Communication System Advanced Workshop

Wellington - 15 & 16 May 2008
Auckland - 4 & 5 September 2008

For more details: click here

For more details, or to register, go to www.pecsaustralia.com
or call +61 3 9391 6122

The University of Auckland in conjuntion with Carers New Zealand

16 January 2008

To the Primary Carer of People with Support Needs.

The University of Auckland in conjuntion with Carers New Zealand, invite you to take part in a study called C.A.N. (Carers Assessment of Needs). This study is designed to assess whether the support you are receiving is meeting your needs as a carer (who supports people of any ages); and what if anything would improve this. Taking part is voluntary (your choice).

What is the purpose of the study?
The study will involve approximately 300 carers of people with support needs. The aim of this study is to: (a) Assess the areas which will assist the carers; (b) Reduce the number of people entering residential facilities because of carer stress; (c) Improve the satisfaction of people living at home.

What is involved?
If you decide that you would like to take part, you will have one telephone interview lasting approximately 30 minutes. The interviews will be held with a researcher who is a health professional. You will be asked about how you feel you are coping with the care of the person, and if you could suggest any ways in which this could be improved.

If you would like to be part of this study would you please phone the toll free number 0800 579 351, or 027 2236280, or email d.jorgensen@auckland.ac.nz for further information and a consent form.

You will be sent a full information sheet about the study, and also a consent form to sign and send back in a stamped addressed envelope when you agree to be part of the study.
Thank you for your consideration.

Dr Diane Jörgensen,
School of Nursing,
The University of Auckland,
Phone: 0800 579 351
PO Box 92019, Auckland
Email: d.jorgensen@auckland.ac.nz

The Couch

The Families Commission set up The Couch to hear the views of New Zealanders on issues relating to families.

It is part of our wider community engagement programme in which we regularly seek feedback from families, as well as community groups and organisations, through forums and meetings.

The responses from our polls and questionnaires will help us in our advocacy work to improve services and support for families, and improve our advice on proposed government policies.

The Families Commission is an advocate for the interests of New Zealand families. We are unique because we are legislated to focus on families generally, rather than individual families or cases. Our role is to promote the interests of all families and promote a better understanding of family issues and needs amongst government agencies and the wider community. To do this, we need to understand the issues affecting families. We listen to families, and organisations involved with them, to hear their views.

We also promote, commission and publish research into family issues, and contribute to the government’s policy development processes on family-related issues.

Go to: www.thecouch.org.nz

Asperger

Cloud 9 Children's Foundation occasionally have a meet-up for Coffee and a Chat to discuss Childhood and Asperger's syndrome. Friendly ear guaranteed! Bring any info and ideas you have to share!

Call Bill on 04 232-4795 or email foundation@entercloud9.com for further information and dates.

Office located at Tawa Community Centre.
Cloud 9, P O Box 51 176, Tawa, Wellington 5249

Family Group - Hutt Valley

Big monthly meeting of (mostly) parents with a child on the spectrum who wish to positively engage in the quality sharing of strategies, knowledge and understanding.

Great welcome guaranteed!

Range of books & resources available for free loan. Gold coin donation for hall hire and cuppa please.

Call Carol 569-2037 or Janine 04 234-7748 to find out when this independent group will next meet at the Knox Church Lounge, 574 High Street, Lower Hutt.

Family Group - Kapiti Coast

Meets: Each 2nd Wednesday of the Month during School Term
Venue: 'Westwing', Raumati Beach School, Raumati Road, Raumati Beach
Time: 7:30pm-9pm
Convener: Sue McLean

Telephone 04 478-2700 or e-mail westwing@xtra.co.nz (Sue) to be added to the list of those to be notified of the monthly meeting date.

Family Groups - Wairarapa

Meets: Monthly (Day and Evening Meetings)
Venue: MTLT Education Centre*

Morning Meet: TO BE ADVISED
Evening Meet: First Monday of Each Month, 7:30pm-9:00pm
Convener: Cheryl Hansen

Call 06 378-0017 (Cheryl) for further information please.

