Tag: Lexington

Establishing And Encouraging Independence

Written by Hgrant on March 1, 2019. Posted in Educational.

A lot of parents of children with developmental disabilities ask themselves and their peers, “will my child ever lead a normal, independent life?” The perception that young people with autism and other developmental disabilities will always be dependents centers the entire discussion of independence in the wrong framework. Indeed most of what society has deemed “normal” is a facade and changes all the time. Think about what was considered normal progression 100 years ago. We change as a society and global population all the time. Instead, people in the service and care field focus on the development of executive functions, skill sets and goal setting as measures of independence. In that regard, many young people are capable of living a very independent life.

Defining Independence

Some people think of independence as the ability to “grow up” by moving out and pursuing one’s own goals when a child has reached a symbolic age marker that grants them the status of adulthood. 13 in the Jewish tradition marks adulthood, while in the US, we become adults at 18, even though 17-year-olds can join the military as an adult. The world over has different markers for what defines the age we decide should mark independence and yet many kids still live at home past the age of 22, which is the age limit that IDEA allows young adults with autism to attend school. Many of the millennial generation are still living at home with their parents providing for their needs. What all this means is that our arbitrary definitions for what is considered independent might be skewed.

Many of those that are considered “independent” are reliant on assistance to accomplish their goals and manage their needs. A marriage is a partnership and a loving bond, but it’s also two people tending to one another’s needs and that’s without children. Simply relying on someone to help you with certain needs is not a good enough marker to indicate that a person is independent. People with developmental disabilities might need assistance or take longer to reach traditional “independence” and some people might never be able to fully reach that level, but we need to be slower to dismiss the independence of young people with disabilities.

Why Parents And Guardians Need To Lead On Independence

Does your child have interests and passions as well as skills that they seem to be adept at? These are signs of independence blooming and should be what you focus on as a parent. If your child has the chance to succeed, instead of being told that they will never accomplish markers of a “normal” life, parents and guardians are the first resource that can help a young person develop independence.

Encouragement and a focus on development, rather than hindrance is the key to success. Don’t focus on the cases of young people that are dependent on care for their entire lives. Even their journey toward independence is filled with landmarks that might not be obvious to the casual observer. Instead, think about it this way: the rate at which people are diagnosed with autism has risen since the 70s, but the understanding, awareness and the ability to diagnose autism has also risen dramatically. Imagine all the people that have lived their lives independently without ever being told that autism would always limit them. This is how we need to frame our understanding of the discussion.

Replacing “If” With “How”

Encouraging independence for your child will start with a conversation and evolve into action. Lydia Wayman, writer, speaker and advocate for people with autism and who has autism herself, had this to say to parents:

“Don’t ask if your child can do something—ask how he or she can do it. Find the bridge (support, skill) that will span the gap between now and the goal. Some goals seem impossible, but the surest way to keep it out of reach is if the adults give up. The child who grows up asking ‘how can I?’ learns to see challenges as a chance for creativity and growth. He or she will say: ‘I can and I will—watch me!’”

Start with changing your thinking and you will affect their understanding of themselves. If the conversation is goal driven, young people will learn to solve problems, instead of run into walls.

It’s not easy to be a parent and we all want to bring up our children to accomplish their goals, live independently and to live a safe, happy life. You can be a resource to your child and help them to gain their independence. If you need help, the professionals at Lexington Services are always there to offer guidance and support.

Lexington Supporting Independence

At Lexington, our aim is to help people from, children through adulthood, to expand their skills and foster a sense of independence. We have developed programs to help people accomplish their goals and expand their skills that are markers of independence. From Indepent Living Arrangements to our Adult Day programs and Therapies, Lexington Services has the resources to manage your loved ones needs and to help them transition to a greater sense of independence. Would you like to know more about Lexington? Contact our staff to schedule a tour or register for our services today.

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Alleviating Transportation Anxiety For People With Autism

Written by Hgrant on February 22, 2019. Posted in Educational.

