The Echo….Keeping you informed! IN THIS ISSUE ASCC Programs & Events Find information on upcoming programs and events in the enclosed program and calendar pages. See Page 2 Save the Date! Learn more about how you can help make the 8th Annual Autism Awareness Golf Tournament a great success! See Page 3, 6/7 HFA Support Group– Movie Night! See Page 2 Children With Autism Benefit from Peer Solicitation Vanderbilt University (2013, December 12). Science Daily. ASCC Parent Education Program Monday– February 10, 2014 Increasing Positive Behaviors in the Home: Making Token Economies Work in Your Household Presented by : Presented by : Trish Schnabel, M. Ed, Behavior Analyst (see pg. 2) February 2014 Volume 12, Issue 6 Thank you! The ASCC thanks its volunteers and donors! See Page 4/5 Researchers studied playground interactions between children with autism and typically developing peers and found the two groups play similarly when engaged in independent play with kids they just met. While the children with autism initiated and engaged in less play overall than typically developing children, the researchers found that other children can facilitate and increase interactions by simple requests. These findings highlight the pivotal role that peers have in social interaction, noting that it only takes a single child to prompt other children -- with or without autism -- to interact. "Most children consider playgrounds a fun place to interact with other kids, but for children with autism, this may be a very challenging and stressful environment," said lead author Blythe Corbett, Ph.D., associate professor of Psy- chiatry and Vanderbilt Kennedy Center investigator. "One of the key places we learn about social rules growing up is during play, but if you don't participate, chances are you're not going to learn the rules or be motivated to interact with other children." Corbett and colleagues studied more than 30 peer interactions in chil- dren ages 8-12 on an actual playground by using state-of-the-art technology in- cluding four remotely operated cameras and battery-operated microphones. Three children were on the playground for the observations -- a typically develop- ing child trained as a research assistant, called a "confederate;" another typically developing child there for play only; and a child with autism. The confederate was trained to invite the other two children to play and wore an ear microphone in order to receive directions from the researchers, who observed from a nearby lab overlooking the playground. The stress hormone cortisol was measured through saliva samples taken both at home and several times after the playground interactions to compare the stress level of partici- pants in a typical environment vs. playtime with peers. The children with autism demonstrated elevated stress during social interactions, with higher cortisol lev- els observed in children who showed less motivation to play with the other chil- dren. "Although children with autism may experience increased stress in so- cial interactions, it was encouraging to see that reciprocal socialization can be facilitated by peer solicitation," Corbett said. "It all starts with a simple bid to play."
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The Echo….Keeping you informed!
IN THIS ISSUE
ASCC Programs & Events Find information on upcoming programs and events in
the enclosed program and calendar pages.
See Page 2
Save the Date! Learn more about how you can help make the 8th Annual Autism Awareness Golf Tournament a great
success!
See Page 3, 6/7
HFA Support Group– Movie Night!
See Page 2
Children With Autism Benefit from Peer Solicitation
Vanderbilt University (2013, December 12). Science Daily.
ASCC Parent Education Program
Monday– February 10, 2014
Increasing Positive Behaviors in the Home:
Making Token Economies Work in Your Household
Presented by : Presented by : Trish Schnabel, M. Ed, Behavior Analyst (see pg. 2)
February 2014 Volume 12, Issue 6
Thank you! The ASCC thanks its volunteers and donors!
See Page 4/5
Researchers studied playground interactions between children with
autism and typically developing peers and found the two groups play similarly
when engaged in independent play with kids they just met.
While the children with autism initiated and engaged in less play overall
than typically developing children, the researchers found that other children can
facilitate and increase interactions by simple requests. These findings highlight
the pivotal role that peers have in social interaction, noting that it only takes a
single child to prompt other children -- with or without autism -- to interact.
"Most children consider playgrounds a fun place to interact with other
kids, but for children with autism, this may be a very challenging and stressful
environment," said lead author Blythe Corbett, Ph.D., associate professor of Psy-
chiatry and Vanderbilt Kennedy Center investigator. "One of the key places we
learn about social rules growing up is during play, but if you don't participate,
chances are you're not going to learn the rules or be motivated to interact with
other children."
Corbett and colleagues studied more than 30 peer interactions in chil-
dren ages 8-12 on an actual playground by using state-of-the-art technology in-
cluding four remotely operated cameras and battery-operated microphones.
Three children were on the playground for the observations -- a typically develop-
ing child trained as a research assistant, called a "confederate;" another typically
developing child there for play only; and a child with autism.