*Directions: Opposite QE Park, beside Shear Discovery, at 22 Dixon St.

Social Group - Wellington

Meets: Each Thursday
Venue: The Trust Room, Johnsonville Community Centre
Time: 7:00pm - 8:00pm
Note: Late night shopping next door at the Mall!
Convener: Services Coordinator 04 478-2702

For those children and teens aged 8 to 16 years of age who have an ASD. Registration required!

Social activities and opportunities!

MensLine - New National Men’s Helpline

Telephone counselling service run by men for men, FREE to call from anywhere in NZ:

0800 636 754

Coping, as a man with an ASD, can be difficult for many without a supportive ear and a sounding board.

This now nation-wide service offers:
• Call Back Counselling – call Mensline to have the option of a phone call from a counsellor at an agreed time
• Call Again Counselling – enables you to call again later on and still speak to the same counsellor as previous

Halberg Trust Activity Fund

Kerri has explained how we can apply for Halberg Trust funding, all the forms are there etc...
I have accepted her offer to come and speak to us all at a Support meeting earlier next year as I know there will be a lot of interest....needn't be just swimming, could be any sport...so this could be a great step forward if we start to avail our children of this support, as they often need a long time to gain skills and this can be costly over time.

If people already know of Instructors or coaches who have the skills and patience for our children, then please let me know as I can collate them and spread the info to everyone. Sometimes it is just too daunting to explore it all on your own and even if someone is listed in, say the Yellow Pages, or even school teachers. they may not have a clue about Autism!!!!

So lets get active!!!!

Contact Jo (Hawkes Bay) for more details: jo.b@slingshot.co.nz

Who wants to go sailing then!!!? (Hawkes Bay)

Katy, who used to help on our Holiday Programme and works at Fairhaven:

"My partner Mark and I both sail and Mark has been involved in instructing before and is qualified to drive a rescue boat. There are sailing courses held regularly over 10 weeks, may be able to look into the possibility of having one/both of us as an extra support person especially for one of two of 'our' kids as part of a group, or doing a smaller group for just 'our kids'. the instructors are volunteers so there would be no extra cost there, there would be the standard course cost to cover and the small extra cost of taking out an extra rescue/coach boat.

If you think there could be an interest we will speak with the relevant people at the sailing club and see what possibilities are. Could be very exciting. I would love the oppertunity to get some of our kids out on the water."


Contact Jo for more details: jo.b@slingshot.co.nz

Outward Bound Horizons Course

Outward Bound is seeking 12 people with an intellectual disability to participate in an adventure of a lifetime.

The Outward Bound Horizons course is an 8 day experience designed especially for people who have an intellectual disability. Participants will have the opportunity to build their confidence through working In a team and take part in new experiences.

Next course Horizons starts Saturday 15 March 2008
Act today to secure a place on the next course.

How can you help?
Please pass on the enclosed information to anyone you think may be interested. If you would like more copies or an email to circulate simply contact us

What help is available to pay the course fees?
We are committed to assisting people who would otherwise be unable to attend due to their financial circumstances. Call is to discuss sponsorship options.

How does someone enrol?
Simply download an enrolment form at www.outwardbouund.co.nz\Horizons or phone us on 0800 OUTWARD (688 927) to request an enrolment pack.

How do I find out more?
Please call Danielle on 0800 OUTWARD (688 927) with any questions you may have. We are more than happy to talk with you, your organization or members.

We look forward to hearing from you soon

Kind regards

Danielle Bowater
Account Manager Custom Design

0800 OUTWARD (688 927)
DDI: (04) 495 1768
Email: dbowater@outwardbound.co.nz

40 Panama St PO Box 25274 Panama St Wellington Ph: (04) 472 3440 Fax: (04) 472 8059
Email: info@outwardbound.co.nz
Website: www.outwardbound.co.nz

Outward Bound Trust of NZ is a member of Outward Bound is a not for profit Educational Charitable Trust. Patron: David Levene

Bullies undermining educational rights

LANE NICHOLS - The Dominion Post | Thursday, 10 May 2007

Children's rights to a quality education are being undermined by bullying, harassment and under-achievement, according to a new report on human rights.