Transportation anxiety and other struggles make getting from place to place with kids on the spectrum a task to manage. Some people with ASD absolutely love to take trips in the car while others struggle with it. Furthermore, just because a young one with autism likes to ride in the car doesn’t mean they are suddenly ready for a long road trip or to transition to bus or even plane travel without some intervention. Want to make transportation a little easier for people with autism? Lexington Services has compiled some techniques that you can try at home.

Do Things In Steps

To make transportation easier for people with ASD, you should try to do everything in steps with visual aids in use before you ever put the keys in the ignition. Look at pictures and explain where you are going as well, so you can build connections with the ride and not just focus on the ride. For first timers, try sitting in the car with the ignition off just to get a feel for that environment. When your loved one have adjusted, you can start moving.

Start Small, Move To Big

As your child gets use to the idea of transportation or even the feeling of it, remember that it’s going to take some time for them to get used to the process and concept, especially since trips in the car or on the bus are likely breaks in routine. When you’re just starting out, a short trip is better than a long one. You can actually use short trips to build excitement for the longer ones by making the activity of riding fun. You can drive a bit further and further every time, but just make sure you do it increments.

Preparing For The Unpredictable

Travel is never easy and it can be very unpredictable at times, especially on the roadways. Accidents, construction and weather can all change your route and that can throw people with autism out of their routine during transportation. As soon as you are aware of the oncoming change, you should talk your loved one through and assure them that you are still going to the same destination. As long as that factor remains the same, people with ASD are likely to worry less about the journey.

Take Breaks Where You Can

No matter how well a person has adjusted to transportation methods, everyone needs a break every once in a while. When you plan your route, make sure that you are aware of places to stop that can include parks and interesting things to do, but also just for bathroom breaks. For longer trips this will be crucial, along with knowing where you are going to stop and eat or get refreshments if you need them.

Understand The Differences In Transportation

Transportation modes matter to the success of a day without a meltdown for our loved ones with ASD. Many people can adjust to cars and support vans pretty easily, since they become such a constant. However, if you are planning on taking a flight with someone on the autism spectrum, remember that comes with unique social pressures and the inability to take breaks. Public transportation like buses and the light rail are good places to get loved ones used to the social situations involved in long distance travel that also offer people the ability to get on and off as they please. Whatever the case, take time to adjust and transition and always approach the situation with patience.

Transportation At Lexington

Did you know that Lexington offers transportation services? It’s one of the things that makes us unique. We believe that no one should be limited from growth and community because of transportation conflicts. While restrictions apply and there are only a limited number of seats we can offer every year, it’s just one more thing that Lexington does for our member so they can thrive in this community. Would you like to know more? Contact a member of Lexington staff today by calling 480-900-1009.

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Why Businesses Want To Hire People With Disabilities

Written by Hgrant on February 15, 2019. Posted in Educational.

The time of businesses overlooking people with disabilities when it comes to hiring is coming to end. A new era of disability friendly business is being ushered in on a tidal wave of data that supports a simple message: when you hire people with disabilities, it’s in your best interest. For people with disabilities, this means that right now might be the best time to sharpen that resume, practice those interview techniques, and get prepared to shine. For employers, this means that it’s the right time to look into disability hiring programs and the benefits such programs will have for your business. Here are 5 reasons why businesses want to hire people with disabilities.

Profitability

One of the reasons that businesses want to hire someone with a disability is because new research has actually shown a rise in profitability for companies that hire people with disabilities with a correlated 28% revenue growth and 30% profit margin for companies that champion these people. That means companies are starting to figure out what we have always known at Lexington Services: converse to previously held prejudices, hiring people with disabilities doesn’t hurt your bottom line.

Perspective

Businesses that want to flourish must incorporate multiple perspectives into their scope, especially in this day and age. Business that hire people with disabilities expand the set of valuable perspectives that can weigh in on any given choice as a company, as well as expand the relationships that companies have with customers.

Impression

Hiring people with a disability gives a good impression to the community abroad. For example, a survey conducted by the Illinoise Dept. Of Commerce And Economic Opportunity found that 93% of customers preferred to purchase from a company that employed people with a disability.

