Autism Parent Resource Kit

The
Autism Parent
The
Autism parent
Resource Kit
resource kit
Table of Contents
The Autism Parent Resource Kit 3
1.2. Ontario Autism Programs 3
1.3. Regional Offices 5
1.4. How this kit is Organized 6
1.6. Commonly Cited Organizations 6
1.7. Creating a Binder to Stay Organized 7
PARENT RESOURCES
ASD Diagnosis and Treatment 8 Social Development 70

Introduction 8 Introduction 70
Topics Covered 9 Topics Covered 71
Indiviudal Topics 9 Indiviudal Topics 71
Learn More 17 Learn More 76
Everyday Living 20 Emotional and Mental Health 79

Common Transitions 29 Encouraging Your Child 85

Educational Transitions 36 Health Care 88

Topics Top 37 Indiviudal Topics 89
Family Transitions 51 Family Support 92

Sensory Development 57 ASD Research 100

Physiological Development 63 Glossary of Terms and Organizations 104

Introduction 63 References Organizations 106
Topics Covered 64
Indiviudal Topics 64
Learn More 68
2
• Overview on autism: providing parents with a general overview
The Autism Parent Resource Kit

of autism and related developmental delays and disorders; helping
build an understanding of effective interventions and other
approaches;
• Behavioural principles and techniques: basic information
The goals for this Parent Resource Kit are: on theory supporting behavioural techniques; principles of
reinforcement; effective reinforcement strategies; strategies for
1) To increase the understanding of parents and caregivers of more easily teaching children how to complete tasks; handling
children with autism spectrum disorder (ASD) and the range of problematic behaviour; promoting social interaction and
programs and supports available across Ontario. communication.
2) To increase the capacities of parents and families to support their
child’s development by helping them plan for and access needed More information on the Autism Intervention Program is located
programs and supports by directing them to useful and credible under the Gaining Access to Services heading in the ‘ASD Diagnosis
resources, information, and supports across the province. and Treatment’ Section of this Parent Resource Kit. You can also visit
3) To provide the above assistance through a parent-centered the Ministry of Children and Youth Services’ website. http://www.
perspective and help parents know they are not alone, through children.gov.on.ca
the voices of other parents, autism service providers, educators,
health care providers, researchers, and other professionals. Applied Behaviour Analysis (ABA)-Based
Services and Supports
No kit will ever be a completely exhaustive resource, and the autism
sector in Ontario and around the world has already developed many The Ministry of Children and Youth Services provides funding for
excellent tools and resources that can be of immediate use to parents Applied Behaviour Analysis (ABA)-based services and supports.
of children with ASD. By compiling and directing parents to many of
those resources, this Parent Resoucre Kit will fill a need in the sector ABA-based services and supports provide time-limited skill
that has not yet been met to date. At the same time, this kit is not building services to all children and youth with ASD to improve
meant to be the last word on any of the issues or challenges parents communication, social and interpersonal, daily living, and
may encounter. It is a beginning, not an end. behavioural/ emotional skills, with relevant parent support. Funding
is provided to agencies located throughout the province to provide
Ontario Autism Programs services on behalf of the Ministry.
All children and youth with a diagnosis of ASD are eligible to receive
The Ministry of Children and Youth Services (MCYS) provides a these services up to their 18th birthday, including those who are
range of services and supports for children and youth with ASD. on the waitlist for the Autism Intervention Program or who have
These services provide various supports for young people to meet completed Intensive Behavioural Intervention.
their needs at every stage of development from the time of diagnosis,
right through their school years. These programs and services funded More information on ABA-based services and supports is located
and/or provided by the Ministry include: under the Interventions heading in the ‘ASD Diagnosis and
Treatment’ Section of this kit. You can also visit the Ministry of
• Autism Intervention Program Children and Youth Services’ website. http://www.children.gov.on.ca
• Applied Behaviour Analysis (ABA)-Based Services and Supports
• Connections for Students Connections for Students
• School Support Program
• ASD Summer Camp Connections for Students supports children leaving the Autism
• March Break Camp Intervention Program and starting or continuing in the publicly
• ASD Respite Services funded school system. A transition team made up of educational
• Potential Programme and teaching professionals, expert(s) in ABA and ASD, other service
• Transitions Supports providers as needed, and parents is established at least 6 months
before the child leaving the Autism Intervention Program. This team
Autism Intervention Program (AIP) continues to support and provide assistance to the child for at least
6 months following their exit from the Autism Intervention Program.
The Ministry of Children and Youth provides funding for the Autism
Intervention Program (AIP). The Autism Intervention Program More information on the Connections for Students program
provides Intensive Behavioural Intervention (IBI) for children and is located under the Connections for Students heading in the
youth who have a diagnosis (from a physician or psychologist) ‘Educational Transitions’ Section of this kit.
towards the severe end of the autism spectrum.1
School Support Program
All families of children who meet the eligibility requirements for
the program will be offered support services while waiting for IBI Through the School Support Program, Autism Spectrum Disorder
to start. This will focus on preparing the child for IBI, to promoting (ASD) consultants provide a variety of consulting services within
skill development, and encouraging integration into small groups. school boards and schools that assist educators to better understand
Building on the best practices that already exist across the province, how children and youth with ASD learn and how the principles
these services promote positive outcomes and may of Applied Behaviour Analysis can be used to help improve their
include the following: learning. Children and youth with autism can face particular
challenges during their school years. Teachers and other educators
can play a critical role in helping them succeed at school. This
3
program connects school boards with Autism Spectrum Disorder to ASD experts in their communities, and to provide a supportive
consultants to help school staff support the learning and social needs community-based learning opportunities for children with ASD.
of students with autism.
The Potential Programme can provide families with:
The Autism Spectrum Disorder consultants:
• Assistance to help connect to resources in their community,
• Provide training and instructional workshops to principals, provide them with support in establishing community
teachers, teaching assistants and other educational support staff partnerships and developing family support plans
• Consult with individual educators regarding student • Access to expert speakers and workshops related to Autism
specific outcomes Spectrum Disorder
• Provide in-school consultations • Social skills groups, family support groups, and community events
• Attend school team meetings • A library of resources, materials and computer software that can
• Identify other community supports available to teachers, be used in chapter offices
students, and families
• Participate as members of the Connections for Students teams More information on the Potential Programme is located under the
Post-Diagnosis heading in the ‘ASD Diagnosis and Treatment’ Section
More information on the School Support Program is located under of this kit. You can also visit Autism Ontario’s website http://www.
the School Support Program heading in the ‘Educational Transitions’ autismontario.ca.
Section of this kit. You can also talk to your school principal, your
school board, regional autism service provider, or visit the Ministry of Transition Supports
Children and Youth Services’ website http://www.children.gov.on.ca
Transition Supports for Adolescents provide crisis intervention,
ASD Summer Camps behavioural supports and skill-based training. These supports are
available for all children and youth with ASD across the province.
Summer camps allow children/youth with ASD to maintain and
generalize the skills learned during the school year, promotes
social development through peer interaction and provides respite
for families. Parents can access Summer Camp programs through
contacting their local Ministry of Children and Youth Services
regional office or through their local Autism Ontario Chapter.
More information on Summer Camp programs is located under the

Camp Programs heading in the ‘Common Transitions’ Section of this
kit. You can also talk to your school principal, your school board,
regional autism service provider or visit the Ministry of Children and
Youth Services’ website http://www.children.gov.on.ca
March Break Camps
Ontario provides ongoing funding for March Break camps so

children and youth with ASD can have the opportunity to benefit
from this unique learning experience. This support is available to
Ontario families who either retain the services of a one-to-one
support worker or pay for a March break camp/program.
More information on March Break Camp programs is located under

the Camp Programs heading in the ‘Common Transitions’ Section of
this Parent Resource Kit. You can also visit Autism Ontario’s website
http://www.autismontario.ca
ASD Respite Services
ASD Respite Services provide temporary relief for families from the
stress of caring for a child or youth with ASD. More information
on Respite Services is located under the New Caregiver/Babysitter
heading in the ‘Common Transitions’ Section and under the
Respite Care heading in the ‘Family Support’ Section of this Parent
Resource Kit. You can also visit Autism Ontario’s website http://www.
autismontario.ca or http://www.respiteservices.com
Potential Programme
Funded by the Ministry of Children and Youth Services and

delivered by Autism Ontario to directly support families, parents,
and children with ASD. The program works to increase greater access
4
Regional Offices
The Ministry of Children and Youth Services operates in 5 regions. For services and supports available in your area, contact the office nearest you.
Central
6733 Mississauga Road, Suite 200 17310 Yonge Street
Mississauga, Ontario L5N 6J5 Newmarket, Ontario L3Y 7R8
Tel.: (905) 567-7177 Tel.: (905) 868-8900
Fax: (905) 567-3215 Fax: (905) 895-4330
Toll Free: 1-877-832-2818 Toll Free: 1-877-669-6658
TTY: (905) 715-7759
West
217 York Street, Suite 203 119 King Street West
P.O. Box 5217 Hamilton, Ontario L8P 4Y7
London, Ontario N6A 5R1 Tel.: (905) 521-7280
Tel.: (519) 438-5111 Fax: (905) 546-8277
Fax: (519) 672-9510 Toll Free: 1-866-221-2229
Toll Free: 1-800-265-4197 TTY: (905) 546-8276
TTY: (519) 663-5276
East
347 Preston Street, 3rd Floor 11 Beechgrove Lane
Ottawa, Ontario K1S 3H8 Kingston, Ontario K7M 9A6
Tel.: 1-613-234-1188 Tel.: (613) 545-0539
Fax: 613-783-5958 Fax: (613) 536-7272
Toll Free: 1-800-267-5111 Toll Free: 1-800-646-3209
TTY: (613) 536-7304
North
199 Larch Street, 10th Floor 621 Main Street West
Suite 1002 North Bay, Ontario P1B 2V6
Sudbury, Ontario P3E 5P9 Tel.: (705) 474-3540
Tel.: (705) 564-6699 Fax: (705) 474-5815
Fax: (705) 564-3099 Toll Free: 1-800-461-6977
Toll Free: 1-800-265-1222 TTY: (705) 474-7665
TTY: (705) 564-3233
Toronto
375 University Avenue 
5th Floor 
Toronto, Ontario 
M7A 1G1
Tel: (416) 325-0500 
Fax: (416) 325-0565 
TTY: (416) 325-3600
5
How the Parent Resource Kit Commonly Cited Organizations
is Organized The delivery of programs, services and supports for children with
ASD and their parents, and research into new therapies, involves
Overall many organizations throughout Ontario. The list below is not an
exhaustive list of ASD-related organizations in Ontario, but it
This kit is designed to act as a starting point or gateway to help contains some of the more frequently cited organizations within
parents of children with ASD find useful and credible resources. this kit. All are accessible to individuals across Ontario,
Therefore, this kit is organized according to parents’ potential either physically or electronically.
information needs at key phases and transitions of a child’s life. Each
section of the kit addresses a particular set of issues and transitions
parents may encounter. For instance, the first section addresses ASD
Organization Website
diagnosis and treatment from the point of a parent’s first suspicion
onwards. The second section addresses Everyday Living and the
transitions that parents of children with ASD often encounter on a
day-to-day basis. Ministry of Children and Youth www.children.gov.on.ca
Services
Individual Sections
Ministry of Education www.edu.gov.on.ca
Each section of the kit has the following parts:
Ministry of Community and www.mcss.gov.on.ca
• Introduction – An introduction to the section, some of the key Social Services
issues it identifies, and why they are important.
• Topics Covered – A list of topics covered in the section. Ministry of Health and Long- www.health.gov.on.ca
• Individual Topics – A short discussion of each topic. Term Care
• Learn More – A list of resources and available tools to help you
support your child in a variety of contexts. Ministry of Training, Colleges www.tcu.gov.on.ca
and Universities
How to Use this Kit Health Canada www.hc-sc.gc.ca/
There is no one right way to use the kit as each child is unique and Canada Revenue Agency www.cra-arc.gc.ca/disability/
parents/caregivers will have varying information and resource needs
at different phases of their child’s life. As such, this kit takes the view Asperger’s Society of Ontario www.aspergers.ca
that, “If you’ve met one child with autism, you’ve met one child with
autism,” and therefore, not everything in this kit will be useful to Autism Ontario www.autismontario.com
every parent, or useful in the same way. Depending on your needs,
you may wish to: Autism Society of Canada www.autismsocietycanada.ca
• Read the entire document – To get a broad picture of the issues Autism Speaks Canada www.autismspeaks.ca
you may encounter and the programs and supports available to
you. Regional Autism Providers of www.rapon.ca
• Read a section – If you have encountered a particular issue or set Ontario
of issues, you may wish to read just that section to learn more and
find appropriate resources. ABACUS www.abacuslist.ca
• Read about a topic – You may have encountered one very specific
issue and want to quickly learn more about it. In this case, you SPIRALE www.autismontario.com/spirale
may wish to look for the topic in the index at the back of this
document, which will direct you to the relevant page(s). CALYPSO www.autismontario.com/
calypso
The National Autistic Society www.autism.org.uk

(UK)
Monash University www.med.monash.edu.au
The Geneva Centre for Autism www.autism.net
Kerry’s Place Autism Services www.kerrysplace.org
6
Creating a Binder to Stay
Organized
If you’re like most parents, staying organized amidst the often
chaotic atmosphere of daily family life can be difficult. This can be
problematic when you need to find your child’s medical or education
records, government-issued documents, or simply recall the day’s
activities and appointments. For the parents of a child with ASD,
the pure volume of paperwork and number of appointments and
contact information for various specialists can be overwhelming and
leave you asking how you will keep everything straight and prevent
something from ‘slipping through the cracks’.
Throughout this Parent Resource Kit there are multiple suggestions

to create a binder to help you stay organized and store critical
information. Some parents who use binders to stay organized create
a single binder with sections for critical information, others divide
information between multiple binders (education, health care, etc.),
while others still create binders that contain tools and templates (such
as visual schedules) for a wide range of daily activities. How you
decide to stay organized will depend on your personality, what works
well for you, and the level of planning you need to do for your
child’s needs.
In general, you may want to start by using a large folder, binder or

filing system to store the following types of information as your
child grows:
• A critical information section that includes a profile of your child

and recent pictures
• Copies of all government-issued identification: birth certificate,
Ontario Health Insurance Card (OHIP card), passport, etc.
• Medical information: diagnosis details (including who made a
diagnosis and the date it was made), medications (who prescribed
them and when, dosages), details on any surgeries or
hospitalizations
• Education information: copies of your child’s Individual
Education Plan (IEP) and any assessments/progress reports
• Contact information for: medical providers, therapy providers,
financial planner, lawyer, school principal, and school board
• Your current schedule: therapy appointments, extracurricular
activities, etc.
• Financial and legal information: banking and other account
information including numbers, records of debts or regular bills,
insurance policies, copy of your will, tax returns, and space to
store information to claim tax deductions/benefits, passwords
associated with online accounts.
For privacy and security reasons, you may wish to store financial and
legal information separately in a safe place.
There are a number of websites and parenting magazines that can be

helpful for creating a parenting “binder.” Autism Ontario’s Knowledge
Base website also contains some suggestions on what you may want
to include in the file, folder or binder. Finally, you can also speak with
other parents of children with ASD to help you make sure you don’t
miss anything.
7
ASD Diagnosis and Treatment
Introduction
Suspecting or learning that your child has ASD or another developmental
disability can be a difficult, unsettling, and sad experience. It is common for
concerns and questions to race through your mind, and parents can struggle
to find accurate information and supportive resources at this critical time.
There is so much to learn, and it can be hard to know whether you can trust
certain sources of information, what the terminology you encounter means,
and who you can turn to for help.
8
this section provides an overview of asd and will help you There are many theories as to why this might happen. Theories
to discover some of the resources and supports available in Ontario. include genetics, viruses, poor immune system, chromosome
At this stage, it is important to recognize that you abnormalities, and pollutants.
do not need to become an expert on ASD We do know that autism is not caused by the way a child is raised.
The best evidence to date also indicates that ASD is not the result of
but you will find it helpful if you infections, contagions, or vaccines.5 Misconceptions exist about a link
between vaccines and ASD. The reality is that vaccines are among the
begin to develop expertise about your own child’s specific safest medical products available and no vaccine, including the MMR
diagnosis, circumstances, and needs. (measles, mumps and rubella) vaccine, is responsible for causing
ASD.6 Nor is thimerosal (a preservative used in some vaccines)
Why is it important that you become an expert on your own child? linked to autism or any other neurodevelopmental disorder. This is
Because you know your child best, and you will be your child’s voice, a finding supported by the Canadian National Advisory Committee
advocate, and kit in the years to come. on Immunization and shared by international bodies including the
World Health Organization, US Food and Drug Administration and
Topics Covered Institute of Medicine in the US.7
This section contains information you may find useful if you How common is ASD?
suspect your child may have ASD, or if your child has been recently
diagnosed with ASD. Depending on whether you are concerned As the parent or primary caregiver of a young child or adolescent
about certain aspects of your child’s development, are awaiting a with ASD, you are not alone in your search for information
diagnosis or have recently received an ASD diagnosis for your child, and answers. ASD is one of the most common developmental
you will have very specific information needs. This section is an entry disabilities.8 Previously, it was estimated that 1 in 150 children
point to the available information on ASD and includes the were affected by ASD, with the majority being boys. This rate is
following topics: an estimate of the prevalence of children with Autism Spectrum
Disorder (ASD) based on American research published by the
What is ASD? Centers for Disease Control and Prevention (CDC) in 2007. Recent
Pre-diagnosis research by the CDC suggests that the prevalence of autism is
Diagnosis increasing. Please refer to the following link for more information
Post-diagnosis about the prevalence of autism: http://www.cdc.gov/ncbddd/
Determining services needed/navigating multiple systems autism/data.html9
Dual diagnosis
Pre-diagnosis
Medications and responses
Learning about ASD and your own child’s specific characteristics
Interventions
Gaining access to services Early intervention is critical
What is ASD?
Although the actual diagnosis of ASD usually doesn’t take place
until around age four for autistic disorder (and around age six for
Asperger’s disorder)12 13 14, the first signs that a child is at risk for ASD
Autism Spectrum Disorder (ASD) refers to a group of complex are often noticeable in early childhood, and parents are often the first
developmental brain disorders that affect the way the brain works. to notice these signs.15
People with ASD experience difficulties in three areas:2
Do not delay getting a referral to a professional capable
of giving the diagnosis. While you wait for a diagnostic
appointment or its results, get to work addressing whatever
deficits have raised your concerns with whatever energies
and other resources (including the support of extended
family and friends) you have at your disposal. If the diagnosis
is not given, those early parental attempts to alleviate deficits
Social interaction Language and communication Strong interests and will do no harm as long as patience in all interactions remains
repetitive behaviours paramount. Also, remember that the imagination is both a
wonderful and terrible thing. Do not allow fear of imagined
ASD is a lifelong disability, with symptoms usually appearing at an scenarios to discourage you. Those scenarios may be
early age. While there is no cure for ASD, people’s symptoms, abilities, nothing but conjured images that never materialize.
and experiences can improve over time with the help of evidence-
based therapies and interventions.3 - Parent from the Hamilton-Niagara Region
What causes ASD? If you suspect that your child may have ASD it is very important to
identify and address developmental concerns associated with ASD
While the exact cause of ASD is still unknown, researchers have early in life. If you do have concerns or suspect that something is
linked ASD to biological or neurological differences in the brain.4 wrong in the way your child is developing, it is best to make an
There may be a physical cause that affects the development of parts appointment with your child’s doctor as soon as possible.
of the brain.
9
Knowing the symptoms of ASD Who can make an ASD diagnosis?
Every individual with ASD is different, and symptoms vary among A diagnosis of ASD can be made by a:20
children in both type and severity. Generally speaking, early
warning signs for ASD in early childhood can be grouped into three family physician
categories: communication concerns, behavioural concerns, and paediatrician
social concerns. Health Canada highlights: psychiatrist
psychologist and/or
Possible signs of Autism Spectrum Disorders: psychological associate
Trouble with pointing or making meaningful gestures Please refer to The Ministry of Children and Youth Services’s
by 1 year websitefor information on the Autism Intervention Program and the
Cannot speak one word by 16 months Applied Behaviour Analysis-based services and supports guidelines
Cannot combine two words by 2 years for more details on who can make a diagnosis. If your family
Doesn’t smile physician or paediatrician has only limited experience with ASD they
Does not respond to their name may refer you to one of these other professionals. Once referred, the
Noticeable delays in language or social skills process of obtaining a diagnosis may take some time.
Avoids making eye contact
Strongly resists changes in routines How to prepare for the diagnostic appointment
Has problems with, or is not interested in playing with toys
At times seems to be hearing impaired Many parents are unsure of what to expect or how to prepare for
Has problems interacting with other children or adults16 their child’s appointment. Prior to your appointment there are some
things you can take note of to reduce your anxiety and assist your doctor.
Autism Ontario has developed a “Red Flags for Autism” factsheet
included at the end of this section. If you feel concerned that your Before the appointment it may be helpful to:21
child may show some of these signs, you should consult with your
child’s doctor and ask for a referral to a developmental paediatrician, List all medications your child is taking (including vitamins,
or other professional in your area experienced in ASD diagnosis. Your herbs or supplements, or any other over-the-counter medication).
local Autism Ontario chapter can provide you with information on List any changes that you or anyone else has noticed in your
skilled professionals/multi-disciplinary teams in your area. child’s behaviour. If your child has been evaluated by a pre-school
or any other early childhood educator, bring their notes.
Diagnosis
Bring a video or photograph of behaviour, rituals, or routines
displayed by your child. Many cell phones or digital cameras can
be used to assist with this.
How is ASD diagnosed? If your child has siblings, try to make note of their siblings major
developmental milestones to help spot differences and signs of
Getting your child evaluated for ASD is worrying for parents, development, which may indicate an ASD (such as the age
particularly because there is no simple medical test for diagnosing they began talking).
ASD. ASD is diagnosed based on observation of a child’s Make some notes about and be prepared to discuss how your
communication, behavioural, and developmental levels.17 child plays with other children, siblings, and parents.
ASD is not diagnosed based on a single factor or symptom. Rather it You should expect your doctor to ask a few questions that will lead
is diagnosed after a confirmation of:18 to a discussion on your child’s development and behaviour. These
may be related to the frequency of behaviours, when symptoms were
specific behaviours, first noticed, the timing of developmental milestones, your family’s
communication delays and/or medical history, and what prompted your visit.22
developmental disabilities
During the appointment you may also want to ask the doctor some
The Diagnostic and Statistical Manual for Mental Disorders is used as questions about ASD and their evaluation of your child. Some of
the kitline for defining the above criteria. these could include:23 24
To assist with the diagnosis process, there are a number of diagnostic How familiar are they with ASD, and have they worked directly
tools that a qualified professional may use. These could include: the with children or adults with ASD?
Autism Diagnostic Observation Schedule, the Childhood Autism Do they have any information you could take with you
Rating Scale, and/or the Autism Diagnostic Interview – Revised.19 (brochures, internet resources, etc.)?
Regardless of the specific method used during the diagnosis process, How can they confirm the diagnosis?
observation is critical. What kind of regular medical care will your child need?
What kind of therapies or interventions could benefit your child?
It was an extremely emotional time for us. But, when it was Have they identified any other medical conditions (such as
confirmed, it was in many ways a relief. At least we knew. gastrointestinal [GI] problems or epilepsy) that can occur more
At least we had something to tell people. often among individuals with ASD?
At least we could begin. How can you get in contact with your doctor over the next
month should you have any questions? Can you book a follow-up
- Parent of 9-year-old with ASD appointment in two weeks to discuss any questions at that time?
10
Finally, you may want to consider bringing another family member The diagnosis can be seemingly devastating, but as time
or friend with you to the appointment. They can help provide goes on you become stronger.
additional information on your child’s development and offer
emotional support. - Parent from Sault Ste. Marie
Post-diagnosis Immediate services and supports for your child
The “Therapies and Intervention” and “Gaining Access to Services”

Shock and grief are normal reactions parts of this section provide information on the types of services
available for children with ASD and how you can work with service
No parent can ever be prepared for a diagnosis of ASD. The diagnosis provider organizations to access them.
is often associated with aspects of grieving, such as shock, sadness or
grief, anger, denial, loneliness, and finally acceptance. While the Ontario Government funds services and supports
for children with ASD and their parents through a variety of
Yes, a diagnosis can be overwhelming, but it doesn’t change organizations, you may find yourself waiting for a period of weeks
who your child is. They are the same child that you loved or months to get access to some of those services and therapies,
yesterday. It is just a label and does not define your child. particularly those based on Applied Behaviour Analysis (ABA) and
Intensive Behavioural Intervention (IBI). This is understandably a
- Parent from Central East Ontario point of frustration and anxiety among parents who want to access
those services for their child immediately.
You may ask what causes ASD or why your child has ASD and what
you need to do next. One helpful source of information is Autism At the same time, it is important to recognize that there are a variety
Speaks’ 100 Day Kit (see “Learn More” at the end of this section). This of helpful therapies, services, and supports available to families
kit helps families understand the critical information they need in dealing with ASD. It is important to take a “whole person” and
the first 100 days after an ASD diagnosis. It contains parent-focused “whole family” approach. While ABA and IBI are important, they are
information about ASD, the impact of ASD on you and your family, not the only things that will help you and your child.
services your child may need, and treatments. While this kit can be
very useful in helping you understand ASD and topics you may want Whether or not you are waiting for certain services or therapies, there
to learn about it should be noted that it is as an American resource. are a number of steps you can take to help you and your child receive
As a result the kit also contains some information that does not the support needed, including:
apply to Ontario. Specifically, sections and references to American
laws and educational requirements will differ from those in Ontario. Joining support groups, counselling sessions and other
The chapter on Educational Transitions in this Parent Resource Kit organizations in your community
provides information and resources on Ontario specific educational Enrolling in parent training courses that provide an overview of
requirements and supportive programs. ASD and can also provide insights into the basic principles ABA.
This can help parents practice the principles of ABA at home.
How can I help and support my child?
Connecting with other parents is an important step to building your
Research shows that certain early intervention and treatment support network. The Geneva Centre for Autism and Kerry’s Place Autism
programs can benefit children with ASD.25 The Therapies and Services both offer frequent Parent Training Courses over the internet in
Interventions section contains information on many of these webinar format allowing them to be accessible across the province.
treatment options and their availability within Ontario.
Autism Ontario’s Potential Programme also provides workshops to
One of the first things you can do is to become generally familiar with parents on topics deemed to be of interest to families, agencies, and
ASD and your child’s specific diagnosis. You do not have to become other professionals within the community. The Potential Programme
an expert about ASD, but you do need to become an expert about aims to connect families throughout Ontario by supporting greater
where your child fits into the ASD spectrum. Parents sometimes find access to ASD experts in local communities and opportunities for
that “bits and pieces” of their child’s behaviour are associated with children to engage in community-based learning. Through expert
different parts of the autism spectrum. speakers, workshops, and social events the Potential Programme
can provide you with:26
Parents consistently say that the best way to prepare for the challenges
ahead is to find the right help, support, and information sources. ASD information from qualified Autism Ontario staff
Some good starting points include: Access to ASD experts
Family support groups
Learning from reliable sources for information. At the end of this Social learning opportunities for your child
section, you can find a sample of such resources. Community events
Talking to your health care provider about support groups in Access to resources in your community
your community. These can be especially useful for learning from
other families about resources and supports in your particular Your local Autism Ontario chapter can direct you to a representative
community. Your local Autism Ontario chapter is often a for the Potential Programme.
good starting point.
11
Determining Services Needed/Navigating
Multiple Systems
Developmental Mental health
As you learn about and access supports, services, and resources
for your child, you will find that they are provided by a variety of
government ministries and agencies, as well as other agencies and
professionals who provide health, educational, and child and youth
disability needs
servicesto Ontario’s families.
“A condition of mental Defined as “diagnosed mental
Having a social worker helps a lot directing parents to the impairment, present or illness or symptoms consistent
services already existing in the community. occurring during a person’s with mental illness.”30 Examples
formative years, that is include: schizophrenia, mood
- Parent from Eastern Ontario associated with limitations in and anxiety disorders, and
adaptive behaviour.”29 behavioural challenges.31
While social workers and others will certainly assist you, parents
and professionals emphasize that you will need to become your
child’s advocate and “case manager” as you access these supports and If a child has one diagnosis (e.g., ADHD), don’t assume that
interact with different organizations. this is all there is. Many children have multiple diagnoses,
which I was not told about. Our child was diagnosed
While daunting at first, this is something you will get better at with ASD later.
over time. It does require a lot of time, persistence, and especially
planning. Many transitions and activities for children with ASD - Parent from Pickering
require planning weeks, months, and even years in advance. One of
the goals of this Parent Resource Kit is to help you find both supports If your child has received a dual diagnosis or you are concerned that
and people who will help you as you act on your child’s behalf.At the your child may have more than one disability or disorder, the Centre
same time, you will need to step back on occasion and remember that for Addition and Mental Health (CAMH) is an excellent starting
you are wearing “two hats”: one as your child’s parent, and another as point for comprehensive information. Their resource database
their “case manager.” As difficult as it is, sometimes it is better to be provides recommendations and guides (many of which are in video
just one at a time. format) on topics relating to dual diagnoses.
Medications and Responses

I wished I had a step-by-step guide on who to call when,
in terms of navigating the maze of social services. The tax
credit certificate, the worker with MCYS, Assistance for
Children with Severe Disabilities, etc. That was a veritable Medication: a difficult decision
nightmare for me. All that, laid out in a clear format, would be
so welcome to anyone trying to navigate these waters. I felt As a parent of a child with ASD, there may be decisions that you will
so lost and so alone. This should not be the case. need to make regarding interventions and treatments for your child.
While no decision is simple, decisions about whether or not to use
- Parent from Eastern Ontario medications can be among the most difficult. You should carefully
consider medication decisions with your child’s health care provider.
Dual Diagnosis
It is critical that you are and remain comfortable with the decision
and fully understand the possible risks and benefits of
different medications.
In some cases a diagnosis of ASD is not the only diagnosis a child
may receive. In some cases, families may receive what is called a “dual Common medicines, their side effects, and when
diagnosis”. Dual Diagnosis in Ontario refers to individuals “with both they are used
a developmental disability and mental health needs.”27 It is sometimes
difficult to distinguish between developmental disabilities and mental You should be aware that no medication treats or cures ASD—they
health needs.28 Many parents are curious about the differences can only treat the symptoms. For some individuals, medication
between these conditions. can help with issues such as hyperactivity, anxiety, and irritability.
Medicines do not help every child with ASD, and it is important to
understand the symptoms that are causing problems and whether
medicines will help, if at all. Medicines are most commonly
recommended when:32
Your child’s behaviours are putting them at risk of harming

themselves or others;
There is considerable difficulty or stress placed on the family
because of behaviours;
Behaviours are causing learning problems or making it difficult
for a school to work with your child;
12
It is not possible for your child to participate in community What are the common characteristics?
activities because of behaviour issues.
Every child is different and it is impossible to say exactly how your
Like any medication, those prescribed for ASD may have side child will develop. They can show a wide variety of symptoms and
effects ranging from mild to more severe. Health Canada maintains characteristics, from mild to severe. Even if they have the same
a database of advisories and warnings associated with approved diagnosis, they can act very differently from one another and have
products where you can find additional information. Also, very different skills. Some of the characteristics of ASD include:
monitoring your child and scheduling regular checkups with your
physician is important to track and understand the impact of Insisting on sameness, resists change
medicines on your child. Having difficulty in expressing needs, gestures or pointing
instead of using words
Tools for helping you understand your choices Repeating words or phrases instead of typical,
responsive language
Decisions about whether to give your child medication are difficult. Laughing, crying, and showing distress for reasons that are
In general, you should ask yourself: not apparent to others
Tantrums
What is the symptom I am trying to treat? Difficulty interacting with others
Is it so severe that it is worth trying to treat with medicine? Not wanting to cuddle or be cuddled
What are the potential side effects of a given medicine? How do Making little or no eye contact
they compare to the symptom I am trying to treat? Not responding to normal teaching methods
Are the side effects of the medicine worse than the symptom I am Playing in a restrictive or repetitive manner
trying to treat? Spinning objects
Becoming inappropriately attached to objects
Of course, you should consult your child’s physician regarding Being overly sensitive or under-sensitive to pain or
any medication decisions. Finally, you should always know what other sensations
medications your child is taking and why. Having no real fear of danger
Being physically overactive or under active
Learning About ASD and Your Own Child’s

