What Big Business Has Done To Little Business


As most of you know, I work for a couponing blog. I was getting 15-20 hours a week, which was perfect. I’m a single mom and also a college student, so it was just enough to help me keep floating along. Most of the traffic on the website is generated from our page on Facebook. Many people who don’t own a page on Facebook don’t know that no matter how many people “like” you on Facebook, Facebook won’t show your posts to everyone who likes your page unless you pay a fee. What is that fee you might ask?

Well it depends on how many “likes” you have on Facebook, my personal autism blog has 783 likes and they want me to pay $30 PER POST. The blog I work for has 48,330 “likes” and Facebook wants them to pay $400 PER POST.  The blog I work for posts anywhere from 20-30 posts a day. That’s $8,000-$12,000 a day Facebook wants us to pay. They used to allow 30% of your “likers” to see your posts on their newsfeed if you didn’t pay, but recently they changed their algorithms and now hardly anybody sees your posts.

The page I work for has 48,330 “likes” on Facebook and on a good day Facebook only shows our posts to about 1,000 of those “likes”. Some people might not think this is such a big deal, but it really is. My hours have dropped from 15-20 a week to MAYBE 2 if I’m lucky. I’m not blaming my boss in any way; her website is how she makes income for her family. She is the primary income in the family which consists of 4 children. She can’t afford to take care of her family and still pay me. She’s not the only one affected by this.  Other coupon bloggers are now looking for normal 9-5 jobs so they can feed their families.

It’s also affecting other pages that don’t do it for money. I write a personal blog on autism. It’s about my son and I, who are both on the spectrum and our every day life dealing with autism.  I have 783 “likes” on my blog’s Facebook page. A lot of people look to my page for support and to know that they are not alone in this journey with autism. Out of my 783 likes, only around 100 people are seeing my posts. Facebook also wants me, a non business owner to pay PER POST in order for everyone who likes my page to see what I post.

I understand that Facebook is a big company, and they are looking for ways to make money and continue to offer a “free” social media site. But what this big company doesn’t understand is that they are hurting all the other smaller people. I talked with my parents about this last night and my dad said “you writing anything don’t matter, Facebook doesn’t care. They are out to make money and don’t care who they hurt in the long run.” And, maybe my dad is right, maybe Facebook really doesn’t care. But I still want people to know just how much this has hurt not only the couponing community, but the autism community, and countless other pages. There are other sites that can be used to help generate traffic on blogs but nothing compares to Facebook. Almost everyone I know has a Facebook and uses it to keep in touch with people, stay on track of the latest news, see where they can get the biggest bang for their buck, and look for support in this often time cold world we live in.

If Facebook wants to charge a monthly fee, so that they can make some money off of it, then so be it. They deserve to make money like any other company, but $400 PER POST is just ridiculous. Unless you are a big time company you can’t afford that. A lot of pages will stop posting, stop working. In this day in age aren’t we trying to boost our economy? In order to boost an economy people need money and they need to spend it. But how can people make money or spend money when big companies do things like this? 



Here are a few screenshots from Facebook, just to prove my point:








An open letter to my professor

Mr. M-

Yesterday in class you said “Everyone in this class should be able to make at least a C, unless you’re autistic or something.” What exactly did you mean by that? Did you mean that the autistic students would be able to make A’s? I don’t think that’s what you meant and I think your statement was quite offending. I myself, am autistic. I have what’s called Asperger’s Syndrome. Being a psychology professor I would hope you know what Asperger’s is and that Autism is a huge spectrum. My son also has autism, along with millions of other children and adults in this world.

Your words reminded me of just how important it is to advocate and educate when it comes to autism. You see in my little world, everyone is accepting and knowledgeable about autism. I sometimes forget that there are people in this world who aren’t knowledgeable and assume all of us aren’t destined to be anything.

Your words reminded me of a school psychologist who told me that most schools don’t want to offer special needs kids therapy or the help they need because they view the children as people who will never be productive citizens, and therefore a waste of their money. The difference between this psychologist and you is that after she said this she then went into explaining how wrong they are and that the thinking of schools needed to be changed.

You on the other hand, said your statement and then giggled. You giggled that you had just used the word autism in that way.  You have a class of 30 something students that you know NOTHING about. You have never met any of us before yesterday’s class. There is no telling how many people, besides myself that you offended.

