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September 2011 |
MessageReady for Those Aha Moments By now, parents have snapped their pictures of children dressed for the first day of school, kindergarteners have had a chance to settle into the classroom, and their older brothers and sisters have returned to the routine of classes, homework, field trips, and extracurricular activities. For teachers like Jessica Barwacz, the return to school brings up the joys and challenges that are a natural part of teaching children with special needs, including those with autism. Barwacz was the team captain of “Running for OAR by the Shore,” a group of over 50 people comprised mainly of Lear North Elementary School teachers, school district personnel, parents, and friends from North Ridgeville, Ohio, who came together in support of OAR. Through the team’s efforts in 2009 and 2010, the group raised more than $30,000 to support OAR research. In recognition of that effort, OAR has honored “Running for OAR by the Shore” by designating the group as the sponsor of a new 2011 research study that began in March. We asked her to describe what the beginning of the school signifies for her. She writes: “I have wanted to be a teacher ever since I can remember. I got my bachelor’s degree in special education and then went on to get a master’s degree in educational administration. I have been teaching for seven years, at both the high school level and for students in first through fifth grades. Today, I am an intervention specialist at Lear North Elementary in North Ridgeville, Ohio. I teach in the intensive needs unit and currently have seven students on my caseload. “I look forward to the start of school every year. I teach in a first-grade classroom with both typical first graders and my students who have special needs. It is so wonderful to watch the interaction and understanding of differences that happens throughout the year. I wish I could keep these little ones in a bubble in their first grade year. They don’t judge, they don’t bully one another, they just accept one another for who they are. It is honestly one of the most amazing things to watch. “Being a special education teacher does bring its challenges. Being a teacher is demanding on its own. As special education teachers, we have an added layer of responsibilities. My biggest challenge is to create lessons that are interactive and support each student’s Individualized Education Program (IEP) goals. Then I have to keep my students’ attention and focus on the lessons during the school day. “Getting those lessons ready and my plans laid out for each day and week is time-consuming and that’s the third challenge. I am often at school for 12 hours and still don’t get it all done. “It’s not a job that everyone wants or can do, but the rewards I get from my students (and their parents) on a daily basis help to make up for the many challenges I face as a special education teacher. “There is nothing like watching students when they finally get the concept I am trying to teach. I call it the ‘aha moment.’ I love seeing the light bulb go on when the connection is made. It is such a rewarding time for not only the teacher, but also the student. To see this happen with students who have special needs is especially rewarding, since it means that I am on the right track and the students are making the progress I hope for them every year.” Barwacz and teachers like her are a special breed. While their efforts day in and day out may go unnoticed by the general public, they are surely noticed and appreciated by the children who experience those “aha moments” and their parents. With the new school year now in progress, OAR thanks teachers for what they do every day and wishes that they and their students enjoy many more “aha moments” this year. Perspectives
Incalculable Value: Reflections from the OAR "Family" On October 13-14, OAR will be taking its research track on the road to Autism New Jersey’s 29th Annual Conference in Atlantic City, N.J. (Read the related story in this issue.) No doubt the busiest person at the conference will be Barbara Wells Reimann, the conference director at Autism New Jersey. As the conference director, she is ultimately responsible for the 90 workshops and 1,400 attendees who are expected. Reimann, who has an adult child with autism, first got to know OAR about eight years ago. “OAR adds incalculable value to the autism community by providing the funding that helps quality researchers continue their work. The autism community needs research to keep pace with the ever changing face of autism.” Having OAR coordinate the conference’s research track is a perfect fit, she says, because “OAR’s focus and commitment to applied research funding is extremely important to the autism community. OAR also brings a balanced perspective, both parents and professionals, to the research arena. “When I visit OAR’s Web site, I come away strengthened by knowledge. When I’m able to participate in OAR events, I come away strengthened by the support and commitment of a caring organization.” In addition to her work with Autism New Jersey, Reimann also serves on the board of directors of STRIVE Community and is the treasurer for the Association for Science in Autism Treatment. She is currently pursuing a degree in nutritional science. SALUTE It’s All in the Game When we think of video gamers, we tend to think of people who spend all of their spare time in front of a computer monitor, playing games all day and into the evening. In the case of the roughly 25 participants who took part in Summer Games Done Quick in West Bountiful, Utah, at Kari Johnson's house, from August 4 to August 6, that’s exactly what they did while thousands of people around the world watched them.