The Human Rights Commission reviewed how New Zealand schools fared at safeguarding children's universal right to education.

It found significant problems with bullying, discrimination and harassment, a lack of systematic human rights education, cost barriers, and disproportionate participation and success rates.

A coalition including the commission, Amnesty International and the children's commissioner is now calling on the Government to rewrite national education guidelines governing schools to ensure children's educational opportunities meet international rights standards.

A report released this week recommends amending the guidelines so New Zealand's obligation are made clearer.

The guidelines dictate what schools must provide for education basics like pupil-learning programmes, literacy and numeracy, and physical activity.

The report says schools and preschools should become "human rights communities" that help young people know their rights and responsibilities, respect the rights of others and learn to value diversity.
It calls for principles in the Universal Declaration of Human Rights to be made explicit in the country's education laws and policies.
Ministry chief executive Karen Sewell said she was yet to read the document. There were no plans to amend the guidelines.
Amnesty International executive director Ced Simpson said New Zealand fared well internationally on its human rights record and school achievement results. But an under-achieving "tail" were not getting the education they needed or deserved.

The recommendations, if implemented, would ensure educational rights and aspirations were made clear for pupils, schools and communities.
"Human rights are generally well respected in New Zealand. But if you just sort of accept that at face value, we ignore the human rights issues that do exist. For many New Zealand kids, there's poor access to an education that meets their needs."

A visiting British children's services official addressed yesterday's Education and Science select committee about a Hampshire schools' project that incorporates human rights principles into learning.

John Clarke said children as young as four were being taught about the United Nations Convention on the Rights of the Child.

It had resulted in less disruption and bullying, and improved academic results, he said.
"It's about teaching them that we all have rights, and because we have rights, we have responsibilities to respect the rights of others."

Consultation on the draft ASD Guideline

Consultation on the draft ASD Guideline has closed. Analysis and identification of the key themes is now being undertaken with revisions and additions will then be made to the draft on the basis of the feedback received. It is expected that a summary of consultation feedback will be sent to those who requested a copy in May 2007 for more information please click here (www.moh.govt.nz/autismspectrumdisorder)

Tourettes syndrome website

I would like to introduce you to a new website on Tourette's Syndrome. This is for people that would like to understand a bit more about Tourettes. - Jackie

As the Mother of a child with Tourette Syndrome/OCD/ADHD, I am hoping over time this website and the message board, will be a place for families to come and chat or to vent or to learn. I will be fund raising later in the year of 2007 to get some funds to be able to purchase books, DVD's etc for families to be able to borrow. I also plan to get some brochures printed out and this I hope will lead to packs I can send out to families that have just had a new diagnosis.

My goal for the future is to take the stigma out of Tourette Syndrome, and make people more aware and find the truth of this condition.

If you feel you can help in any way please email me at TSNZ@xtra.co.nz

Please check out this article from "The Enquirer - Truth about Tourettes not what you think" - now why can't all media see Tourettes like this. "The Enquirer - Truth about Tourettes not what you think" or here

Tourette Syndrome is not just about coprolalia (swearing and saying inappropriate language) as many people tend to think - thanks to the media. It is also not contagious so can not be passed on from person to person. Tourette Syndrome is a neurological condition which results in involuntary movements and sounds, what was once believed to be a very rare condition is more common that what we think as they now believe the majority of cases go undetected and undiagnosed. Tourette Syndrome, waxes and wanes - this means there can be periods when a person will be ticcing more noticeable (waxing) and then there can be a period where the person tics are hardly noticeable (waning) - the time period for this varies for each person. Tourette Syndrome, tends to peak at about the age of 11 or 12, this is only a guide and does not cover everyone, and at about the age of 18, there is usually a significant drop in the ticcing, having said that there is still a small percentage that carrying on having bad waxing periods right through adulthood.