Having an uneven profile of gross/fine motor skill development
Not responding to verbal cues, acting as if deaf although tests
Specific Characteristics
indicate that hearing is within the normal range
ASD is a lifelong condition and not something your child will

What will my child be like? outgrow. However, it is possible that your child’s condition and
characteristics may change over time. For example, with the help
The behaviour of each individual with ASD will differ. However, there of intervention and therapies, individuals may further
are three core features that individuals with ASD tend to share: 33 overcome challenges.34
Difficulty with Reciprocal Social Interaction Where can I find out more?
One helpful way to learn about your child is to develop a better

Individuals with ASD often have difficulty interacting or engaging understanding of what it is like to have ASD. Temple Grandin is
with others. They are often unable to read the social signals among the more well-known authors with ASD who has written
of others such as gestures and facial expressions, making the extensively about her experiences with Asperger’s Syndrome. Some
social world confusing to them. Some children with ASD do not of her books are included in the “Learn More” section as is a link to
understand that other people have different and independent one of her many video-lectures available online. Taking some time to
thoughts, feelings, and desires from their own. understand the world from the perspective of an individual with ASD
can help you understand why your child acts in certain ways or is
interested in different objects or activities.
Communication Challenges
In individuals with ASD, language can develop slowly or not at all.
They tend to use words without attaching the usual meaning to
Interventions (e.g., IBI, ABA)
them and sometimes communicate in gestures instead of words. Interventions are not a cure
Repetitive Behaviours and Narrow Interests While there is no cure for ASD, there are a number of intervention
approaches to address ASD symptoms. ASD treatments are intensive
programs and may require participation from the entire family.
Individuals with ASD often engage in repetitive behaviours and Some therapies are delivered at home, while others are delivered in
have specific interests and needs. These include things like lining specialized centres, classrooms, or educational settings. Services can
up toys and objects in certain ways rather than engaging in pretend be provided by professional specialists and trained therapists or by
play, the need for absolute consistency and structured routines in parents who have received specialized training.
their environment, and strong interests.
13
Know your child, and do not accept a therapy that you truly Try to align your immediate needs with your therapy path.
are not comfortable with. Just because it works for some, For example, my son’s behaviour at daycare resulted in
does not mean it will work for your child. phone calls for pick-up on a daily basis. While my son has
They are truly unique. many needs it was more important to focus on the behaviour
concerns as they were the most concerning. You’re not
- Parent of two children with ASD forgetting about other needs, just prioritizing. Assistance in
determining what needs are a priority would be helpful to
Applied Behaviour Analysis (ABA) and Intensive many parents as you have NO idea where to start.
Behavioural Intervention (IBI)
- Parent from Toronto
ABA and IBI are terms you will hear often when exploring
treatments, therapies, and interventions. Also, you may find that your child needs additional treatments for
medical conditions or disorders that sometimes accompany ASD,
Applied Behaviour Analysis (ABA) – ABA is a set of methods such as articulation disorder, apraxia, seizures, and/or gastrointestinal
based scientific principles of learning that act as the foundation (GI) problems.
for various ASD-related interventions and therapies. ABA
methods build useful behaviours and skills while reducing Before starting with a new therapy many parents want to ask the
problematic ones by focusing on understanding the underlying provider questions to fully understand the therapy.
reasons for behaviours, the context in which they occur, and These may include:38
the “triggers” of the behaviour.35 ABA methods can be used at
home, at school, and in the community. ABA methods can help Why do you think this therapy could help my son/daughter and
individuals of any age and of varying degrees of intensity of ASD. what do you expect the outcomes to be?
Ontario’s publically funded school boards are required to provide Is there any independent and scientific research that evaluates the
ABA methods as a component of special education services results of this therapy?
where appropriate.36 What are the potential side effects?
Intensive Behavioural Intervention (IBI) – IBI is a specific How will it integrate with other therapies my son/daughter is
application of ABA methods used by the Ministry of Children participating in?
and Youth Services’ Autism Intervention Program. IBI is delivered If I am seeking private therapy for my child, how much
by a qualified therapist with the program customized based on the does it cost?
needs of each child.37 The therapist will “work one-on-one with Is there a waitlist for services?
the child or in a small group. The intervention is delivered with Can you provide references from other parents who you provide
the goal of increasing the child’s developmental trajectory this service to?
or rate of learning.
The Geneva Centre for Autism has posted a number of questions
It is very confusing to know the difference between the on its website that parents may want to consider asking any new
Children’s Hospital of Eastern Ontario, Ottawa Children’s service provider.
Treatment Centre, Children’s Integration Support Services,
Gaining Access to Services

etc. And confusion between ABA and IBI lists, etc. Parents
often think they are on a wait list for services and find they
are only on some lists and not others.
Accessing services can be confusing
- Parent from Ottawa
How to access services is among the most frequently asked question
What is the difference between ABA and IBI? by parents of children with ASD. Understanding or accessing the
network of services can be a source of frustration for many parents.
ABA uses methods based on scientific principles of learning and Below is a description of some of the major programs funded by the
behaviour to build useful modes of behaviour while reducing Ministry of Children and Youth Services.
problematic ones.
Autism Intervention Program (AIP)
IBI is an application of ABA to teach new skills in an intensive format
(approximately 20 or more hours per week). Primarily, a one to one If your child’s condition is considered to be towards the severe end
teaching ratio is required. of the autism spectrum your doctor may refer you to the Autism
Intervention Program, which is funded by the Ontario Government.39
Additional types of therapies and interventions The Autism Intervention Program is delivered by nine regional
programs. Your local regional program will review referrals for
In Ontario there are waitlists for these services and many parents will children who have a diagnosis of ASD towards the severe end of the
look for other services or activities to help their child while they are autism spectrum. The regional program will conduct an assessment
waiting. You may want to talk to your child’s paediatrician or other to determine eligibility. The assessment by the regional program
health care provider to discuss other therapies and interventions. should not duplicate diagnostic tests conducted by a physician or
psychologist and should occur within 4 to 6 weeks of referral. The
outcome of the assessment will determine the child’s eligibility for
IBI services, including the intensity, setting/location, and duration.
Children who are not eligible for the Autism Intervention Program
and IBI services will be referred to other appropriate services.40
14
Applied Behaviour Analysis (ABA)-based services
The Autism Intervention Program includes: and supports
Support Services, including advice, information, materials, ABA-based services help children and youth with ASD develop skills
consultation, and training for families to get their child ready for and reinforce positive behaviour. To access ABA services, parents
Intensive Behavioural Intervention. of a child diagnosed with ASDi can contact an ABA lead agency
Intensive Behavioural Intervention (IBI) from a trained directly or be referred to one by a health professional. Health care
professional to focus on developing the skills children need to professionals who can refer you to ABA-based services and
function in school and gain independence. supports include:42
Family physician
You will have two choices for receiving services:41 Psychiatrist
Developmental paediatrician
The Direct Service Option, where the child receives services Psychologist
directly from one of Ontario’s nine regional programs; or Psychological associate
The Direct Funding Option, where parents receive funding Speech-language pathologist
from one of Ontario’s nine regional programs to directly to Occupational therapist
arrange services (based on assessment completed by the regional Social worker
program) from a private service provider. Nurse (includes registered practical nurses, registered nurses
and nurse practitioners)
Your choice will not affect your position on a waitlist. Parents on a Using an ABA approach, time limited services and supports are
waitlist may have a preference for one of these options. However, provided to children and youth with ASD to help build their skills
many parents will choose to receive the option that is available first in four key areas:
even if it is not their first choice. One of the ways you can find out
information on private service providers is through Autism Ontario’s 1. Communication: the ability to use language for social purposes
ABACUS registry, listed in “Learn More.” (for example, starting a conversation with another person),
understanding language, using gestures, spoken and written
Independent Review Mechanism language, as well as pictures/symbols and facial expressions.
2. Social/interpersonal: including the ability to establish and
Parents or caregivers who receive notice that their child is ineligible maintain relationships with other people, skills that serve as
for or is being discharged from the IBI services under the AIP may building blocks for developing other skills such as joint attention,
request an independent review of that decision. turn taking, play, and recreation.
3. Daily Living: including personal care activities (toileting and
The Independent Review Mechanism (IRM) for the AIP is hygiene), domestic skills (cleaning, laundry, shopping, food
coordinated by Contact Niagara. To learn more about the preparation), use of community services (public transportation,
Independent Review Mechanism see the Program Guidelines listed banking, restaurants, accessing community services), motor skills,
in the “Learn More” section. Contact Niagara’s website which also vocational skills in preparation for adulthood, personal safety
contains information on the Independent Review Mechanism skills, and skills related to personal boundaries.
process. To learn more about the process visit http://www. 4. Behaviour management/emotional regulation: to address the
contactniagara.org/en/welcome. aggressive, destructive, and self-injurious behaviours that
interfere with the child’s learning of positive skills and to focus on
The “Learn More” section provides a link to a directory of service difficulties that children and youth may have related to attention,
providers across Ontario and Program Guidelines for the Autism planning, problem solving and memory that may impede their
Intervention Program. ability to plan and follow through on a course of action.
ABA lead agencies provide coordination for services within the nine
regions of Ontario. Links to ABA agencies are provided at the end of
this section. These agencies also have additional information on their
websites.
Helpful databases to locate service providers
Two helpful databases that are available when searching for private
services and service providers in Ontario are ABACUS and SPIRALE.ii
• ABACUS provides information on Applied Behaviour Analysis

(ABA) services and service providers for individuals with ASD in
Ontario.
• SPIRALE provides information to help parents locate regulated
professionals and experienced autism workers for individuals
i
Diagnoses may be made by family physicians, paediatricians, psychiatrists, psychologists and with ASD.
psychological associates
ii
The individuals listed on SPIRALE are self-described. Neither Autism Ontario nor the Ministry of Both of these websites are operated by Autism Ontario with funding
Children and Youth Services endorses or checks the credentials of these individuals. support from MCYS.
15
Tools
Red Flags for Autism

If there are concerns with any of the following, parents can:
• Request that their Family Doctor make a referral to a Paediatrician Social
• Have their child assessed by a Speech-Language Pathologist
Red Flags
• Rarely makes eye contact when
Behavioural interacting with people
Red Flags • Does not play peek-a-boo
• Does not point to show things he/

• Odd or repetitive ways of moving
she is interested in
Communication fingers or hands
16
• Rarely smiles socially
• Oversensitive to certain textures,
Red Flags
sounds or lights • More interested in looking at
• No babbling by 11 months of age objects than at people’s faces
• Lack of interest in toys, or plays with
• No simple gestures by 12 months them in an unusual way (e.g., lining up, • Prefers to play alone
(e.g., waving bye-bye) spinning, opening/closing parts rather
• Does not make attempts to get
• No single words by 16 months than using the toy as a whole)
parent’s attention; doesn't follow/
• No two-word phrases by 24 • Compulsions or rituals (has to perform look when someone is pointing at
months (noun + verb – e.g., “baby activities in a special way or certain something
sleeping”) sequence; is prone to tantrums if
• No response when name is called, • Seems to be “in his/her own world”
rituals are interrupted)
causing concern about hearing • Does not respond to parent’s
• Preoccupations with unusual interests,
• Loss of any language or social attempts to play, even if relaxed
such as light switches, doors, fans,
skills at any age wheels • Avoids or ignores other children
when they approach
• Unusual fears
If you would like to obtain additional copies of this pamphlet please download them at
www.autismontario.com/simcoe.
Learn More
Use Resource Type Title Organization or Author Link (if available online)
Publisher
ASD Information Reference Autism and Asperger Oxford University Press, Simon Baron-
Syndrome 2008 Cohen
ASD Information Reference Autism: A Very Short Oxford University Press, Uta Frith
Introduction 2008
ASD Information Reference The Complete Guide to Jessica Kingsley Tony Attwood
Asperger’s Syndrome Publishers, 2007
Warning Signs Guide Your Child Might Have Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/Simcoe/
Autism Red+Flags+For+Autism
Answers to frequently asked Guide Autism Spectrum Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/web/

questions Disorders ASD+An+Overview?OpenDocument
17
Warning Signs Reference It’s Your Health – Health Canada http://www.hc-sc.gc.ca/hl-vs/iyh-vsv/diseases-maladies/
Autism Spectrum asd-ted-eng.php
Disorders (ASD)
Diagnosis Reference How is Autism Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/web/

Diagnosed ASD+4?OpenDocument
Post Diagnosis Tool Kit Autism Speaks 100 Autism Speaks http://www.autismspeaks.org/docs/family_services_
Day Kit docs/100day2/100_Day_Kit_Version_2_0.pdf
Post Diagnosis Tool Kit Asperger Syndrome Autism Speaks http://www.autismspeaks.org/family-services/tool-kits/

and High Functioning asperger-syndrome-and-high-functioning-autism-tool-kit
Autism Tool Kit
Family Support, Post Diagnosis Tool Kit Family Support Tool Autism Speaks http://www.autismspeaks.org/family-services/tool-kits/
Kits family-support-tool-kits
Post Diagnosis references Database Autism Ontario Autism Ontario http://autismontario.novosolutions.net/default.

KnowledgeBase asp?id=103&Lang=1&SID=
Autism Ontario Potential Brochure Potential Programme Autism Ontario http://www.autismontario.com/Client/ASO/AO.nsf/

Programme object/Flier/$file/Potential+Programme+Brochure+0812.
pdf
Publisher
Calendar of upcoming Parent Directory Parent Training The Geneva Centre for http://www.autism.net/services/services-for-
Training Workshops Calendar Autism parentscaregivers/parent-training/parent-
training-calendar/cat.listevents/2013/02/12/
index.php?option=com_jevents&task=cat.
listevents&offset=1&category_fv=0&Itemid=100393
Calendar of upcoming Parent Directory Workshops Kerry’s Place Autism https://secure.kerrysplace.org/

Training Workshops Services community/TrainingInfo_camps.
aspx?currenttab=Workshops&Type=Workshops&i_loc=
Dual Diagnosis and Mental Health Reference Dual diagnosis Centre for Addiction and https://knowledgex.camh.net/amhspecialists/specialized_
resources Mental Health (CAMH) treatment/dual_diagnosis/Pages/default.aspx
Dual Diagnosis Reference Dual diagnosis: An Centre for Addiction and https://knowledgex.camh.net/amhspecialists/specialized_
information guide Mental Health (CAMH) treatment/dual_diagnosis/Documents/dual_diagnosis_
infoguide.pdf
Medicines/Drugs Decision Aid Autism: Should My Autism Speaks http://www.autismspeaks.org/sites/default/files/
18
Child Take Medicine documents/atn/medicine_decision_aid.pdf
for Challenging
Behavior?
Medicines/Drugs and Health Advisories, Warning Drugs and Health Health Canada http://www.hc-sc.gc.ca/dhp-mps/advisories-avis/index-
Products and Recalls Products: Advisories, eng.php
Warnings and Recalls
Medicines/Drugs Database Drugs and Health Health Canada http://www.hc-sc.gc.ca/dhp-mps/prodpharma/

Products: Drug databasdon/index-eng.php
Product Database
ASD person’s perspective Reference The Way I See It Future Horizons, 2011 Temple Grandin
(2nd edition)
ASD person’s perspective Reference Thinking in Pictures Vintage, 2006 (Reissue) Temple Grandin
Building on strengths Web-based Video Temple Grandin: The TED Temple Grandin http://www.ted.com/talks/temple_grandin_the_world_
World Needs All Kinds needs_all_kinds_of_minds.html
of Minds
Information guide to Applied Guide Applied Behavior Autism Speaks http://www.autismspeaks.org/science/resources-

Behaviour Analysis (ABA) Analysis: A Parent’s programs/autism-treatment-network/atn-air-p-applied-
Guide behavior-analysis
Publisher
Manual developed to help parents Reference A Parent’s Guide National Autism Centre http://www.nationalautismcenter.org/pdf/nac_parent_
learn about evidence-based to Evidence-Based manual.pdf
practices Practice and Autism
Autism Intervention Program Reference, program Autism Intervention Ministry of Children http://www.children.gov.on.ca/htdocs/English/topics/
Guidelines eligibility Program: Program and Youth Services specialneeds/autism/aip_guidelines.aspx#2.1
Guidelines
Autism Intervention Program Reference, Guidelines: Ministry of Children http://www.children.gov.on.ca/htdocs/English/topics/

Guidelines – Independent Review Independent Review Independent Review and Youth Services specialneeds/autism/aip_guidelines.aspx#IRM
Mechanism Mechanism Mechanism (Appendix
to AIP Guidelines)
Autism Intervention Program Reference, Independent Review Contact Niagara http://irm.contactniagara.org/en/home

Guidelines – Independent Review Independent Review Mechanism
Mechanism Mechanism
Applied Behaviour Analysis-based Reference, program Applied Behaviour Ministry of Children http://www.children.gov.on.ca/htdocs/English/topics/
Services and Supports eligibility Analysis-based and Youth Services specialneeds/autism/guidelines/guidelines-2011.aspx
19
Services and Supports
Guidelines
Information on ABA treatment Reference, Service ABACUS (Autism www.abacuslist.ca

and directory of service providers Provider Directory Ontario)
Directory of experienced ASD Reference, Service SPIRALE (Autism www.autismontario.com/spirale

service providers Provider Directory Ontario)
Directory of camps Reference, Service CALYPSO (Autism www.autismontario.com/calypso

Provider Directory Ontario)
Searchable resource database – Reference, Service Asperger’s Society of http://www.aspergers.ca/aso-searchable-resource-

Asperger’s Provider Directory Ontario database/
Autism Intervention Program, Reference, Service RAPON (Regional http://www.rapon.ca/Providers.htm

School Support Program and Provider Directory Autism Providers of
ABA-based Services Ontario)
Directory for Regional ABA-based Reference, Service Ministry of Children http://www.children.gov.on.ca/htdocs/English/topics/

Lead Agencies Provider Directory and Youth Services specialneeds/autism/agencies.aspx
Everyday Living
Introduction
Having a child with ASD presents unique challenges every day. Parents
often feel there are no “trivial” parts to their day. Everyday experiences
that are easy and straightforward for most parents may be sources of
effort and stress for you.
20
the following section provides tips and resources to help Make electrical outlets and appliances safe by using plastic
you manage your everyday life. All children and youth with ASD have knob covers, concealing wiring, and preventing access to
unique needs. This section is a guide. Not all the information in this electronics your child may want to explore.
section will be useful or applicable to every parent. If you have any
questions or concerns about the individual needs of your child, speak Label (with symbols, photos, textures or words) everyday
to your doctor or service provider. items to help your child understand what they are for and
learn how to safely use them over time.
Topics Covered
Practice fire safety through social stories (using photos,
Parents and professionals have identified the topics covered in this pictures, and words) about smoke detectors, fire drills and
section as key priorities and concerns. They include: alarms, touching fire, and emergency responders.
Assessing and managing the environment For more information, see the Autism Society’s “Safety in the Home”
Emergency contacts in “Learn More.”
Preparations to go out
Emergency Contacts
Getting to and from school
Preparing others for sudden changes to plans
Managing behaviours/ tantrums
Travel One of the biggest fears for parents of children with ASD is that
Restaurants their child will run off or become lost. To prepare for this worst-case
scenario, you can:
Assessing and Managing the

Environment
Create an Emergency Information Sheet;
All parents worry about the safety of their child Ensure your child has proper identification at all times.
Safety around the home is something every parent thinks about. This
usually involves “childproofing” household areas such as drawers, Both of these approaches can help emergency workers assist you
cupboards, and stairs. However, parents of children with ASD often in a crisis.
have additional concerns when assessing the safety of their home
and environment. Create an emergency information sheet
In households with neurotypical children safety modifications An emergency information sheet is a brief summary of information
generally last for the first few years of childhood. However, children about your child that can assist emergency workers if they need to
with ASD do not always understand the consequences of their search for your child.
actions, leading to potentially unsafe behaviours or situations.
Parents of children with ASD usually undertake a number of safety You may want to keep this sheet close to your phone so that you
modifications over and above those completed in households with or any caregiver can relay the information verbally if needed.
neurotypical children, and these modifications often remain in the Also consider keeping a copy of this sheet in your car and
home for a much longer duration. distribute it to your school, family members, neighbours, and
anyone else who may assist in a search for your child.
Prioritize safety concerns
It is also a good idea to provide close neighbours, friends, and
The task of providing a safe environment can feel overwhelming. relatives with a copy of the emergency information sheet. You may
However, by prioritizing areas of your home for modification, and want to let them know:
following the tips and suggestions of fellow parents, you can find ways
to make your home environment safe. What ASD is and that your child may not understand dangers
and may wander away from home;
Start with the areas of your home where your child spends the most What to do and who to call first (e.g., home, work, 911) if they see
time—likely their bedroom, bathroom, leisure area, and perhaps your child outside of your home;
kitchen and backyard. Some key things to consider when assessing The best way for them help to get your child back to you;
home safety include:43 How they should approach and communicate with your child
(what can they say to calm your child down if needed).
Use locks and alarms that notify you when your child
attempts to open an exit route (doors, windows, You can find an emergency information sheet template at the end
bedroom entrance). of this section.
Safeguard windows by locking them and, if your child is Consider identification for your child
prone to breaking glass or pounding on windows, replacing
glass panes with Plexiglas. Identification (“ID”) bracelets and other forms of identification
will enable neighbours or emergency workers to quickly identify
your child if he or she becomes lost. This is especially important for
children who are non-verbal.
21
Every child with ASD is different, so you will need to determine what When visiting family and friends, you may want to ask them to alter
type of identification your child can or is willing to wear or carry. certain aspects of their homes or a certain room to accommodate
Some examples include: cards, temporary tattoos, shoe and clothing your child. You may find that some people’s houses are easier to visit
tags, bracelets, necklaces, and personal tracking devices. than others. It may be preferable to have certain people visit you at
your home instead of you visiting them at their home.
For more information, see the resources and organizations listed at
Getting to and From School

the end of this section under “Learn More.”
Talk to your local police force about an Autism Registry

Getting to and from school is a common transition
Depending on where you live, your local police force may have
specific training on how to approach children and adolescents with Transportation to and from school is a major concern for many
ASD during stressful situations. Some police forces may also operate parents. Individuals with ASD can experience significant difficulty
an Autism Registry. These registries provide police with critical riding a school bus to and from school each day. School boards vary
details on your child that may help them defuse crisis situations. in how they deliver transportation services. Talking to your child’s
You can contact your local police force or your local Autism Ontario principal or school board is a good starting point for understanding
Chapter for more information on the availability of this service what supports are available to help your child get to and from school.
in your area.
Try to help the bus driver get to know your child
Minimizing the risk of children with ASD running off
Your child’s school board may be able to provide bus drivers with
Beyond taking the steps outlined above, you can:44 information on ASD. You may want to consider asking the principal
of your child’s school or their school board what support they can
ensure your child always carries identification; offer the bus driver. However, they will not know your child. By
use a Velcro wrist strap and coiled cord to keep your child with providing the bus driver with a little bit of information you can make
you when out shopping or walking. This may prevent children their job easier and help put your mind at ease. Working with the
from dashing into traffic, falling into water, running away at school board, you may wish to provide the bus driver with:
shopping malls, etc.
get to know your neighbours and let those neighbours you trust A summary of general information about your child’s condition
know in advance that your child with ASD might wander off. and behaviour. This helps to prevent frustration or anger over
potential behaviour issues, especially if you can also offer the bus
Preparations to Go Out
driver tips on dealing with challenging behaviours.
Information about your child that that could help the bus driver.
This can be a summary from an “About Me” profile provided to
Structure and predictability are key. Children’s need for this your child’s teachers (find out more about this in the “Education”
is universal, but especially the ASD child. Have appropriate Section of this Parent Resource Kit). Include possible behavioural
expectations. Stop and smell the roses often, step back triggers and how to deal with them.
from the rat race of the neurotypical world and enjoy living
in the ASD-friendly world your child needs. Slow down and Ideally, you will want the bus driver to keep the information on the
embrace your child’s uniqueness.” bus, so try to keep any printouts small (the size of an index card).
Laminating the card can also be a good idea. This can be done at most
- Parent of two children with ASD office supply stores or print shops. A template for general information
about ASD is provided in the “Learn More” section.
The steps you need to take before leaving the house with your child
will depend on your individual child, and what you have learned, Helping your child and next steps
usually through trial and error, about how to help your child with
change and transitions. Some tips that can be applied to a wide In addition to helping the bus driver understand children with ASD,
range of outings (e.g., shopping mall, school, movies, restaurants, there are a few activities you can do with your child to help make
playground) include: getting to school a smoother process:
pictures and visual schedules (e.g., of a car, a shopping mall) Establish a morning and bus routine with your child. Use visual
to help your child understand where you are going and aids if this helps to communicate the process of getting ready for
what you will be doing school and taking the bus (an example is included in the “Learn
attention to specific routines they like to keep More” section).
specific clothes they like to wear Explain the bus rules to your child. Make sure these are
technological devices (e.g., headphones) they like to communicated in a way your child understands, such as in a
take with them story or visually.
Provide your child with a tangible activity that can occupy
It’s also important to consider the type of environment you are them on the bus.
travelling to and whether it will disrupt your child’s routines or
trigger sensory overloads or tantrums. If your destination is noisy Visual schedules for transition and explanation of routines
or unpredictable, think about what you can do to help your are so helpful! Predesigned home and school magnetic kits
child cope with it. are extremely helpful!
- Parent of three children with ASD
22
Two additional items you may want to discuss with your school board Blocking or staying away from something painful or
are the possibility of establishing a consistent seat for your child on bothersome (sensory avoidance)
the bus and pairing them with a “bus buddy.” Both of these methods Attempting to gain control over an environment or situation
can ease daily trips to school.
Questions you could ask yourself to understand why your child is
Preparing Others for Sudden

behaving in a certain way include:46
Changes to Plans
Did this behaviour start suddenly? If so, is there an underlying
medical reason? Pain? Stress?
Is my child trying to tell me something?
Enlist family, friends, and parents to help Do certain locations, people, or times of day trigger behaviours?
What occurred leading up to the behaviour? What were
When a family member or friend changes plans suddenly, people the triggers?
can often get annoyed. Unfortunately, you may find yourself doing After the behaviour, is something occurring that is accidently
this frequently, even when significant plans have been made well in reinforcing the behaviour?
advance. You may need to explain to family and friends that you will
often need to change plans suddenly to help your child, for reasons If you do not know the answer to some of these questions, it may
that will not be obvious to them. You may need to explain to them be worthwhile discussing them with your child’s physician or
that seemingly simple tasks like leaving the house, visiting friends, service providers.
or running errands, are often challenging for your child and may
sometimes force you to change your plans. Developing an understanding of what causes your child to behave
in certain ways, and what works in calming them, will make it easier
We have let friends go that just can’t manage to witness to control the environment in ways that make problems less likely to
his meltdowns. If you want to see us, then his occur and more manageable.
meltdowns come too.
How to manage behaviour over time
- Parent from Peterborough
As you start to understand causes of challenging behaviours, you
Parents of all types of children often find themselves with too many may be able to develop a plan to address them. Effective approaches
things to do, conflicting schedules and needs, and other challenges. to managing behaviours are typically based on positive behaviour
As a parent of a child with ASD, you share these “normal” challenges supports and address both physical and mental health concerns.
on top of the unique demands of life with ASD. You may be able to Positive behaviour supports is a method to promote functional skill
lighten this burden by: development customized to individual needs of a child by teaching
new skills and making changes to the child’s surroundings. While
Assessing your own social network—family, relatives, friends, etc. punishment may be an immediate fix to problem behaviours,
—and identifying people who might be able to help in specific research tends to show that it is ineffective over time and can actually
situations or at certain times; increase aggressive behaviour, compared to supporting
Bringing members of your social network—perhaps an aunt, positive behaviours.47
uncle or grandparent—to a parent support group or training
session that may help them care for your child for a few hours or a Improvements in challenging behaviours will not occur overnight. As
day at some time in the future. a parent you need to keep “the whole child” in mind when working
on your child’s behaviours. A holistic behaviour plan, that addresses
Managing Behaviours/Tantrums
your child’s health and happiness as well as strategies for improving
behaviours, can help you balance all these needs. Try to make
the plan:48
Tantrums and behaviour issues can stretch the patience of any parent.
They may often be a source of stress, anger, and depression, especially Clear, with the expectations and roles of your child, family,
if you find it hard to understand or address your child’s behaviour. teachers, health care professionals, and anyone else involved as
The following tips and guides may help you understand why your clearly understood as possible;
child may act in certain ways, how to manage difficult behaviours, Consistent in its interventions and approaches, ensuring that all
and what you can do in a crisis situation. individuals involved in the plan are on the same page with the
same expectations;
Understanding behaviour Simple, practical, and accessible so that everyone can be involved;
Continuous, to reinforce good habits and adaptive skills as
If you understand the causes of your child’s challenging behaviour, behaviour improves.
it can become easier to prevent some behaviour problems and to
identify solutions when they do occur. Any given behaviour can Planning for a crisis situation is critical
occur for a number of very different reasons. In general, behaviours
tend to serve one of several functions:45 When a child is in the full swing of a tantrum, the focus should be on
the safety of the child and of anyone nearby. Having a crisis plan for
Obtaining a desired object or outcome these situations will help you keep everyone safe and de-escalate the
Escaping a task or situation situation. In general, a crisis plan should include:49
Getting attention, either positive (praise) or negative (yelling)
Trying to self-calm, self-regulate, or feel good (sensory input) Settings, events, triggers or signs that a crisis situation
might develop
23
Intervention steps and procedures promoting de-escalation Planning is key
Lists of things to do and NOT to do based on the fears and needs
of the individual Planning for travel and reducing your child’s fear of an unfamiliar
Knowledge of the most appropriate facility if hospitalization or an situation and destination is critical to managing stress and anxiety
Emergency Room visit becomes necessary levels for everyone on a trip. Autism Ontario suggests some steps you
A diary or log to document and record effective intervention can take in advance of your trip:51
techniques for future reference
Prepare a step-by-step picture book of your trip with a short
What to do in a crisis situation caption for each picture so that the book reads as a story (where
you are going, how you will get there, who is going, when you
A crisis situation is not the time to shape behaviour. If you begin to will be returning).
feel that a situation is escalating and a tantrum is likely, it is best to try In the book, clearly outline the beginning and end of phases of
and calm your child by: your traveling (e.g., taxis, flights, driving in the car, stopping for
meals, etc.). Use methods of illustrating time that your child will
Following the crisis plan you have developed, using the activities understand, such as the length of a television program or movie.
and de-escalation processes within it; Review the picture book of your trip every morning for two weeks
Trying to reduce stressors by removing distracting elements, going leading up to the trip. Allow your child to ask questions and
to a less stressful place or providing a calming activity or object; understand the order in which events will occur.
Remaining calm and controlling the emotions your child’s Pack items and food your child likes (favourite snacks, activity
behaviour is likely to trigger; books, portable DVD player).
Providing clear directions and using simple language; Maintain the daily routine around activities such as meals, rest,
Focusing on returning to a calm, ready state by allowing time in and bedtime as much as possible.
a quiet, relaxation-promoting activity;
Praising attempts to self-regulate and the use of strategies such For really important events, big changes, or major
as deep breathing. disruptions, no amount of preparation is wasted. We talk
about it ahead of time. We write it down on a calendar. We
When you need outside help draw pictures about it together. And, half the time, it sort of
works. But, when there is no warning (and sometimes you
One of the most difficult decisions parents may need to make is when can’t help that), it’s always far worse.
to get more help to manage a situation that has grown out of your
control. While this often involves an uncomfortable decision about - Parent of 9-year-old with ASD
calling police or other emergency services, the safety of you and your
child must be placed above all else. In general, it is important to seek Additional help
help when:50
Your destination and method of transportation (car, bus, plane, etc.)
Aggression or self-injury become recurrent risks to the can influence how you prepare for traveling. For example, traveling
individual, family or educational/health care providers; by plane means using an airport, which will require preparation for
Unsafe behaviours, such as running off and wandering, security checks. Similarly, the pictures and descriptions in your child’s
cannot be contained; storybook will vary based on the type of trip you are taking (day trip,
A threat of suicide is made. vacation, family visit, etc.). You can also contact your travel provider
ahead of time to ask about any special provisions or assistance they
Calling for help is difficult, and it is important to remember that might be able to offer you.
many emergency personnel, including police and paramedics,
may not know what it means when you tell them your child has The “Learn More” at the end of this section includes a number of
ASD. It will be important for you to help them understand this and resources to help you understand how to navigate airport security,
communicate clearly during the crisis situation. There doesn’t have to sample items to include in a storybook, and other helpful suggestions.
be an emergency for you to need professional help. You may come to
Restaurants
this decision, for example, when:
A child exhibits a persistent change in mood or behaviour, such