They did more than play and watch, however. These gamers and game aficionados were raising more than $20,000 for OAR as fast as the games could be played. When participants made donations, they became eligible for prizes, voting for particular games and players, and types of play. Games Done Quick is the brainchild of the people who created and now administer Speed Demos Archive. “It’s a hobby site that was founded in 1998 by Nolan Pflug as a site where people could go to play a game called Quake as fast as possible. He expanded the site to other games in 2004. I took over as site administrator in 2006 and a few other people also work on the site,” explains Mike Uyama, who also has a job as a data analyst. Ever since the first marathon in 2010, Classic Games Done Quick, participants have agreed to raise money for selected nonprofit beneficiaries. The Summer Games Done Quick, which took place at the beginning of August, benefited OAR. (See the story on the games in this issue.) “We typically host two to three Games Done Quick a year and pick a beneficiary for each one,” Uyama says. The group has hosted four marathons so far, raising $11,000 at the first one, more than double the goal of $5,000. A Perfect Fit When Uyama set out to find a specific organization, it wasn’t as simple as he had thought it would be. “I looked for autism-related and found lots of variant ones. Some were more focused on finding a treatment and those treatments weren’t all evidence-based,” he pointed out. When OAR came up during one of his searches, he noticed right away that “it focused on applied research and on evidence-based interventions.” When he proposed OAR to members of the Speed Demos Archive community, they all agreed. The marathon is over; the donations will be used to fund an OAR study. But that’s not really the end of the story, because the awareness the video-gaming community is raising will continue to spread. OAR’s Director of Programs and Community Outreach Allison Gilmour noted that she received “numerous messages from participants about autism touching their lives. It was great to see participants excited about, not just the event, but also autism research.” OAR NewsCheaper than a Cup of Coffee
OAR’s goal in this limited opportunity is to raise money to support its Graduate Research Grants Program. Each year, OAR awards grants to graduate students conducting autism research in hopes of encouraging these rising stars to pursue careers in the field of autism. Students pursuing master’s degrees receive up to $1,000; doctoral students receive $2,000. “We have no idea what to expect,” says Allison Gilmour, director of programs and community outreach. “We have nine studies just starting. It will be wonderful if we raise enough to fund one of these grants.” Please help OAR make the most of this opportunity. Mark September 28 on your calendar. Post a link to philanthroper.com on your Facebook wall or Twitter and ask friends and family to simply donate $1. To donate, visit philanthroper.com any time on September 28. Follow the simple instructions to make an account. For far less than the cost of a cup of coffee, you can help fund a promising, young autism researcher!
Marathons, the 26.2 mile version, are something OAR knows about as a result of its highly successful RUN FOR AUTISM program. Last month, OAR experienced a marathon of a completely different sort, a video game marathon, Summer Games Done Quick a fundraising event presented by Speed Demos Archive from August 4 through August 6, 2011. Thousands of gamers worldwide watched as 25 players in Utah played 50 games in over 60 hours during this online event. Donations made participants eligible for prizes, voting for particular games and players, and types of play. This incredibly successful event raised over $20,500 for autism research. This money will be used towards a study sponsored by Speed Demos Archive to be chosen this October. Speed Demos Archive chooses a beneficiary for each marathon game fundraiser. OAR had the honor of being the beneficiary for this Summer 2011 event. Mike Uyama, event organizer and administrator of Speed Demos Archive, chose OAR because of its focus on applied research. “When Mike called me in May about the fund raiser, I had no idea how involved, organized, and generous the gaming community is,” notes Allison Gilmour, director of programs and community outreach at OAR. “I am blown away by the success of the Summer Games and the numerous messages I received from participants about autism touching their lives. It was great to see participants excited about, not just the event, but also autism research.” OAR is grateful to all participants who helped raise money for autism research and spread autism awareness throughout the videogame community. Read our Salute to Mike Uyama and Speed Demos Archive.