Conference 2006

Purchase Conference sessions on Audio Video or DVD

Download this order form to purchase any of the conference sessions.

Post your order to:

Autism New Zealand
P O box 42052
Tower Junction
Addington
Christchurch

Or Fax to:
03 3392649

Hear from speakers such as:

Professor Ann Le Couteur

Professor Ann Le Couteur is Professor of Child & Adolescent Psychiatry, School of Clinical
Medical Sciences at the University of Newcastle upon Tyne (UK). She works within a
multidisciplinary clinical academic team that provides specialist clinical services for
children and young people with neurodevelopmental disorders, including autism spectrum disorders (ASD).

Professor Rita Jordan

Professor Rita Jordan is amoung the world’s leading autism experts, Professor of Autism at the University of Birmingham where she runs programmes of study (campus-based and by
distance) for professionals and parents working with individuals with autism spectrum
disorders (including a web-based programme for carers and practitioners and a module
for educational psychologists) and supervises research.

Professor Jordan’s background is teaching in primary, nursery and special schools including 9 years as Deputy Principal of a school for children with Autism. Now leading a team of academics in Autism Studies, providing a range of professional development programmes in Autism Spectrum Disorders at the University of
Birmingham, she has served on national and international task forces on autism, consulted and lectured world-wide in this area, and published numerous books and articles.

Dr Tony Attwood

Dr Attwood is a clinical psychologist from the United Kingdom and has had over 30 years experience as a practising clinician specialising in Asperger syndrome, the early diagnosis of autism and strategies to reduce challenging behaviour. He has been a key note speaker at international and national conferences and has published seminar papers with Uta Frith and Lorna Wing. He has published several books on autism and Asperger syndrome.
His book “Asperger syndrome a guide for parents and professionals” has become one of the primary texts on Asperger's syndrome and provides information on diagnosis, problems of social relations, sensory issues, motor control and other typical issues which face people with Asperger's and their support networks. More recently he has developed cognitive behaviour programmes for young people addressing anger and anxiety which can be implemented by teachers, therapists and parents.

Dr Attwood is currently working in private practice and is Adjunct Professor at Griffith University Queensland, Australia. His current clinical interest is in developing diagnostic procedures and cognitive bhehaviour therapy
for children and adults with Asperger syndrome.

Featured Web-sites

A KIWI ASD INFORMATION NETWORK
http://www.asdin.org.nz

Our very own Kiwi clearing-house for ASD information with contact links and descriptions!

A KIWI SITE FOR PEOPLE WITH ASPERGER'S
http://www.asplanet.info

Alyson keeps her international Kiwi-based site at the very forefront for people with an ASD with the latest information, interviews, life-stories, links, forums and other positive and uplifting items.

A KIWI SITE FOR NEWS-STORIES-INFO-LINKS
http://www.humans.org.nz

Put together by the inspiring Russell lads for Kiwis who are not at all complacent about Asperger's and Autism and definately have something worth hearing about!

---To recommend a website - call John on 04 478-2700---

Adult Group - Wellington Region

Meets: Call for Monthly meeting information
Venue: Varies each Month
Time: Varies each Month
Convener: Maureen Walker
E-mail: walker@paradise.net.nz

The Adult group meets monthly (approximately) for alternating social and informational evenings. Come join dozens of others and make the connection with people who know and accept the often profoundly different way you are you!

Please e-mail Maureen to receive a calendar of planned activities and to be placed on the mail/e-mail list.

For ages 16+, for people on the ASD spectrum and their partner/parent/caregiver/supporter and people interested in assisting in any way.

For so many of those who attend - this gathering is so very much looked forward to, often becoming an individuals most rewarding monthly social event.

Family Group - Wellington

Meets: Thursdays (to be advised)
Venue: Johnsonville Community Centre
Time: 7:00pm – 8:00pm - come when you can and for how long you can!
Convener: Services Coordinator, 04 478-2702

Parents, family members, whanau, clients, supporters and all kinds of people meet to discuss ideas, stories, parenting styles and common and unique experiences of living with a child or family member with an ASD.