as frequent irritability or anxiety; The thought of eating out at a restaurant may be overwhelming for
The supports your child requires may be better met through out- many parents of children with ASD. Many parents avoid eating out
of-home care or in a residential setting. because of the fear of what may happen in public and the stress it
can cause. Dining out may not be possible for all families, but with
Travel
planning it can be successful for many. The tips and recommendations
below can help make dining out an enjoyable family experience.
Traveling with young children can be stressful for any parent, Air pressure vests and apps with white noise are the only
particularly parents of children with ASD. The challenges of traveling way we can get through a meal at his favourite sushi
can sometimes be enough for parents to consider avoiding it all restaurant. He’ll put up with a lot to eat raw fish. Go figure.
together, even though it means missing out on vacations, day trips,
or visiting friends and family. However, with the right planning and - Parent from Peterborough
preparation, the potential stress and anxiety of travel can be reduced,
making trips more enjoyable for you and your family.
24
Things to do before you dine out
Before heading to the restaurant, there are a few things you can do to
help your child prepare for the experience and enjoy the time out of
the house. Some things to consider include:52
Where are you planning on going? Will it be an over-stimulating

environment? Does it have a child friendly atmosphere?
Do you need to provide your child with a description of the
location?
Reservations are a lifesaver, allowing you to avoid long waits.
Request a table (ideally a booth) in a quiet location, at a time
when your child will be hungry.
Can you print a menu at home and select a meal ahead of time?
Bring along some colouring books or a special toy to keep your
child occupied. Also consider bringing earplugs or headphones if
you are concerned about your child’s reaction to noise.
Finally, keep in mind that your child might need a break from the
restaurant environment. If you sense that your child has had enough,
you might go for a walk together outside to provide them with
the space to relax.
Calling a restaurant ahead of time and speaking with a manager is a

good way to assess whether it’s a good choice for your child and to
arrange the accommodations you might need. You may want to try a
rehearsal dinner at a fast-food style restaurant before heading to other
establishments.
Although it may require more preparation than for most families, and
you may not be able to make a spur-of-the-moment decision to head
to your favourite restaurant, it is possible to plan for a special night
out with your family.
Take it one step at a time celebrate the small achievements.
- Parent from Timiskaming
25
Tools
Getting to and from school can be a difficult process for parents of children with ASD. Using this template and working with your child’s school
can help provide your child with the skills they need to complete this task.
Source: Ministry of Education ‘Effective Educational Practices for Students with Autism Spectrum Disorders’ http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismspecdis.pdf
26
Learn More
Use Resource Type Title Organization Author Link (if available online)
or Publisher
Running Off Tool kit Wandering/Running Away Autism Speaks http://www.autismspeaks.org/sites/default/files/
challenging_behaviors_tool_kit.pdf
Behaviour and Tantrums Tool kit Challenging Behaviours Tool Kit Autism Speaks http://www.autismspeaks.org/sites/default/files/
Emergency Information Sheet Tips Lost Child Prevention Sheet Autism Speaks http://www.autismservices.ca/Web%20Pages/
publications/Docs/Lost%20Child%20Prevention.
pdf
Visual Aids and Templates Tools and Effective Educational Practices for Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/
Templates Students with Autism Spectrum speced/autismspecdis.pdf
Disorders
27
Home Safety Tip Sheet Safety in the Home Autism Society http://www.autism-society.org/living-with-
autism/how-we-can-help/safe-and-sound/safety-
in-the-home.html
Emergency Contact Information Website MedicAlert http://www.medicalert.ca/en/join/
Emergency Planning Website Plan Your Response for an Autism Autism Risk & Safety http://www.autismriskmanagement.com/
Emergency Management documents/autism_emergency.pdf
Running Off Website MissingKids.ca www.missingkids.ca
Running Off Website Registries of children arm police Globe and Mail (News http://www.theglobeandmail.com/news/national/
with information Article) registries-of-autistic-children-arm-police-with-
information/article4085778/
School Day Tips Tips Effective Educational Practices for Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/
Students with Autism Spectrum speced/asdfirst.pdf
Disorders
School Day Tips Tool Kit School and Community Tool Kit Autism Speaks http://www.autismspeaks.org/sites/default/files/
school_community_tool_kit.pdf
or Publisher
Travel Article Six Tips for Traveling with an TIME http://www.time.com/time/specials/packages/
Autistic Child article/0,28804,1893554_1893556_1893538,00.
html
Travel Tips Autism and Airport Travel Safety Society for Accessible http://www.sath.org/index.php?sec=768&id=2371
Tips Travel and Hospitality
Travel Tips Ten Strategies for Traveling with a Autism Speaks (by Ann http://www.autismspeaks.org/docs/family_
Child with Autism OR How Do We Schlosser) services_docs/schlosser.pdf
Survive the Trip?
Travel Tips Travelling with a Child with Autism Ontario http://autismontario.novosolutions.net/default.

Asperger’s Syndrome asp?id=74&Lang=1&SID=
Travel Tips Air Travel and Asperger Syndrome Asperger’s Society of http://www.aspergers.ca/2012/12/1234/
Ontario
Dining Out Tips Dining Out with an Autistic Child TIME http://www.time.com/time/health/
article/0,8599,1653262,00.html
28
Dining Out Tips Going to Eat Out Autism Speaks http://www.autismspeaks.org/family-services/
going-out-to-eat
Common Transitions
Introduction
Many of our day-to-day routines change every year. School-aged children
experience a major change in routine at the beginning and end of every
school year, as well as during seasonal holidays and family vacations. The
opportunity to spend vacation time with family members or visit new places
is something many parents look forward to. However, holidays and vacations
can be difficult for parents, because disrupted routines are difficult for
children with ASD. Families’ ability to plan for common or annual transitions
varies greatly based on their child’s diagnosis and symptoms. However, there
are techniques you can use to smooth these transitions and make life easier.
29
Topics Covered What is respite care?
Respite care is a family support service that provides
This section of the Parent Resource Kit provides information and temporary relief from the physical and emotional demands
tips on transitions and events that occur on an annual or regular involved in caring for a family member with a developmental
basis, including: disability and/or a child with a physical disability. Respite
creates greater opportunities for all family members to live
General planning actively and participate in community activities while allowing
New babysitters/caregivers caregivers time for themselves.
Start of the school year http://www.respiteservices.com
Extracurricular activities
Holidays Preparing a babysitter/caregiver
Camp Programs
Accessing Camp Programs-CALYPSO Once you have identified a potential babysitter or caregiver, it is
important to prepare both your babysitter/caregiver and your child
General Planning
before their first session. Provide the babysitter/caregiver with as
much information as possible about your child in advance of their
meeting. This will help the babysitter/caregiver get to know your child
Whether planning for school, vacations, camps or other transitions, and also provide information they will need to navigate challenging
it is important to plan ahead. Here are two things you can do to assist situations. This can also help to put your mind at ease.
planning for any transition is: Questions can include:54
1) Develop a “binder” or other book with all of your child’s relevant How does your child react to new people? Will they be shy?
information, along with a list of questions to ask depending on How do you communicate instructions to your child? Several
the setting (e.g., school, camp). It is easy to forget all the instructions at once or one at a time?
questions you may have in a quick meeting, so it helps to write What level of supervision does your child need?
them down in advance (see advice for creating a binder in the Does your child think about the consequences of their actions?
front section of the kit). What level of language skills does your child have? Can they
2) Try to ensure you have good access to your child’s family understand directions? Can the babysitter use or understand their
physician, paediatrician and/or their assistant. Many parents communication method?
and professionals refer to their paediatrician’s receptionist as
their “quarterback” for accessing medical records, reports, Preparing your child
authorizations, and other documents that various organizations
may request. It is also important to prepare your child for a babysitter/caregiver.
The more they understand and can prepare for what will be the same
New Babysitters/Caregivers
and what will be different, the less anxious your child will be and
the more likely they will be to enjoy their time with the babysitter/
caregiver. For example, you could prepare by:55
As any parent knows, finding a good babysitter for your child can
make life much easier, and this is even truer for parents of children Outlining what will remain the same and what will be
with ASD. You will likely want to find someone with qualifications different while you are away;
or experience in babysitting a child with ASD. And once you find a
babysitter, it will be important for you to clearly communicate your Planning and reviewing a schedule that involves activities,
child’s unique needs to them. toys, and games your child enjoys;
Here are some ideas that may help you find a babysitter:53 Working with your child to develop a list of likes, dislikes,
and other information they want the babysitter/
Ask other parents who have children on the autism spectrum caregiver to know;
for a referral.
Search for respite care services. Explaining how long you will be gone to your child in
If your child goes to preschool, daycare, or any type of speech, terms they will understand and trying to remain on time.
occupational, or physical therapy, ask the service provider if they
ever babysit or know someone who does. It is a good idea to keep the first few babysitting occasions short
Ask relatives such as an aunt/uncle or older niece/nephew. to prevent either your child or the babysitter from becoming
Ask someone the child already knows. overwhelmed as they get to know one another.
Start of School Year

Respite care services
The Ministry of Community and Social Services and the Ministry of

Children and Youth Services jointly fund www.respiteservices.com. Adjusting to a new year
This website can be used by parents to explore respite options, review Every year, September brings new teachers, classmates, schedules,
community partners, and post and review classifieds related to care and routines. For children with ASD, the new demands, expectations,
services including babysitting. The “Family Support” section of this and physical environment associated with a new school year can be
Parent Resource Kit includes more specific information about Respite particularly challenging. This section focuses on the yearly transitions
Care available in Ontario. between grades, particularly those relating to changing schools. (See
30
the “Educational Transitions” Section for more on supporting your
Extracurricular Activities
child’s school experience.)
We found it takes our son 6 to 8 weeks to settle into each

school year—so we don’t plan any other activities, and we Some children with ASD can be socially isolated. If they are getting
expect a bumpy ride. A routine helps so much. Do a picture support services or undergoing therapy outside of school hours, they
board linear of each step getting ready for school. Send a may also get fewer opportunities than other children to interact with
one page “cheat sheet” of vital info about your child for the their peers. Extracurricular programs can broaden children’s social
teacher (ideally meeting the teacher the week experience while involving them in an enjoyable activity. You may
before school starts). need to explore several possibilities before finding the activities that
best suit your child.
- Parent from Kingston
If you do enroll your child in an activity, it is important to tell any
Preparing for a new grade instructors, facilitators or other people running the program about
your child’s needs and provide them with appropriate information.
Before your child begins a new grade, you will typically want to have
Holidays
worked with the teachers and administrators at your child’s school to
support the transition process.
If the new grade involves a new classroom, “previews” can be Preparing for holidays
helpful.56 You can do a preview in a number of ways, including:
Holidays can be a stressful time for the parents of children with ASD,
regardless of the traditions they celebrate. Holidays can represent
Videotaped tours with teacher interviews a disruption in normal routines. Children with ASD often have
difficulty understanding the meaning or traditions of holidays and
may experience sensory overloads caused by the sights, sounds, and
Face-to-face meetings with new teachers extra household visitors that accompany many holidays.
Like parents of neurotypical children, you may be stressed by the

School walkthroughs desire to make a holiday “just right.” However, it is important to
establish realistic expectations about how you can enjoy a holiday.
Think about what changes you might make to your family traditions
Listening to siblings, parents, or friends tell your child to make them more manageable and fun for you and your child. To
about the school start, you might think about what aspects of a holiday (for example,
food, activities, people) you have always loved and what changes
A preview should occur before school officially starts, and can be would allow you to continue enjoying them. Shortening or adjusting
supplemented by letting your child review brochures, newsletters some events, breaking them down into small, manageable pieces, or,
from the previous year, and the school’s website. if necessary, even avoiding certain events can go a long way towards
reducing your stress and making your holidays enjoyable.
Visit the school in June and take pictures of the school,
classroom, teacher (if known—but be prepared for changes), Identify what is causing the behaviour. Don’t just focus on
coatroom, desk, even the toilets. Place these pictures in the behaviour itself. For example, for years, every time I
an album and look at it over the summer. Visit again before put up my Christmas tree, my son with autism would have
school starts, when the teachers are getting ready. Once a huge meltdown and throw the tree over and make me
the daily schedule is known, make a new album with all the un-decorate it, etc. I had no idea why, so every year I just
activities in a day: hang coat, change shoes, circle time, used non-breakable ornaments/lights and got ready for the
craft time, snack time... meltdown. It was exhausting. Two years ago, I was not in
a hurry to put it up so I waited. It was the second week of
- Parent from Eastern Ontario December, and up went the tree and there was no meltdown.
I was happy but shocked...turns out that I was putting it up
Information for the teacher before December 1st; to him, the meltdown was because it
was still November. He did not have the language to tell me
Critical information sheets or personal portfolios are a useful tool to that, so a huge meltdown would happen. Now I simply
help support the transition to a new grade through straightforward wait until after December 1st to put up my tree and
communication and information sharing. An example of a critical everyone is happy.
information sheet is provided in the “Learn More” section. You may
also wish to create a personal portfolio for (or with) your child; this - Parent from Thunder Bay
can be similar to a scrap book and include photographs, art, sample
academic work, lists of likes and dislikes, and anything else that could
help introduce your child to their teacher.
31
Here are some tips to help parents make holidays more enjoyable for Summer camps
everyone involved: 57
Summer camps are supported by all nine regional Ministry of
Try to think of activities to keep your child occupied wherever Children and Youth Services offices. These camps give parents a
you go, if necessary pack toys, games, or movies for them to enjoy. much-needed break and help children have fun and build new skills.
Create a visual story or guide of upcoming holiday events to help Autism Ontario also administers a reimbursement program funded
your child prepare. by the ministry for families hiring one-to-one support workers so that
If you need to travel to visit friends or family, ask them to have a your child can attend summer camp.62
quiet place where your child can relax if they need to.
If you are giving gifts to your child, take them out of the As the Summer Camp Programs offered by Autism Ontario can vary
packaging then wrap the gift so that once your child unwraps it from region to region, it is recommended that you contact your local
they are able to play right away. Autism Ontario Chapter or Ministry of Children and Youth Services’
Take pictures and help your child remember the good regional offices for additional information. CALYPSO is also a helpful
time they had. resource that can be used by parents to address questions you may
have and search for possible camps within the province.
Autism Speaks has a number of holiday-related tips and suggestions
CALYPSO
on their website that may help you in planning. You can visit their
website at: http://www.autismspeaks.org/news/news-item/
holiday-tips
CALYPSO is a website operated by Autism Ontario and a good tool
Camp Programs
for finding camp programs for your child. It provides:
A searchable database that groups camps by region, provides

The March Break and summer periods when school is out present contact information, and outlines details on the programs and
a number of challenges for parents of children with ASD. Parents services offered by each camp;iii
may need to work full-time and the thought of weeks or months Camp-oriented templates and factsheets to help prepare your
of unstructured time often causes them to worry. Many of the child for a camp experience;
suggestions and tips discussed in the babysitter/caregiver section of Resources to use when considering a camp, including suggestions
this kit are useful in finding caregivers to bridge work schedules and to help you decide whether an integrated camp program or
other activities during this time. specialized camp program is a better fit for your child.
To help families during these times the Ministry of Children and Integrated Programs
Youth Services funds two distinct camp programs: March Break The child/youth with ASD is integrated into a program
Camps and Summer Camp Programs. with similar-aged neurotypical peers or into a general
camp program.
March Break camps
Specialized Programs
The March Break camp opportunities are available to Ontario families These camps offer activities/programs within an environment
who either retain the services of a one-to-one support worker or who specifically for children with ASD. Examples of these
pay for a March break camp/program out of their own pockets.58 programs are the day camps that Autism Ontario
chapters operate.
Your local Autism Ontario chapter is a good resource for identifying
March Break programs in your area. The application process for the The CALYPSO website can help you make a decision about March
March Break Reimbursement Fund, which is run by Autism Ontario, Break and/or summer camp programs. The website contains
typically runs from mid-December to mid-January. Information on a number of questions for parents to consider and tips and
financial reimbursements and the application process can be found recommendations associated with camp programs.
by following the link to Camp Programs located on Autism Ontario’s
main website (www.autismontario.com). As part of the application In general, some questions to consider include:63
process you will need to include evidence of an ASD diagnosis from a
professional qualified to make the diagnosis.59 What percentage of children with special needs makes up the
camp population?
Funding for reimbursements will be provided to families through Will my child be integrated into a cabin/tent/group or just into the
a random lottery of all eligible applications. Autism Ontario will general camp program?
reimburse these families for the cost of hiring a one-to-one worker What does this camp do specifically for a child with ASD?
for the child with ASD or the cost of the March Break camp/ How are the people working directly with my child trained? How
program.60 The reimbursement process will require you to keep and old are they?
then submit all receipts that detail these costs.61 How are transitions between programs managed?
Are visual reminders available or will I have to send them?
To help parents research and select a camp program, Autism Ontario Visual reminders can be a collection of graphics and pictures
operates CALYPSO. CALYPSO is a website that provides tips and to supplement verbal communication and/or support the user
recommendations to consider when selecting a camp program for understand a sequence of events.
your child, as well as a directory of camps throughout the province.
More detail on CALYPSO is located in Section 3.3.3.7 – CALYPSO.
iii
The camps/individuals listed on CALYPSO are self-described. Neither Autism Ontario nor the Ministry of Children and Youth Services endorses or checks the credentials of these individuals.
32
CALYPSO has developed tips to help parents make their child’s
transition to a camp program an enjoyable experience. These
include:64
Tour the camp ahead of time if possible. Take pictures and review
them with your child in the days leading up to camp.
For non-verbal or low-verbal children, include a small plastic
photo album with photos of common items that they will use at
camp (e.g., swim area, toilets, showers, change room, dining hall,
lunch shelter, playground). They can use this to communicate
with staff by pointing.
Help the camp staff with “first this, then this” instruction. Create
a laminated Velcro board with various words or pictures that staff
members can use to communicate schedules and transitions (e.g.,
first “change room” then “swim”).
Visiting the CALYPSO website can help you better understand camp
programs and find the right one for your child.
33
Tools
120
7. Critical Information Sheet
Critical information sheet that can be completed and provided to your child’s new teacher(s) at the start of a school year.
Critical Information Sheet at a Glance

Student Name: __________________ Teacher: ________________ Grade: ______________
• To o l s a n d Te c h n i q u e s
Communication Reinforcers Sensitivities Descriptions of Challenging (Target)
Behaviour
How does student communicate? List highly preferred/interesting Is change a challenge for student? Are specific behaviours observed that would
Verbally: Yes No likes/reinforcers. Yes/No define student’s target behaviour? (Describe
PECS: Yes No in detail, as if to a stranger.)
Sign language: Yes No Items: ______________________ Can student become overwhelmed by __________________________________
Combination of above: Yes No ____________________________ noise? Yes/No __________________________________
None of above: Yes No ____________________________ __________________________________
Does student express emotions? __________________________________
How does student let you know: Verbal: _____________________ Yes/No __________________________________
• Wants/Needs __________________ ____________________________ If yes, list and describe how: __________________________________
_____________________________ ____________________________ _______________________________ __________________________________
• Protest/Refusal _________________ _______________________________
_____________________________ Social: _____________________ _______________________________ What do you do/say/not say to help settle
• Assistance____________________ ___________________________ _______________________________ student (re-direct, relaxation, key phrases,
34
_____________________________ ___________________________ etc.)?
• To stop_______________________ Does student need assistance with __________________________________
_____________________________ Foods: ______________________ bathroom, eating, other? Yes/No __________________________________
• Need for bathroom______________ ____________________________ If yes, please specify: __________________________________
_____________________________ ____________________________ _____________________________
• Sick_________________________ _____________________________ How do you know behaviour has increased?
_____________________________ Sounds/Music: _______________ _____________________________ ___________________________________
Is a visual schedule used? Yes No ___________________________ ___________________________________
___________________________ Does student follow a modified ___________________________________
How do you provide information? program (academic modification) or
Visual references: ____ Pictures: ____ Activities: ___________________ are accommodations made to learning
Objects: ____ Signs: ____ ____________________________ (use of computer, class positioning, If student is physically aggressive, what do
Gestures: ____ ____________________________ etc.)? Yes/No you do/say/not say?
If yes, please list: ___________________________________
Strengths of student (list three): Does student take medication, ______________________________ ___________________________________
____________________________________ have allergies, have a special diet? ______________________________ ___________________________________
____________________________________ ___________________________ ______________________________
____________________________________ ___________________________ ______________________________ Is there need for a safety plan? Yes No
___________________________
Thames Valley Children’s Centre, South West Region
Source: Ministry of Education ‘Effective Educational Practices for Students with Autism Spectrum Disorders’ http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismspecdis.pdf
Learn More
Publisher
Babysitting References, Directory Respite Services (Funded by the http://www.respiteservices.com
Ministry of Community and
Social Services and the Ministry
of Children and Youth Services)
Respite Services, Babysitting Tips Everyday Services Autism Action Partnership http://www.autismaction.org/resource-center/
everyday-services/babysitting/
Holidays Tips Holiday Tips Autism Speaks http://www.autismspeaks.org/news/news-item/

holiday-tips
Camps/Holidays Service Listings Programs and services Ministry of Children and Youth http://www.children.gov.on.ca/htdocs/English/
for children with Services topics/specialneeds/autism/programs.aspx
autism
Camps Reference, Service Autism Ontario: CALYPSO http://www.autismontario.com/client/aso/calypso.
35
Provider Directory nsf/web/Home?OpenDocument
Camps Guide Six-Step Guide Autism Ontario: CALYPSO http://www.autismontario.com/client/aso/calypso.

nsf/web/calypso+six+steps?OpenDocument
New School Year Tips Back to School for Autism Speaks Dr. Peter Faustino http://www.autismspeaks.org/sites/default/files/
Children with Autism documents/family-services/tips_peter.pdf
New School Year Educational Best Effective Educational Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/
Practices, Tools and Practices for speced/autismspecdis.pdf
Templates Students with Autism
Spectrum Disorders
Babysitting Article Finding a Babysitter Autism United http://www.autismunited.org/blog/finding-a-

for your Autistic babysitter-for-your-autistic-child-80323.html
Child
Educational Transitions
Introduction
A child’s first day of school is a momentous occasion for any parent. It
is often a day of excitement and anticipation, coupled with feelings of
apprehension and concern. For parents of children with ASD, this can be
especially true if there is uncertainty about how a child will react to their
new environment. The best way to manage these concerns is by preparing
and planning for educational transitions. For families of children with ASD,
planning and preparation need to begin well in advance to allow for as
smooth a transition as possible.
36
the government of ontario has implemented a number of If you are considering enrolling your child in daycare, it is important
services designed to support students with special needs in Ontario’s to search for a program that can support existing interventions and
public schools. This includes specific policies to ensure services therapies. When speaking with daycare program representatives,
necessary to support children with ASD are in place across the you may want to ask how their program will support your child with
province. The School Support Program, Connections for Students, respect to issues such as:
Individual Education Plan, and Identification, Placement, and Review
Committee are programs and processes that will support your child.
As a parent of a student attending a publicly funded school, remember

that you can contact your child’s school, principal, school board, or the
Ministry of Education at any time. Should you have any concerns or Transitions to kindergarten and Toilet training
questions about your child’s education, you are entitled to speak openly the broader education system
with individuals who are in a position to assist you and your child. A
link to the contact information for the publicly funded school boards in
Ontario has been provided in the “Learn More” section.
Topics Covered
Communication and speech development Play skills
The first day of school is just one of the many educational transitions
that you and your child will go through. Beginning with the
transition to daycare, preschool or kindergarten, this process may
continue through to college, university, the workplace, or adult
supportive housing. Each of these transitions is different and each
child will respond differently, so careful planning is required. The
common transitions related to education covered in this section
Social skills and friendship Academic skills
include:
Daycare/preschool
Kindergarten/primary school
Special Education and the Individual Education Plan
Grade 6–7/middle school Fine and gross motor skills Focus and attention
Grade 9/high school
Work/college/university
Adult supportive housing Connections for Students
Daycare/Preschool
Some children will transition to school from Individual Behaviour
Intervention (IBI) therapies and services offered through the Autism
Intervention Program (AIP). If this is the case, Connections for Students
Can I enroll my child in daycare? Should I enroll my child in daycare, can help students move from IBI services offered through the AIP to
or will it be too upsetting? Should they attend ordinary daycare or a the Applied Behaviour Analysis (ABA) teaching methods used in public
special needs daycare? What are the benefits of daycare? Should I stay schools. This service is a requirement of all publicly funded school
home with my child? These are common questions asked by many boards in Ontario. You may want to talk to your service provider about
parents of children with ASD. The most important step in making supports provided through the Connections for Students initiative.
any decision is to consider all of your options, understand the needs
of your child and the rest of your family, and research the resources With your involvement, this transition is supported by a team of
available in your area. educators and community agencies. This team will help to share
information about your child as observed during the AIP. Using
The Ministry of Education has a number of helpful resources related this information, your child’s strengths and needs will be taken into
to child care. These include what child care choices are available, account to develop a transition plan to make the entry into the public
how to find a provider, how you can prepare your child for child care, education system smoother. The team will be formed approximately
information on grants and subsidies, how to address concerns about six months before your child starts school and will provide ongoing
your child’s care, and resources available for children with special assistance for at least six months after the start of school.
needs. These can be accessed through the Ministry of Education’s
website. http://www.edu.gov.on.ca/childcare/index.html. Included in this team will be:
Ontario Early Years Centres The team lead (principal or designate)