When OAR selects a research team and study for a research grant, it has three goals. The first is to select well-designed studies that will be conducted professionally and on schedule, and that it will yield meaningful outcomes for the autism community. The second goal is that the study will produce results or data that will lead to subsequent grants and greater funding for the study. And the third is that the research produces tangible practical resources for those in the autism community. When OAR funded a study in 2007 on teaching flexibility to students with autism to be conducted by Laura Gutermuth Anthony, PhD, and Lauren Kenworthy, PhD, from Children’s National Medical Center in Washington, DC, OAR hit the the research study trifecta. Dr. Anthony and Dr. Kenworthy went on to receive a $775,000 grant from the National Institutes of Health to continue researching the efficacy of this intervention. Recently, Dr. Kenworthy and Dr. Anthony informed OAR that they have co-authored an in-print manual based on their OAR-funded and subsequent research. Just in time for the beginning of the school year, the research-proven intervention manual from this study is now available from Brookes Publishing. Unstuck and On Target! An Executive Function Curriculum to Improve Flexibility for Children with Autism Spectrum Disorders is a complete guide for teaching cognitive and behavioral flexibility to students with autism ages 8-11. Perfect for classroom teachers, this book includes lesson plans, activities, and even a CD-ROM with printable resources. You can purchase the manual and learn more at http://www.brookespublishing.com/store/books/cannon-72032/index.htm. To add to all of the good news, OAR is happy to report that Dr. Anthony and Dr. Kenworthy will be part of the OAR-sponsored research track at Autism New Jersey’s 29th Annual Conference on October 13 and 14 in Atlantic City, N.J. The researchers will report on their findings on October 13 during two days of presentations from autism professionals on topics spanning the entire spectrum and life cycle. As more than 1,200 conference attendees discovered last year, this conference is not one to miss. Make sure to stop by the OAR exhibit booth to say hello and learn about OAR’s newest programs. Read more about Autism New Jersey and register for the conference at http://www.autismnj.org/29thAnnualConference.aspx.
Based on the success of this year’s new Conference-on-the-Road program, OAR is looking to continue and possibly expand the program in 2012 and beyond. OAR welcomes interest from autism organizations that currently host conferences or plan to in the 2012-2015 timeframe. The intent is to partner with at least two autism organizations annually, building on the model developed this year. Interested parties should contact Allison Gilmour, director of programs and community outreach, or Mike Maloney, executive director. “This has already proven to be a classic win-win situation,” says Maloney. “OAR uses its strength and depth in evidence-based information and resources to reinforce and support already excellent educational forums hosted by other respected autism organizations. It doesn’t get much better or simpler than that!” As reported earlier this year, OAR abandoned its annual conference in 2011 in favor of a Conference-on-the-Road approach to its educational mission. In this new model, OAR partners with autism organizations hosting established conferences to sponsor a “Research to Practice” track featuring OAR-sponsored speakers, most often OAR-funded researchers presenting on their latest research and its applicability to everyday settings. In June, the annual conference of Milestones in Cleveland, Ohio, provided the first successful test. Round two will occur next month at the 29th annual Autism New Jersey Conference. All indicators signal another success. Partner Criteria
OAR’s Contributions
Organizations interested in this program should send a letter request via mail, fax, or e-mail to conference@researchautism.org by November 30, 2011. Please describe your conference, provide the dates, and affirm that you meet the stated criteria. In addition, please explain why you would like to have OAR partner with your organization and describe the topics of most interest that you would like OAR speakers to address. If you have a specific speaker, researcher, or autism expert in mind, please feel free to include that information. OAR welcomes the opportunity to give back to those communities that support OAR and its RUN FOR AUTISM program. Organizations that meet the above criteria and have supported or offer a plan to participate in OAR’s RUN FOR AUTISM program will receive extra consideration. For more information, please contact Allison Gilmour at 703-243-9762, or Mike Maloney at 703-243-9727, or e-mail conference@researchautism.org.