The confederate was trained to invite the other two children to play and
wore an ear microphone in order to receive directions from the researchers, who
observed from a nearby lab overlooking the playground. The stress hormone
cortisol was measured through saliva samples taken both at home and several
times after the playground interactions to compare the stress level of partici-
pants in a typical environment vs. playtime with peers. The children with autism
demonstrated elevated stress during social interactions, with higher cortisol lev-
els observed in children who showed less motivation to play with the other chil-
dren.
"Although children with autism may experience increased stress in so-
cial interactions, it was encouraging to see that reciprocal socialization can be
facilitated by peer solicitation," Corbett said. "It all starts with a simple bid to
play."
ASCC Programs-Opportunities for Parents and Children
Parent Education
Program
Please join us on
Monday, February 10 2014,
6:30 pm
at the
Partnership for Children Resource
Center
351 Wagoner Drive,
Multipurpose Room 343
for a presentation titled
Increasing Positive Behaviors in the
Home: Making Token Economies
Work in Your Household
Presented by: Presented by:
Trish Schnabel, M. Ed., Trish Schnabel, M. Ed.,
Behavior AnalystBehavior Analyst
Free respite care will be available on site
through Community Based Developmen-
tal Services. Please contact Cynthia Bil-
lops at 488-5820 or 488-4584 to reserve
your space at least 24 hours in advance.
ASCC Support Groups
Support Groups provide an opportunity to
share, learn, and connect. Parents, care-
givers, guardians, and professionals are
welcome to participate in all of our sup-
port groups. Please check the calendar on
page three for meeting dates/times/
locations.
The HFA/Asperger’s Support Group meets
every second Monday of the month, Sep—
Nov, Jan—May, immediately preceding the
Parent Education Program. This group
meets in Room 414 of the PFC Resource
Center. Focus: Families of children, ado-
lescents, and adults diagnosed with HFA
or Asperger’s. Childcare will not be provid-
ed.
The Autism Lunch Club (ALC) Support
Group meets every second Tuesday of the
month at various Fayetteville restaurants.
Focus: Families of adolescents and adults
with ASD. Childcare will not be provided.
The Autism Breakfast Club (ABC) Support
Group meets every first and third
Wednesday of the month at the PFC Re-
source Center, Room 414. Focus: Families
of children with ASD up to age 12. Child-
care will be provided.
The Preschool Support Group (The High
Fives) meets weekly on Thursdays at the
PFC Resource Center, Room 343. Focus:
Families of young children with ASD ages
1-5 years. Childcare will be provided.
While every group focuses on a specific
age range, parents of children of all ages
are welcome to attend all support groups!
Workshops
Please call the ASCC office at (910) 826-
3004/3005 to register for all workshops.
The Newly Diagnosed Workshop is led by
Amy Perry, ASNC Parent Advocate, and is
held every first Thursday of the month
from 9:30 am—12:00 pm. (odd calendar
months)
The Autism Resource Roundtable is led by
Amy Perry, ASNC Autism Resource Special-
ist, and is held every first Tuesday of the
month from 9:30 am-12:00 pm. (even
calendar months)
The Individualized Education Plan
Workshop, led by Amy Perry, provides an
opportunity for parents and providers to
learn all about IEPs. It will be offered quar-
terly.
The Little Miracles Child Development
Services Workshop will be offered every
fourth Wednesday of the month by Board
Certified Behavioral Analysts. The work-
shops will cover different parenting topics
every month.
The Echo I Issue 6, February 2014 2
2014
Camp
Sunshine
Update
Registration for Camp Sunshine is now closed. Thank you
for submitting your child’s application to attend Camp
Sunshine. We are currently reviewing all camp applica-
tions and will notify families of their acceptance or place-
ment no later than Friday, March 7, 2014.
Staff applications will be disseminated via Cumberland
County Schools and per request February 14, 2014.
Camp Sunshine offers many volunteer opportunities. If
you are interested in making a difference in this year’s
camp, please contact the ASCC office at (910) 826-3005.
iPads for Autism Workshop
HFA/Asperger’s
Support Group
The HFA Support Group invites you to join us for a
“Movie and Munchies Night” on Monday, February 10
at 5:45 pm at the CCPFC Conference Room 414. Bring
your favorite DVD Movie (G-Rated) and attendees will
select a group favorite to watch. Pizza and drinks will
be provided.
Contact the ASCC Office at 910-826-3005 and reserve