Atmosphere

Internally, companies benefit from hiring people with disabilities because they improve the working atmosphere. Employees with disabilities often inspire their co-workers to be enthusiastic and positive about their work. Hiring people with disabilities inspires a sense of goodwill among employees, meaning that everyone benefits from their presence in your workplace.

Reliability

One of the many reasons to hire people with disabilities is because they are reliable and great additions to the workforce. Unlike their peers, they are less likely to hop jobs often, to show up late or take long breaks. They are also often required by their general daily outlook to be good problem solvers, so this skill often translates to the workplace.

As we enter a new outlook on the future of disability employment, the focus has definitely begun to shift from disability to ability. This means that employers are finding more and more reasons to hire people with disabilities while their detractors are getting left behind in their own antiquated perspective.

At Lexington Services, we are happy to see any of the people in our programs proceed on to gainful employment and we are happy to be a resource for those that need it. Are you looking for more information about Lexington Services? Contact a member of our staff today.

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A Helpful Glossary Of Terms

Written by Hgrant on January 11, 2019. Posted in Educational.

Professionals that work with children and adults with autism often get used to a manner of speaking with other professionals that might sound a little foreign to outsiders. They use their own set of terms that can be confusing. Particularly if your child has just recently received a diagnosis of autism, the language can be very confusing. At Lexington Services, we are always trying to be a resource for the community that we serve. This glossary contains some common terms and their definitions to make communication easier and aid parents and caregivers in developing a greater understanding of what’s going on with their loved one.

Terms

Applied Behavior Analysis (ABA) –

A teaching method which analyzes behavior and seeks to measurably change behavior through a system of reinforcement.

Americans With Disabilities Act (ADA) –

A 1990 civil rights law created to prevent discrimination against people with disabilities in regard to employment, public service, and accomodations.

Adaptive Skills –

Skills used in daily living like eating, dressing and toileting.

Attention Deficit Disorder (ADD) –

A disorder among children characterized by persistent impulsiveness, hyperactivity and a short attention span.

Aphasia –

Loss of the ability to use or understand words.

Apraxia –

Apraxia is a disorder of voluntary movement, where a person is partially or fully incapacitated to perform purposeful movements.

Autism –

A disability characterized by language and communication struggles, a lack of normal relatedness, engagement in self-stimulating behavior, and a lack of neurotypical functional skills.

Autism Spectrum Disorder (ASD) –

A term that encompasses autism and other similar disorders on the spectrum. Asperger’s syndrome is now included in ASD.

Community-Based –

Instruction and services that happen in a neutral or comfortable environment, rather than a school or institution.

Developmental Delay (DD) –

A child who develops skills after the “expected” age to achieve cognitive, adaptive, physical, communication and social skills.

Early Intervention –

Early intervention is the remedial or preventative inclusion of services and education for children with autism early in their development to promote better outcomes.

Fine Motor –

Related to the use of small muscles of the body like those of the hands, feet, fingers and toes.

Gluten-Free/ Casein-Free (GF/CF) –

Refers to a gluten-free or casein-free diet.

Gross Motor –

Relates to the use of the large muscles of the body.

High-Functioning Autism (HFA) –

Refers to the cognitive abilities of a person with autism.

Health Insurance Portability and Accountability Act (HIPPA) –

A federal law that provides comprehensive protection for the privacy of health information.

Hyperlexia –

A condition where an individual has an above average ability to read with a below average ability to understand spoken language.

Hypersensitive –

Being overly sensitive to touch, movement, sights, or sounds.

Hyposensitive –

Being under responsive to touch, movement, sights, or sounds.

Individualized Education Plan (IEP) –

An annual education plan written by support providers, parents, therapists and teachers for students with disabilities which directs their goals for the year.

Individualized Service Plan (ISP) –

Similar to the IEP, the Individualized Service Plan is written by service providers, therapists and parents to set goals and provisions for DDD services.