Fall is a busy time and not just for trees producing falling leaves. As kids return to school and parents gear up for busy work and family schedules, OAR staff is also gearing up for its busy season. For program staff, two of the items on the to-do list are new guides. The first is a guide aimed at children in 4th through 8th grades. What’s Up with Nick? is an engaging, kid-friendly resource created by OAR intern, Nichole Holladay, this summer. This colorful, easy-to-read publication explains autism in a way that kids can understand and offers practical tips for understanding and helping students with autism in the classroom. What’s up with Nick? is currently under review and will be available within the next two months. Life Journey through Autism: Navigating the Special Education System is the second new resource scheduled for publication this fall and the seventh guide in the Life Journey series. It addresses educational issues from the parents’ perspective. “I can’t even count the number of calls I get from parents who are having a hard time understanding how special education works,” says Allison Gilmour, director of programs and community outreach. “This guide will be especially helpful to parents just beginning the autism/special education journey and even for parents more familiar with the special education process.” Currently under review by a panel of community volunteers, this guide will also be available in the next two months. For more information, please contact Allison Gilmour at agilmour@researchautism.org or 703-243-9762.
OAR's 2012 Request for Proposals (RFPs) for both the Applied Research Competition and the Graduate Research Grant Program are now posted. The application deadlines are:
OAR’s research plan call for up to 10 grants for each program or $320,000 in total grants next year. Each competition will utilize the online application system successfully introduced this year. The system allows for an easier, more streamlined and more standardized process. It also allows applicants to save and return to applications in progress. OAR will open the system for new applications by December 1. Please visit our Grants Application page for the Applied Research Competition and the Graduate Student Application page for the Graduate Research Grant Program to download the RFPs and read more about the competitions. Schwallie Family Scholarship Program To be eligible, applicants must have an established autism or Asperger Syndrome diagnosis and be accepted for enrollment or currently enrolled for the fall 2012 semester in undergraduate or vocational/technical programs at an accredited institution of higher education in the United States. This can include four-year colleges or universities; two-year colleges; and trade, technical, or vocational training programs. For more information, please visit the Schwallie Family Scholarship Program page. Special FeatureBy Wendy SwensonEnjoy the Good: A Mother’s Story
As a toddler, our adopted son, Tim, had been through a great deal before he came to us, including a traumatic delivery, several trips to the hospital, two foster homes, therapeutic outpatient treatment, and even special clinics. After multiple visits to the doctor and when Tim was just age three, his doctor said, “Look, you have done your best, the boy will not walk, he will not talk, he will not feed himself; he will not be toilet trained and you need get a grip on this and get him placed in this treatment facility and get on with your life. You have two girls who need you; you need to get out of denial and move on. Take this number, and call to get the boy into that facility.” Shocked, I looked at him and said, “What? What are you talking about?” Walking out of the doctor’s office in total disbelief, I hugged Tim closely. He would not go to any facility, not at that point for sure. My heart was torn, heavy, hurting, confused and I was weary, but determined. We would do our best and go from there. When we arrived home, my two daughters greeted Tim and me as always with smiles and joy to see their younger brother. Little did they know the grim outlook the doctor had just given to me or the ache and fear in my heart. Tim began receiving services through the public school system in New Orleans; he had good teachers, received speech therapy and other related services. Tim learned to walk, talk, eat, take care of all his personal hygiene needs, and surprised people all the time by the things he could do. At that time, Tim had a diagnosis of Pervasive Development Disorder (PDD). The autism diagnosis didn’t come until a few years later. Autism was never far from our minds. We lived it. We constantly dealt with all the emotional battles that come with the diagnosis of autism and the realities this brings to a family, including the pain of seeing your child work so hard and struggle to understand the world. I cried many tears, silent and unseen, and also delighted in seeing the smallest steps forward, like the day