Parent(s)/guardian(s)
Ontario Early Years Centres offer a range of free programs and Teacher(s)
services to parents and families of young children and are a good School support program ASD consultant
starting point for exploring daycare options. They include services for School board professional with ABA expertise (as required)
parents and children with special needs and have the ability to make Education assistants (if necessary)
referrals to additional community-based services. There are over 100 Special education resource teachers (if necessary)
Ontario Early Years Centres across Ontario. Your local centre can be Other professionals (if necessary) such as mental health service
found online at the website listed in the “Learn More” section or by providers, speech-language pathologists, occupational therapists,
calling 1-866-821-7770, TTY 1-800-387-5559. physiotherapists, etc.
37
Ontario’s factsheet on Connections for Students can be found via the To prepare for this first meeting, it can be helpful to provide some
link provided to the Council of Ontario Directors of Education’s information about your family and child, and explore some key
website in the “Learn More” section. questions, including:68
School Support Program How can your child’s preschool service provider share
information, and what can they provide?
As parents to a child with ASD, you will naturally want to make What are your before- and after-school needs?
sure the support and assistance your child needs to succeed are in What are your transportation needs and how can the school
place. When children move into the school system, you may worry board accommodate these?
that some of the individuals responsible for your child’s care and How will your child’s therapy services fit into school attendance?
education will be unfamiliar with ASD and how to interact with What are your child’s strength and needs?
your child. To help ease this concern the Ontario Government has What resources can the school board provide you with to ease the
established a province-wide program to provide school boards and transition (e.g., book for your child, coaching tips,
educators in publicly funded schools with the information and skills planning calendars)?
they need to effectively teach students with ASD. What is your child’s ability to adjust to change?
What skills has your child developed?
The School Support Program connects school boards with ASD What have you found helpful in teaching your child?
consultants. ASD consultants are professionals who can provide What are your child’s favourite activities, likes and dislikes?
teaching staff with an overview of the learning and social needs of How do you calm your child when they are upset, sad, or fearful?
students with ASD, and to help them learn the skills and tools they What diagnostic and medical information can you share,
need to better understand how children and youth with ASD learn.65 including any special equipment your child uses?
The Autism Spectrum Disorder consultants:66 Make up a ‘passport’ for the teacher that describes your
child’s need for certain accommodations…you are the best
provide training and instructional workshops to principals, advocate for your child. Make sure that IEPs are followed.”
teachers, teaching assistants, and other educational support staff
consult with individual educators regarding student- - Parent of 17-year-old with ASD
specific outcomes
provide in-school consultations Before this first meeting ends, ensure that you have a single point of
attend school team meetings contact at the school who is familiar with your child and their needs.
identify other community supports available to teachers, This may be the teacher, the special education support person, or the
students, and families principal.
Also, while School Support Program ASD consultants will not The “Learn More” section provides a link to a Planning Entry to
interact directly with your child, they can be involved in the School Kit developed by the Ministry of Education.
Connections for Students program (if this applies to your child)
and/or the development of your child’s Individual Education Plan. Sometimes it is good for the teachers to hear how you talk to
The School Support Program ASD consultants will be an important your child, the tone of voice, the response time, the length of
resource for school staff regarding your child’s educational needs and sentences, etc.
for issues related to your child’s transition to school.
- Parent from Hamilton
Kindergarten/Primary School Helping your child get ready for school
Get to know your child’s school In addition to asking about the supports available for your children,
you will also want to ask how you can prepare your child for the
Approach organizations that help you advocate for the school experience. The “Common Transitions” section of this Parent
education of your child while you are doing your planning Resouce Kit gives some tips for starting new school years.
and finding out options…Start planning at least 1 year before These include:69
your child is ready to enter kindergarten.
Creating a photo album of your child’s school that includes
- Parent from Richmond Hill pictures of the entrances, play areas, classrooms, buses, and
any other areas they might use. You can also try to include
For parents of children with ASD, it is not uncommon to start a picture of your child’s teacher. You and your child
planning for the transition to school up to a full year in advance of can review this album together before the start of
starting school.67 It is extremely helpful to get to know the school the school year;
and to help the school learn about your child well in advance of your
child’s first day. You can begin by: Reading storybooks about school to your child;
Visiting the websites of or calling your school and school board to

ask about relevant materials and brochures; some have transition- Scheduling a short trip to the school so that your child
to-school calendars specifically tailored for children can have a tour in a quiet setting prior to the start of
with special needs; the school year.
Scheduling a first meeting with your child’s teacher, principal, and
special education support person.
38
Children with ASD often struggle as they transition to school. And This committee is made up of the principal, school staff, and
no matter how well you plan, you and your child may encounter representatives from the school board. The committee will decide
some frustrations and problems. However, having a transition what educational services will be appropriate for your child’s needs.
plan, a single point of contact and maintaining open dialogue and This could include placement in a regular class with special education
conversations with your child’s principle, teacher, and other support services or placement in a special education class.
workers will help you navigate the challenges you encounter. In fact,
the transition to school can provide an opportunity for you to have Should you disagree with the IPRC decision, you are entitled to
an early conversation with your child’s service providers/health care appeal the outcome. Parents may appeal a decision based on:71
team about how to teach or increase your child’s coping and stress
reducing techniques. the decision that the student is an exceptional pupil;
the decision that the student is not an exceptional pupil; and/or
the placement decision.
One year before School
Introduce yourself and your child to the school. To appeal the decision parents must send the appeal to the secretary
Discuss the needs of your child. of the board (who is usually the director of education) and must:
A friend, partner, or advocate may attend for support.
indicate the decision with which the parent disagrees;
include a statement that sets out the nature of the disagreement.
Registration
Attend registration clinic for your school and pick up a Parents may appeal the original and second decision of the IPRC. To
registration package. do this you must file a notice of appeal with the secretary of the board
Create a plan for your child. This should include the within 30 days of receipt of the initial IPRC decision. An appeal to
various staff members of the school your child will be the second meeting must be filed within 15 days of the receipt of the
interacting with, as well as the community services that decision.
your child requires.
It is important to note that no parent will lose the right to appeal an
IPRC or review decision because the notice of appeal is incorrectly
January-March written or does not accurately describe the area of disagreement.
Continue to build your plan for the child’s school year In most cases, it will likely be sufficient for parents to indicate their
with school staff and community partners. reasons for disagreeing and the result they would prefer.
Attend school information meetings.
Plan a time to visit the school with your child. More information on the process of Identification Placement
and Review Committees has been provided in the “Learn
More” section. This includes information on how to prepare
April-June for an appeal process and what to expect during meetings.
Visit the school to meet the teacher and familiarize
your child with the school environment, including the Your child’s Individual Education Plan (IEP)
classroom and other spaces your child will access (gym,
playground, etc.). It is possible that your child may have an Individual Education Plan
Practice school routines with your child. (IEP) developed to help them reach their full potential. An IEP is a
written plan that describes the special education programs and/or
services needed by your child.72
Special Education Remember, with the IEP, you can do what’s needed for your
child. Diapers are fine. Half days are fine. Alternate days are
Identification, Placement, and Review Committee (IPRC) fine. Do what will work and try to be part of the team.
Students with ASD generally require specific educational supports to - Parent of 15-year-old with ASD
thrive and are therefore often involved in special education programs
provided by their school boards. To make sure that your child’s School boards and principals are required to ensure that special
special education needs are put in place, be sure to ask your child’s education programs and services for students with ASD are available,
school for information about special education when registering including supporting the use of applied behaviour analysis (ABA)
for kindergarten. as an instructional approach. This requirement is laid out in the
Ministry of Education Policy/Program Memorandum No. 140, which
The school principal will refer your child to an Identification, Placement, is accessible online, and also outlines the principles that underlie
and Review Committee (IPRC) for identification and placement as ABA programming in the classroom: http://www.edu.gov.on.ca/extra/
an exceptional student. The IPRC will review your child’s needs and eng/ppm/140.html.73
decide whether your child should be considered an “exceptional pupil.”
Exceptional pupils are students who would benefit from being placed in a Your child’s IEP will be developed by a team of teachers, other
special education program because of behavioural, intellectual, physical, educators, and community agencies. You will also be encouraged
or multiple exceptionalities.70 You have the right to attend the IPRC to participate in the development of the IEP and share information
meeting and can request that potential programs, which may meet your about your child. Your child’s principal will be responsible for
child’s needs, be discussed. You can also contact the principal to arrange approving the IEP and ensuring that it is developed for your child
an alternate date or time for the meeting if you are unable to attend the within 30 days of starting school. 74
originally scheduled time.
39
Your child’s principal will also be responsible for making sure that Every parent of a special needs child needs to obtain a copy
you are involved in the review of the IEP.75 Because of the key role of the Special Education rules and regulations.
played by your child’s principal, many parents recommend getting
to know the principal and becoming comfortable with contacting - Parent of 22-year-old with ASD
them when you have questions or concerns regarding your child’s
educational progress or overall school experience. Policy/Program Memorandum No. 140 outlines requirements of
school boards to offer students with ASD special education programs
Many parents also recommend creating a binder dedicated to your and services, including where appropriate special education programs
child’s education and including copies of IEPs, assessments, and other using ABA methods. Policy/Program Memorandum No. 156 sets out
relevant information. This will be useful when you participate in requirements associated with transition planning between activities
discussions with your child’s teacher, principal, or other educator. and settings for students with Individual Education Plans.
Before my son first started school, I had training on Individual Links to these documents along with a comprehensive summary of
Education Plans (IEPs), how to create a ‘binder’ for your child the IEP by Autism Ontario are provided in the “Learn More” section.
with everything in it, etc. Best training I ever took.
- Parent from Hamilton Grade 6–7/Middle School

The IEP for your child will be reviewed and updated on a regular Many children attend a new middle school beginning in either
basis (at least once in every reporting period).76 Included in the grade 6 or 7. If possible, you may want to begin preparing for
regular review will be planning for changes. Transitions may be this change in early spring (i.e., March).78 It will be important to
covered in your child’s IEP including:77 meet with your child’s current teacher/educational team and the
individuals who will be primarily responsible for your child at
Changes between activities and settings or classrooms the new school. Here are some ideas on how to promote a
Transitions between grades smooth transition:79
Moving from school to school or from an agency to school
Transitioning from elementary to secondary school Involve your child’s new teacher in the planning process and share
Transitioning from secondary school to postsecondary information about your child’s skills, abilities, likes, and dislikes.
destinations and/or the workplace At the annual education plan conference or at the transition
planning meeting, exchange information about eﬀective
Additional special education resources instructional strategies, needed modiﬁcations and adaptations,
positive behaviour support strategies, and methods of
The Ontario Ministry of Education has developed a comprehensive communication. It is important for your child’s new teacher to
summary of special education services for children with ASD, along learn about strategies that have worked in the past.
with a number of helpful toolkits. These are useful in understanding: If possible, see if the new teacher can spend time in your child’s
current classroom to observe your child’s behaviour
and learning styles.
Provincial guidelines for the education of students
with ASD; Ask the new teacher how familiar they are with ASD. If they do
not have experience teaching children with ASD you may want to
Information used to determine which educational consider asking them and/or the school principal how they could
interventions may be required to support your child; benefit from the School Support Program. As described earlier in
this chapter the School Support Program can provide teaching staff
Who is involved in the development of a learning profile/ with an overview of the learning and social needs of students with
plan for your child; ASD. The program can also help educators learn skills and tools to
more effectively understand and teach children with ASD.80 More
How teachers assess your child’s progress on an information on the School Support Program is available in the School
ongoing basis. Support Program section of this Parent Resource Kit.
I would make sure the elementary school is involved in the

You may want to familiarize yourself with the following Ministry of planning to make sure the school’s experience with your
Education documents: child, the strategies they’ve had success with etc. are clearly
communicated to the new middle/high school.
Effective Educational Practices for Students with ASD - Parent of two children with ASD
The Individual Education Plan (IEP): A Resource Kit Planning for a new school with your child
Transition Planning: A Resource Kit The Autism Society has published a helpful guide for school
transitions in the elementary grades. This guide discusses a number
Policy/Program Memorandum No. 140 of practical suggestions for helping your child transition to a new
school. Some of these tips include:81
Policy/Program Memorandum No. 156
Try to eliminate the uncertainty in your child’s mind. Provide
them with information about the school. Go over their schedule
40
along with a map of the school, new rules, and pictures of key in a calm setting. During this visit it is a good idea to introduce your
people such as their teacher and principal. child to individuals they will interact with (e.g., teachers, special
Arrange a school tour prior to the first day of classes to see their education coordinators, principal) and the places they spend time
new classroom and meet the teachers and staff. in (e.g., classrooms, locker area, washrooms, cafeteria). If possible,
Work with the school to identify a buddy for your child who can having your child’s middle school teacher attend this visit can aid in
act as a mentor and include them in social activities. the transition. Additional visits should then be scheduled when there
are students in the school, but kept short and controlled in a manner
Grade 9/High School

appropriate for your child.
Thinking ahead
There are less supports, less supervision, more expectations
in secondary school. You need to be more connected to The section below discusses planning ahead for work, college or
ensure success. university and adulthood. Parents and caregivers are encouraged to
begin discussing with your teen plans for the future. This may involve
- Parent from Northern Ontario gathering information about the application process for supports and
services provided for adults with developmental disabilities through
Many children with ASD will attend their local high school. the Developmental Services Ontario offices (refer to the end of this
Although they will benefit from the mental stimulation and academic section for information on this resource).
curriculum, they may find the social demands and larger, more
chaotic environment very challenging. Developmental Services Ontario is the single point of contact for
adult developmental services. Services include:
For most parents, the transition to high school feels different from
previous school transitions. Seeing your child move into the teenage Providing information about adult developmental services
years and closer to adulthood may cause concerns about how they and supports
will navigate adolescence generally. The transition to high school is Confirming eligibility for services and supports
part of the many physical, emotional, and social changes occurring Determining service and support needs
during this period of your child’s life. Linking people to services and supports
Administering direct funding agreements
In high school youth will start to experience new social situations
in a less predictable environment. The tips provided in this Parent Note:
Resource Kit on friendship and bullying (“Social Development” Eligibility for adult developmental services and supports is set
Section) can help with new social situations. out in the Services and Supports to Promotion the Social
Inclusion of Persons with Developmental Disabilities Act, 2008.
It is best to begin the transition to high school when the Under the Act and its Regulation, a person has a developmental
disability if the person has prescribed significant limitations in
child is in grade 7 or early in grade 8. cognitive functioning and adaptive functioning and
those limitations:
This should include both a pre-transition meeting and pre-transition • Originated before the individual reached 18-years of age;
visits to the high school. The pre-transition meeting should include • Are likely to be life-long in nature; and
your child’s current educational team and the high school special • Affect areas of major life activity such as personal care,
education team. The pre-transition meeting should provide an language skills, learning abilities, the capacity to live
opportunity for you to share and learn information about your child, independently as an adults or any other prescribed activity.
their options, and the supports available.
Many of the issues addressed during your child’s transition to

middle school will be relevant to their transition to high school, so
Work/College/University
their middle school transition plan can provide a starting point for Developing a transition plan
planning their transition to high school. By engaging your child’s
middle school education team, you can review the successes and Many parents report that planning—or even just thinking about—
failures of the earlier transition and help your child’s high school team their child’s transition to adulthood is the most stressful task they
understand what is likely to work well. undertake. It is critical to begin planning as soon as possible, well
before age 16. It is also important to understand that many supports
It won’t be easy...there will be tears...my daughter will be present from preschool through high school may not be available
entering high school next year and still has not been to more in either the same form or at the same level. Finally, as your child
than one birthday party...they are ‘different’...and may not be transitions to adulthood, your role as a parent and “case manager”
accepted by the cool kids...let them find their own friends... will likely change, particularly if they move away from home.
sometimes you just have to let them find their own way...it
hurts you....and I cry...but I did with my older kids who are Planning for your child’s transition out of the public education system
considered ‘normal’ as well. after high school is supported through the Individual Education
Plan (IEP) process. The IEP is used to support students with special
- Parent from Simcoe County education needs or “exceptionalities.” An important component of
the IEP process is the development of transition plans. Transition
As in previous transitions, visits to the high school will be helpful. plans are developed in consultation with parent(s), the student
The first visit is best done during a day or time when students are not (as appropriate), and relevant agencies and/or partners within
in the school, allowing your child to get familiar with the building the community, as necessary. Information on the IEP process and
41
transition plans can be found on the Ministry of Education’s website: It will be important to involve your child in this planning as much
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/ as possible. The transition plan should include helping your child
resource/index.html develop self-advocacy skills. These skills will enable them to
proactively ask for help or discuss how a postsecondary school or
For most students with IEPs, the development of a transition plan employer can accommodate their needs. You may wish to consult
begins four to five years before leaving school (grade 8 and 9)82. your child’s teacher and/or principal on which transition supports are
Working with your child and their IEP team, you will begin to most appropriate for your child.
explore options such as: work, further education, and independent
living in the community. Who is involved in developing the Considering university or college
transition plan, and what it focuses on, will vary based on the
needs of your child. Some individuals with ASD can be successful in postsecondary
education settings. In fact, universities and colleges in Ontario are
The Ministry of Education has developed a Transition Planning reporting that more individuals with ASD are enrolling in their
Resource Kit that details the transition planning process. It outlines programs than ever before.83 At the same time, like any parent
the individuals, activities, and documentation required to develop a planning for their child’s postsecondary education, you should
transition plan. A link to this document is provided in the carefully consider whether your child has both the ability and interest
“Learn More” section. required for pursuing postsecondary education.
Get involved in any quality programs in the community as If your child is considering a transition to postsecondary education,
soon as possible DURING high school. It is better than there are a number of issues to consider when developing a transition
waiting until high school is finished. Team up with other plan. In particular, it will be helpful to assess what specialised services
parents to provide some programs yourselves. I did that and or supports your child may need and how to access these services at
have never regretted it. There is far too little out there for different postsecondary institutions. You may also want to look at:84
adults with ASD. Parents working together can often fill in
some of those gaps. Size and location of the university or college (distance from
hometown, big or small city, size of the campus and student
- Parent from Hamilton population)
Availability of orientation programs for school, community,
For the student and his/her family and personal support network, the residences, and on-campus service providers
transition plan may identify goals for work, further education, and Availability of tutoring, counselling, or any other specialized
community living that: services
Role of the school’s Disabilities or Learning Services Office in
Reflect actual opportunities and resources that are likely to be arranging needed supports or accommodations (please note
available after the student leaves school; selected colleges and universities provide summer transition
Are achievable by the student, given appropriate supports; programs for students with ASD. When contacting the
Defines the actions that are necessary year by year to help the Disabilities Services Offices, you and your child should ask about
student achieve his/her goals; the availability of these programs).
Clarifies the roles and responsibilities of the student, family, and
others carrying out these actions. This information can be obtained by contacting a school’s Disability
Office, student services, registration or disability department
The above process discusses transition planning available through directly. The Ministry of Training, Colleges and Universities’ website
the Ministry of Education. In addition to this, the Ministries of has information to help students with disabilities transition to
Children and Youth Services, Community and Social Services and postsecondary education. A link has been provided in the
Education are also working collaboratively to build on and improve “Learn More” section.
the continuum of transitions supports for people with developmental
disabilities, which may include ASD. This is done through an Transition to employment
integrated transition planning process. The objective is to develop an
integrated plan and process that involves parents, service providers, For students with ASD, high school education and planning should
school boards, school authorities, and schools to help make the include providing learning opportunities and experiences that will
transition to work, further education, and into the community help the child build the skills needed for employment. Each child’s
smoother. The goal is to help your child and your family achieve plan for transition to adulthood should be based on their abilities
positive outcomes. The ministries will begin implementing this and skills. If employment is a possibility, involving your child in this
integrated transition planning process in September 2013. planning will encourage cooperation and ensure that their concerns
and ideas are addressed.
“The objective is to develop an integrated plan and process
Getting co-op positions during high school can translate into
that involves parents, service providers, school boards, a more active life after graduation. Emphasize the importance
school authorities, and schools to help make furthering of co-op and suggest locales and positions that would be
suitable, if you know of any.
education easier and the transition to work, and into the - Parent from Hamilton-Niagara Region
community smoother.”
Individuals with ASD sometimes find it difficult to see themselves
in an employment situation. Pointing out examples of people doing
various jobs in your community, on TV, or in newspapers and
42
magazines, and having your child perform job-like tasks at home, Asperger’s Syndrome and Learning Disabilities. Their services
may help. The Autism Society has published tips for involving your (and online tip sheets) range from assisting job searches, job
child in the post high school transition process, including:85 coaching, and small group training to building work readiness
skills, practical tips on what to wear, how to greet people and how
Be mindful of your child’s social and communication to interview successfully.
skills – Emphasize employment options that do not
demand excessive social interactions or the need to Autism Speaks has also published an Employment Tool Kit, which
interpret interpersonal hints. Jobs that require frequent can be helpful for individuals with ASD and their parents. The Tool
communication are often more stressful for individuals Kit provides tips on finding the right job and employment stories
with ASD when compared to a quieter work setting. from individuals with ASD. This resource is listed in the “Learn
More” section. It is important to note that while a useful resource,
Consider passions and preoccupations – Take advantage the Autism Speaks Employment Took Kit is an American document
of your child’s interests and identify realistic goals for and therefore the employment laws, Social Security references and
employment related to these interests, given their skills other American-specific services will differ from those in Ontario.
and abilities. The Ministry of Community and Social Services can provide you with
additional information on employment related laws and supports that
Remember to respect the need for routine and would apply to individuals with ASD.
predictability – Employment options with clear structure
Adult Supportive Housing

and predictability and minimal surprises tend to be more
appealing and lead to greater success for individuals
with ASD.
Housing needs
Provide guided choices – When discussing potential
employment options try to avoid open-ended questions People with ASD vary in their need for supports related to housing
about what your child would like to do. Instead provide and adult living. Some are able to live independently. Others require
lists of two to four possibilities, or help your child generate assistance with some tasks, and some may need 24-hour care. Given
their own list. these diverse needs, a number of Adult Supportive Housing options
are available. The most common are summarized below.
Work with mentors – Once you have identified some
potential employment options, look for a mentor in the Broadly speaking, there are three factors to consider when helping
field who can provide feedback on the suitability of the your child plan for housing and residential supports.86
options you have chosen and help ease your child into
a new environment. This process should begin as early
as possible so that the mentor and your child have an
opportunity to get to know each other. Provide the mentor
with information on your child’s communication skills, The housing itself and the Ongoing expenses such as Specialized services
interests, and behaviour.
costs associated with it, utilities, water, heating, and support.
Use visual supports – If your child responds well to visual
whether owned or rented. trash collection,
supports, tools such as individualized storybooks can help cable, phone, etc.
to explain social expectations or the sequence of events in
the new employment environment. Planning
It might be beneficial to encourage your child to visit online blogs Planning for a transition to adult supportive housing takes a number
written by individuals with ASD who have successfully transitioned of years. Independent living skills are not typically taught in school, so
to employment. Some more popular blogs are listed in the “Learn many parents begin teaching independent living skills while children
More” section although you may want to suggest that your child are in their early teens. This is also a good time to start thinking about
conducts their own search to find other individuals with similar potential supports and services they might require in future.
interests or employment goals.
A good starting point when planning housing and residential
When your child is ready to begin looking for employment, a number supports for your child is to ask yourself the questions about their
of agencies and organizations can help. Many of these province- needs, abilities, interests, and preferences. Will they want/need to live
wide organizations also provide opportunities for mentoring and/or alone or with a roommate? Do they need to have easy access to public
volunteering programs during the high-school years. They include: transit? Are they ready to use skills related to cooking, housekeeping,
and self-care? What are the financial considerations?
Ontario Job Opportunity Information Network (JOIN) –
Provides specialized services to individuals with disabilities to I find this the most difficult, and schools are not preparing the
find employment and to employers looking to hire qualified students for this transition, and parents are left on their own. I
candidates. JOIN also provides professional development services, suggest parents look at what is available and visit the various
mentoring connections, and access to additional service providers programs before making any decisions. Sometimes, what a
to find employment. parent feels is good for the individual may not be for the person
with autism. The adult with autism needs to feel comfortable in
The Hawkins Institute – A useful resource for families in the setting and with the people who work with them.
the Greater Toronto Area. The Hawkins Institute provides
employment counselling, training and placement for people with - Parent from Oakville
43
Models of housing
Residential Model Characteristics
In Ontario there are a number of resources parents of children
with ASD can turn to when considering their child’s future living • 24-hour supervision
arrangements. One good starting point is Community Living • Basic assistance with daily living/self-
Ontario, a non-profit provincial association representing 117 local care tasks
associations that advocate for and assist people with intellectual • Medication supervision
disabilities. Your local Community Living Association will be able to Custodial Housing
direct you towards ASD-specific supports and help you understand
eligibility criteria. A list of local associations can be found online at • Focused on community integration
http://www.communitylivingontario.ca/find. • Personal support provided by staff
members
The following table outlines some models for housing. Some combine • Usually provided through a group-
housing and support services; with others the services are arranged Supportive Housing home setting but can include low-
separately. support self-contained apartments
Ultimately, the most appropriate pathway to adulthood for your child

will depend on their own unique abilities and needs. • Focused on community integration
• Housing and support are separate
with support services provided by
outside service providers
Supported Housing • Typically consists of independent
apartments or housing co-operatives
Source: Adapted from – Canadian Mental Health Association Ontario ‘Housing’

http://www.ontario.cmha.ca/services_and_supports.asp?cID=7585
44
Tools
Connections for Students process for transitioning from IBI services offered through the Autism Intervention Program to public school.
Transition Team Model
CONNECTIONS FOR STUDENTS:

Supporting Seamless Transitions for Students with ASD from the Autism Intervention Program to School
IBI / ABA
transition & entry to school Ongoing support in
IBI services
the school setting
through the AIP
Transition Team - initiated approximately 6 months
Ongoing Support (after 6 months):
prior to school entry to develop an individualized Principal, parent/guardian and teacher
AIP staff will support children’s
transition plan and provide support for at least 6 months will continue to work together to monitor
transitions to school by:
after child starts school. the student’s progress at key transition
• initiating transition process points in order to provide appropriate
Members include:
with school board personnel supports.
with ABA expertise; • Principal (Team Lead)
• identifying skills needed to • Parent/guardian Principal must ensure that relevant
support child’s successful • School Support Program ASD Consultant school board personnel and community
school entry; • Teacher(s) personnel who have previously worked
• developing a profile of the • School board personnel with ABA expertise, as and/or are currently working with a
child’s strengths and needs; needed student with ASD are invited to provide
and input, for example:
• transferring responsibility for Teams may be supplemented by other multi-disciplinary
the child’s transition and expertise according to children’s needs. Examples • School Support Program ASD
knowledge of the transitioning include: Consultant
child from AIP staff to the ASD • School board personnel with ABA
consultant once transition • Education assistants
expertise
team is formed. • Special Education resource teachers
• Education assistants
• Other professionals providing service to the child
• Special Education resource
(for example, mental health service providers, speech
teachers
and language pathologists, occupational
therapists, physiotherapists) • Other professionals providing
service to the student
11
Source: Ontario. Ministry of Children and Youth Services & Ministry of Education. Supporting Seamless Transitions from the Autism Intervention Program to School. February 2009.
Available: http://cal2.edu.gov.on.ca/feb2009/AutismIntervention.pdf
45
Your regional Ministry of Community and Social Services office can provide you with more information about the ministry’s
programs and services.
Ministry of Community and Social Services Regional Office

and Contact Information
Central East Region Central West Region
17310 Yonge Street 6733 Mississauga Road, Suite 200
Newmarket ON L3Y 7R8 Mississauga, Ontario L5N 6J5
Phone: 1-877-669-6658, or (905) 868-8900 Phone: 1-877-832-2818, or (905) 567-7177
TTY: (905) 715-7759 Areas served: Dufferin, Halton, Peel, Waterloo,
Areas served: Durham, Haliburton, Northumberland, Wellington
Peterborough, Simcoe, Kawartha Lakes, York
Eastern Region Hamilton-Niagara Region

347 Preston Street 3rd floor Hamilton Niagara Region
Ottawa, Ontario K1S 2T7 119 King Street West,
Phone: 1-800-267-5111, or (613) 234-1188 Hamilton, Ontario L8P 4Y7
TTY: (613) 787-3959 Phone: (905) 521-7280
Areas served: Cornwall, Ottawa Carleton, Prescott & TTY: 1-866-221-2229, or (905) 546-8277
Russell, Renfrew Areas served: Brantford, Haldimand/Norfolk,
Hamilton Wentworth, Niagara
North East Region Northern Region

621 Main Street West 199 Larch Street, 10th Floor
North Bay, Ontario P1B 2V6 Suite 1002
Phone: 1-800-461-6977, or (705) 474-3540 Sudbury ON P3E 5P9
TTY: (705) 474-7665 Phone: 1-800-461-1167, or (705) 564-4515
Areas served: Cochrane, Muskoka, Nipissing, Parry TTY: (705) 564-3233
Sound, Timiskaming, eastern part of Kenora District Areas served: Algoma, Kenora, Manitoulin & Sudbury,
along Hudson and James Bay coastline Rainy River, Sault Ste. Marie, Sudbury, Thunder Bay
South West Region South East Region

217 York Street, Suite 203 11 Beechgrove Lane
P.O. Box 5217 Kingston, Ontario K7M 9A6
London, Ontario N6A 5R1 Phone: 1-800-646-3209, or (613) 545-0539
Phone: 1-800-265-4197, or (519) 438-5111 TTY: (613) 536-7304
TTY: (519) 663-5276 Areas served: Hastings, Kingston, Lanark, Leeds &
Areas served: Counties of Middlesex, Oxford, Elgin, Grenville, Lennox & Addington, Prince Edward County
Huron, Bruce, Perth, Grey, Essex, Chatham-Kent,
Lambton
Toronto Region
477 Mount Pleasant Road, 3rd floor
Toronto, Ontario M7A 1G
Phone: (416) 325-0500
TTY: (416) 325-3600
Areas served: Toronto
46
Learn More
Publisher
School Board Contacts Directory Find a School board Ministry of Education http://www.edu.gov.on.ca/eng/sbinfo/boardList.html
Pre-School Contact Information Locations – Ontario Early Ministry of Children http://www.children.gov.on.ca/htdocs/English/topics/

Years Centre and Youth Services earlychildhood/oeyc/locations/index.aspx
Reference Resource Guide, Planning Entry to School: A Ministry of Education http://www.edu.gov.on.ca/eng/parents/planningentry.html

website Resource Guide
School Board Directory Directory Find a School Board Ministry of Education http://www.edu.gov.on.ca/eng/sbinfo/boardList.html
Starting Kindergarten Website Preparing for Kindergarten: Autism Ontario Catherine http://autismontario.novosolutions.net/default.
Ideas for Families Saul, BASc asp?id=78&Lang=1&SID=
Connections for Students Website Connections for Students: The Council of Ontario http://www.ontariodirectors.ca/ASD/asd-english.html
47
Supporting Children and Directors of Education
Youth with Autism Spectrum (CODE)
Disorders (ASD)
Connections for Students Policy memo Connections for students: Ministry of Education http://cal2.edu.gov.on.ca/feb2009/AutismIntervention.pdf
Supporting seamless & Ministry of Children
transitions and Youth Services
From the autism intervention
program to school
Special Education Overview Reference An Introduction to Special Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/

Education in Ontario ontario.html
Special Education Overview Reference Navigating Regular and ERIN-OAKKIDS, Joe Trovato http://www.kidsability.ca/uploads/Autism%20Forums/
Special Education: What you Centre for Treatment Trovato.pdf
need to Know and Development
Overview of IPRC roles, Reference Highlights of Regulation Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/

responsibilities, and 181/98 hilites.html
accountabilities – including
dispute resolution
ABA programming in the Reference, Policy Policy/Program Ministry of Education http://www.edu.gov.on.ca/extra/eng/ppm/140.html

classroom Memorandum No. 140
Publisher
Frequently asked questions FAQ Guide Questions and Answers: Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/
surrounding children with Students with Autism autism.html#1
ASD Spectrum Disorders
Service Directory Directory for Ontario Service Directory Autism Society of http://www.autismsocietycanada.ca/index.php?option=com_
programs and services Canada sobi2&catid=1310&Itemid=139&lang=en
Individual Education Plan Website Individual Education Plan Autism Ontario http://autismontario.novosolutions.net/default.
(IEP) Meeting asp?id=52&Lang=1&SID
Individual Education Plan Tips IEP Workshop Autism Ontario http://www.autismontario.com/client/aso/

ao.nsf/0/55C907716A20FCF9852573650015CC0F/$FILE/
Copy%20of%20IEP%20Presentation.%20September%20
2007.%20Slide%20Show.pps?openelement
Elementary Grades Website School Transitions in the Autism Society http://www.autism-society.org/living-with-autism/lifespan/

Transitions Elementary Grades school-transitions-in-the-elementary-grades.pdf
Individual Education Plan Resource Guide The Individual Education Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/
48
Plan (IEP): A Resource Guide guide/resource/iepresguid.pdf
Education Planning Reference Identifying Trends and Higher Education http://www.heqco.ca/SiteCollectionDocuments/ASD.pdf

supports for Students Quality Council of
with Autism Spectrum Ontario
Disorder Transitioning into
Postsecondary
Best Practices for Students Resource Guide Effective Educational Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/
with ASD Practices for Students with asdfirst.pdf
Autism Spectrum Disorders
Transition Planning Resource Guide Transition Planning: A Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/

Resource Guide transiti/transition.pdf
Transition Planning Website Supporting Youth with ASDs: Autism Society of http://www.autismsocietycanada.ca/index.php?option=com_
Transitioning Canada content&view=article&id=45%3Asupporting-youth-with-as
ds&catid=58%3Ageneral&Itemid=77&lang=en
Post-Secondary Education Information Database Thinking of Post-Secondary Autism Ontario Jason Manett http://autismontario.novosolutions.net/default.
Education? and Kevin P. asp?id=148&Lang=1&SID=
Stoddart
Publisher
Transition Planning Website Involving your Child with Autism Society http://www.autism-society.org/living-with-autism/lifespan/
ASD in the Post-High School post-high-school-transition-process.pdf
Transition Process
Transition to Postsecondary Guide Supporting Students on the National Autistic Society http://www.liv.ac.uk/studentsupport/disability/pdfs/NAS-
Education Autistic Spectrum Student-Mentor-Guide_LowRes.pdf
School Transitions Tool Kit Transition Tool Kit Autism Speaks http://www.autismspeaks.org/family-services/tool-kits/
transition-tool-kit
Transition to Postsecondary Reference Navigating College Autism Self Advocacy http://www.navigatingcollege.org/

Education Network (ASAN)
Transition to Postsecondary Website Students with Disabilities Ministry of Training, http://www.tcu.gov.on.ca/eng/postsecondary/

Education, Students with Colleges and careerplanning/disabilities.html#display
Disabilities Universities
Transition to Postsecondary Website Students with Disabilities Queens University http://queensu.ca/rarc/transitionguide/

Education
49
Transitions to Adulthood Website Disability Services Ontario Disability Services http://www.dsontario.ca
Ontario
Elementary/Secondary Information Database Autism Ontario – http://autismontario.novosolutions.net/default.