Least Restrictive Environment (LRE) –

A child with disabilities should be educated in the least restrictive environment for their needs.

Neurodiversity –

One of the newer and more controversial terms, Neurodiversity is the idea that neurological differences like autism and ADHD are the result of normal and natural variations in the human genome.

Neurotypical –

A term coined to refer to people who experience the world in a more prevalent way.

Obsessive Compulsive Disorder (OCD) –

An anxiety disorder which is characterized by recurrent, time-consuming obsessive or compulsive behaviors that cause stress or impairment.

Occupational Therapy (OC) –

Therapy that focuses on daily living skills, sensory integration, adaptive behavior and fine motor skills.

Picture Exchange Communication System (PECS) –

A communication system which uses an exchange of picture cards and other visual aids to communicate and individuals needs or desires.

Post-Secondary Goal

Goals for people with disabilities outlined in their IEP after the age of 14 that set goals for two areas: post-secondary education and employment.

Self-Stimulatory Behavior (Stimming) –

A behavior that is done primarily to stimulate one’s senses, such as rocking back and forth or hand-flapping.

Sensory Integration –

Refers to an individual’s ability to absorb and process information through their senses of touch, movement, small, taste, vision, and hearing.

Also may refer to the curriculum and classroom diversity practiced at
Lexington to integrate sensory needs into lessons to help students learn.

Social Skills –

Positive and appropriate social behaviors needed to communicate and interact.

Speech Therapy –

Therapy designed to diagnose and treat disorders of speech and language, as well as voice disorders.

Transition/ Transition Goal –

These are similar terms. Transition is the process by which a child with autism is prepared for and eventually progresses to a new level of education or independence.

Lexington Specific Terms

Attendant Care (ATC) –

Services provided to assist a person manage their essential and regular personal care needs

Division of Developmental Disabilities (DDD) –

The DDD is an organization that provides support and services to individuals with disabilities to foster independence and growth.

Day Treatment for Adults (DTA) –

A Lexington Program to provide care and support for adults in the community with special needs in one of our many centers.

Day Treatment & Training Summer (DTS) –

Lexington programs for young people with special needs similar to DTT that take place during the summer between class breaks.

Day Treatment & Training (DTT) –

A Lexington Program that provides support and care for young people with special needs in one of our excellent centers

Home and Community Based Services (HCBS) –

A division of support through Lexington Services that provides care in home or in comfortable locations to make provide comfort to our members.

Habilitation (HAB) –

Services that help members with special needs to perform adaptive skills such as eating, dressing and toileting.

Individually Designed Living Arrangement (IDLA) –

A program offered through Lexington designed to assist members that demonstrate the ability to live on their own as they foster their own independence.

Pre-service Provider Orientation (PSO) –

Required training for providers that Lexington Services makes every provider go through to make sure our members come first.

Release of Information (ROI) –

An information release for members to appear in media for Lexington Services.

Respite (RSP) –

A service provided to family and caregivers of members with special needs allowing them to recuperate and relieve the stress of caregiving.

We hope that these terms help you in conversations with providers and teachers in regard to your loved ones. As always, feel free to contact a member of our staff here at Lexington Services by calling 480-900-1009.

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Holiday Travel Tips For Family Members With Autism

Written by Hgrant on November 16, 2018. Posted in Recreation and Fun.

The holiday season is right around the corner and you can feel it in the air, as brisk temperatures move in, people break out the jackets, stocking caps, and hot chocolate. This season also comes with a general sense of togetherness and a desire to be close to family. As a result, many people travel over the holidays to see family and close friends. This can be stressful for family members with autism, but it doesn’t have to be difficult. You can make preparations beforehand and while you are on the trip to make the excursion memorable and fun for the whole family.

Preparing For A Trip

The preparation phase of your trip planning will be crucial to maintaining a stress-free trip for everyone. Make plans and prepare for the journey as much as possible so you can anticipate your family member’s needs. Some things you could do beforehand include:

Build Excitement For The Destination

While the actual process of travel can be tough and stressful no matter who you are, you can make your journey a success with relative ease. Start by building excitement with your child about the destination and some things they will get to do on the trip.