Tim could finally take a bite of a sandwich. The joy such a little thing brought and the hope it stirred in my heart was wonderful. Learning and Growing Today, Tim and I live in Culpeper, Virginia. The supports we found here have helped Tim achieve things no one thought possible. He has two part-time jobs and has excellent reviews from his employers. Tim has taken some classes at community college; with support and accommodations, he excelled in each. We enjoy time together doing a variety of things and “just doing nothing” at home. Going out to do things with crowds is difficult, but we enjoy having family and friends come over and share life. Tim knows what works for him and what does not. He is willing and able to stretch himself as needed, as is evident by the facts that he is employed, rides the bus, walks around, and maintains an incredible workout schedule. Tim has learned that working out helps him with his stress and anxiety; he will often run five to 12 miles on the treadmill. As a parent, I am extremely proud of Tim. I admire him. He is my inspiration in many ways. Challenges? Sure! Pain? Sure! Disappointments? Sure! Tough days and stress…absolutely! But who does not have all that in some way to some degree? As a professional, I am grateful for all the services available here and enjoy helping others find their way and offer support on their journey. Life is indeed an adventure, and when we have special needs the adventure, turns into a different type of journey, one that includes many discoveries along the way. Let me encourage you to hope, believe, and love. Accept what is and yet seek what can be. Understand all you can about the differences you see in your child, acknowledge what is real, be honest, and let yourself hurt and heal. There is always hope and things may be better than anyone can tell you now. We all are different. We all need a hand. Professionals do their very best but they are not always right, any more than anyone else is. Use the wisdom professionals may offer, but realize they could be wrong too and you may be pleasantly surprised one day when your child outshines the limits and boundaries ascribed to him or her. Enjoy the good! How-ToBy Penelope Gelwicks and Jamie Pagliaro, Rethink AutismHow to Choose an Online Autism Treatment Program
In many school and early intervention systems, staff expertise and funding cannot keep up with the rising need for autism services. At home, parents are also looking for the best tools to supplement their child’s school services or in-home therapy. Technology has helped to supply those needs in ways that would not have been anticipated even a few years ago. We have gone from chalkboards to PowerPoint, from notebooks to iPads. For students with autism, is there a difference between traditional service delivery models versus treatment tools delivered through technology, or, more specifically, online? Or is online learning the solution that will level the playing field for an exploding autism population in need of services? Whether considering online Applied Behavior Analysis (ABA) or popular “autism apps,” online treatment tools for parents and professionals are an attractive solution, but sufficient criteria must be established to evaluate the growing list of options. What should I consider? The first question to ask is if the intervention method is backed by scientific research. Read up on the intervention, as seen in both traditional settings (i.e., delivered in-person by a therapist) and within an online delivery setting. Also, determine if peer-reviewed studies have validated the effectiveness of the intervention. Next, since research shows that early and intensive intervention is the key to success for children with autism, ask if the program is intensive enough to bring real results. Research also suggests that parental involvement in treatment can help the child make more significant strides. Parents should ask whether the treatment puts them in an active role or a passive one. If you are looking at a treatment option that targets one set of skills, like speech, for example, make sure you are prepared to find other interventions for other areas of concern (e.g., social skills, activities of daily living, language development). It may also be useful to show the online program to a therapist or teacher who knows your child well and can offer insight. Cost, of course, will be a factor in narrowing down your choices. Not all online programs for autism treatment are created equal. No treatment, online or otherwise, should be implemented without professional support. Thus, the quality of customer care and support should factor in to your decision. Find out what types of clinical and technical support is provided and how easy it is to access. You want to have sufficient guidance to customize your online treatment to the specific needs of each student with autism and have the option to reach out for help. Also, determine if the company has clinicians who are available to train you on the program and whether additional clinical support options are available if needed. If clinical support and training are not inclusive in the online program, consider whether you will have the time and resources to develop your own support system. To review, consider these factors when you evaluate online treatments and if they will help you:
The best online autism treatment products will offer already-proven intervention strategies in a scalable and cost-effective online format, and ongoing clinical and technical support for their users from experienced professionals. For more information on selecting research-based autism treatment, please visit: http://www.rethinkautism.com/AboutAutism/TreatmentOptions/ -- Rethink Autism makes research-based educational treatment tools accessible, affordable, and easy to use for parents and professionals around the world. Our dynamic Web-based platform includes a comprehensive curriculum with over 1,200 video-based exercises, staff/parent training modules, and automated data tracking – all developed by leaders in the field of autism. We also offer a range of technology-enabled remote service options, ranging from short-term consultation to ongoing systems-change initiatives supported by our team of professional educators and clinicians. Visit our home page to sign up for free weekly video tips: www.rethinkautism.com Applying ResearchImitation: A Key Developmental Milestone Imitation is an essential part of learning communication and social skills. Deficits in this important milestone often signal a developmental delay. Some individuals with autism, especially those with intellectual delays, have poor imitation skills. Children with poor imitation skills need direct, explicit instruction to master skills that other children simply learn through imitation. A group of researchers in France hypothesized that one reason imitation is difficult for individuals with autism, is the speed of biological movement. In Slowing Down the Presentation of Facial and Body Movements Enhances Imitation Performance in Children with Severe Autism, these researchers tested their hypothesis. They recruited 19 children with autism, 37 typically developing children, and 17 children with Down syndrome. Children with Down syndrome were included in the study to test whether the results applied to other disability categories rather than just autism. The children were paired based on verbal and non-verbal mental age. A model was taped performing a series of movements at regular speed. The movements were then slowed down. Children watched the both the normal speed and slowed down videos and were asked to imitate the final motion. Researchers scored each child on accuracy of imitation. The data regarding children with autism was analyzed by groups of IQs and severity as measured by the Childhood Autism Rating Scale (CARS). Children with high IQs and low CARS scores performed well in imitation of the movements at regular speeds. Children with lower IQs or high CARS scores performed significantly better at imitating movements when the video model was slowed down. Most of the typically developing children and children with Down syndrome, scored high on imitation skills with movement at regular speeds. The children in this group who did not score well showed no improvement in imitation when assessed with the slowed down video model. The researchers believe this supports the specific utility of slowing down motions for imitation in children with autism. Children significantly affected by autism show improved imitation skill with slowed down modeling. Teachers and parents can easily incorporate this into play. When playing imitative games, slow down movements. Future research will examine whether the imitation of slowed down movements leads to greater gains in communication and social skills. Reference Laine, France, Rauzy, Stephanie, Tardif, Carole, and Bruno Gepner (2011). Slowing Down the Presentation of Facial and Body Movements Enhances Imitation Performance in Children with Severe Autism. Journal of Autism and Developmental Disorders. 41: 983-996. News from the RUN FOR AUTISMExperience the RUN FOR AUTISM Without Donning Running Gear
Share the day with the RUN FOR AUTISM-Chicago Team by helping out at the Health and Fitness Expo at the McCormick Place Convention Center on Friday, October 7, between 9 a.m. and 8 p.m. or on Saturday, October 8, between 9 a.m. and 5 p.m.
Volunteers will help OAR staff members represent the organization, field questions from Expo attendees, recruit future runners, and hand out literature. Shifts are flexible and last two to three hours. OAR gladly provides a free RUN FOR AUTISM t-shirt to all who lend their time, and community service letters can be provided for school credit. If you are interested in helping the cause at one of these fantastic fall races, please e-mail the RUN FOR AUTISM staff at run@researchautism.org. We hope to see you there!