Education, Post-Secondary Knowledge Base asp?id=103&Lang=1&SID=
Education, Planning for the
Future, Volunteering and
Employment, and Skills
Development.
Directory of popular blogs Blog Top 25 Autism Spectrum Babble.com Various http://www.babble.com/baby/baby-development/top-25-
Blogs: Young People on the autism-blog-young-adult/
Spectrum
Directory of Popular Blogs Blog Blog: Autism Matters Autism Society Various http://www.autism-society.org/blog/?topic=living-with-
autism&audience=individuals-on-the-spectrum
Services Providers Contact List Autism Ontario – Local Autism Ontario http://www.autismontario.com/Client/ASO/ao.nsf/web/
Chapters OntarioMap
Employment Website Al Green Resource Centre JVS http://www.jvstoronto.org/index.php?page=al-green-

resource-centre
Publisher
Employment Tool Kit Employment Tool Kit Autism Speaks http://www.autismspeaks.org/sites/default/files/docs/
employment_tool_kit.pdf
Employment Website Link Up Employment www.linkup.ca

Services for Persons
with Disabilities
Employment Website Ontario Job http://www.joininfo.ca/

Opportunity
Information Network
Adult Housing Tool Kit Housing and Residential Autism Speaks http://www.autismspeaks.org/sites/default/files/housing_
Supports Tool Kit tool_kit_web2.pdf
Adult Housing Contact List Find a Community Living Community Living http://www.communitylivingontario.ca/find
Near You Ontario
Services Reference Support and Services Needs Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/object/

of Adolescents and Adults AA8/$file/AA8.pdf
50
with ASD with Psychosocial
Problems
Family Transitions
Introduction
Life with children can be complicated and filled with changes. Families move,
parents change jobs, household pets come and go, and siblings grow up
together. You may worry about how your child with ASD will react to these
changes, which can be another source of unpredictability and disruption to
routines. Still, many families do successfully navigate these transitions. The
tools and tips provided in this section will help to equip you for these events.
51
Topics Covered they will be going to the new home. If possible, unpack their room
first and try to set it up similarly to their old room. As your family
This section provides information on some common transitions settles into the new home, it is a good idea to keep as many other
experienced in family life, including: routines the same as possible, including evening activities, school
routines and caregivers/babysitters.
New house/moving
Siblings
Siblings
Death of a family member/caregiver
Divorce
Other family transitions Common parent concerns
New House/Moving
Parents of children with ASD sometimes say they have to put parts
of their life “on hold.” They may sacrifice personal interests, career
ambitions, and even some aspects of their relationship with their
Help your child understand the move partner. But few parents want to extend this sacrifice to relationships
with their other children. And, of course, the needs of siblings should
The common experience of moving homes can cause stress and not be neglected. Trying to balance the needs of your child with
anxiety in children. This is especially true for children with ASD, for ASD with those of your other children can lead to difficult choices,
whom routines and consistency are so important. conflicts, tensions, and feelings of guilt. Taking some time to consider
and learn about your other children’s unique situation and how to
When explaining the move, use terms that your child will address their needs can make this parental balancing act a little easier
understand and relate to. Try to think of examples that will make to manage.
the move meaningful to your child, especially positive changes such
as: getting a bigger backyard for their trampoline or garden; being Sources of stress for siblings
closer to mom or dad’s work so that they spend less time driving
and more time with the family; or getting away from loud noises Having a sibling with ASD can cause a great deal of stress for children
that bother them. and adolescents. Understanding specific sources of stress is an
important starting point for parents wanting to help improve the
How to prepare for the move relationship between siblings. Siblings may experience:88
You can support your child by helping them understand what will Embarrassment in front of their friends or jealousy at the amount
change and what will remain the same after the move. Try writing of time parents spend with their sibling
down the most significant things that will change and the things that Frustration over not being able to speak or play with their sibling
will stay the same (e.g., if their school will remain the same, whether Being on the receiving end of aggressive actions or tantrums
their activities will still take place on the same night). Keep in mind Worry about the ability of parents to cope with difficult
that while some changes that need to be discussed will be obvious, family situations
certain less obvious changes may also affect individuals with ASD. Uncertainty over what role they will play with their sibling as they
Small differences such as changes in flooring, the position of light transition to adulthood
switches and new noises may be important to your child. Making
note of these differences in your new home can help you prepare How to speak to your other children about autism
your child in advance.
The Autism Society of Canada has published tools and tips to help
Try to break the move down into small steps, and involve your parents support their neurotypical children. Some examples:89
child by explaining the process to them. Once you have confirmed
dates, you can create a calendar and visual aids to help your child Explain autism to children early and often, focusing on
understand what will happen and when. Storybooks on moving information that is suitable for the sibling’s age group and relevant
homes can also help ease the transition to the new home. You can to their own experience (e.g., why their brother won’t play).
create your own story about your new house by including:87 Help your children form a relationship with their sibling with
ASD by teaching them skills that will help them engage their
Photos of the new house, their room, kitchen and brother or sister, such as finding activities they can enjoy together,
neighbourhood, along with photos illustrating the moving keeping communication simple, and praising good play.
process including boxes, moving trucks, and movers; Set aside special one-on-one time with your children who do
not have ASD. Regularly scheduled separate time, such as one
A map of your new neighbourhood noting locations your evening a week, a weekend morning, or extra time before bed can
child may already know or that may be of interest to them; help the child feel loved and important within your family.
As you support your other children’s transition to adulthood take
A floor plan or rough drawing of the house to accompany time to discuss feelings of responsibility they may have and the
the photographs. role they may play in their sibling’s care and guardianship.
You might also be able to arrange to visit the new home before the More on sibling support
move to take pictures and give your child a first look at the new house.
For more information, the Autism Society of Canada has developed
On the day of the move, some children may benefit by participating pamphlets to help explain ASD to children and teenagers. The
and helping. For others, it may be best not to involve them directly. National Autistic Society (UK) has also addressed some of the more
Either way, children should understand that at the end of that day, common questions that parents have when trying to support older
52
and younger brothers and sisters of children with ASD. Links to these My son’s biggest worry is that no one will be willing to care
references have been provided in “Learn More.” for him or guide him when he is an adult and I have passed
away and that he will be living on the street.
Sibling support groups can be helpful for many brothers and sisters
of children with ASD. Talking with children and the professionals -Parent from Welland
who lead these groups can help children develop a greater sense of
understanding, a fresh perspective, or simply talk freely about their Autism Ontario has published a brief feature on the benefits of having
own situation. Your local Autism Ontario chapter may provide a a thorough will and plan for your child. Some key points to
starting point for finding a regular sibling support group consider include:91
in your area.
When composing a will, consider having it legally written and
Death of a Family Member/Caregiver

registered with a lawyer. Also consider discussing the benefits of
a Henson Trust for your child to so that their inheritance does
not interfere with government-issued disability pensions. An
Death is an uncomfortable subject electronic booklet explaining Henson Trusts is available through
the Autism Ontario website link provided in the “Learn More”
Discussions about death are difficult for any parent, but children Section
with ASD may have an especially hard time understanding death or When considering individuals to play a role (whether as an
adapting to the deceased person’s absence. executor or the individual(s) who will have responsibility for your
child) within your will, ensure that they fully understand their
When explaining the death of someone close to your child, it is best roles and responsibilities.
to be as clear as possible and explain what happened as best you can. Speak with a financial advisor to determine your insurance needs
If someone close has become ill, explain why they are spending time and how to make your child’s estate a beneficiary.
in hospital. If an illness within the family progresses, there may be Keep all relevant information (financial, medical, contacts, etc.)
disruptions in normal routines. You may be able to help your child well documented and in a central location.
to understand and prepare for these disruptions by using calendars Review your will at least annually, ensuring that the information
to document appointments or stays in hospital. These can be placed is current and individuals referenced in it are still able to fulfill
on the calendar along with your child’s regular schedule so that the their responsibilities.
situation is put in the context of their life.
What is a Henson Trust?
How to approach the subject of death A trust is a legal arrangement where an account is set up to
support one individual (the beneficiary) but is in the name
Unfortunately, there may be a time when you need to prepare your of another person (the trustee) who must use the money or
child for the possibility that someone close to them may die. Using assets of the trust to benefit the beneficiary.
examples and visual aids from nature and biology, such as the life A Henson Trust gives compete control to the trustee about
cycle of plants or insects, can be helpful to explain the concept of when to pay or not pay income and capital to the beneficiary.
death. In general when explaining death to a child with ASD it is http://www.autismontario.com/client/aso/ao.nsf/docs/
important to:90 c3397f85f925779085257855004ee352/$file/henson+info.
Prepare your child as much as possible Autism Ontario’s Knowledge Base has a comprehensive section
Minimize disruptions to routines dedicated to “Just in Case Planning.” A link to Autism Ontario’s full
Use clear language and avoid non-literal phrases like three-part feature on making post-death provisions for your child is
“passing away” also provided in the “Learn More” section.
Use visual aids such as a visual schedule or story book
Divorce
Be on the lookout for unfamiliar or delayed displays of grief,
such as challenging or obsessive behaviour or an increased
reliance on routines.
As is the case in any family, parents of a child with ASD may decide to
For more information and tips on speaking to your child about the separate or divorce. Divorce between parents can be difficult for any
death of a family member or caregiver, a link to an information child. For children with ASD there are the added concerns associated
sheet complied by The National Autistic Society (UK) is provided with their possible aversions to change, difficulties communicating
in “Learn More”. their feelings, and/or special care needs.
Planning for your own death You may want to help your child through a divorce by helping them
understand the divorce. This may involve pictures, stories, or any
One of the biggest concerns shared by all parents of children with other method(s) that are best suited to helping your child understand.
disabilities is: “What will happen to my child after I am gone?” Using a calendar to outline how days will be spent can also be useful.
While planning for your own death is not something most people This could involve a countdown to when one parent will move out or
want to do, having a plan that details your wishes and outlines identifying the days that will be spent with each parent.
supports established for your child can ensure that they continue
to receive the care they need. In fact, creating a plan with the For parents who have decided to separate it can be beneficial to
appropriate experts (lawyer, financial planner) can significantly search recent online blogs to read the stories of other parents and/
reduce a source of stress in your life. or join a local parent group for single parents. These groups can help
you talk with other parents who have separated and offer support
during a difficult time.
53
Finally, there is an “urban legend” that the divorce rate among parents
of children with ASD is very high or even 80%. Fortunately, there is
no evidence to support this. In fact, a recent study found that
children with ASD were just as likely to live with two parents as
neurotypical children.92
Other Family Transitions

Many major and minor family events—from divorce to the death of
a pet—can be difficult for children with ASD and the family. There
are few specific resources for these situations, and those that do exist
may not fit your unique circumstances or the needs of your child. For
issues like these, you are likely best off speaking with other parents
of children with ASD, friends and family or searching the Internet
for resources and online support groups where you may be able to
connect with other parents who have had these experiences. There are
many important issues for which toolkits do not exist, and like other
parents, you will just need to make it up as you go along.
54
Tools
Siblings may become frustrated when playing with their brother or sister who has ASD. Part of this frustration may have to do with their sibling’s
60. Activities to Promote Turn Taking
underdeveloped turn-taking skills. Parents and siblings can use these tips to help promote turn taking.
Turn Taking
Turn taking is an important skill for children to learn. It is the beginning of social
interaction between the child and another person. Children learn about taking turns
in play. Later, children understand taking turns when they speak with others.
Choose games in which the child has to wait for a turn before taking one. You can
start by having a really fast turn and then letting him have his turn for longer. Be
sure to label with gestures and pointing to let him know whose turn it is, for
example, “Your turn” (point to him) and “My turn” (point to yourself). These
activities can be tried at home and at school. Remember, having only one item
necessitates sharing and taking turns!
Activity Making It Interactive Use Words to Label

Ball Play catch, roll/bounce ball, throw, bounce, catch
back and forth, throw ball
into a box or pail
Music (use one Take turns hitting the bang, music, drum
drum, shaking the bell,
drumstick, musical
pushing buttons to
toy) activate music
Stacking rings Take turns stacking and ring, on, off
removing rings
Blocks Build one tower together; on, block, off, down
take blocks off one at a
time
Shape sorter Take turns putting one in, out, shape
shape in/taking one shape
out
Craft activities Use one crayon, one on, colour, paint
paintbrush, one marker
Take turns colouring,
painting, etc.
Doll and accessories Take turns with one doll, brush, eat, hug, dolly, eat,
one brush, one spoon, one drink, bottle, milk
bottle, etc.
Cars/trucks Take turns driving one car car, drive, on, down
down a ramp, along a road
Sand play Take turns using toys in in, sand, shovel, pail, pour
the sand: one shovel, one
strainer, one pail, one
scoop
Halton Catholic District School Board
188
Source: Ministry of Education (2007) ‘Effective Educational Practices for students with ASD’ available at http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdfirst.pdf
55
Learn More
or Publisher
Moving Homes Tips Moving House The National Autistic http://www.autism.org.uk/living-with-autism/at-home/moving-house.aspx
Society
Moving Homes Tips Helping Your Autistic Disney Family http://family.go.com/parenting/pkg-preschool/article-800442-helping-your-

Child Cope with a autistic-child-cope-with-a-move-t/
Move
Siblings Tips Siblings Autism Society http://www.autism-society.org/living-with-autism/family-issues/siblings.html
Siblings Article Real Life Stories from National Autistic http://www.autism.org.uk/Living-with-autism/Real-life-stories/Real-life-

Siblings Society stories-from-siblings.aspx
Important points to remember Tips Sibling Perspectives: Autism Society http://www.autism-society.org/living-with-autism/family-issues/sibling-

when considering the needs of Guidelines for Parents perspectives.pdf
siblings
56
Guide for explaining Autism to Tips Growing Up Together Autism Society http://www.autism-society.org/living-with-autism/family-issues/growing_
small children up_together.pdf
Guide for explaining Autism to Tips Growing Up Together: Autism Society http://support.autism-society.org/site/DocServer/NEWasa-growing_up-teen-
teenagers Teens with Autism final-rev.pdf?docID=11041
Death Reference Death, Bereavement National Autistic http://www.autism.org.uk/living-with-autism/at-home/death-bereavement-

and Autism Spectrum Society and-autism-spectrum-disorders.aspx
Disorders
Death Article A Cautionary Tale: Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/

If I Got Hit By a Bus docs/32fbe617a5ece6898525786b007266cc/$file/a+cautionary+tale+part+1.
Tomorrow… (Autism pdf and http://www.autismontario.com/client/aso/ao.nsf/
Matters Magazine) docs/4e1236ff4fd2aa408525786b0072778c/$file/a+cautionary+tale+part+2.
pdf and http://www.autismontario.com/Client/ASO/AO.nsf/object/
ACautionaryTale3/$file/A+Cautionary+Tale+-+Part+3.pdf
Death Tips Planning for the Future Autism Ontario http://autismontario.novosolutions.net/default.asp?id=122&Lang=1&SID=
Henson Trusts Reference Consider A Henson Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/docs/

Trust c3397f85f925779085257855004ee352/$file/henson+info.pdf
Sensory Development
Introduction
Individuals on the autism spectrum can have difficulties with sensory
processing. This means that they have trouble making sense of information
from their five senses: sight, sound, touch, scent, and taste. One of the
reasons individuals with ASD have difficulty understanding the world around
them is that their brains have trouble processing sensory information.
This can cause discomfort, distress, and confusion for children with ASD.
57
adults on the autism spectrum sometimes identify sensory Involving your child in food preparation if possible
issues as being one of the most frustrating parts of their childhoods.
Oversensitivity to touch is one example; children with ASD may also
experience sensory overload in crowded and noisy places or when “Hiding” nutritional elements in food your child will eat
meeting a new person with an unfamiliar appearance, smell, and (blending vegetables into sauces your child eats, etc.)
voice. Understanding what types of sensations are most likely to
cause your child discomfort can help you avoid or manage the Having a preferred toy on the table so your child plays with
situations that stress your child. The topics presented in this section it instead of the food
are intended to help you discover and better understand your child’s
specific sensory triggers. There is no quick fix for the eating problems of children with ASD.
You will need to be patient but persistent in shaping your child’s
It’s taken a number of years for us to completely take in behaviour. Having a routine—consistent mealtimes, for example—
the range of sensory issues our son has. We pay far more and sticking to it is important. If you begin to suspect that your child’s
attention to it now, and by modifying his surroundings both eating problems are due to a physical problem such as a difficulty
at school and at home we are able to reduce his meltdowns swallowing, diarrhea or vomiting, or a sudden loss of appetite,
and improve his ability to manage a situation. schedule an appointment with your child’s doctor as soon as possible.
- Parent of a 9-year-old with ASD More information on understanding eating problems
Topics Covered If you want to learn more about eating problems and how to address
them, the resources provided in the “Learn More” section include
Sensory triggers are as diverse and wide-ranging as children with information on factors that may contribute to eating problems, such
ASD. So there is no standard list of triggers for children with ASD. as developmental level, ritualistic behaviours and impaired skills in
When considering potential sensory stressors in your child’s day-to- the areas of social interaction, play and imagination. Also included
day environment, start with the broad categories that your child’s five are references that suggest questions to consider prior to talking to
senses encounter every day. In this section, we discuss: your child’s doctor about eating.
Touch, Texture and Clothing

Food
Touch, textures, and clothing
Sound
Light A common and frustrating sensitivity
Food
Textures are a common source of sensitivity for children and adults
with ASD.96 Outbursts and tantrums caused by reactions to certain
textures and touch sensations are also common. Since many parents
Many children have “fussy eating” habits. In most children more have had to manage this issue with their children, there are many
“normal” eating habits develop as the child matures. In contrast, tips and suggestions for overcoming or working around texture
children with ASD often continue to display difficult behaviour sensitivities.
around mealtime such as:93 94
Sensitivity to touch comes in many forms. Some of the more common
Not wanting to sit for meals ones include:97
Taking food from others’ plates
Selective eating by food type such as only eating foods with
certain textures, colours, smells, or within certain food groups
Gagging on food or vomiting food they don’t like
Refusing to use cutlery or obsessively placing cutlery and food
Many families of children with ASD experience these sorts of Unexpected The texture of Overly sensitive
behaviours and children with ASD often do not grow out of them
the way neurotypical children do. Encountering these behaviours
touches certain objects body parts
three times a day or more can be stressful and parents may also worry (e.g., sudden hugs (e.g., sand, (e.g., complaints
about their impacts on their child’s growth and health. from Grandma or a playdough, glue, of pain during nail
pat on the back) slimy objects) clippings or haircuts)
Working to overcome eating problems
Developing a strategy to overcome eating issues often starts with For many parents, the most difficult sensitivities to manage are
determining what is causing the problem. Depending on the cause related to clothing. Some children will insist on wearing only a
of your child’s eating problem, a number of different approaches may limited number of outfits because of the way they feel. Others will
help to improve challenging eating habits or behaviours. Some of feel the need to strip down in public to get out of “stiff ” or
these include:95 “scratchy” outfits.
Offering appropriate serving sizes (not overcrowding a plate) How to help or cope with sensitivities to touch
and making food attractive (e.g., using cookie cutters to
make food different shapes, considering the colour of food) Sensory Integration Therapy, a form of occupational therapy that
helps people regulate their responses to sensory stimulation,98 is one
58
technique that may be helpful for some children and could be worth There are various therapies that have been used to treat sound
discussing with your physician or occupational therapist. sensitivities. Two therapies that you may come across are Sensory
Integration Therapy (mentioned previously) and Auditory Integration
Cutting the tags off clothing is helpful for some children while Therapy.103 Service providers offering these therapies can be found on
sticking to a certain brand or style of clothing may help others. Most Autism Ontario’s SPIRALE website. Discuss these options with your
parents feel that having their child keep their clothes on is worth the physician to make sure they are appropriate for your child.
trade-off of limited wardrobe choices associated with a single
Light
brand or style!
You may also find that family, friends, and teachers need to be aware
of your child’s aversions to certain touches and textures.99 Many Many individuals with ASD have sensitivities to light or other visual
educational and social activities can be adapted to reduce or avoid stimulation.104 If you notice that your child has aversions to items
touch and texture sensitivities. Family members also need to be aware of a particular colour, becomes agitated on sunny days or upset in
of how their hugs or kisses could be upsetting. In some cases, giving buildings brightly lit by fluorescent lights, it is possible they have a
your child a warning that allows them to prepare for a hug can help. sensitivity to certain types of light.
There are also certain touch and texture experiences that many Here are a few simple strategies many parents use to help their child
children with ASD find enjoyable. For example, Temple Grandin, a cope with visual sensitivities:105
university professor and author with autism, enjoyed feelings of deep-
pressure and squeezing.100 A quick Internet search can help you find Using sunglasses or hats outdoors and indoors to dim bright
many products that provide similar sensations to children. Swimming lights and reduce glare
is another activity that many people with ASD find calming. Some At school, having the child seated away from the window
Autism Ontario chapters offer swim events in co-operation with Providing an area where they can calm down if need be with a
municipalities and public pools. pleasant lighting level
Sound
Some of these strategies will require working with your child’s teacher
and other caregivers, but they can be effective at reducing the visual
overload some children experience.
Some individuals with ASD will have a sensitivity to various
sounds. In many cases these specific sounds will be ones that most
neurotypical individuals do not find bothersome. This can make it
challenging for parents to identify what sounds are bothering their
son or daughter.
According to some research, there are three broad types of sound that
individuals with ASD can find upsetting:101
Sudden, unexpected noises such as car horns, alarm bells, people

yelling, or balloons bursting
Continuous high-pitched sounds including vacuum cleaners,
kitchen appliances and other household items
Complex or confusing sounds, which are created by multiple
sources, as in a crowded market or store
Identifying the sound that may be causing your child distress is the
first step in helping them. Children with ASD often indicate their
sensitivity to sounds by covering their ears, flinching, or describing
how certain sounds hurt.102
How you can help
Some solutions to sound sensitivity can be as straightforward as

removing the source of the sound from the child’s environment.
Others may involve a more collaborative effort, such as working
with your child’s teacher to make adjustments to their classroom
to remove certain sounds.
At school, send a fidget toy or box for your child to play with.
Send noise dampening headphones, a weighted blanket, toy
or vest if sensory issues are a concern. Make arrangements
for your child to chew gum—it can calm them down and help
them make friends.
-Parent from Kingston
59
Tools & Worksheets
ural Symptoms of Autism Behavioural Symptoms of Autism
SeNSOry OverLOAd SeNSOry ISSUeS
Extreme difficulty
with haircuts
Unable to
tolerate
seat belts
May not like new

experiences such as birthday
60
candles or balloons
A child with autism may have extreme difficulty tolerating music, noise,
textures and new experiences or environments. The greater number of May be almost
sensory exposures, the more likely a behavioural melt-down will occur. impossible to bathe
18 18 19
Source: Autism Canada ‘Autism Physician Handbook’ http://www.autismcanada.org/pdfs/PhysicianHandbook.pdf

ural Symptoms of Autism
SeNSOry ISSUeS
Gags at common
household smells
May have difficulty

tolerating music
Spinning objects
close to face
61
May appear deaf, not startle
at loud noises but at other
times hearing seems normal
Source: Autism Canada

20 ‘Autism Physician Handbook’ http://www.autismcanada.org/pdfs/PhysicianHandbook.pdf
Learn More
or Publisher
Reference Book The Complete Guide to Jessica Kingsley Tony Attwood
Asperger’s Syndrome Publishers
Meals and Food Factsheet Food Monash University http://www.med.monash.edu.au/spppm/research/

devpsych/actnow/download/factsheet17.pdf
Meals and Food Reference Mealtime and Children Indiana Resource http://www.iidc.indiana.edu/?pageId=476
on the Autism Spectrum: Centre for Autism
Beyond Picky, Fussy and
Fads
Meals and Food References What Is Sensory Psychology Today http://www.psychologytoday.com/blog/the-autism-

Processing Disorder advocate/201003/what-is-sensory-processing-disorder-
and How Is It Related to and-how-is-it-related-autism
62
Autism?
Sensory Issues Reference Autism Physician Autism Canada http://www.autismcanada.org/pdfs/PhysicianHandbook.

Handbook pdf
Sensory Tools and Products Sensory Tools and Autism Speaks http://www.autismspeaks.org/family-services/resource-
Products library/sensory-tools-products
Specific books and references Reference Guide Library Sensory Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/
Resources Kingston/Library+Sensory?OpenDocument&PFV
Sensory Issues Autism Life Skills: From Perigree Trade Chantal Sicile-Kira
Communication and
Safety to Self-Esteem and
More
Physiological Development
Introduction
As children mature physically they need to master new self-care tasks,
develop new skills, and understand new social situations. Parents of
children with ASD may find it hard to ask for help with issues related to
physical development, as many of these concerns are awkward or difficult to
understand for people unfamiliar with ASD. Yet the questions you have and
areas you need help with are shared by many other parents in your situation.
63
Topics Covered Break the task down
This section covers some of the more common concerns parents have The first step to teaching a skill to your child is to break a complex
about the physical development of children with ASD. In addition, task down into smaller step-by-step actions, and develop a visual
the “Learn More” section contains links and references for a wide schedule illustrating each step. Handwashing is a good skill to start
range of information, tools, and guides associated with other areas of with. Once you have a list of the actions involved in the task you can
physical development from childhood through adolescence. Topics begin to teach steps to your child one at a time, reinforcing them once
covered include: the step is completed. Some parents will find it more effective to have
their child master the skills involved in the first action (and coaching
Toilet training/bed wetting their child through the rest of the actions) before trying to master
Self-care the second action. Others may find it more effective to have their
Sleeping child master the last action of the task first, which involves coaching
Motor skills them through the steps leading up to the last action and then having
Puberty the child complete the finishing action independently. Once this is
Recreational Activities successfully accomplished you can teach your child to master the
second-to-last step and so on. By gradually repeating this process,
Toilet Training/Bed Wetting

they may be able to complete more and more of the task until they are
completing the task independently.107 108
What’s causing the problem?

Example of Handwashing Steps
Toilet training can be difficult for many children. There may be
additional challenges for a child with ASD. They often learn this skill
later in life than other children, and sometimes require over two years
of training to achieve bowel and bladder control. Understanding what
your child is having difficulty with can help you develop an effective
toilet training plan. Some common problems include:106 Walk to the sink Turn on the water
Physical or medical reasons, such as constipation or impaired

neurological bladder and bowel control, that may be discussed
with your child’s paediatrician or physician;
Trouble understanding and using language to ask to use the toilet;
Difficulty removing their pants and putting them back on; Squirt soap in hand Rub hands together
Fears of sitting on a toilet and hearing it flush or of using
different/new toilets;
Lack of awareness of body cues indicating they need to go or that
their clothes are wet.
When and how should I begin? Rinse soap off hands Turn off the water
The first sign that your child might be ready to start toilet training
is when they begin to become aware of their urination or bowel
movements. Behaviours such as fidgeting before a bowel movement,
appearing uncomfortable when they are wet, or the ability to stay dry
for a couple of hours at a time might indicate that it is a good time to Get a towel Rub hands on towel until dry
start toilet training.
Autism Speaks has a comprehensive toolkit for toilet training that

includes how to develop a plan, quick points to practice, and tips to
increase toilet training success.
Replace the towel
Self-Care Tips for reinforcing individual steps

For some children with ASD, skills that require more than one or
two steps to complete can be challenging. This includes self-care Tips for reinforcing individual steps include:
skills such as brushing teeth and washing hands. Depending on your
child’s abilities, the thought of teaching them self-care skills may Creating a visual task schedule (in a style similar to a newspaper
feel overwhelming. However, by using a plan and clearly breaking comic strip) with words and pictures representing the task
down self-care tasks into step-by-step activities, many parents have (turning water on, putting hands in water, getting soap, rubbing
successfully improved their child’s independence. hands, etc.) and posting the schedule in the room where the task
is to be completed.
Reminding your child of the visual task schedule and drawing
their attention to it through a gentle tap on the shoulder.
Using a playful and friendly tone to remind them of the first step.
64
Each time your child repeats a step in a task, try waiting a little longer What if these tips don’t improve my child’s sleeping?
before reminding your child to complete the next step. Once the last
step is mastered, be sure to praise them as reinforcement. A more comprehensive overview of the tips and suggestions outlined
above are provided in the resources in the “Learn More” Section.
Sleeping If you are stressed by ongoing sleep issues, try consulting with other
parents of children with ASD in your support network and speaking
Sleeping problems are common among children with ASD to your physician. Fellow parents have likely experienced similar
situations and can provide ideas on how they may have modified their
Children with ASD may have more trouble sleeping than other child’s sleep habits, while your physician can explore possible medical
children.109 Sleep problems can be a major source of stress for reasons behind your child’s sleeping problems. Autism Speaks and
parents, especially if their nights are often disrupted. While parents the National Autistic Society (UK) have developed helpful sleep aid
of neurotypical children may have trouble understanding sleep toolkits. They are available online through the links provided in the
problems in later childhood, most ASD families can relate! “Learn More” Section.
Some of the more common sleeping problems that children with ASD Our son is 9 and he sleeps in our bed. Having tried
experience include:110 everything, we are just living with this at present, looking
forward to the day something comes along to help us get
Difficulty falling asleep or staying asleep him into his own room. But until that happens we can only go
Early morning waking and stay places and with relatives that are okay with this (and
Trouble falling asleep alone (the need to sleep with a parent) don’t offer unwanted advice).
Other problems such as snoring, gasping for air while sleeping, and/ - Parent from Peterborough
or bedwetting may require evaluation from your physician
Motor Skills
or a sleep specialist.
Suggestions for helping you and your child get

a better night’s sleep What are gross motor skills?
Approaches identified by sleep experts and other parents to help Gross motor skills are skills that require the coordination of large
children with ASD get a better night’s sleep often include:111 muscle groups. They include skills such as running, jumping,
climbing, catching, and throwing. In some cases children with
Providing a comfortable sleep setting ASD may have poorly developed gross motor skills leading to
The bedroom should be quiet, dark, and the right uncoordinated or clumsy movements.
temperature. Try leaving a dim nightlight on if it is too dark
or adding heavier curtains to the windows if streetlights Difficulty mastering gross motor skills may be a result of
or sunlight shine into the room. Limit household noises factors such as:112
(e.g., running water, washing machines) and consider your
child’s sensitivity to the texture or weight of their Limited awareness of where their body is in relation to the
blankets and pyjamas. space the child is in
Lack of motivation or interest to participate in activities that
encourage the use of these skills (or avoidance because of the
Establish regular bedtime routines social nature of many of these activities, including sports)
Set a short (20–30 minute) bedtime routine that includes Limited strength or muscle endurance
relaxing activities to calm your child. Avoid television, Lack of confidence or a fear of moving equipment (such as
computers, loud music, bright lights, and physical activity. balls, Frisbees, etc.)
Try creating a visual schedule or “to-do” list to remind your Difficulty problem solving in order to develop skills
child of the steps.
How can gross motor skills be developed?
Teach your child to fall asleep alone A tip sheet listed in the “Learn More” section details 13 activities you
If your child needs you close by to fall asleep, a slow and can do with your child to encourage gross motor skill development.
gradual change is the best approach to teaching them to fall These activities are designed to be short, fun, and simple while also
asleep alone. You might start by sitting on the edge of the building your child’s skills and confidence. They range from beanbag
bed, then gradually move down to the foot, then to a chair throwing to “Simon Says” and balance activities. Many of them can be
beside the bed, and so on. completed with just you and your child, avoiding the anxiety that can
come with learning a new skill in a social setting.
Promote daytime behaviours to encourage sleep Autism isn’t the end of the world. It is a developmental
Children who exercise daily and avoid caffeinated drinks DIFFERENCE and/or DELAY. No one knows what your child
and foods tend to sleep better. Caffeine can stay in your can accomplish WITH appropriate supports, but they are
child’s body for up to 12 hours and tiring activities should guaranteed to live better with supports than without.
end 2–3 hours before bedtime.
- Parent of two children with ASD
65
Here are some important things to remember when practicing gross Ministry of Children and Youth Services’ offices or social service
motor skills with your child:113 agencies in your area. They may be able to assist you in either crisis
planning or an early transition to another setting.
Choose activities appropriate for their developmental level.
Present activities in a way they will be comfortable with to More topics to consider regarding puberty
minimize fear or anxiety.
If a child is fearful of a particular skill (e.g., movement), Behavioural and emotional changes will accompany the physical
build up to it gradually, starting with other activities that are changes associated with puberty. Problems sometimes arise when
less threatening (such as balancing activities). adolescents with ASD do not understand social expectations
surrounding public and private acts or social interactions
Whenever possible, try to keep the activities fun! Physical games and with their peers.
activities can be way for your child to enjoy time with you—and learn
at the same time. You will find there are a number of helpful tips for explaining the
differences between private and public behaviours, how to pick up on
Puberty
romantic social cues, sexual education, dating, and self-care/personal
hygiene needs in the “Learn More” section.
Recreational and Physical Activities