This network exists to foster friendships, understanding and strengthen support systems and knowledge.

But it is just as much an opportunity to relax and have a cuppa with people who share your joys and concerns, check out the resources in the library, meet involved Wellington Branch people, and shake off any isolation you're feeling.

OASIS Partner Group - Wellington

Meets: Third Monday of Each Month
Venue: Our offices at 4 Broderick St, Johnsonville
Convener: Services Coordinator, 04 478-2702

A confidential, welcoming, and supportive environment for people who have a partner with an ASD.

Some helpful sites to visit for basic information - especially about Cassandra Syndrome (CADDS) that oftentimes affects the Partners of people with an ASD:
- www.faaas.org
- www.aspires-relationships.com
- www.faaas.org/doc.php?29161
- (Transcript from a Dr. Tony Attwood Workshop for partners of people with ASD)

Free pictures you can use to make visual schedules

This website: www.do2learn.com offers free picture cards, games, activities and a wealth of educational information tailored to special needs families and educators. If you are looking for pictures for instruction visuals - you can print them straight off the web!! The company offers some items available for purchase but it is well worth a look.

Kathy Gerard has contacted us and she has offered to send fliers to you may share within your support groups, schools or elsewhere. Her son is eleven years old with special needs and they live in Raleigh, North Carolina. Email her at kathy@do2learn.com if you would like her to send fliers or more information.

Otago based ASD Adult group for Aspies

Karen O'Brien has started an ASD Adult group online please click on the link below to join.

Try this one:
http://health.groups.yahoo.com/group/OtagoAspies/

Information on Educational Leadership

I am hoping that you may be able to assist me. I am a Graduate student with the University of Victoria in British Columbia, Canada. My area of interest is in Educational Leadership and Autism. I also happen to be a secondary teacher and have a child with autism.

I am interested in hearing from both parents with children with autism and teachers of children with autism. What experiences have parents had with their children within the context of the NZ school system? What experiences have teachers had (and I'd also like to know how much training, if any, people have had about autism)?

Parents and Teachers might contact me directly on email: mclaughlin_c@sd36.bc.ca if they wish to share their information.

If this is not a possibility, would you happen to know of any reports available to the general public that I might access? Any assistance is greatly appreciated.

I look forward to hearing from you.


Cory McLaughlin
Vice Principal (Acting)
Clayton Heights Secondary
7003 188 St.
Surrey, B.C.
604.576.4138 (p)
604.576.4793 (f)

“A.S.K.” (Autism Spectrum Kiwis)

“A.S.K.” (Autism Spectrum Kiwis) Trust is a New Zealand support group, with international links, run by and for adults on the autism spectrum. It is a charitable trust, whose prime role is as a support group, providing members with newsletters, a library service, penpal lists, opportunities to meet, and a resource of “insider perspectives”. For further information contact A.S.K. Trust, Box 19864, Christchurch, or email ask_trust@orcon.net.nz

Training opportunity to help people with disabilty access information and communication technologies

Are you working in a paid or unpaid (volunteer) capacity in a whanau, hapu or community project which provides people with the opportunity to learn how to use information and communication technology?

The Unlimited Potential Learning Foundation (UPLIFT) is part of a worldwide Microsoft Unlimited Potential Grant Scheme, which aims to increase computer literacy amongst under served communities. This will be achieved by a series of free courses with the course content adapted to the specific needs of each community. In addition, Microsoft New Zealand has donated a large sum towards the provision of their software to non-profit organisations.

Applications from projects serving people with disability are considered one of the priority areas. This initiative has the potential to provide real opportunities for the disability community to develop information and communication projects and businesses initiatives.

Courses are available around the country. The application deadline for the first course in Auckland is 28 February 2006.