Join Us by Picking up Your Own Pace with a RUN FOR AUTISM in 2012 Fall is here! And that means a busy race season. The OAR office is hustling and bustling preparing for its biggest team events in October, starting with the Bank of America Chicago Marathon on October 9, 2011. One hundred and thirty-three RUN FOR AUTISM runners will take to the Chicago streets for this world-famous race. Three weeks later on October 30, 190 runners will hit the pavement with the RUN FOR AUTISM-Washington, DC team taking on the Marine Corps Marathon or its 10K the same day. Undoubtedly, some of the runners will be decked out in costume for this Halloween weekend race. Our fall wouldn’t be complete without a little time spent in the city that never sleeps. On November 3, 2011, OAR will field its first official team in the New York City Marathon. Six RUN FOR AUTISM participants will take the 26.2-mile challenge through all five boroughs of New York City. And We Need You in 2012 Or pick your own race and sign up for OAR's iRUN FOR AUTISM program, which allows you to pick any race, any distance, anywhere, and raise money for autism research. Questions? Contact the RUN staff at run@researchautism.org or by phone at 703-243-9710.
Sign up today to run with the RUN FOR AUTISM team in either the Chevron Houston Marathon or Aramco Houston Half Marathon and you can be running in the same streets as the best endurance runners in America. The U.S. Olympic Committee will be holding the 2012 U.S. Olympic Marathon Team Trials in Houston on Saturday, January 14, 2012. All team members have access to complimentary hospitality and gear check as well as training support from the RUN FOR AUTISM staff. To “Raise Money, Fund Research, and Change Lives” as a member of OAR’s RUN FOR AUTISM – Houston team, e-mail Sean Flynn at sflynn@researchautism.org, visit OAR’s Web site, or call 703-243-9712.
No one tells OAR’s story better than the RUN FOR AUTISM team members, which is why OAR encourages its runners to share their personal reasons for running on their fundraising Web pages. More and more each year, team members go beyond the limits of their personal fundraising pages and take to the blogosphere. Blogging their personal fitness goals, their training struggles and accomplishments, and their day-to-day dealings with autism makes these team members the voice of OAR. Meet Christian Heller aka Heldawg Heller chronicles his training efforts on his blog, The Misadventures of Heldawg. Heller intersperses race reviews, running lessons learned, and product raves with insights into his role as the parent of a child with Asperger’s. His son, Cal, recently began learning how to ride a bike, and Heller proudly reported his progress. First, a big wheel bike. Then training wheels. Finally the wheels came off, and Cal went zooming down the street! “So where am I going with this?” Heller asks his blog readers, after sharing his son’s biking endeavors. “It’s simple – keep your head up and keep hitting milestones. Don’t rush it, things will come. If you would have asked me a year or two back, I would have said we [would] be lucky [if Cal] ever rides a bike, and now I can’t keep him off of it. It also reinforces why I run for autism…Realize you have an end goal in mind but we don’t need to get there as soon as we may like…enjoy the journey. Just like running, it’s one step in front of the other and you will cross the line together in due time.” Moms on the Run: Tracy Day and Heather Easley Day joined the iRUN team to run the Marine Corps Marathon’s Semper Fred 5K in Fredericksburg, Va., this past May. After successfully tackling the 3.1 miles, Day decided to take the next big step—the Marine Corps Marathon 10K coming up next month! She continues to blog on her PixieMom13 page about her training, her weight loss accomplishments, and the little moments that make her day. Autism mom and Chicago Marathon RUN team member, Heather Easley, who shared her story in last month’s OARacle, is similarly motivated, in her case by her daughter, Abby. Easley blogged about her 15-mile training run last month; at the time, it was the furthest Easley had ever run, and it was a challenge to push through the miles. “I hit mile 14 and my mind changed tempo,” she wrote.“I started thinking about the marathon and how it will be at Mile 25. Not the finish but the last mile. I'm sure this will be the most exciting. I am ALMOST finished. I know I can do this. I can't wait to hit mile marker 25 in Chicago. “My daughter should be up by now. She can say what she wants for breakfast. Some children with autism can't verbalize what they want to eat. Some children with autism have specific routines and need to eat certain things for their diets. Some children with autism have trouble sleeping at night and their parents have been up all night. I am so thankful Abby has come so far and none of the above apply to her. But I am running for THOSE parents. THOSE children. They need help too.” Read her marathon blog. These are just three stories from three of our amazing runners. They run for health. They run for love of a child. They run for others. Thankfully for OAR and the autism community, we have these three and more. Join them and us at http://www.researchautism.org/news/run/index.asp or e-mail run@researchautism.org to learn more. PUTTING THE FUN IN FUNDRAISINGWhy I Run “I Knew I Wanted to Run for Autism”