While holiday travel destinations are usually much more limited in scope than typical vacations because you want to see family and friends, allowing your child to be an active participant in the planning will help generate excitement and make sure that they feel their interests are being taken into account.

If they are particularly close to any of the family members you are visiting, show them pictures and get them excited to see family. Research around the area you are traveling and find activities you can do that they can look forward to on the journey.

As with many stressful activities and changes in routine, especially with nonverbal children, creating a social story with pictures of specific places and people is going to be extremely beneficial. Do your research online, look at pictures and videos, and even do some practice or role-play traveling before the trip.

Make Arrangements Beforehand

To make things easier on yourself when the moments get stressful, get your arrangements set ahead of time. If you are flying, call the airline and let them know your situation. You should also call the hotels you will be staying at. Try to secure a quiet room at the hotel to make it comfortable for your child. If family is picking you up, make sure they are going to be there, prepared and ready to meet your child and understand their needs.

Packing

Seasoned travelers whose children have autism suggest you pay extra attention during the packing phase of your trip. Make sure that all the clothing you pack is not going to cause overload for your child and that they will be comfortable in the destination you are heading. Holiday trips can be particularly hard because of the varied climates across the country.

Pack your carry-on bag with essentials that your child might need at any time, including medications and snacks. Some experts recommend that you pack at least one or two comfortable outfits for your family member with autism in your bag, in case there is a bag mix up.

In your loved one’s carry on, make sure to pack any emergency sensory supplies that you would keep in a meltdown kit, including noise cancelling headphones, sunglasses, and fidget toys. Pack whatever is going to keep them soothed and occupied, no matter how you are traveling and where you are traveling to.

On The Journey

After all the anticipation, then comes the journey. Traveling can either be stressful or a breeze and sometimes it’s out of your hands how it’s going to be. Good preparation is key. While you are traveling through any type of security, there are obviously safety and separation concerns so being ready ahead of time will help. Medical bracelets or necklaces, or even identifying clothing with your contact information is a good idea in case you get separated. If you are flying, you can contact TSA Cares within 72 hours of your flight to prepare special accommodations for your family while you travel.

Make sure that family and friends are aware of the unique needs of your family member while you are visiting. Travel is far outside of their routine so a willingness to understand and adapt will make any holiday gatherings enjoyable for the whole family.

Don’t forget how stressful travel can be for your loved one while you are having a good time with other missed family members. Try to imagine the trip from their perspective, with all of the external stimuli they must adjust for. Breaks from all of the commotion and to center before a triggering event are vital to an enjoyable vacation.

The Return Home

The return journey has the potential to be just as stressful as the departure, if not more depending on how your loved one is feeling. Go over the steps from the departure that you took and do them in reverse. Arrange for a later check out with your hotel to give you time to make 100% sure everything is ready to go. Pack the night before you leave to assure you have all the essentials and you aren’t crunching when you are trying to get out the door. If you are traveling by plane, call the TSA again and let them know about your return journey. You should also notify the airline of your child’s needs.

Basically, you need to be the organizational zen master of your journey, making sure that everything is done ahead of time. If you can manage that, you can have a safe, successful, and fun holiday trip.

A Travel Take Away

Travel is one of the most freeing and enjoyable activities that humans take part in. Holiday trips give you the opportunity to see family and spend quality time with loved ones. When you take your children on these trips, you’re giving them the opportunity to build strong memories for the rest of their lives. For children with autism, getting them away from their routine might be stressful, but it also gives them the opportunity to expand their worldview and their social skills while creating lasting memories.

At Lexington Services, we are dedicated to the quality of life for people with autism and special needs. Whether it’s education options, quality services, or home/attendant care, Lexington humbly serves the Phoenix community. Contact Lexington today for more information.

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How To Effectively Manage Meltdowns

Written by Hgrant on November 9, 2018. Posted in Parenting.

