What’s in an Acronym?

Do Autistic acronyms have you confused? Do you reach for a medical dictionary every time you ponder over the newest, greatest latest “breakthrough” that is conveniently represented with an unpronounceable acronym?

When you begin your quest to understand Autism and the many associated acronyms you might begin with an ADI (Autism Diagnostic Interview). Most likely you will continue to investigate several available tests, in hopes of finding answers to your countless questions. Those tests could include:

ACBC (Achenbach Childhood Behavior Checklist)

ASQ   (The Ages and Stages Questionnaire)

CARS (Childhood Autism Rating Scale)

CBCL (The Child Behavior Checklist)

CHAT (Checklist for Autism in Toddlers)

GARS (Gilliam Autism Rating Scale)

When the GF / CF (gluten-free / casein free) transition began to take place in our lives I began to read labels in a whole new way. As unacceptable “foods” were removed, one after another, acronyms took on a life all of their own.  After eleven months of trial and error we arrived at a WF (wheat free), GF (gluten free), DF (dairy free), CF (casein free), EF (egg free) DF (dye free) OF (oat free), SF (soy free), PF (preservative free) and FCF (food coloring free) diet for my son, then nearly five years old. Creating foods that didn’t taste like (CB) cardboard was truly a (FT) full-time job!

Thanks to an NAET doctor (Nambudripad’s Allergy Elimination Technique) my son is now able to eat eggs with no problems and soy occasionally. Additional therapists and doctors with familiar (or not so familiar) acronyms who have helped us, in one way or another, along the way include (but certainly are not limited to):

AAC (Augmentative and Alternative Communication) doctors

AACA (American Association of Certified Allergists)

DAN! (Defeat Autism Now) doctors

DBMS (Doctor of Biomedical Science)

DC (Doctor of Chiropractic)

Ph.D (Doctor of Philosophy)

SLP’s (Speech-Language Pathologists)

As parents, family members and / or practitioners, we strive to understand ASD’s (Autistic Spectrum Disorders). We become experts at recognizing those who possess identifying characteristics of people on the spectrum. After countless hours of personal experiences we understand qualifying and quantifying descriptions well enough that we begin to pass out labels (at least in our minds) with ease. Acronyms on the spectrum and acronyms that are closely related (but not necessarily an ASD) can include:

ADD (Attention Deficit Disorder)

ADHD (Attention Deficit Hyperactivity Disorder)

AS (Asperger’s Syndrome)

DAS (Developmental Apraxia of Speech)

DD (Developmental Disabilities)

DH (Developmentally Handicapped)

DVD (Developmental Verbal Dyspraxia)

HFA (High-functioning Autism)

LD (Learning Disabled)

MR (Mentally Retarded)

MSDD (MultiSystem Developmental Disorder)

NT (Neurologically Typical) (non-Autistic)

OCD (Obsessive Compulsive Disorder)

ODD (Oppositional Defiant Disorder)

PANDAS (Pediatric Autoimmune Disorders Associated with Strep)

PDD (Pervasive Development Disorder)

PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified)

SI (Sensory Integration) and, occasionally for (Speech Impairment),

SIB (Self-Injurious Behavior)

SPD (Sensory Processing Disorder)

SSS (Scotopic Sensitivity Syndrome)

TS (Tourette’s Syndrome)

As we proceed and progress beyond tests, diet, finding the right doctors and receiving the right label we realize that it is time to find the ‘right’ therapy.  Since every child is unique it stands to reason that therapies must also be unique. At times the ‘right’ therapy can become the ‘outgrown’ therapy or even the ‘wrong’ therapy for some children. Making the right decision is pinnacle and determining what the right decision is at the right time can be even more crucial. We have worked with several therapies and no single therapy was able to fill all of my son’s needs at one time. I have listed a few of the familiar and not-so-familiar therapies that we tried or considered. They are, of course, preceded by their acronyms:

AAC (Augmentative and Alternative Communication) using horses

ABA (Applied Behavior Analysis)

AIT (Auditory Integration Training)

AMTA (American Music Therapy Association)

D.A.T. (Dolphin Assisted Therapy)

DIR (Developmental, Individual Differences, Relationship-based)

HBOT (Hyperbaric Oxygen Therapy)

NMR (Neuromuscular Reeducation)

OT (Occupational Therapy)

PECS (Picture Exchange Communication System)

PT (Physical Therapy)

ST (Speech Therapy)

TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children)

A few years ago I began to realize that the sensory overload my son experienced every time it came to homework time, chore time and / or “get responsible” time was more than just his unwillingness. This overload was and still is, I believe, a situation that he fundamentally (partially) can not control.