Talking about puberty is difficult for every parent
Every child’s transition through puberty will be unique. No two

children will have the exact same experience. As a parent you will The importance of physical activity
want to help your child understand the physical and emotional
changes they will face. Physical activity is important for all children. Unfortunately, children
with autism tend to have an increased risk of being overweight.117
What can your child understand and where This can lead to health concerns such as diabetes, heart disease, bone
should you start and joint problems, and depression.118 119 120 A number of factors can
contribute to physical inactivity in children with ASD, including
How you explain puberty to your child will depend on their language sensory overload, weak motor skills, poor physical coordination,
abilities and ability to understand abstract concepts. In some cases, side effects of prescription drugs and dietary issues.121 Parents may be
parents decide to focus on preparing their children for appropriate concerned about their child’s physical health but still find it difficult
responses and behaviours around specific issues such as menstruation to engage their child in physical activities.
and masturbation (e.g., hygiene needs, privacy).
What options are available?
It can be hard to know when to start preparing your
Participating in sports or other recreational activities can be a
child for puberty. In general, starting early fantastic opportunity for children with ASD. Sports and recreational
(around age 10) is a good idea.114 activities can provide your child with an opportunity to become
more physically active and may provide some therapeutic benefit.
A helpful tip is to take advantage of any awareness your child might As you know your child best, you can decide whether a team sport,
show in how older people or individuals of the opposite sex are individual sport or other recreational activity is best. A team sport
physically different from them. If your child notices visual male/ could help develop social relationships and promote learning how to
female differences such as beards, breasts, or underarm hair, that recognize social cues and non-verbal communication. Alternatively,
creates the opportunity to explain that as men and women grow into individual sports can provide physical benefits with less anxiety and
adults they develop these characteristics. Showing pictures of yourself stress. In some areas, sports are organized both traditionally and in
at different stages in life can help explain this concept.115 forms adapted to meet the specific needs of children with disabilities.
Explaining the changes Some recreational activities such as swimming, horseback riding,
dance and creative arts, and wilderness/outdoors clubs can involve
A visual story is a good way to explain changes in your child’s body. some level of physical activity while also providing an opportunity
You could call this story, “I am growing into a man/woman.” Some to participate in social groups.122 In some cases these activities may
topics to cover could include: how their body will change (growth also have a therapeutic benefit for individuals with ASD (therapeutic
spurts, breasts, extra hair, deeper voice) and new things they will horseback riding and swimming are often said to have a positive
experience (menstruation, erections).116 impact for some individuals with ASD).123 124
Physical growth and managing your child I think my child could benefit. What do I do next?
As your child grows, they may become bigger and stronger than Your local Autism Ontario chapter may have a directory of sports
you, and you may be less able to manage them physically when their and recreational activities recommended for children with ASD and
behaviour is out of control. You may become concerned for their related organizations. If you register your child in a fitness or sports
safety, your safety, or both. program, remember to keep the receipts. Children 16 and under
are eligible for a $500 Fitness Tax Credit for qualifying recreation
If you are concerned, you should discuss your concerns with your programs, and those 18 and under who receive the Disability Tax
service provider or other appropriate professionals who are providing Credit are eligible for an additional $500 credit.125
services and supports to your child. In addition, if you are not sure
about the supports that are available, you may contact the regional
66
Tools
Activities to encourage the development of gross motor skills
ACT-NOW Fact Sheet 35 p. 2
• Scooter board fun 1:

Ask the child to lie, sit or kneel (more difficult), on a skateboard and encourage
him to propel himself around the floor using his hands.
• Scooter board fun 2:
Alternatively, ask the child to sit/kneel/lie on the scooter board/skateboard and
pull on a suspended rope (or you can hold it) to move around the room
• Walking/Marching:
Raise knees as high as possible with each step – a nice activity when done to
marching band music
• Obstacle courses:
Make your own. Climb through, under, over objects, walk on lines, footprints,
planks, rough ground, etc.
• Simon Says:
Simon says be as small/tall as you can, stretch out, be stiff/floppy, be
happy/sad, be still/wriggly, roll up/stretch out
• Throwing beanbags in sequence:
Throw beanbags into 3 containers 1,2,3, and then 1,2,3 again. Repeat and do
it as fast as possible.
• Balls up Jumper:
Place ping pong balls up his jumper and see if he can get them out without
looking.
• Balance activities:
Walk on a line, a beam, backwards on a beam, stand still with eyes shut, on all
fours and take same leg and arm off ground, stand on one leg and then with eyes
shut.
• See-saw:
Carry things (blocks, puzzle pieces, etc.) from one side of the see-saw to the
other, trying to keep your balance as you complete your task. You may like to
sing “Jack and Jill”, as the child carries a bucket of water, trying not to spill it as
he walks.
• Washing laundry:
Tell the child you are going to pretend that he is dirty washing, and that you’re
going to put him in your pretend washing machine. Roll him up in a blanket, and
then add some balls or beanbags as the detergent. Swing the blanket from side to
side and wiggle it around as you “wash” him (for as long as he’s enjoying it). Tell
the child it’s time to rinse off. This is when you spin him, by moving the blanket
around in a circular motion (rather than side-to-side). Now he can get out of the
machine, but you roll him up in a different blanket nice and tight to dry him off. If
ACT-NOW Factmonkey
you have Sheet 35 bars, or something he can hang from easily enough, you might p. 3
like to get him to hang from the “washing line” for as long as he can.
• Swing and Kick:
Set up some empty bottles like skittles in front of a swing. Ask the child©to
www.med.monash.edu.au/spppm/research/devpsych/actnow try 2007
CDPP to
swing over to the bottles and kick as many of them over as possible.Monash University
Alternatively, he can lay on his tummy on the swing, and try to knock the
bottles over with his hands as he swings.
• Shop ‘til you drop:
Give the child a “shopping list” of different pictures they are to find hidden
around the room. Use a laundry basket for the trolley, that he is required to
push around the room as he goes. Make the items that you hide different
weights, so the basket gets heavier as he goes along (rice bags, pumpkins,
laundry powder, juice containers are all good heavy items). You may like to
give him some clues to work on prepositions (under, behind, in, on, etc.), or just
leave him to his own devices.
• Shoe box path:
Keep boxes of different sizes. Ask the child to line them up or make a road with
them. Tell him that they are stepping stones in the “water”, and to see if he can
make it from one side of the room to the other only using the boxes, or “stepping
stones” to stand in.
Movement activities in the preschool environment
Some children have difficulty with their movement development because67they need
more movement than other children, and seek movement in inappropriate ways and
Learn More
Publisher
Toilet Training Guide Toilet Training – A Parent’s Autism Speaks http://www.autismspeaks.org/docs/sciencedocs/atn/
Guide atn_air-p_toilet_training.pdf
Toilet Training Article Toilet Training The National Autistic Society http://www.autism.org.uk/living-with-autism/
(UK) understanding-behaviour/toilet-training.aspx
Toilet Training Tip Sheet Toilet Training Monash University http://www.med.monash.edu.au/spppm/research/

Self-Care Tip Sheet Teaching Children with Autism Trumpet Behavioural Health http://www.tbh.com/autism-parenting/teaching-
Daily Living Skills children-with-autism-daily-living-skills-hand-
washing/
Self-Care Guide Dental Guide Autism Speaks http://www.autismspeaks.org/family-services/tool-

kits/dental-tool-kit
68
Self-Care Guide Haircutting Training Guide Autism Speaks http://www.autismspeaks.org/family-services/tool-
kits/tips-successful-haircuts
Sleeping Reference Strategies to Improve Sleep in Autism Speaks Autism tp://kc.vanderbilt.edu/kennedy_files/

Children with Autism Spectrum Intervention Research SleepBooklet02.10.12.pdf
Disorders Network on Physical Health
Sleeping Reference Promoting Sleep in Children Beth Malow, Vanderbilt Sleep http://card-usf.fmhi.usf.edu/conf_files_07/Sun_
with Autism Spectrum Disorders Disorders Centre BO3_Track4-Promoting_Sleep_(Malow).pdf
Sleeping Reference Sleep and autism: helping your National Autistic Society http://www.autism.org.uk/living-with-autism/
child (UK) understanding-behaviour/sleep-and-autism-helping-
your-child.aspx
Sleeping Guide/story Encouraging Good Sleep National Autistic Society Dr. Paul Montgomery, http://www.autism.org.uk/~/media/NAS/
Habits Children with Learning (UK) Dr. Luci Wiggs and Documents/Living-with-autism/Encouraging%20
Disabilities Duncan Kay good%20sleep%20habits.ashx
Gross Motor Skills Tip Sheet Developing Gross Motor Skills Monash University http://www.med.monash.edu.au/spppm/research/
Puberty Reference Development, Growth and Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/

Sexuality docs/d7bdf6c761b160c585257abb006ef6c7/$file/
growth+sexuality.pdf
Publisher
Puberty Article Autistic Teens and Adults need Toronto Star http://www.thestar.com/news/world/autismproject/
plain talk on sex article/1276850--autistic-teens-and-adults-need-
plain-talk-on-sex
Puberty Fact Sheet Puberty and Autism Spectrum Autism Victoria http://www.amaze.org.au/uploads/2011/08/Fact-
Disorders Sheet-Puberty-and-Autism-Spectrum-Disorders-
Aug-2011.pdf
Puberty Reference Health Autism Speaks http://www.autismspeaks.org/sites/default/files/

documents/transition/health.pdf
Sports Reference Sports, Exercise, and the Autism Speaks http://www.autismspeaks.org/science/science-news/

Benefits of Physical Activity for sports-exercise-and-benefits-physical-activity-
Individuals with Autism individuals-autism
Sports Directory Services – Sports Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/

Toronto/Services+-+Sports
69
Social Development
Introduction
Communication and social situations present daily challenges for people
with ASD. While children with ASD can often understand the words people
use (e.g., food, the weather), they tend to miss social cues and non-verbal
aspects of a conversation—things like facial expressions, voice tones, speed
of speech, and gestures that communicate emotion and meaning. While
some children with ASD may have trouble imagining another person’s point
of view, which makes it hard for them to develop empathy,126 they have a wide
range of feelings and emotions.
70
all of these factors mean children with asd may have Cognitive Behavioural Training
difficulty making and keeping friendships. As a parent you may An approach that teaches social skills to individuals
worry about your child’s social life outside your home. with ASD by linking knowledge of the social world to
underlying thoughts and challenging behaviours.
Topics Covered
Self-Management Training
Depending on the severity of your child’s ASD, there may be An approach where the individual learns to monitor and
intervention techniques or tips you can practice to encourage reinforce their own behaviour.
the development of some of these skills. This chapter provides
information on how to work with your child, their teacher, and Activity-Based Intervention
health care professionals to address: Builds appropriate social and play skills by capitalizing on
special skills or interests of the child.
Communication skills
Speech and Language skills Peer-Mediated Intervention
Friendship and other relationships Typically involves classmates providing social training
Play Skills instructions.
Bullying
Searching the website of your local Autism Ontario chapter is a
Communication Skills
good starting point for finding these services. Service providers for
Communication and Social Skills are also listed on Autism Ontario’s
SPIRALE website.
The importance of non-verbal communication
Communicating involves many skills that go beyond spoken

language, including non-verbal skills such as reading facial
Speech and Language Skills
expressions, tone of voice, and gestures. Neurotypical children begin Language and verbal communication are often core challenges
to develop these skills in interactions with adults before they can even for some individuals with ASD. For others, typically those with
talk.127 For children with ASD, these non-verbal communication skills Asperger’s Syndrome, speech skills are not significantly delayed131
do not develop as easily. As a result they tend to miss non-verbal and individuals are often very well spoken. For individuals on the
cues that would help them interact with others,128 making it difficult more severe end of the autism spectrum symptoms can range from
to read and comprehend social situations.129 The degree to which limited or no development of speech to abnormalities in speech (such
children with ASD have difficulty interpreting social cues varies from as pitch, stress, rate, rhythm, etc.). It is important to note that the
child to child. It is usually necessary to teach them certain non-verbal development, or lack, of speech does not necessarily impact other
communication skills. abilities or intelligence. Often, language difficulties are caused by a
separate condition that prevents speech.132 133
Teaching children something that is normally not taught
A number of strategies and tools can help children acquire spoken
Because of their different ways of experiencing the world, individuals communication skills. However, whether or not your child is verbal,
with ASD often must be taught to read the social cues that what’s most important is that your child has a way to communicate
neurotypical individuals use on a daily basis to navigate the social with others. Without a way to communicate, they can’t ask for things,
world safely and comfortably. Because most of us use these skills tell you what they need, or participate in the world around them.
without even thinking about it, it can be difficult to “deconstruct”
them and figure out how to teach them. Autism Ontario’s nonverbal
skill factsheet (listed in “Learn More”) provides an overview of one Examples of non-verbal language tools:
technique for developing an understanding of facial expressions,
body language, and tone of voice. This can be used at home to help
build communication and social understanding.
There are various techniques used to help individuals with ASD to

develop social skills include:130 Picture Exchange Sign language Written language
Communication System
Video Modeling
Involves the child watching videotaped demonstrations of
skills and then imitating the behaviours shown.
Social Stories
Use short graphic stories that describe a social situation that Voice output devices Tablet computers Apps
has been challenging for the individual and then outline the
appropriate response expected for that social situation.
Picture Exchange Communication System
Social Skills Training Group The Picture Exchange Communication System (PECS) is an
Instruction to a small group of individuals using ABA alternative communication tool that uses pictures/symbols
principles to break down complex social behaviours and of objects, activities, and items to assist communication.
skills into components, and teach them in a step-by- References to PECS have been included in
step manner. the “Learn More” section.134
71
Using visual aids Speak to your health care professional for additional information
and/or to help you locate speech-language pathologists in your area.
Visual aids are an effective way to both communicate with your
Friendship and Other Relationships

child and improve their auditory-verbal skills. A common aid for
communication is a visual choice board. Visual choice boards have
pictures and labels of locations, foods, toys, activities, or other items
that your child can point to when making a selection. You can build The challenge of friendship
on language skills by repeating the word associated with the image or
asking your child to say it out loud, depending on their abilities. Making friends can be difficult for children with ASD. It is often
said that people with ASD prefer to be alone. While this may often
My Choices be true in some cases, children and teens may find themselves alone
more than they would like. They may desire friendship and inclusion
but find it difficult to make and keep friends. The resulting sense of
isolation can contribute to feelings of depression.136
It’s very troubling for parents when they know their child would
Read a book Play a game like to have friends but is socially isolated. Worse, parents may feel
powerless to help since they are outside of the school environment
and it is, in any case, difficult for adults to intervene effectively in
school-aged children’s friendships.
Work with your child’s teacher to build friends

Build with blocks Colour a picture
Your child’s teacher is in a better position to encourage friendships
Ontario’s Preschool Speech and Language Program between your child and their classmates. With your help, your child’s
teacher can:137
A child’s first years of life are very important for their learning of
speech and language. The “Learn More” section has a list of speech Provide information about ASD to the class and how it
and language development milestones. If you are concerned that your impacts your child;
child has not reached the milestones for their age it is important to Use a buddy system at school and pair your child with a confident
seek professional help as soon as possible. classmate who can help promote social behaviour (this can also
help reduce the risk of bullying);
What does it do?

Use visual schedules to explain the day’s events to your child and
prevent challenging behaviour, which could be off-putting to
Helps your child begin or continue to develop their other children;
language skills. Find opportunities for your child to demonstrate their skills
Helps to identify, assess, and treat language disorders and abilities in the class (such as in math or computers) or join
and to support language development. a school club and show that they likely have many of the same
interests as other children.
Is there a cost? Making friends may not be easy for your child.138 But with
There is no cost. encouragement, the building of social skills and a supportive
environment at school it is possible to improve the odds of long-
Do I need a doctor’s referral?

lasting friendships developing.
You do not need to get a referral from your doctor to discuss Think about why you want your child to
your child’s needs with professionals from this program. attend social events
Where do I start?
Children are often invited to birthday parties and other social
events that can be either enjoyable or challenging, depending on the
Your Regional Ministry of Children and Youth Services office can situation and the child’s sensitivities. These events can contribute
help you contact a local Preschool Speech and Language Program. to achieving important social goals for your child or give them an
opportunity to improve their language and social skills. They can also
The role of speech-language pathologists be difficult or even overwhelming for your child. So, attending social
events should not be treated as an end in itself. It’s important to think
Speech-language pathologists (SLP) are specialists who diagnose and carefully about the potential costs and benefits of each event.
treat communication disorders. Some children with ASD may require
the assistance of SLPs. Common signs that your child may benefit
from the assistance of an SLP include:135
No use of spoken words or not using words in a meaningful way

Unfamiliar people (neighbours, teachers, etc.) cannot
understand them
Language is not being used for communication purposes, such as
making requests or answering yes/no and other simple questions
72
Play Skills Bullying
Why are play skills important? Bullying in Ontario schools is considered to be a serious issue. Staff
who work with children must respond to incidents of behaviour that
have a negative impact on the school.
Children with disabilities are more likely to be bullied

What?
Play promotes skills associated with social Social play is a way to connect Bullying can happen to any child, and it is very common for parents
contact, creativity and imagination. with other people. to worry about how their child interacts with children at school and
out of the home. Unfortunately, children with ASD may be more
vulnerable to bullying as they reach middle school.143
Why?
Because children with ASD can stand out in their social interactions
they may be seen as “easy targets.” And because they don’t easily
Play helps children learn to take turns, Solitary play can be relaxing and calming. understand social nuance, children with ASD can find it hard to
share, co-operate, communicate. tell whether actions or comments are part of friendly banter
or malicious.144
A lack of make-believe play is a diagnostic feature of many What can I do?

children with ASD.139 140 Dealing with bullying is difficult for parents as it usually occurs at
school and away from the home. Autism Speaks has partnered with a
Teaching children with ASD to play is important but difficult. number of organizations to publish a tool kit to help parents identify
Developing play skills can help children with ASD improve their and address concerns about bullying. Three key points from this
social and communication skills and decrease rituals and repetitive document are:
routines.141 As your child develops better play skills, it will become
easier for them to interact and form bonds with classmates and speak to your child about bullying
siblings who may otherwise isolate or become frustrated with them. inform the school of any bullying immediately
work with your child’s school to educate their classmates
How to teach play skills
Children with disabilities can also bully others
Many Autism Ontario chapters offer play skills groups that provide
an opportunity for children and their families to connect socially What?
and practice play skills. Kerry’s Place and the Geneva Centre for Children with disabilities can also bully other children. Some signs
Autism also provide programs to promote social and play skills. You that your child may be bullying others include:
can search for programs offered by these organizations through their
online program directories. bruises, scrapes, and torn clothing
new possessions such as toys, clothing, or anything else that could
When at home, there are a few things you can do to help your child have been taken from a classmate
develop play skills.142 bullying behaviour at home between siblings
If your child is isolated, try to find pleasant ways to intrude Why?

on their isolation. You do not want them to isolate themselves Bullying behaviour can develop over time as children grow and are
further, so try to make it an enjoyable experience for them by exposed to changes and new situations.
offering them a toy to play with and teaching them how to
play with it. This will demonstrate the possibilities for What can I do?
future play together. It is important that you speak with your child to make sure that they
Teach eye contact to promote connection between you and your understand:
child. Teaching eye contact also helps promote attention, which
is important for group play that often involves instructions what bullying is
from peers. how it affects others
Help them learn to stay on task by practicing with activities that the impact that poor behaviour can have on them (limited
have a defined ending (e.g., puzzles) and providing a reward at friendships, suspension, expulsion)
the end of the task.
Specific examples of how to promote these play skills are provided in

the “Pre-schoolers with Autism: Work and Play” tip sheet referenced in
“Learn More.”
73
Speak to your child about bullying
Other Resources
Children with ASD don’t always know that they are being bullied. The Ministry of Education has published some background
The first thing you may want to do is describe the differences information on cyberbullying, as well as identified other
between friendly behaviour and bullying behaviour. Often children organizations that may help you to understand cyberbullying and
think of bullying as being physically hurt. You may want to consider what you can do to help your child. A link to this as been provided
explaining that bullying includes any behaviour that hurts them or in the “Learn More” Section. The “Learn More” Section also contains
makes them feel upset physically or emotionally. a link to a summary of the Accepting Schools Act (Bill 13), which is
designed to help schools and school boards prevent bullying and
There are many types of bullying, including: inappropriate behaviour.
Work with the school to find a solution
If you suspect that your child has been bullied, it is important to work
with the school to find a solution:
Physical Verbal Speak with your child’s teacher or principal to discuss why you
believe your child is being bullied.
Hitting, shoving, stealing, or Name calling, mocking, Ask them to monitor the situation and keep an eye out for
damaging property or making sexist, racist, or bullying behaviour.
homophobic comments It is also worthwhile to follow up with a letter to the school to
document the nature of any bullying.
Ask for a formal response detailing what is being done to prevent
the bullying from occurring again.
Informing your child’s classmates about ASD can help to prevent

bullying and encourage friendship. This typically needs to be done in
Social Electronic partnership with your child’s teacher. Your child’s teacher should have
access to resources to help explain ASD to the class.
Excluding others from a group (cyberbullying)
or spreading gossip or rumours
about them Spreading rumours and hurtful Two other helpful resources, also listed in the
comments through the use of
e-mail, cellphones, social media
“Learn More” section:
websites, and text messaging
Created By: Called: Description:
Questions you can ask your child to help understand Autism Ontario Bullying & A pamphlet that is
their situation: Proactive Inclusion available to teachers.
Who did you sit with for lunch? Did you talk to them of Youth with You may want to
about anything? Autism Spectrum suggest that your
Has anyone said anything to you to make you feel Disorder child’s teacher request
bad or angry? a copy of this for
Has anyone ever touched you in a way that did the school.
not feel right?
Tony Attwood The Complete Contains a section on
Guide to Asperger’s teasing and bullying.
More on Cyberbullying Syndrome It offers insights into
the causes of bullying
What is it? as well as some tips
Cyberbullying is a relatively new form of bullying with which some and suggestions
parents may not be familiar. It has emerged with the increasing geared towards the
popularity of mobile technology and social networking. As some parents of children
children with ASD will spend a significant amount of time on with ASD.
computers, cyberbullying is a real concern.
Tips
Some tips you may want to discuss with your child as they begin to
use computers independently include:
The importance of keeping passwords private and changing

them regularly
Exploring options to block, delete, or report individuals on
social networking sites
Making sure they understand the privacy options available
on different websites
74
• Forms words and sounds easily and effortlessly
Tools
• Holds books the right way up and turns pages
• “Reads” to stuffed animals or toys
• Scribbles with crayons
Developmental milestones
By 30 months
These developmental milestones show some of the skills that mark • Understands the concepts of size (big/little) and quantity
the progress of young children as they learn to communicate. There (a little, a lot, more)
are also some tips on how you can help your child develop speech • Uses some adult grammar – “two cookies”, “bird flying”,
and language skills. If your child is not meeting one or more of these “I jumped”
milestones, please contact your local Preschool Speech and Language • Uses more than 350 words
Program. • Uses action words—run, spill, fall
• Begins taking short turns with other children, using both
toys and words
By 6 months • Shows concern when another child is hurt or sad
• turns to source of sounds • Combines several actions in play – feeds doll then puts her to
• Startles in response to sudden, loud noises sleep; puts blocks in train then drives train and drops blocks off
• Makes different cries for different needs – i’m hungry, i’m tired • Puts sounds at the start of most words
• Watches your face as you talk • Produces words with two or more syllables or beats – “ba-na-na”,
• Smiles and laughs in response to your smiles and laughs “com-pu-ter”, “a-pple”
• Imitates coughs or other sounds – ah, eh, buh • Recognizes familiar logos and signs – McDonalds golden arches,
stop sign
By 9 months • Remembers and understands familiar stories
• Responds to his/her name
• Responds to the telephone ringing or a knock at the door Babies like it when you
• Understands being told “no” • Get down to their level so they can see your face. This tells them
• Gets what he/she wants through sounds and gestures e.g., that you’re interested in what they’re doing and saying. It makes it
reaching to be picked up easier to interact with you.
• Plays social games with you e.g., peek-a-boo • Repeat the sounds they make. Babies enjoy making noises, and
• Enjoys being around people like it when you imitate them over and over.
• Babbles and repeats sounds – babababa, duhduhduh • Sing and laugh, especially when you are feeding, bathing, and
changing them. Remember to talk to your baby throughout the
By 12 months day about things you do and see – “Mommy’s putting on her coat”,
• Follows simple one-step directions – “sit down” That’s a big truck.”
• Looks across the room to something you point to • Tell them the names of the objects they are looking at and playing
• Uses three or more words with. Babies are interested in exploring and learning about new
• Uses gestures to communicate – waves “bye bye”, shakes head “no” things, and like to hear what things are called.
• Gets your attention using sounds, gestures and pointing while
looking at your eyes Toddlers like it when you
• Brings you toys to show you • Let them touch and hold books while you point to and
• “Performs” for attention and praise name the pictures.
• Combines lots of sounds as though talking – abada baduh abee • Use real words instead of baby talk – “give me” instead of ta ta or
• Shows interest in simple picture books “bottle” instead of baba.
• Take the time to listen to them – they want you to hear all of their
By 18 months new sounds, words and ideas.
• Understands the concepts of “in and out”, “off and on” • Give them simple directions to follow – “Go find your red boots”.
• Points to several body parts when asked uses at least 20 words • Use lots of different words when you talk to them – opposite
• Responds with words or gestures to simple questions – “Where’s words like up/down, in/out; action words like “running”,
teddy?”, “What’s that?” “splashing”, and descriptive words like “happy”, “big”, “little”,
• Demonstrates some pretend play with toys – gives teddy a drink “clean”, “dirty”.
• Makes at least four different consonant sounds – b, n, d, g, w, h • Encourage them to play with other children – at the library,
• Enjoys being read to and looking at simple books with you play groups, park.
• Points to pictures using one finger
By 24 months
Source: Ministry of Children and Youth Services. ‘Your baby’s speech and language skills from birth
to 30 months’ http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/speechlanguage/
• Follows two-step directions – “Go find your teddy bear and brochure_speech.aspx
show it to Grandma”
• Uses 100 or more words
• Uses at least two pronouns – “you”, “me”, “mine”
• Consistently combines two or more words in short phrases –
“daddy hat”, “truck go down”
• Enjoys being with other children
• Begins to offer toys to peers and imitates other children’s
actions and words
• People can understand his/her words 50 to 60 per cent of the time
75
Learn More
or Publisher
Summary of intervention Article Social Matters: Improving Autism Ontario http://www.autismontario.com/Client/ASO/
techniques for communication and social skills interventions AO.nsf/object/SocialMatters/$file/Social+Matters.
social skills for Ontarians with Autism pdf
Spectrum Disorder
Teaching Tip Factsheet Direct Teaching of Non-Verbal Autism Ontario http://www.autismontario.com/Client/ASO/

Social Communication Skills AO.nsf/object/ASDNonverbalSkills/$file/
ASDNonverbalSkills.pdf
Social skills programs Recommendations What to Look for When Autism Ontario http://autismontario.novosolutions.net/default.
Choosing Social Skills Programs asp?id=107&Lang=1&SID=
for People with ASD
Ontario’s Preschool Speech and Program Overview Preschool Speech and Language Ministry of Children http://www.children.gov.on.ca/htdocs/English/
Language Program and Youth Services topics/earlychildhood/speechlanguage/index.aspx
76
Summary of how Speech and Article Speech and Language Autism Ontario – http://www.autismontario.com/client/aso/spirale.
Language Pathologists can assist Pathologists SPIRALE nsf/object/qa/$file/qa+slp+en.pdf
your child
Visual Aids Article Use of Visual Aids to Improve Autism Ontario http://www.autismontario.com/Client/ASO/
Communication Skills AO.nsf/object/ASDVisualSupports/$file/
ASDVisualSupports.pdf
Communication Aids Article The Picture Exchange Autism Society Anne Overcash, http://www.autism-society.org/living-with-
Communication System Catherine Horton autism/treatment-options/pecs.pdf
and Andy Bondy
Service provider database Database Provider Listings Autism Ontario: http://www.autismontario.com/client/aso/spirale.