Any parent of a child with autism dreads the occurrence of a meltdown. It’s distressing to see your child overly-stimulated, inconsolable, and often destructive to property, themselves, or even other people. Meltdowns can be difficult to manage but there are ways that you can help your child through a difficult time and keep them as calm as possible. To properly manage a meltdown, it’s important to understand what’s going on with your child and why a meltdown is different than a tantrum.

The Difference Between Tantrums And Meltdowns

Some people use the terms “tantrum” and “meltdown” interchangeably. These are not the same thing and it does some injustice to kids with ASD to be looked at as a child displaying moody behavior, instead of the very real sensory overload they are experiencing. It’s important to understand the distinction between the two. Here is the difference:

Tantrums are behavioral outbursts where a child is not allowed to get something they want or do something they want to do. Typically a child maintains control of their behavior and they are reacting in the hopes that they will get their way. Tantrums aren’t all bad behavior. Consider the age that tantrums start. When they first start happening, a tantrum is usually the result of a desire for independence or choice in a child that doesn’t have the cognitive or motor skills to express their desire properly. They become frustrated and in an attempt to get what they want, they act out. Tantrums are often learned behavior and usually persist because a child thinks it might get parents to bend to their demands. While tantrums are difficult to deal with, they are different from a meltdown and there are different ways to defuse them.
Meltdowns are the unofficial, common-use term for what some people call Behavioral Crisis. While a child’s behavior is part of the meltdown, it’s not an outburst like a tantrum. A meltdown is a complete loss of behavioral control due to sensory, cognitive, or emotional overload. When your child is experiencing a meltdown, they have hit a complete physiological roadblock which causes an overload. During a meltdown, they are out of control and a meltdown will usually only subside once it’s run its course. Meltdowns can appear like tantrums outwardly, but need to be managed differently.

Tips On Managing Meltdowns

Unfortunately, there is not cookie-cutter solution to stop or prevent meltdowns. At some point, they are going to happen. However, there are a number of things you can do as a parent to manage meltdowns and help your child get through that unpleasant time:

- Identify triggers and avoid stimulation. While meltdowns can’t be avoided completely, you can try to lessen their severity or how often they happen. Pay attention to what triggers your child and avoid those triggers. If there is a chance of a meltdown, try to avoid those things that are likely to overstimulate your child.
- Remain calm. If you get beyond the initial stage to the start of a meltdown, remember to remain calm. Your child is experiencing sensory overload and can’t check their responses, so you need to make sure that you don’t take their reactions personally. Speak calmly, slowly, and maintain a soft demeanor to help defuse the situation.
- Protect their safety. You will need to do a couple things to maintain safety during a meltdown. You should make your child is safe by removing any thing that’s causing stimulation or take them to an area that’s safe while they work through the meltdown. You also need to make sure to remove anything dangerous from their path. Kids having a meltdown can get destructive and this can present safety concerns. Make sure they cannot hurt themselves or others in this state.
- Carry a meltdown kit. Carry a kit that is meant to cover all of your child’s sensory needs. Include things like:
  - Sunglasses
  - Noise-cancelling headphones
  - Fidget toys
  - Snacks
  - Unscented wipes
  There are a lot of different things you can add to a kit to make it perfect for your child. Just make sure it addresses their needs in a stressful moment.
- Find a safe, calm place to ride it out. Meltdowns are all different and the way to make them subside is different based upon each child, so really the best that you can do is offer calming solutions in a safe, quiet, and calm environment.
- Keep a record. To help you manage future meltdowns, keep a record if you can. It doesn’t need to be extensive. Jot down what caused the meltdown to start, what happened throughout, and how you were able to help them through it.

Intervention With A Behavioral Health Specialist

If your child struggles with consistent meltdowns and other behavioral issues, you might need to consider speaking to a behavioral health specialist to help your child maintain control. A behavioral health specialist can help with intervention, adaptive plans, and support for your child.

At Lexington, we offer Behavioral Health services to help members grow and interact with their environment and community in a positive way. If you are looking for a quality behavioral health program for your loved one, contact Lexington services for more information.

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