In the recent article, Dad wires autistic son, exposes teachers' abuse (LISTEN) states, “A New Jersey school district has fired at least two educators for verbally abusing autistic children after a father sent his 10-year-old autistic son to school wearing a hidden microphone upon suspecting he was being mistreated by staff.” One of the terrible tragedies which occur to children with autism in schools is the fact that currently there are no laws against unregulated restraint and seclusion. In the article, National Autism Association Supports New Federal Legislation to End Abusive Restraint and Seclusion in Schools states, “Research shows that aversive interventions, restraint, and seclusion carry no therapeutic value. Our children essentially regress when they are abused. They lose progress and are traumatized," stated NAA President Wendy Fournier. "We need positive, effective interventions in place that prevent the need for restraint or seclusion. We need proper training for our school personnel, better support, more tools and immediate solutions to this system-wide failure that has caused so many of our children to either lose their lives or become victims of horrific abuse.” The report investigated hundreds of cases, including deaths from "mechanical compression to the chest," or "smothering," one schoolchild died from restraint following a seizure, another died from hanging himself in a seclusion room. Other cases included a four-year-old girl who was tied to a chair and abused, five children who were duct-taped to their desks, and a ten-year-old boy who was put in a seclusion room "75 times over a 6-month period for hours at a time for offenses such as whistling, slouching and hand-waving." Many children with autism cannot speak or even if they can speak may be unable to communicate the abuse. If signed into law, the Preventing Harmful Restraint and Seclusion in Schools Act would: • Prevent and reduce the use of physical restraint and seclusion in schools • Protect students from physical or mental abuse • Protect students from aversive behavioral interventions that compromise health and safety • Prohibit any physical restraint or seclusion imposed solely for purposes of discipline or convenience • Require parent notification within 24 hours • Assist States, local educational agencies and schools in the areas of establishing policy; gaining tools, proper training & support; collecting and analyzing data; identifying and implementing effective evidence-based models to prevent and reduce physical restraint and seclusion in schools. I plan to conduct a research study at an upcoming 2012 St. Louis Autism Conference. The following is the questionnaire: 1. Does your child with autism go to private or public school? 2. Is your child integrated with typical peers or secluded? 3. Has your child ever come home with bruises or injuries from a teacher? 4. Does your child ever refuse to go to school or cry and plead to stay home? 5. Has your child been punished for crying or other behaviors they cannot control? 6. Has your child ever been physically restrained or forced to wear a mask or other humiliating punishment? These are all the questions I have so far so I hope you all can give my some suggestions for a few more. I am planning to attend this conference and during the 45 minutes break I am going to hand out questionnaires to as many people as I can. I will be interested to see out of the sampling how many parents have experienced these issues because I am afraid they are commonplace. As a parent you feel helpless and wish you were a fly on the wall so you could see what was actually happening. References: http://nationalautismassociation.org/

Personal Research Journey

My topic for the research simulation is: "Teacher's role in promoting peer relationships and providing social skills models to Autistic children." I decided to research this topic because I am interested in the relationships that develop between autistic children. My son with autism has a had a very difficult time making friends. However, between other peers with autism, he has made A few relationships. I am interested in the teacher's role in promoting these relationships. I am interested in research which uses behavioral intervention services to strengthen social relationships and create a sense of "belonging" which is often lacking for Autistic children. In order to promote further development, teachers can play an active role in helping children with autism to create and sustain peer relationships. Urban Child Institute: http://www.theurbanchildinstitute.org/articles/research-to-policy/overviews/peer-relationships-and-play-encourage-healthy-development