On September 4, Marie Kissil, 30, ran her first half marathon for OAR, at the Dodge Rock ‘n’ Roll Virginia Beach Half Marathon, raising more than $2,100 in the process. A special education teacher who lives in Chesapeake, Va., Kissil works for a regional program called Southeastern Cooperative Educational Programs (SECEP) and teaches children with autism in an elementary school in Virginia Beach. She tells us why she was determined to run and raise money: “When I was researching races, I knew that I wanted to find one that would allow me to raise money for autism. It has become so widespread and affects so many kids and their families. I did not even consider another cause. I knew I wanted to run for autism. OAR made the fundraising process very simple and I love how it uses the money it raises.” Inspiring. Fearless. Confident. Wonderful. “What I respect about her the most is how fearless she is. She does not care what people think of her. She is proud of who she is and is confident in everything she does. I think that is incredible when you think about all she has had to go through growing up. “As people get older, they often lose that purity and honesty and sense of wonder that children have. That is not true for my sister and every time I spend time with her, she grounds me. She reminds me what is important in life. I start to see the world with a sense of wonder again. I have learned more from her than anyone else in my life. She has taught me to try to be the best person I can every day and to appreciate everything I have been given in life. “My parents sacrificed a lot to give her the best education and support at home. They did an amazing job at keeping my life as normal as possible. I can't ever thank them enough for that. I know it was not always easy for them. When I was too young to really understand what was going on with my sister, I admit that I would get frustrated with her and the situation. Why did she have to be different? Why did people always have to look at us when we were in public? It wasn't until I grew up more that I realized how special she was. We got much closer as siblings as I got into middle school and high school. My friends all knew her and I got to know all my sister's friends.” Taking on a Challenge. And a Purpose. “The only running I did before this half marathon was for soccer when I still played and the occasional run for a workout. I had never run over five miles. I found a simple training plan online and went for it. Now, I really enjoy running and especially like the long run days on the training schedule. I can see why people get addicted to it. “I started training almost exactly two months before the race. All the people that donated kept me motivated. I kept thinking to myself that I better keep training and do okay on this half marathon because all these great people gave money to my cause. There was no way I could tell them I didn't finish. I trained on my own, based on the training program I found. I just slowly built my miles up over the two months. I have a couple friends that have gotten into running recently as well. We have signed up for two future races together already. “The half marathon was fantastic. A few friends came out to watch and I met my goal time. I talked to a few people ahead of time about what races are like. Everyone said they are so motivating because of the people cheering and the other runners. They could not have been more right. I can't wait to do more running events.” The Family Gets in on the Fun(draising). |
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On Wednesday, September 28, OAR will be the featured charity on 
The RUN FOR AUTISM is looking forward to a jam-packed October with teams in the Bank of America Chicago Marathon on October 9 and Marine Corps Marathon and 10K on October 30. Although registration is no longer open for race participants, we invite you to join us as a volunteer.
OAR is also looking for volunteers in our Nation’s Capital to help at the Marine Corps Marathon and 10K Health and Fitness Expo by GE at the DC Armory on Thursday, October 27, between 4 p.m. and 8 p.m., Friday, October 28, between 10 a.m. and 7 p.m. or on Saturday, October 29, between 9 a.m. and 5 p.m.
The Chevron Houston Marathon and Aramco Houston Half Marathon are being held January 15, 2012, and organizers are expecting the largest event in the 40-year history of the marathon with over 28,000 participants expected. As testament to that, both races have already sold out. For the seventh year in a row, OAR is an official charity in the Run for a Reason program, and OAR has charity entries still available. 