SPIRALE nsf/ProvSearch?OpenForm
Chapter dedicated to Teasing and Book The Complete Guide to Jessica Kingsley Tony Attwood
Bullying Asperger’s Syndrome Publishers
Ordering details for Autism Resource Guide Registry of Resources for Safe Ministry of Education http://www.edu.gov.on.ca/eng/safeschools/
Ontario – Bullying & Proactive and Inclusive Schools bullyprevention.html
Inclusion of Youth with Autism
Spectrum Disorders
or Publisher
Anti-bully tip sheet Tip sheet Help Your Child Recognize the PACER Centre http://www.pacer.org/publications/bullypdf/BP-2.
Signs of Bullying pdf
Bullying Reference, Tool Kit Autism Speaks, The http://specialneeds.thebullyproject.com/

Bully Project, and
others
Bullying Reference Combating Bullying Autism Speaks http://www.autismspeaks.org/family-services/

bullying
Bullying Reference Creating Safe and Affecting Government of http://www.edu.gov.on.ca/eng/safeschools/

Schools: Information for Parents Ontario SafeAccepSchools.pdf
about the Accepting Schools Act
(Bill 13)
Cyberbullying Reference Safe Schools: Cyberbullying Ministry of Education http://www.edu.gov.on.ca/eng/safeschools/respect.

html
Emotional Intelligence, Empathy Website homepage Roots of Empathy www.rootsofempathy.org
77
General Database of articles Autism Ontario http://autismontario.novosolutions.net/default.
by topic Knowledge asp?id=103&Lang=1&SID=
Base
General Social Skills Book Social Skills Training for Autism Asperger Jed Baker
Children and Adolescents with Publishing Co.
Asperger Syndrome and Social-
Communication Problems
Friendship Article Social/ Relationships Autism Society (US) http://www.autism-society.org/living-with-

autism/lifespan/adulthood/social-relationships.
html
Friendship Book Children’s Friendship Training Routledge Fred D. Frankel and

Robert Myatt
Play Skills Factsheet Using a Play Ideas Mat Monash University http://www.med.monash.edu.au/spppm/research/
Play Skills Factsheet Core Features of Autism: Play Monash University http://www.med.monash.edu.au/spppm/research/
and Behaviour devpsych/actnow/download/factsheet06.pdf
or Publisher
Play Skills Factsheet Pre-schoolers with autism: Monash University Dr. Avril Brereton http://www.med.monash.edu.au/spppm/research/
Work and Play devpsych/actnow/download/factsheet20.pdf
General Social Skills Book Social Skills for Teenagers with Routledge Elizabeth A.
Developmental and Autism Laugeson and Fred
Spectrum D. Frankel
Disorders – The PEERS
Treatment
Manual
General Social Skills Book The Hidden Curriculum: Autism Asperger Brenda Smith Myles,
Practical Rules for Publishing Co. Melissa Trautman
Understanding Unstated Rules and Ronda L.
in Social Situations Schelvan
Communication for Non-verbal Book Carly’s Voice: Breaking Through Touchstone Arthur Fleischmann
Children Autism and Carly
Fleischmann
78
Emotional Intelligence, Empathy Article Heartstart: Teaching Emotional Vanier Institute http://www.vanierinstitute.ca/include/get.
Literacy php?nodeid=748
Emotional and Mental Health
Introduction
Mental or emotional health problems can affect any child of any age. Children
with ASD can be more vulnerable to mental health problems such as low
self-esteem, anxiety and depression,145 and it can be even more difficult to
identify and address these concerns, especially if the child has challenges
communicating. Because of this, some parents may worry that their child is
suffering in silence. The tips and recommendations provided in this section
focus on helping you identify signs that your child may be experiencing an
emotional or mental health issue.
79
Topics Covered
Understanding the signs associated with different states of emotional Repetitive or Obsessive Behaviour and
Interests
health can help you recognize your child’s emotions. In this section
you will see useful information on how to identify symptoms of
anxiety and depression and learn where you can turn to for help if
you think something is not right. Topics covered include: Assessing the impact of behaviours
Understanding your child’s feelings Children with ASD can often develop rigid routines or obsessive
Repetitive or obsessive behaviour and interests interests. These are sources of enjoyment and security for them and
Anxiety and depression help them cope with the world. Obsessions can centre around many
different objects or events—toy cars or animals, certain TV programs
Understanding Your Child’s Feelings

or fictional characters, licence plates or digital clocks. In young
children, routines sometimes include stacking or lining up items such
as toys or cutlery. Repetitive mannerisms, repeating verbal questions,
If you are a parent of a child with ASD it will not take long to or compulsive behaviours are often seen in children with ASD.148
recognize that your child’s feelings with respect to others can be just
as complex as your own. If you have noticed a repetitive behaviour or obsession in your child
you may wonder what you should do about it. However, you may
However, those feelings can be hard to understand or interpret when not need to intervene at all. Consider asking yourself the following
children have difficulty expressing their emotional needs or wants. questions:149
This makes it difficult for parents to communicate with their child
about those feelings.146 You may often wonder how your child is doing Does the behaviour put your child or others at risk of
emotionally. physical harm?
Will your child have difficulty in social situations if the
Understand what may not be anything significant to you may behaviour continues?
be of monumental importance to your child. Try not to take Will the behaviour be unacceptable 5 years from now?
their emotional outbursts personally. They still love you and Is the behaviour limiting your child’s ability to fully participate in
you love them. family, social or school activities?
Is your child unable to stop the behaviour by themselves or
-Parent from Whitby unable to engage in a range of activities or play?
Parents and professionals have found some ways to gain a better If the answer to any of these questions is yes, then it may be
understanding of the feelings of children with ASD. worthwhile to intervene and try to limit the behaviour.150
Some of these are:147
How to intervene
Using alternative ways to help children express feelings, such
as pointing to pictures of happy or sad faces, writing in a If you have made the decision to try to limit a behaviour, early
journal, or pointing to degrees of a specific feeling on a “feeling intervention is critical.151 The National Autistic Society (UK) has
thermometer” a template for a feeling thermometer has been developed a useful guide for intervening in repetitive behaviours
provided in the “Learn More” Section; and obsessions, which highlights the need to reduce your child’s
Paying attention to changes in behaviour that indicate how your anxiety by structuring the environment around them. Some of these
child is feeling—for example, are they sleeping more or isolating recommendations include:152
themselves in their room more than usual?
Watching for signs of a possible emotional problem: loss of
interest in normal activities, changes in routine behaviours, What? Examples Why?
increased tiredness, anxiety or emotional outbursts, weight
changes or other physical symptoms. • Photos Helps make
• Symbols, events more
Learning how to understand the emotions your child is dealing with • Written lists, predictable
can be a relief for parents. But it can also lead to the next question: Visual Supports • Timetables
visualize “What can I do to help and support them?” Many Autism
Ontario chapters run autism and mental health workshops for • Deep breathing, Helps your child
parents and professionals to learn more about the links between ASD • Playing with fidget toys manage their own
and mental health and the supports available in the community to behaviours and
help. Checking with your local Autism Ontario chapter for these emotions
workshops is a good way to learn more about how to spot and deal Self-Regulation Skills
with your child’s emotions. Autism Ontario’s online Knowledge Base
and the National Autistic Society (UK) also have a considerable • How to read social cues Helps your child
amount of material discussing mental health in children and • Speak to others engage without
adolescents with ASD. relying on
obsessive interests
Social Skill Training
80
If you believe that your child may be suffering from anxiety, finding
• Home vs. the mall or Limiting ways to give them a greater sense of control over their environment
school time spent on may help. Tips for reducing anxiety levels include:157
• A timer to show obsession
minutes passing can Developing schedules they can follow (including a
Set Limits on Where help when setting sequence of events)
Behaviours Are Allowed limits for time spent
to Occur with TV, video games, a Preparing them for future events (what will be expected of
favourite activity or toy them, who will be there)
• Introduce your child to Provides the same Gradual exposure to the situation causing the anxiety
other activities enjoyment in a
• Leading the child different setting. Helping your child to relax many also assist with lowering anxiety
from computer Helps develop levels. Depending on their age, this could involve making sure
Other gaming into computer interests into they have a quiet room to retreat to, watching a favourite movie or
programming, from more developed television show, or listening to calming music.158 If anxiety is caused
historical date tracking skills. by sensory inputs (such as loud places, people brushing up against
into a history club them in public, etc.), you might consult with your physician to
discuss treatment options.159
Try to use structure (e.g., charts, photos, routines) as much
as possible in helping your child to “get it.” After much Depression
repetition, they WILL eventually become more independent.
Staying calm is key but not always possible! Unfortunately children with ASD are at increased risk for developing
symptoms of depression. Children and teens with ASD have desires
-Parent from Toronto for friendship and inclusion, but a sense of isolation can contribute to
feelings of depression.160
Dangerous or risky behaviour
Indicators of depression among individuals with ASD
If you believe that a repetitive behaviour can be a risk to your child, • Feeling low in energy or sleeping problems
yourself, or someone else it is very important to reach out to your • Feeling blue, sad, hopeless, worthless, or lonely
physician (family/primary care, specialist, and paediatrician) for help. • Lack of interest
Your physician may be able to provide additional guidance or refer • Poor appetite
you to someone with expertise in behavioural interventions. • Crying
Anxiety and Depression Parents may often be the first to notice these symptoms, but it can be
hard to know how to help.
If you are concerned about your child’s mental health it is important While clinical depression requires treatment from a professional, you
to speak with a psychiatrist or other mental health professional with can support your child’s mental health by encouraging some of the
experience in treating individuals with ASD. Two mental health following:161 162
conditions that individuals with ASD may be more prone to are
anxiety and depression.153 Participating in a support group or drop-in centre to
develop new friendships and enjoy social activities
Anxiety
Self-management strategies (e.g., deep breathing)
Anxiety may be more common among individuals with ASD than
in the general public.154 Anxiety may relate to ongoing stressful Physical activities (walks, swimming, sports)
situations, social settings, thinking about future events 155 or specific
issues such as fear of public places or crowds, germs, or animals. Ongoing counselling
Common indicators of anxiety in individuals with ASD include:156 Calming, relaxing, and enjoyable activities (music,
massages, hobbies)
Emotional outbursts
Avoidance of situations Keeping a schedule and maintaining healthy sleeping and
Repetitive talking/questioning/movements eating routines
Increased voice volume
Verbal or physical aggression Autism Ontario has published a summary of Tony Attwood’s
Behavioural problems/rigidity “Emotional Toolbox” on its Knowledge Base website (listed in the
Inappropriate social behaviours “Learn More” Section). The Emotional Toolbox provides some
Obsessive or compulsive types of behaviours strategies designed to help individuals with ASD prevent and manage
negative emotions.
81
Being alone
It is often said that people with ASD prefer to be alone. While this is
may be true, some may find themselves alone often because they are
still developing social skills. Indeed, they might want more friends
but find them difficult to keep. When thinking about your child,
consider all the possibilities.
Getting additional help
The sooner a mental health problem is diagnosed, the sooner your

child can get help, so talk to your physician or psychiatrist/counsellor
about any concerns you may have. Providing your child with the
skills and support they need can help their long-term ability to
manage their emotions.163
Physicians may suggest using medication to treat mood disorders

such as depression. In this case it is important to carefully consider
all of the factors involved in medication (the “ASD Diagnosis and
Treatment” section contains some helpful resources for making
medication related decisions). Remember that even with medication,
your child may need additional supports (such as counselling with a
mental health professional) to manage mental health concerns.
82
Tools
Example of a Stress Thermometer that children can use to indicate their feelings by pointing.
72. Stress Thermometer
Stress Thermometer
Stress Signals Relaxation Techniques
McMaster Children’s Hospital, Hamilton/Niagara Region
202
83
Learn More
or Publisher
Reference Book The Complete Guide to Jessica Kingsley Tony Attwood
Asperger’s Syndrome Publishers
Routines Website Obsessions, repetitive National Autistic http://www.autism.org.uk/living-with-autism/

behaviour and routines Society (UK) understanding-behaviour/obsessions-
repetitive-behaviours-and-routines.aspx
Special Interests Fact Sheet Managing special Monash University Dr. Avril Brereton http://www.med.monash.edu.au/spppm/
interests in young research/devpsych/actnow/download/
children with autism factsheet47.pdf
Routines Fact Sheet Restricted, repetitive Monash University Dr. Avril Brereton http://www.med.monash.edu.au/spppm/
and stereotyped research/devpsych/actnow/download/
patterns of behaviour, factsheet48.pdf
interest and activities
84
Summary of Tony Attwood’s Tool Kit The Emotional Toolbox Autism Ontario http://autismontario.novosolutions.net/default.
‘Emotional Toolbox’ asp?id=34&SID=&Lang=1
Overview of emotional and Informational Article Psychosocial Issues Autism Ontario http://www.autismontario.com/client/aso/
mental health concerns in “More Able” ao.nsf/object/AA2/$file/AA2.pdf
Adolescents and Adults
with ASD
Information on the signs, Website Homepage Centre for Addiction http://www.camh.ca/en/hospital/Pages/home.

symptoms, and treatment and Mental Health aspx
recommendations (CAMH)
Background information Website Mental health and National Autistic http://www.autism.org.uk/working-with/

Asperger syndrome Society (UK) health/mental-health-and-asperger-syndrome.
aspx
Background information Factsheet Do young children with Monash University http://www.med.monash.edu.au/spppm/

autism get anxious? research/devpsych/actnow/download/
factsheet45.pdf
Television and Autism Factsheet Television and Autism: Monash University http://www.med.monash.edu.au/spppm/
To Watch of Not to research/devpsych/actnow/download/
Watch? (ACT-Now Fact factsheet44.pdf
Sheet 44)
Encouraging Your Child
Introduction
Some of the most frequently asked questions about ASD have to do with
special abilities. Although many people associate ASD with special abilities,
sorting myths from reality tends to be difficult, partly because the intellectual
abilities of children with ASD are so diverse. The best approach for parents is
to be open-minded but realistic about their child’s abilities.
85
the majority of children with asd will not develop
Helping Children with ASD Build

extraordinary skills. Nonetheless, as a parent you will want to learn
what your child is capable of and support the growth of their abilities.
Topics on Their Strengths

In exploring special skills and talents, a good starting point is to While not every child with ASD will develop exceptional talents,
understand some of the more common abilities of people with ASD. many do have particular abilities that can be encouraged.168 Often
Having an idea of what to look for can help parents identify skills or these abilities will be related to a child’s special interests. These
talents that could be explored further and possibly fostered. Parents interests may seem odd to other people, but in some cases they turn
often start with interests their children have and work to turn these out to be gateways to a successful career.169
into a relaxing hobby and potentially a life skill, which could help the
child gain independence. In this section we explore: Take the example of a child who has the unexpected ability to
dismantle and reassemble electronic devices from around the home.
Identifying a child’s unique aptitudes While this is frustrating for parents and potentially dangerous for
Helping children with ASD build on their strengths the child, it can also be an opportunity for later in life. Therapies and
interventions can help children build the social and emotional skills
Remember your child has many GOOD characteristics as needed to apply a particular ability, or above-average intellect, to a
well! Try and see all the things that your child CAN do productive activity or career.170
and is GOOD at.
One caution: you may want to guard against “overprogramming”
- Parent of 7-year-old with ASD activities for your children with ASD just as you would with your
neurotypical children. Children tend to learn new skills best when
Identifying Unique Aptitudes

they are well rested and able to concentrate. If they are already
attending therapy and/or other activities, they may not always be
ready for new activities.
A small proportion of people with ASD develop talents in a specific
area. For example, a fair number of children with ASD exhibit high There is so much that is wonderful, or unexpected, so simply
levels of skill in areas related to visual-spatial abilities such as:164 165 166 absurd. Living with my son is close to unbearable some
days. But, I imagine, for example, if it weren’t for my insistent
Artistic abilities son with ASD I never would have read the entire Iliad aloud
Musical abilities (two months, every night). I wouldn’t know reams of factoids
Mathematics on Big Foot or tornadoes. I have passively learned more
Reading fluency at a young age about insects than I would have thought possible.
Understanding of mechanics and machines (dismantling and
reassembling household items) - Parent of 9-year-old with ASD
Computers
Memorizing facts on specific subjects
Calendar calculations
The ability to intensely focus on an interest
It is important to remember is that only a minority of children

with ASD will exhibit “savant” abilities.167 However, people with
ASD do commonly show behaviours, interests, and activities that
are restricted and repetitive, or sometimes abnormally intense or
focused. Children with ASD may stick to inflexible routines, move in
stereotyped and repetitive ways, or preoccupy themselves with parts
of objects. These sorts of specific and narrow areas of interest are
actually one of the most common traits of children with Asperger’s
Syndrome.168
My son’s special interests are the key to his behaviour,

learning capabilities, and ability to cope. He uses his special
interests as a way to control the world, to keep the chaos
of everyday social interactions at arm’s length. He has
taught us through trial and error (many trials, many errors) to
manage his behaviour and anxiety through the prism of his
interests. They are an essential tool for us now.
- Parent of 9-year-old with ASD
86
Learn More
or Publisher
Building on strengths Web-based Video Temple Grandin: The World Needs All TED Temple Grandin http://www.ted.com/talks/temple_
Kinds of Minds grandin_the_world_needs_all_kinds_
of_minds.html
Building on strengths Book Developing Talents: Careers for People Autism Asperger Temple Grandin
with Asperger’s Syndrome and High- Publishing Company and Kate Duffy
Functioning Autism
Academic studies Book Autism and Talent Oxford University Francesca Happe
Press and Uta Frith
Reference Book The Complete Guide to Asperger’s Jessica Kingsley Tony Attwood
Syndrome Publishers
Reference Book Autism: A Very Short Introduction Oxford University Uta Frith
Press
87
Reference Guide “Diagnostic criteria for 299.80 Asperger’s American Psychiatric
Disorder (AD)”. Diagnostic and Association
Statistical Manual of Mental Disorders
Health Care
Introduction
As the parent of a child with ASD, your interactions with the health care
system will be important for two reasons. First, your child’s physician and
other health care practitioners will be important parts of your overall support
network. Second, your child’s primary health care provider will be critical to
your ability to access many of the support services your child may require.
You will need to find a physician and/or paediatrician you are comfortable
with, as they will be a source of knowledge and referrals to other specialists
and services. This section provides some tips on your relationship with your
child’s doctor and preparing for visits with health care practitioners.
88
Topics Covered
Your primary care physician

Other health or medical concerns
Other Health or Medical Concerns
Hospital visits Individuals with ASD can have health problems just like anyone else.
Other health care practitioners However, some research has indicated that some health problems
tend to occur more frequently among individuals with ASD.
1) Document and/or keep a journal of your concerns and The presence of an additional health problem (what health care
the concerns of people interacting with your child; 2) Track professionals call a “comorbidity”) can result in more frequent trips
and log specific “events” and or “behaviours” that are to health care professionals. Some health problems that may be more
concerning; 3) Gather all medical and milestone records common in individuals with ASD include:172
concerning your child’s development; 4) Arrange for a
diagnosis. The sooner you know what you are dealing with Gastrointestinal (GI) Problems
the sooner you can put a plan in place to ensure that your Fragile X Syndrome
child has access to all the resources available. Tuberous Sclerosis
Neurofibromatosis
-Parent from Toronto Epilepsy
Vision Problems
Your Primary Care Physician

Hearing Problems
Neurological Problems
Developing a good relationship with your child’s family physician, These are conditions that you may want to discuss with your
paediatrician or primary care physician—and, equally importantly, health care provider and may result in more frequent trips to the
their administrative assistant or receptionist—is important. You may doctor’s office.
want to turn to these professionals frequently for support of all kinds
Hospital Visits
as your child grows.
Some physicians will have more training and/or expertise with ASD
than others. If you do not feel comfortable with your child’s physician, Hospital visits can be difficult for children with ASD. The sights,
find another if you can. The Ministry of Health and Long-Term Care’s sounds, and smells of a hospital can contribute to sensory overloads.
Health Care Connect program can provide information on how Also, unlike visits to the doctor, it is more likely that you will need to
to change and/or locate a new health care provider. The College of visit a hospital without time to prepare for the trip (often during an
Physicians and Surgeons of Ontario also has a searchable database of emergency). In these circumstances, your Emergency Information
active physicians and contains information on qualifications. Sheet will help ensure that everyone working with your child can be
made aware of their needs as quickly as possible (even if the situation
After your child has been diagnosed it may be necessary to make is not strictly an emergency). Hospital waits can be long. It may be
relatively frequent visits to doctors or specialists. As a result, you may helpful to take along some snacks, books and perhaps a favourite
want to: have easy access to assessments, medical records, referrals small toy to help your child feel more comfortable in the
and other documents. unfamiliar setting.
Other Health Care Practitioners

Developing ways to make trips to the doctor as easy as possible
for you and your child is a goal of many parents. Some
suggestions include:171
Finding health care practitioners
Using visual aids to describe the process of going to the
doctor’s office (reception area, waiting room, Your physician and/or paediatrician will likely be the starting point
procedures, etc.) for your professional health support network and team. However,
depending on your child’s specific needs, your child’s physician may
Calling ahead of time and asking what tests or procedures be supplemented by additional specialists (for example, dietitian,
will be conducted and what instruments will be used can occupational therapist or developmental psychologist—these
give you an opportunity to describe these to your child and professions are defined in the Glossary Section). While in many cases
help them prepare your physician will refer you to a specific specialist, in some cases you
may want to research potential providers yourself.
Asking if there is a quiet area for you to wait in
Keep in mind that in some areas there are differences in how primary
health care is provided. For example, in some areas there are Family
Health Teams and Community Health Centres who may use inter-
professional teams that can help you and your child. This team-based
approach to health care can help access the range of care that may be
available to you and your child. For instance, team based approaches
allow medical professionals to access social workers and/or mental
health workers who may have more knowledge and expertise in
working with children with ASD. You may want to speak to your
health care practitioner about these team-based approaches.
89
Other professionals SPIRALE allows parents or caregivers to search for providers by
specific services or regions. Examples of services you can find on this
Autism Ontario has created a website called SPIRALE that aims site include:
to provide parents, caregivers, and the general community the
information they need to locate service providers in Ontario. Audiologist
The SPIRALE website allows parents to search for both regulated Dentist and dental hygienist
professionals and experienced autism workers. Regulated Dietitian
professionals and experienced autism workers are terms you are likely Early childhood educator
to hear when looking for services:iv Massage therapist
Occupational therapist
Optometrist
Regulated professionals Psychologist
are members of professions that are regulated (with specified Social worker
qualifications, licenses, etc.) to protect public health and safety. Speech language pathologist
Examples include social workers, dietitians, occupational therapists, Academic tutoring
and psychologists.173 Adaptive sports and recreation
Adaptive technology
Adaptive (life) skills
Experienced autism workers Adult services
are professionals who are trained to work with and support people Arts-based programming
with ASD, but not overseen by a regulatory body. Their roles can Behaviour and communication
include respite worker, socials skills coach, behaviour therapist, life Community integration
coach, psychotherapist, support worker, job coach, and many more. Social skills
They may be working independently, within a business group and Teacher
with or without supervision or support from other colleagues or
other experienced autism workers.174
iv
The camps/individuals listed on CALYPSO are self-described. Neither Autism Ontario nor the Ministry of Children and Youth Services endorses or checks the credentials of these individuals.
90
Learn More
Publisher
Finding Physicians Database Public Register – All The College of Physicians http://www.cpso.on.ca/docsearch/
Doctors Search and Surgeons of Ontario
Finding Physicians Website Health Care Connect The Ministry of Health http://www.health.gov.on.ca/en/ms/
and Long-Term Care healthcareconnect/public/
Types of service providers Database Spiral – Autism Ontario http://www.autismontario.com/client/aso/spirale.

nsf/web/provider+types?OpenDocument
General information about Website Autism Spectrum Disorder The Hospital for Sick http://www.aboutkidshealth.ca/En/
children’s health Resource Centre Children ResourceCentres/AutismSpectrumDisorder/
Pages/default.aspx
Doctor visits Article Doctor: preparing for a The National Autistic http://www.autism.org.uk/living-with-autism/out-
visit Society (UK) and-about/doctor-preparing-to-visit.aspx
91
Doctor visits Tool kit Blood Draw Toolkit Autism Speaks
Information guide on medicines Tool kit Medication Decision Aid Autism Speaks
Advocacy channel Ontario Ombudsman Government of Ontario www.ombudsman.on.ca
Dentist visits (Dental professional Tool kit Dental Professionals’ Tool Autism Speaks http://www.autismspeaks.org/science/resources-
focused) Kit programs/autism-treatment-network/tools-you-
can-use/dental
Family Support
Introduction
In addition to the challenges already discussed, parents of children with ASD
must navigate other aspects of family life—such as caring for their other
children, managing finances, building a career, and maintaining healthy
relationships with their partners. It’s important to find ways to look after your
own needs as well as the needs of your children.
92
this section contains a range of tips and resources for While every child is different, some things you may want
day-to-day family and personal life for parents of children with ASD. to consider are:175
As mentioned elsewhere in this Parent Resource Kit, a consistent
suggestion of parents of children with ASD is to join a support Thinking about what your child understands and is ready to
group. These groups can be enormously helpful to parents, offering know. The terms and level of detail used to explain ASD would be
guidance and support on nearly every topic in this kit. And, in fact, different for a teenager compared to an elementary school child.
topics covered in this section are particularly good ones to discuss in Explaining ASD in relationship to your child’s situation (how it
support groups. Your local Autism Ontario chapter is a good starting impacts their sensory issues, social intelligence, behaviour).
point for finding a parent support group or workshop. Your Autism Letting your child know that ASD is a common condition, that
Ontario chapter can also explain how you and your child could they are not alone, and that there are many individuals who have
benefit from the Autism Ontario Potential Programme. The Potential benefited from therapies and interventions to
Programme is designed to support families of children with ASD and overcome challenges.
is further described in “ASD Diagnosis and Treatment” of this kit.
The “Learn More” section contains links to websites that can provide
Topics Covered you with additional information and help guide you through this
conversation.
The topics covered in this section relate to everyday family life
Employment Issues
concerns most commonly voiced by parents of children with ASD.
These include:
Dealing with the diagnosis Finding work and staying employed when you have caregiving duties
Employment issues can be difficult. In some cases parents of children with ASD will
Engaging with your community change either their careers or their expectations for their careers,
Family finances depending on the situation. Often, one spouse may not work or work
Your relationship as a couple only part-time to ensure they are available to address any issues that
Single parents might arise with their child.
Support groups/therapists
Respite care Another tip is to be open about your situation with your
Friends and extended family employer. There will be times when you will miss work,
Supporting siblings arrive late or need to leave early. The more information
you share the better they are prepared and able to make
Dealing with the Diagnosis accommodations for you.

Each parent handles this in their own way
Consider your options carefully and, as with so many issues discussed
After the diagnosis, many parents experience a period of grieving for in this Parent Resource Kit, do what is right for you.
the relationship and experiences that they thought they were going
Engaging with Your Community

to have with their child. Most parents wonder if birthday parties,
graduations, or participation in sports and lessons will be different
from what they had imagined. It is important that you understand
this is normal, and that each parent needs to handle this in One strategy some parents find helpful in navigating their autism
their own way. journey is to engage with their community about ASD. This helps
them connect with people with similar experiences or interests and
Autism Ontario, contact them, their staff are GREAT! do their part to make their community a better place for all people
with ASD. Some of the ways parents do this include: joining their
- Parent of 3-year-old with ASD local Autism Ontario chapter, participating in online discussion
groups, speaking to community groups about their experiences, and
Explaining the diagnosis to your child working with local community organizations to ensure that the needs
of people ASD are met.
The decision of when and how to tell their child that they have
Family Finances
ASD is commonly identified by parents as one of the most difficult
decisions and conversations they must have. It is also a very personal
decision. How you approach this topic will likely depend on your
personal values and family situation. In many cases the child’s age is Most important that parents must save enough $$$ to
a key factor in determining how and when to explain their ASD to support their adult child through his/her lifetime!
them. Children in preschool will not be able to understand while an
individual with a diagnosis at the age of 12 may be able to understand - Parent from Windsor
its implications. Also, older children undergoing diagnostic
evaluation will typically know, or ask why, they are visiting a Concerns over financial pressures are very real for many families
doctor or psychiatrist. in general. However, having a child with ASD can cause additional
strain on family finances because of expenses related to therapies
and treatments, education, dietary needs, caregiver costs,
and home safety modifications.
93
Applying for financial support
The Trillium Drug Program
Parents of children with ASD may qualify for financial support from Offered by the MOHLTC, The Trillium Drug Program provides
a number of sources to help pay for a variety of different services. The medication coverage for Ontario residents who have a valid Ontario
exact level of financial support will depend on your child’s specific health card. If you or your family spend a large part of your earnings
needs and your family’s financial situation. Here are some tips for on medication, the Trillium Drug Program may be able to help with
completing applications for funding support: the costs. Applications are available online or at local drug stores.181
Always keep an original copy of any application you send by mail. Federal Government programs and tax credits
Keep a calendar that marks renewal dates for funding programs
that must be renewed.
If you have any questions about a specific financial program, call Disability Tax Credit
the agency responsible directly. This tax credit lowers the amount of tax you may owe if your child
Try to develop relationships with staff from each agency so that has severe, long-lasting mental or physical disabilities. A qualified
you have someone to turn to with your questions. physician must complete the medical section of the application.182 183
Sources of financial support

Child Disability Benefit
The following is a list of financial support programs/benefits that you This benefit is offered to families with low to modest income and
may apply to as a parent of a child with ASD. Each program will have a child with a severe and prolonged disability. To apply for this
different requirements, eligibility, and application processes. program, you must have a signed Disability Tax Credit Certificate
as well as a completed Canada Child Tax Benefit application
Learn about the Registered Disability Savings Plan (RDSP). form (RC66).
With many children getting their diagnosis at a young age,
the earlier the parent can start this fund, the better. Your local Autism Ontario chapter and/or social worker can help
you access these funding sources and provide information on other
- Parent of two children with ASD sources of financial assistance. Kerry’s Place Autism Services and
The Hospital for Sick Children have both prepared summaries of
Provincial Government programs financial assistance available for families. Links to these summaries
are provided in “Learn More.”
Special Services at Home Program (SSAH) Programs and contact information

Funded by the Ministry of Community and Social Services (MCSS),
this program provides financial assistance to families of children with
a physical and/or developmental disability. If approved, the funds are Program Source Contact
Information
given directly to your family to hire a support worker to help your
child learn new skills and abilities. These funds can also be used to
help pay for respite services.176
Special Services Ministry of www.mcss.gov.on.ca.
at Home Program Community and To locate your nearest
Assistance for Children with Severe Disabilities (ACSD) (SSAH) Social Services office, check the
This program, offered by the Ministry of Community and Social directory located in the
Services (MCSS), provides financial assistance to parents of children “Learn More” Section.
with a disability on a monthly basis. Eligibility depends on your
family income and your child’s level of need. There is a detailed Assistance for Ministry of 1-877-832-2818 Ext. 341
application to complete and a worker will visit your home to talk to Children with Community and www.cdrcp.com/cip_
you about your situation in greater detail.177 178 Severe Disabilities Social Services snf_acsd.html
Incontinence Ministry of Health 1-800-668-6252

Incontinence Supplies Grant Program Supplies Grant and Long-Term Care
Administered by Easter Seals Ontario and fully funded through the Program
Ministry of Health and Long Term Care (MOHLTC), this program
provides funding to help with the cost of diapers and other similar Ontario Disability Ministry of www.mcss.gov.on.ca/en/
supplies for children three to 18 years old. In order to qualify children Support Program Community and mcss/programs/social/
must have a condition that causes a lack of control over the bladder Social Services odsp/
for six months or longer. A doctor or nurse practitioner must 1-800-875-6213
complete the medical section of the application.179 180
The Trillium Drug Ministry of Health www.gov.on.ca/health
Program and Long-Term Care 1-800-575-5386
Ontario Disability Support Program
Delivered through MCSS, this program helps support people over
18 with disabilities through Income Support and/or Employment
Support. As your child approaches 18 you may want to contact your
regional MCSS office to discuss how the program can benefit your
child and their eligibility.
94
Disability Tax Canada Revenue www.ccra-adrc.gc.ca/E/ more common over the last 50 years.186 Raising a child as a single
Credit (DTC) Agency pub/tg/rc4064 parent can be difficult. In many cases single parents are not able to
1-800-959-2221 step out of the workforce to care for their child full-time at home.
Request a copy of Guide Single parents often need to be both the primary caregiver and
RC4064 primary wage earner in the family.
Child Disability Canada Revenue www.ccra.gc.ca/benefits In addition to working, activities such as dating, going to school, or
Benefit Agency 1-800-387-1193 regular household tasks can be difficult. As a single parent, there are
some things you may consider to help with you in raising your child:
Your Relationship as a Couple Search for blogs or personal stories online that tell the story of
other single parents
Having a child diagnosed with ASD can strain any marriage or Join a local parent group, ideally one for single parents and
relationship. Parents often have different reactions to a child’s discuss the child care needs you have to attend meetings with
diagnosis. These differing, and common, initial reactions can be one other parents
of the first sources of strain in a relationship because the one parent, Take advantage of respite care to recharge or complete
who is trying to learn all about their child’s condition and supports important tasks
available, cannot easily turn to their partner who doesn’t accept the Try to develop both male and female role models in
diagnosis. Other relationship stressors for parents of children with your child’s life
ASD can include:184
The stress and confusion of understanding and working with

agencies, funding sources, and constant applications and
Support Groups/Therapists
paperwork; Many parents are ambivalent about joining a support group. They
Loss of income as one parent withdraws from the workforce to may feel uncomfortable sharing their experiences or find it difficult to
provide care, combined with additional costs associated with set aside time to attend a group.
caregivers and specialized care;
Disagreements over the best course of treatment and However, many parents find that support groups are worth the
interventions for your child; time and effort. One of the most important benefits is that you can
Concerns over friends and family distancing themselves; learn from other parents about resources, programs, and supports
Long-term uncertainty related to retirement, vacations or other available in your local community. Some kinds of information, tips
plans you had for the future. and resources are more easily obtained from other parents than by
searching in books or on the Internet.
How to maintain a relationship with your spouse
Here are some of the other benefits of support groups
It is important to find time for one another and to talk about both reported by parents:
the immediate future and long-term plans. While it may not be easy
with the hectic schedule of appointments that can follow a diagnosis,
try to find time (perhaps after your children are in bed) to share Emotional support
what is on your mind with your partner. Some of the more common While people have different levels of comfort about sharing in groups,
recommendations about maintaining partner relationships include:185 many parents of children with ASD find that telling their stories and
hearing other parents’ experience is an important source of emotional
Keep communicating with each other, especially if there are support that lightens their load just a little bit.
disagreements over how you react to diagnosis and other news
or treatment options.
Develop an approach to working together and learn all you Learning new skills
can about ASD. Some support groups hold educational sessions on skills that will be
Ask how you can make your partner’s day better today and share helpful to parents.
daily responsibilities and chores.
Find time to spend together alone, no matter how brief, to have
fun and relax in ways you did before your child was Making friends
diagnosed with ASD. Some parents develop important friendships through their
participation in support groups.
Some of resources listed at the end of this section provide advice
Respite Care
on maintaining a healthy relationship while parenting a child with
a disability. For couples who need additional help, a marriage and
family therapist or professional counsellor can be an invaluable
resource. They can help you sort out difficulties and help you re- Accept the help of others, even if it is to babysit, help with
establish a healthy relationship. research, or cut your grass.