I began to approach his work time in a different manner, one where I was focusing on only one sensory processing tool at a time. Instead of my verbal instructions I listened to him tell me which one of the three items he wanted to start with (math, reading or spelling). Next, instead of my verbal interpretation of his reading assignment, I would write down any question I had.

Unless I felt that it was critical I didn’t write down any questions so that he could focus more clearly. He would proceed to read his story and we would go over the reflection questions together after he completed the story. His reading speed improved. His focus was great and we thoroughly enjoyed story time.

The next task was to see if this type of non-verbal communication would work with math. He is fantastic at math but it becomes a battle of wills when I am trying to convince him to actually do his math.

“It’s boring.”  “I already know that stuff.”  “Why do I have to do it again?” Countless additional questions usually began our venture into the math world. In my mind, I was convinced that he ran me through the math question maze as a form of stalling – one that often worked because he would / could literally wear me down (and out) to the point that math homework could become torturous – for both of us!

Our first trial run of ‘non-‘verbal’ math homework began like this:

“Tanner, tonight I would like for you to show me how to do your math homework and I will sit and listen quietly.” I thought that he would connect with being ‘in charge.’

“But, what if I don’t know how to do it?”  “What if I have a question?”  “What if I need your help?” He rapid-fired off several questions, mush faster than I had anticipated.

Instead of immediately responding to each and every question I sat back in my chair and looked at him. He wasn’t sure what to do for a moment. I wasn’t sure what to do either. I almost fell back into the trap. He’s pretty crafty, I had to admit. I slowly picked up my scratch pad and a pen and wrote, “Read the instructions first.”

First he flopped on the floor. Next he used his pencil to make a maze across this math sheet. Finally he pathetically said, “I’m staaaarving.” Followed by, “I’m thirsty.”

On my notepad I silently wrote, “You had your snack. You can have water. I will help you. You can have apple slices and peanut butter – when you are DONE with your MATH.”

It has taken awhile for my son to embrace this non-verbal interaction.  Not surprisingly, we have had a few days when the ‘required’ daily homework arrived at the school a day late.  I have sent in notes but there truly are bigger battles in life. His teacher has never once complained. Calmly completing homework a day late certainly beats completing homework on time amidst tears, tantrums and time outs.

Our program is working pretty well these days. We neither one have had a tantrum in quite some time.  His grades are great and both of our attitudes are great. Turning short term memories and habits into long term abilities has been work with rewards for both of us.

Still I had to wonder, “If the ‘silent treatment’ works with homework could it work in other areas just as effectively?

I have been coming across a vaguely familiar acronym known as RDI ® (Relationship Development Intervention) Treatment for a few years now but I hadn’t really studied it in depth.  Honestly, I didn’t fully understand RDI ® or how it worked.

After I came across RDI ® again recently I took a fundamental approach and really looked at the system. I came to the conclusion that this system really makes since to me. Not only is this model successfully helping people of all ages it is successfully helping people in all areas.  One of the greatest “selling” points for me was how effective the non-verbal communication worked. Now, this was something I knew a thing or two about.

From my perspective I believe that RDI ® is designed to teach parents how to parent their child on the spectrum and I, as a parent, wanted to learn more about the specifics.  My next step was to meet with Dr. Stacy Goresko, an RDI ® Certified Consultant near Boulder, CO.

Dr. Goresko told me that, due to the large number of people wanting to learn more about RDI ® she created, Ask Dr. Stacy, in order to answer people’s questions – for free! I couldn’t wait to sign up and I couldn’t wait to tell Autism Today readers!  A doctor who is willing to open her phone lines in order to help people out is my kind of doctor. If that isn’t commitment and belief in a program I don’t know what is!

The more that I talked with and learned from Dr. Stacy the more I wanted to learn and I think you will, too. She and I outlined a few ideas on how we can share even more information about Autism in the coming months. Stay tuned – I will keep you posted on what I learn, as I learn it. In the meantime, to connect with Dr. Stacy and sign up for her free informational programs go here:  http://help-autism.com/help_center.html

Learn even more about the RDI ® Treatment on Dr. Goresko’s site: http://Help-Autism.com You can also visit the National Headquarters of RDI ® by going to http://RDIConnect.com where you can learn about this amazing program and about its brilliant founder, Dr. Steven Gutstein. You may decide, as I have, that you’ll want to know more about the acronym RDI ®.