For eligibility criteria, application pack, course locations and dates, contact:
UPLIFT Whitireia Community Polytechnic, Private Bag 50910, PORIRUA.
Freephone 0800 944 847.
Email UPLIFT@whitireia.ac.nz
Website:
http://www.microsoft.com/nz/citizenship/giving/up/default.mspx#upgetinvolved

No Bully website

Bullying is all too often part of the way young people interact in our society and in our schools. Every school must recognise its extent and impact and take steps to stop bullying from happening. When bullying is ignored or downplayed, pupils suffer ongoing torment and harassment. Bullying can cause life long damage to victims. A school's failure to deal with bullying endangers the safety of all its pupils by allowing a hostile environment to interfere with learning. There is clear, unambiguous evidence that school action can dramatically reduce the incidence of bullying.

Telecom and the New Zealand Police have teamed up in New Zealand to provide information to parents/ caregivers, teachers and children about bullying. The website: www.nobully.org.nz contains useful information about the characteristics of bullies and their victims, and provides resources links to other related information. There is a 4 Teachers/Grown-ups section of the website aimed at teachers, parents and other caregivers.

Kia Kaha is a whole school approach to eliminate bullying. It aims to help schools create environments where everyone feels safe, respected and valued, and where bullying cannot flourish. This intervention consists of an Implementation Book Kia Kaha in Your School — a working booklet, (one for primary and one for secondary) which gives a step-by-step guide to putting the whole school approach in place, and four curriculum programmes.

The General Objectives of Kia Kaha are:

1. Students, parents, caregivers and teachers recognise that bullying and harassment are unacceptable and will take steps to see that it does not occur in their school.
2. Students, parents, caregivers and teachers will work together to create a safe learning environment, based on mutual respect, tolerance and a respect for diversity.

Schools should create a 'telling environment'. Every member of the school community must expect that bullying will be reported, and that it is safe to tell. Once a report has been made this must be acted on, in the way outlined in the school policy.

Bullying is never the victim's fault.
Nobody deserves to be bullied.

www.nobully.org.nz

Does Your Child have problems with bedwetting or soiling?

K.E.E.A; the Kiwi Enuresis Encopresis Association has been set up to support and educate families who have children with wetting and soiling problems. Enuresis is the medical name for wetting and encopresis for soiling.

For information or help available nationwide, or to receive a free quarterly newsletter contact;

K.E.E.A
P.O. Box 1123
Nelson

0800 KEEA NZ (0800 533 269)
website: www.keea.org.nz
email: keea@xtra.co.nz

Looking for a Good Alternative to buying just one book?

The Autism Spectrum Quarterly delivers well written, practical articles on everyday issues.

Your subscribtion will bring what you'd expect from a professional journal aimed at parents and professionals, with:

• Articles by, for, and about individuals with ASD

• Focus on families and family issues

• Reviews of books and resource materials

• A spotlight on best practices: Each issue will feature an educator, clinician, or paraprofessional whose work on behalf of those with ASD has been exemplary.

• Tips and practical strategies for dealing with a variety of situations

• Internationally renowned advisory board ensures that the information conveyed is of the highest quality

Current subscriptions to the Jenison Autism Journal will automatically roll over to
Autism Spectrum Quarterly.

Your subscription of this worthwhile magazine can be purchased at $NZ 65.00 a year.
To order online: Go to Catalogue or Phone: 0800 AUTISM (288 476) for details.

* Autism Spectrum Quarterly magazine is also interested in making contact people in New Zealand who might be interested in writing articles, or advertising in ASQ Contact: Email Asqmagazine@aol.com

The Problem is Understanding

Understanding the different way those with Autism and Asperger Symdrome see the world.

Understanding the difficulty people with Autism Spectrum Disorders have in communicating with the world and the world with them.

Understanding Autism Spectrum Disorder affects 1 in 100 New Zealanders and often is invisible.

Please can you help us?

You can make an automatic donation of $10.00 by phoning 0900 4 AUTISM (288 476) which will be charged to your next Telecom account.

We need all the help possible so that those with the disorder and their families can lead a more fulfilling life.

Training Programmes

Autism New Zealand runs various training programmes for families, carers and professionals. Please see the training and conferences page for details on future training programmes.