Single Parents Parenting a child with ASD can be a full-time job; it can be
While married and common-law couples continue to make up the overwhelming and tiring and comes with few opportunities take a
majority of families in Canada, single parent families have become break and relax. Caregiver burnout is a real concern. Although you
95
will naturally want to focus on your child’s health and well-being, it Things do get better...though some days you may want to
is important to remember that as a parent you need to consider your pull your hair out, throw a glass, scream, or walk out the
own physical and mental health so that you can care for your child door! It’s all part of the process...remember to rely on others,
over the long term. ask for help, access all the resources you can, and lastly,
make time for yourself, your partner and your other children.
Respite services are an important resource for parents who need Take a break regularly for the benefit of your family.
a break from the ongoing effort and stress of caring for a child
with ASD. “Respite services provide temporary relief to families of Parent from Central-East Ontario
children and youth with special needs. While parents get a well-
Friends and Extended Family

deserved break, their children have the opportunity to engage with
peers and adults outside of their family in meaningful activities.”187
However, some parents are reluctant to use respite care out of
feelings of guilt or abandonment. When considering respite services, Telling others can be hard
remember that no one is physically or emotionally able or prepared
to provide care 24 hours a day, 7 days a week, 365 days a year. To help It is not easy to tell your friends, extended family, and coworkers that
parents take advantage of respite services, MCYS funds a number of your child has ASD. Parents may find it hard to discuss their child’s
ASD-specific initiatives including:188 diagnosis, perhaps because they do not feel ready to talk about it or
are unsure about how others may react. Telling others about your
child’s diagnosis is a very personal decision, and also dependent on
The Autism Spectrum Disorders Respite Services Initiative the age of your child in many cases. For individuals diagnosed as
Provides a range of specialized respite services to families caring adolescents you may want to discuss with them the topic of telling
for children and youth with autism. Families get relief while their others about their ASD. Some parents also tell only a select group of
children engage in meaningful activities that help develop new skills individuals. These are typically people who interact frequently with
and relationships. One component of this program is the opportunity their family or child—for example, they may tell the parents of their
for children and youth with ASD to attend seasonal camps. child’s friend (to help encourage social interactions), but not every
tenant in their apartment building.
Summer camp for children and youth and with ASD There is a natural fear that those close to you may withdraw when
Families are reimbursed for hiring one-to-one support workers and they themselves are unsure of how to act or what to do after hearing
the ministry funds 54 day and overnight camps that offer swimming, your child has ASD. However, many parents report most friends and
cooking, crafts and weekly community outings. Information can be family do not withdraw after hearing that about a child’s diagnosis.
found on Autism Ontario’s website or through MCYS regional offices. Instead, many respond by offering their support and help.
How to explain the diagnosis

March Break Camps for children and youth with ASD
Like summer camps, families are reimbursed for the costs of hiring When first telling someone about your child’s ASD, keep in mind that
a one-to-one support worker or for a camp space to their children they may not know very much about ASD or how to respond at first.
can participate in March break camps. Information can be found on One way to help is to give them some information about your child
Autism Ontario’s website. and their needs that they can take home and read over. This will help
them develop a better sense of your child’s condition and how they
can support your family.
www.respiteservices.com
A website operated by the Geneva Centre for Autism that provides What you can provide to your friends and family
information about agencies and organizations that offer respite
services in Ontario. Supported by the Ontario Government, the The library is a wonderful resource for various topics...simple
website helps families access respite services wherever they live. books to help children/siblings understand ASD and books
for grandparents. The library was the greatest resource. We
Additional respite services may be applicable to your family. have over 100 titles on ASD in the Stratford library alone.
These include:
Parent from London
The Out-of-Home Respite program for families of children with
multiple special needs There are a number of existing toolkits and resources that are very
The Enhanced Respite Program for families caring for medically helpful for sharing information with others about ASD. Most local
fragile and/or technologically dependent children living at home libraries have books and resources on ASD, including many of the
books referenced in this kit. Checking a book out of your library and
The Ministry of Community and Social Services also funds two lending it to a friend or family member who doesn’t use the Internet
programs—the Special Services at Home Program and the Assistance is one way you can provide them with the information they need to
for Children with Severe Disabilities Program—which provide become familiar with ASD.
families with funds to purchase various services, including respite
care.189 These programs are described in more detail in the funding
section of this Parent Resource Kit.
96
Autism Speaks has Family Support Tool Kits that can help friends Supporting your other children
and family understand ASD. When speaking to someone close to you
about your child’s ASD, consider printing a copy of these tool kit(s) One way to support your other children is to set aside special one-
for them or emailing them a copy. Those you may find useful include: on-one time them. This often requires creative planning (completing
errands with a child, having special time before bed or early in the
A Grandparent’s Guide to Autism morning), but regular schedules can help ensure that all children get
A Friend’s Guide to Autism individual attention from each parent. Other strategies include:191
100 Day Kit
Talking to your child at an early age to explain their sibling’s
One concern of many parents is that they will not be able to condition in an age-appropriate manner. Autism Speaks has a
maintain their friendships because of the seemingly full-time care comprehensive list of resources that can help you do this;
requirements and other demands of having a child with ASD. Teaching your child how they can form a relationship with their
Explaining your child’s condition to your friends can result in a better sibling. This includes how they can get their sibling’s attention,
understanding of why your child acts out in certain circumstances play with them, and communicate in ways their
and why you do not spend the same amount of time with your friends sibling can understand;
as you did in the past. Taking advantage of respite services (discussed Enrolling them in sibling support groups where they can build
in the previous section) is one way to not only recharge your batteries friendships with others who have brothers or sisters with ASD;
but also spend time with friends and family. Reaching out to a professional if you feel that your child needs
additional help. Asking for help is not a sign of parenting failure;
Supporting Siblings
knowing when to seek help is the sign of a strong parent.
The Family Transitions section of this Parent Resource Kit offers

If you have one or more neurotypical children in addition to your more ideas for helping the siblings of a child with ASD understand
child with ASD you may find yourself trying to enforce “two sets of the diagnosis. The Autism Society, Autism Speaks, and the National
rules” at home—one set for your child with ASD, and one for their Autistic Society (UK) have all published toolkits and/or articles
sibling or siblings. The focus and attention you need to provide to targeted towards helping children understand ASD. Autism Ontario
your child with ASD may also leave you drained and with less time offers sibling support groups to help siblings understand that their
and to devote to your other children. This naturally leads to feelings situation is not unique, connect them to other kids who share their
of guilt or worry that you are not close enough to them. This will feelings, and help them make the best out of having a brother or
most likely be an ongoing challenge. One way to support your other sister with ASD.
children is by helping them learn about ASD so they can understand
their brother or sister’s experience and the challenges your
family is managing.
Common concerns of siblings
The siblings of children with ASD have their own adjustment and
challenges. Understanding how your neurotypical children are feeling
is the first step to finding ways to help them.190
Younger children often struggle to understand the diagnosis or

why their brother or sister acts the way they do.
Jealousy and resentment sometimes occurs when parents spend a
disproportionate amount of time with one child.
Children may feel embarrassed when their sibling acts out with
unusual behaviour around their friends or in public settings.
They may be frustrated or confused about their relationship with
their sibling, which may be quite different from the relationships
that their friends have with their brothers and sisters.
They may be concerned about their future role as caregivers when
their parents are no longer able to care for them.
97
Learn More
Publisher
Respite Services Directory of Respite Respite Services Ministry of Community http://www.respiteservices.com/
Services in Ontario and Social Services &
Ministry of Children and
Youth Services
Respite Services Website Backgrounder: Respite Ministry of Children and http://www.children.gov.on.ca/htdocs/English/

Services for Families of Kids Youth Services news/backgrounders/08142008.aspx
with Special Needs
Financial Support Website/ Resource Funding Sources Geneva Centre for http://www.autism.net/resources/funding-
Directory Autism resources.html
Financial Support Website/ Resource Financial Support The Hospital for Sick http://www.aboutkidshealth.ca/En/
Directory Children ResourceCentres/AutismSpectrumDisorder/
ResourcesforASD/Pages/FinancialSupport.aspx
98
Financial Support Website Incontinence Supplies Grant Easter Seals Ontario http://www.easterseals.org/services/incontinence-
Program supplies-grant
Description of financial support Website/ Resource Financial Assistance Kerry’s Place Autism http://www.kerrysplace.org/Public/Financial-
available Directory Services Assistance
Tax Information Website Tax Info Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/

Durham/Tax+Info?OpenDocument
Parenting, Maintaining a healthy Book Special Children, Challenged Brookes Publishing Robert A. Naseef
marriage Parents: The Struggles and Company
Rewards of Raising a Child
with a Disability
Parenting, Maintaining a healthy Book Bad Animals: A Father’s Arcade Publishing Joel Yanofsky
marriage Accidental Education in
Autism
Parenting skills Helping Children with Helpguide.org (UCLA http://www.helpguide.org/mental/autism_help.

Autism: Autism Treatment Centre for Autism htm
Strategies and Parenting Tips Research and Treatment)
Publisher
Parenting skills Parent Education and Skills Monash University http://www.med.monash.edu.au/spppm/research/
Training: A Practical and (Australia) devpsych/actnow/download/factsheet50.pdf
Effective Way to Help (ACT-
Now Fact Sheet 50)
Siblings Brothers & Sisters: Sibling Monash University http://www.med.monash.edu.au/spppm/research/

Issues (ACT-Now Fact Sheet (Australia) devpsych/actnow/download/factsheet14.pdf
14)
Parenting skills A Parent’s Guide to Autism Autism Speaks http://www.autismspeaks.org/family-services/

tool-kits/family-support-tool-kits#parents
Siblings A Sibling’s Guide to Autism Autism Speaks http://www.autismspeaks.org/family-services/

What to Tell Your Child Reference, Tips ASD Diagnosis: What Do We Interactive Autism Teresa Foden, http://www.iancommunity.org/cs/articles/
Tell the Kids? Network Connie Anderson telling_a_child_about_his_asd
What to Tell Your Child Reference, Tip Diagnosis: telling a child The National Autistic http://www.autism.org.uk/about-autism/
99
about their diagnosis Society (UK) all-about-diagnosis/diagnosis-the-process-for-
children/after-diagnosis/diagnosis-telling-a-child-
about-their-diagnosis.aspx
Friends and Family A Friend’s Guide to Autism Autism Speaks http://www.autismspeaks.org/family-services/

Friends and Family A Grandparent’s Guide to Autism Speaks http://www.autismspeaks.org/family-services/

Autism community-connections/celebrating-
grandparents
ASD Research
Introduction
The field of autism research is very rich, producing new findings at a fast
pace. As a parent it is natural to be interested in the latest developments and
prospects for new therapies. However, keeping on top of new research and
developments within the ASD community is hard enough for professionals
and researchers, let alone parents!
100
Most of the information and tools we used we found on READ lots of books, articles whatever you can get your
our own by reading, researching and speaking with other hands on. DON’T believe everything you read or hear about.
parents. In hindsight this seems wrong and we probably EVERY child with an ASD is different—so not everything will
should have asked or spoke up, but you are in such an be useful or even applicable to your child. DON’T EVER give
emotional haze you don’t think straight. This is very sad to up—keep on fighting for your child and their rights as an
me even at this time as I think about it! individual/and for your family as a unit.
- Parent of 18-year-old with ASD - Parent from Cornwall

It is often tempting to think that the newest claims coming out Learning how to assess research findings and other information about
of ASD research may be the breakthrough that will make a huge ASD takes time and effort. Here are some guidelines to keep in mind
difference for your child. However, it is important to avoid falling as you consider the vast array of information that is available:193 194
victim to poorly supported and often grand claims from unreliable
sources. Below are some tips that can help you keep abreast of ASD Who is writing, publishing, or creating the new information? Do
research from credible sources. they have a reputable track record?
Has the research been peer reviewed? Peer review is a process
Topics Covered through which other experts or professionals have performed an
impartial review of the information to validate the quality of the
This section covers the following topics: underlying research.
Has the new research been replicated, that is, have other similar
Accessible and credible sources studies reported the same findings?
How to filter news for relevance and credibility Are the findings considered to be credible by reputable
How to determine whether new interventions are promising organizations or professionals within the ASD community?
Gauging advice/services received in light of new research
How to Determine Whether New

Accessible and Credible Sources Interventions are Promising
Autism Ontario, one of the best; Kerry’s Place has great
workshops (various locations and times, depends on where Even when new ideas, tips, therapies or interventions come from a
you live, etc.). credible source, they may not necessarily be helpful to your family.
If you are exploring a new intervention or therapy, you will want
- Parent from York Region to consider:195
As parents you will ultimately need to decide which information Are there potential risks with this new therapy? How much of a
sources you trust based on your child’s condition, your family financial impact would it have on your family? If the risks and
situation, and personal values. costs are potentially high, it is important to have strong evidence
to support any claims before you consider proceeding.
One place to start is by finding out more about the following What are the long-term results and risks of the intervention?
organizations, which are considered to be credible information Can the new intervention be integrated into your child’s current
leaders in the field of ASDv.192 Some may have regular newsletters. therapy? What are the opinions of the current provider?
Organizational newsletters are a good way to stay up to date on the
latest developments and research in the ASD community. Finally, like so much in life, consider new findings with “a grain of
salt” and carefully consider them before taking action. Whatever
Asperger’s Society of Ontario the source, it is important to keep in mind that no single new
Autism Ontario intervention is likely to solve all of the problems and
Autism Society Canada challenges of ASD.
Autism Speaks Canada
Canadian Autism Intervention Research Network Make sure you find out the science behind each type of
Interactive Autism Network therapy you investigate. There are lots with anecdotal results
Geneva Centre for Autism and you can choose to try those but do it only if you have
Province of Ontario Neurodevelopmental Disorders extra funds and do it exclusively to ensure you can measure
(POND Network) results. Don’t do a bunch of different therapies at the same
time because if the child improves, you have no idea which
How to Filter News for Relevance and/or therapy is responsible for the improvement.

Credibility
Stories about the latest ASD research and potential breakthroughs are
commonplace in the media and on the Internet. There are countless
information sources. This can sometimes make it difficult to filter the
good from the bad and the credible from the unreliable.
v
These organizations were identified by stakeholders that were consulted as part of this process to develop this resource kit.
101
Gauging Advice/Services Received in
Light of New Research
Any service provider should be willing to consider research from
credible sources. Ideally, your physician, therapy provider or other
support services should act as your partners to help your child. If
you have reason to believe that new research is credible and that new
interventions are safe, discuss these ideas and their potential benefits
with your partner and health care providers.
102
Learn More
Publisher
Information about research Summaries of current Cochrane Summaries Cochrane Summaries http://summaries.cochrane.org/search/site/
research, treatments asd?rows=200
and related evidence
Information about research Summaries of current Canadian Autism Intervention http://www.cairn-site.com/en/index.html

research, treatments Research Network (CAIRN)
Information about research Summaries of current Province of Ontario http://pond-network.ca/ and http://pond-
research, treatments Neurodevelopmental Disorders network.ca/ndd/asd/asd-select-work/12-ndd/asd
and related evidence (POND Network)
Information about research Linking autism Kennedy Krieger Institute http://www.ianproject.org/

community with
researchers
103
Information about research Summaries of current Autism Speaks http://blog.autismspeaks.org/category/science/
research, treatments
Glossary of Terms and Organizations
ABACUS Online directory of Applied Behaviour Analysis providers in Ontario to help families find and
hire qualified private service providers.
Applied Behaviour ABA employs methods based on scientific principles of learning and behaviour to build useful
Analysis (ABA) behaviour repertoires and reduce problematic ones.196
Autism Intervention Program offered by the Ministry of Children and Youth Services that provides Intensive
Program (AIP) Behavioural Intervention services to children towards the severe end of the autism spectrum.
Autism Spectrum Disorder A term used to describe a group of developmental disorders that include: Autism, Asperger’s
(ASD) Syndrome, Pervasive Developmental Disorders (PDD), Rett’s Disorder, and Childhood
Disintegrative Disorder (CDD).197
CALYPSO Website for parents, caregivers, and the general community to locate camps and camp programs
for individuals with Autism Spectrum Disorder (ASD) in Ontario.
Children and Youth Ontarians of age 0 to 17 (up to 18th birthday).198
Community Care Access There are 14 CCACs throughout Ontario, each responsible for connecting individuals within a
Centre (CCAC) specific region with the care they need at home and in the community. CCAC staff assess needs
and determine care requirements, answer questions, and develop customized care plans. CCACs
can also arrange for nurses, physiotherapists, social workers, registered dietitians, occupational
therapists, speech therapist and personal support workers as necessary.199
Connections for Students A collaborative model that supports the transition of children who are leaving IBI services
provided by the Autism Intervention Program (AIP) and starting or continuing in a publicly
funded school.200
Developmental Medical doctor with specialized training in paediatrics who has additional training and
Paediatrician expertise in developmental paediatrics. This sub-speciality of paediatrics involves consultation
regarding normal growth and development, childhood behaviour, and development the context
of chronic medical illness.201
Dietitian “Trained food and nutrition experts recognized in translating scientific, medical and nutrition
information into practical individualized therapeutic diets and meal plans for people. Dietitians
work with a variety of health professionals such as medical doctors and social workers to
manage nutrition for health promotion, disease prevention, and treatment of acute and chronic
diseases.”202
Early Childhood Educator Professionals able to assess a child’s developmental needs and design a curriculum to support
developmental progress and maintain a healthy emotional and social presence.203
Emotional Intelligence Within an individual, emotional intelligence refers to the capacity to understand and reason
about emotions, to use emotions to assist with thought, and reflectively regulate emotions.204
Exceptional Pupil Students who would benefit from being placed in a special education program because of
behavioural, intellectual, physical, or multiple exceptionalities.205
Individual Education Plan Written plan describing the special education program and/or services required by a particular
(IEP) student based on a thorough assessment of the student’s strengths and needs that affect the
student’s ability to learn and demonstrate learning.206
Identification, Placement, Committee formed during the process of defining a student as exceptional and deciding the
and Review Committee student’s placement within the education system.207
(IPRC)
104
Intensive Behavioural IBI is an intensive application of Applied Behaviour Analysis (ABA) designed specifically for
Intervention (IBI) children with autism in which children typically receive 20 to 40 hours of intervention per week,
delivered by a therapist who works 1:1 with the child or in a small group. The intervention is
delivered with the goal of increasing the child’s developmental trajectory or rate of learning.
Motor Skills Divided into gross motor skills and fine motor skills. Gross motor skills involve the
coordination of large muscle groups to complete physical activities such as running, jumping,
climbing. Fine motor skills involve the coordination of smaller muscle groups to complete tasks
such as dressing, eating, and drawing.
Multi-Disciplinary Team A team of individuals who each have skills and expertise in a different field or specialization.
Neurologist Medical doctor with specialised training in the nervous system. Paediatric neurologists can
assess children for cognitive, behavioural, and developmental problems.208
Neurotypical An individual not on the autism spectrum.
Occupational Therapist “Health care professionals who help people learn or re-learn to manage the everyday activities
(OT) that are important to them, including caring for themselves or others, caring for their home,
participating in paid and unpaid work and leisure activities.”209
Physiotherapists (PT) Professionals who work with individuals of all ages to assess physical function and support the
development, maintenance, or rehabilitation of physical abilities.210
Psychologist and Professionals trained in the assessment, treatment and prevention of behavioural and mental
Psychological Associates conditions. They diagnose neuropsychological disorders and dysfunctions as well as psychotic,
neurotic and personality disorders and dysfunctions.211
Respite Care Programs that can give families a break (or “respite”) from the day-to-day care of their child
with special needs.212
School Support Program Program that connects school boards with Autism Spectrum Disorder consultants to help
(SSP) school staff support the learning and social needs of students with autism.213
Self-Care Day-to-day skills individuals complete without the assistance of professionals such as washing
and hygiene, appearance, and elimination, eating, dressing.
Social Stories™ A Social Story™ is a trademarked approach to describe a situation, skill, or concept in terms
of relevant social cues, perspectives, and common responses in a specifically defined style and
format.214
Social Worker “Social workers assist individuals, families and communities to resolve problems that affect their
day-to-day lives. Social workers help identify the source of stress or difficulty, make assessments,
mediate between conflicts, offer various forms of counselling and therapy, and help people to
develop coping skills and find effective solutions to their problems.”215
Special Education Educational program that is based on the results of a continuous assessment and evaluation of
the student. Includes an Individual Education Plan for the student containing specific objectives
and an outline of the educational services that meets the needs of the exceptional pupil.216
Speech-Language Autonomous professionals who have expertise in typical development and disorders of
Pathologists communication and swallowing, as well as assessment and intervention in these areas.217
SPIRALE Website for parents, caregivers and the general community to locate regulated professionals and
experienced autism workers for individuals with Autism Spectrum Disorder (ASD) in Ontario.
Tactile Sensitivity Sensitivity to different types of touch (e.g., hugs) and/or textures (e.g., specific clothing fabrics).
Transitions All individuals experience transitions throughout a day as they change from activity to activity
and from one setting to another. Examples include changing classrooms at school, traveling
from school to home, and changing from TV time to dinnertime.
Visual Story/Schedule Use of pictures and words to display actions, timelines, emotions, or other concepts.
105
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168 American Psychiatric Association (2000). ‘Diagnostic criteria for 299.80 Asperger’s Disorder (AD)’. Diagnostic and Statistical Manual
169 Frith, Uta. Autism A Very Short History (New York: Oxford, 2008) 87
170 Attwood, Tony. The Complete Guide to Asperger’s Syndrome (Philadelphia: Jessica Kingsley Publishers, 2007),198-199
171 Adapted from: The National Autistic Society. ‘Doctor: preparing for a visit’ Accessed March 4, 2012 http://www.autism.org.uk/living-
with-autism/out-and-about/doctor-preparing-to-visit.aspx
172 Stoddart, Kevin P., et al. (2013) ‘Diversity in Ontario’s Youth and Adults with Autism Spectrum Disorders: Complex Needs in
Unprepared Systems’ Toronto, ON: The Redpath Centre
173 Autism Ontario ‘Provider Types’ Autism Ontario: SPIRALE. Accessed February 19, 2013 http://www.autismontario.com/client/aso/
spirale.nsf/web/provider+types?OpenDocument
174 Autism Ontario ‘Provider Types’ Autism Ontario: SPIRALE. Accessed February 19, 2013 http://www.autismontario.com/client/aso/
spirale.nsf/web/provider+types?OpenDocument
175 Adapted from: Foden, Teresa & Anderson, Connie (2010). ‘ASD Diagnosis: What Do We Tell the Kids?’ Interactive Autism Network –
Kennedy Krieger Institute. Accessed February 19, 2013 http://www.iancommunity.org/cs/articles/telling_a_child_about_his_asd
176 Ministry of Children and Youth Services. ‘Special Services at Home’ Accessed February 19, 2013 http://www.children.gov.on.ca/
htdocs/English/topics/specialneeds/specialservices/index.aspx
177 Ministry of Children and Youth Services. ‘Special Services at Home’ Accessed February 19, 2013 http://www.children.gov.on.ca/
htdocs/English/topics/specialneeds/disabilities/index.aspx
178 The Hospital for Sick Children. ‘Financial Support’ Accessed February 19, 2013 http://www.aboutkidshealth.ca/En/ResourceCentres/
AutismSpectrumDisorder/ResourcesforASD/Pages/FinancialSupport.aspx
180 Easter Seals, Ontario. ‘Incontinence Supplies Grant Program’ Accessed February 19, 2013 http://www.easterseals.org/services/
incontinence-supplies-grant
181 Ministry of Health and Long-Term Care. ‘The Trillium Drug Program (TDP)’ Accessed February 19, 2013 http://www.health.gov.
on.ca/en/public/programs/drugs/programs/odb/opdp_trillium.aspx
184 Adapted from: Autism Speaks (2011). ‘A Parent’s Guide to Autism’ Accessed February 19, 2013 http://www.autismspeaks.org/family-
services/tool-kits/family-support-tool-kits#parents
186 Statistics Canada. ‘Fifty years of families in Canada: 1961 to 2011’ (catalogue no. 98-312-X2011003) Accessed March 4, 2013 http://
www12.statcan.gc.ca/census-recensement/2011/as-sa/98-312-x/98-312-x2011003_1-eng.pdf
187 Ministry of Children and Youth Services. ‘Respite services for families of kids with special needs’ Accessed February 19, 2013 http://
www.children.gov.on.ca/htdocs/English/news/backgrounders/08142008.aspx
192 Stakeholder Findings
193 Interactive Autism Network (2007). ‘Evaluating Treatments: How Do You Know When a Treatment Really Works?’ Kennedy Krieger
Institute. Accessed February 19, 2013 http://www.iancommunity.org/cs/therapies_treatments/evaluating_treatments
194 Geneva Centre of Autism. ‘Principles of Evaluating Therapies of Autism’ Accessed February 19, 2013 http://www.autism.net/faqs/569-
principles-of-evaluating-therapies-of-autism.html
195 Stakeholder findings
196 Ministry of Children and Youth Services ‘Guidelines: Applied Behaviour Analysis-based Services and Supports for Children and
guidelines/guidelines-2011.aspx#tAppA
197 Health Canada, “Autism Spectrum Disorders (ASD)” Accessed February 19, 2013. http://www.hc-sc.gc.ca/hl-vs/iyh-vsv/diseases-
111
199 Ontario Association of Community Care Access Centres ‘What We Do’ Accessed March 4, 2013 http://www.ccac-ont.ca/Content.
aspx?EnterpriseID=15&LanguageID=1&MenuID=137
201 Ministry of Children and Youth Services ‘News: For parents of children & youth with autism’ (Spring 2010). Accessed March 4, 2013
http://www.children.gov.on.ca/htdocs/English/documents/topics/specialneeds/autism/spring2010.pdf
202 College of Dietitians of Ontario ‘About Registered Dietitians’ Accessed March 4, 2013 http://www.cdo.on.ca/en/aboutRD/default.asp
203 College of Early Childhood Educators ‘About Early Childhood Educators’ Accessed March 4, 2013 http://www.collegeofece.on.ca/en/
Public/Pages/About-ECEs.aspx
204 Mayer, John et al.(2004) ‘Emotional Intelligence: Theory, Findings, and Implications’ Psychological Inquiry (Vol. 15, No. 3). Accessed
March 4, 2013 http://www.unh.edu/emotional_intelligence/EI%20Assets/Reprints...EI%20Proper/EI2004MayerSaloveyCarusotarget.
pdf
205 Ministry of Education ‘An Introduction to Special Education in Ontario’ Accessed February 19, 2013. http://www.edu.gov.on.ca/eng/
general/elemsec/speced/ontario.html
207 Ministry of Education ‘Special Education: A Guide for Educators’ Accessed February 19, 2013. http://www.edu.gov.on.ca/eng/
general/elemsec/speced/guide/specedpartde.pdf
208 University of Waterloo, Department of Paediatrics: Neurology’ Accessed March 4, 2013. http://www.uwo.ca/paediatrics/neurology.
htm
209 College of Occupational Therapists of Ontario ‘What is an Occupational Therapist’ Accessed February 19, 2013. http://www.coto.org/
public/default.asp
210 Physiotherapy Act, SO 1991 c 37, s 3.
211 The College of Psychologists of Ontario ‘Psychological Service Providers: Psychologists and Psychological Associates’ Accessed
February 19, 2013. http://www.cpo.on.ca/members-of-the-public/index.aspx?id=88
212 Ministry of Children and Youth Services ‘Respite Care’ Accessed February 19, 2013. http://www.children.gov.on.ca/htdocs/English/
topics/specialneeds/respite/index.aspx
214 Gray, Carol ‘Social Stories™’ The Gray Centre for Social Learning and Understanding. Accessed March 4, 2013. http://www.
thegraycenter.org/social-stories
215 Ontario Association of Social Workers ‘About Social Workers’ Accessed March 4, 2013 http://www.findasocialworker.ca/ON/en/
About/AboutUs.asp
216 Ministry of Education ‘The Education Act on Special Education’ Accessed February 19, 2013. http://www.edu.gov.on.ca/eng/general/
elemsec/speced/edact.html
217 Ministry of Children and Youth Services ‘News: For parents of children & youth with autism’ (Spring 2010). Accessed March 4, 2013
http://www.children.gov.on.ca/htdocs/English/documents/topics/specialneeds/autism/spring2010.pdf
112
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The

ASD Diagnosis and Treatment 8 Social Development 70

Everyday Living 20 Emotional and Mental Health 79

Common Transitions 29 Encouraging Your Child 85

Educational Transitions 36 Health Care 88

Family Transitions 51 Family Support 92

Sensory Development 57 ASD Research 100

Physiological Development 63 Glossary of Terms and Organizations 104

The Autism Parent Resource Kit

Ontario Autism Programs services on behalf of the Ministry.

More information on Summer Camp programs is located under the

March Break Camps

Ontario provides ongoing funding for March Break camps so

More information on March Break Camp programs is located under

ASD Respite Services

Funded by the Ministry of Children and Youth Services and

How to Use this Kit Health Canada www.hc-sc.gc.ca/

The National Autistic Society www.autism.org.uk

Monash University www.med.monash.edu.au

The Geneva Centre for Autism www.autism.net

Kerry’s Place Autism Services www.kerrysplace.org

Throughout this Parent Resource Kit there are multiple suggestions

In general, you may want to start by using a large folder, binder or

• A critical information section that includes a profile of your child

There are a number of websites and parenting magazines that can be

Post-diagnosis Immediate services and supports for your child

The “Therapies and Intervention” and “Gaining Access to Services”

Medications and Responses

Your child’s behaviours are putting them at risk of harming

Learning About ASD and Your Own Child’s

ASD is a lifelong condition and not something your child will

One helpful way to learn about your child is to develop a better

Gaining Access to Services

Helpful databases to locate service providers

• ABACUS provides information on Applied Behaviour Analysis

Red Flags for Autism

Red Flags • Does not play peek-a-boo

• Does not point to show things he/

Answers to frequently asked Guide Autism Spectrum Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/web/

Diagnosis Reference How is Autism Autism Ontario http://www.autismontario.com/client/aso/ao.nsf/web/

Post Diagnosis Tool Kit Asperger Syndrome Autism Speaks http://www.autismspeaks.org/family-services/tool-kits/

Post Diagnosis references Database Autism Ontario Autism Ontario http://autismontario.novosolutions.net/default.

Autism Ontario Potential Brochure Potential Programme Autism Ontario http://www.autismontario.com/Client/ASO/AO.nsf/

Calendar of upcoming Parent Directory Workshops Kerry’s Place Autism https://secure.kerrysplace.org/

Medicines/Drugs Decision Aid Autism: Should My Autism Speaks http://www.autismspeaks.org/sites/default/files/

Medicines/Drugs Database Drugs and Health Health Canada http://www.hc-sc.gc.ca/dhp-mps/prodpharma/

Information guide to Applied Guide Applied Behavior Autism Speaks http://www.autismspeaks.org/science/resources-

Autism Intervention Program Reference, Guidelines: Ministry of Children http://www.children.gov.on.ca/htdocs/English/topics/

Autism Intervention Program Reference, Independent Review Contact Niagara http://irm.contactniagara.org/en/home

Information on ABA treatment Reference, Service ABACUS (Autism www.abacuslist.ca

Directory of experienced ASD Reference, Service SPIRALE (Autism www.autismontario.com/spirale

Directory of camps Reference, Service CALYPSO (Autism www.autismontario.com/calypso

Searchable resource database – Reference, Service Asperger’s Society of http://www.aspergers.ca/aso-searchable-resource-

Autism Intervention Program, Reference, Service RAPON (Regional http://www.rapon.ca/Providers.htm

Directory for Regional ABA-based Reference, Service Ministry of Children http://www.children.gov.on.ca/htdocs/English/topics/

Assessing and Managing the

Getting to and From School

Talk to your local police force about an Autism Registry

- Parent of three children with ASD

Preparing Others for Sudden