In the heat of the moment I could not say anything to correct you. When I am embarrassed, mad, or flustered I tend to lose my speech.  I held my breath and bit my tongue and went over your words a million times in my head. When I finally got home I vented about it to some awesome ASD bloggers. I was afraid reporting you, or speaking to you about it would cause you to dislike me and ruin my grade. I was then reminded that what you said was discrimination, and it is never acceptable.

A wise blogger pointed out that if you had said that same statement but replaced “autistic” with “black” or “white” or “woman” nobody would have hesitated to say anything to you, or report you to the dean. Yet, I hesitated, and I shouldn’t have. I should have stood up for myself, my son, and all the other people with autism.

I would hope being a psychology professor that you would know about the autism spectrum, but if you don’t, do not hesitate to ask me about it. In the future I hope you think before you speak.

                                                                                                    Thank you,
                                                                                                       Autism Raising Autism

Our Journey through the IEP process

The IEP process can be a long one. Between meetings, assessments, agreements or disagreements, etc. There is one goal that everyone on the IEP team should have in mind, and that is to give the child the best educational experience they deserve and need. But, is that really what everyone on the team has in mind?

In October we had my son’s transition meeting. Which was to set up appointment dates for hearing tests, assessments, IEP meeting to discuss the assessment, and go over how pre-k disability is different from early steps. (What he was transitioning away from)

The transition meeting went horrible, in my opinion. The lady who is in charge of everything saw me, a young single mother, walk in and you could see her entire demeanor change. She then proceeded to tell me how it was going to be and that my son probably wouldn’t qualify for much. Mind you, she has never ever met my child. I promptly asked her “Isn’t it true that if I disagree with your assessments, I don’t have to sign, and I can request a separate evaluation by someone of my choice?” She glared at me and tossed me a packet that consisted of all my rights. She then began to throw dates at me that she had already signed us up for. I looked through my calendar and told her which dates did not work for us. Her response was “What do you mean they don’t work?” After explaining that I am a full time student and my son has many therapies a week, she agreed to change some of the dates.


Fast forward to yesterday, the assessment day. I did not sleep the night before hand because after the transition meeting, I had a gut feeling that things would not go right. We woke up, my son had a great breakfast, we got ready, and were on our way to the office. As we are approaching the office my cell phone starts to ring. It is the head lady, she says “Oh my, I just realized we forgot to call Friday to remind you of the appointment this morning. Did you by any chance remember your son had an assessment this morning?” I told her that yes I did remember and that we were almost at her office. She started to laugh and said “Wow, you are better than I thought.”

That really started to get my blood boiling. Just what did she mean by that? Obviously she had preconceived notions of me, and I’m guessing they had to do with my age. We arrive at the office and she has paperwork for me to sign. She tells me just to check the box saying I will be at the IEP meeting and sign it. I asked her since I was bringing people if I needed to sign anything for that and also told her I wanted their report before the meeting so that I and the people I was bringing could review it before the meeting. More glares from her before I got an “I suppose so.” I signed the paperwork and 3 people came in.

A man who was a social worker, a woman school psychologist, and a woman speech pathologist. From the get go the speech pathologist was looking me up and down and giving me the most unfriendly look.

They began their assessment of my son by asking me a million and one questions. The 2 women both speaking at the same time. I had to stop them and tell them I had aspergers. They were overwhelming me. That did not stop them. I answered a lot of their questions with “sometimes”. Every time I did they made faces at me and then would look at one another. I tried to explain that my son is different day by day, minute by minute. After they finished their questions they finally started to pay attention to my son, while I talked to the social worker. While they were playing with my son they kept looking at me and whispering to each other, which made me feel extremely uncomfortable. At times they would whisper loud enough for me to hear they were talking about me. Talking about how “inconsistent” my answers were to them compared to my written answers.

I don’t know what they expected. They overwhelmed me with question after question. When I said sometimes, I meant sometimes. You never know what mood my son will be in at any given moment. If he will be happy, sad, angry, aggressive, overactive, lethargic, etc.

The speech pathologist and the psychologist kept telling me how smart (totally a good thing, yes he is super smart) and how normal he is. He is not “normal”. They kept saying this and every time they did, I could feel myself getting sick. I could feel the tension.

The social worker did a test on my son, which he scored right then and there. A normal child would score between an 85 and 115. My son scored a 65. The test also showed that developmentally he is only at 1 year and 9 months. When in actuality he is 2 years 10 months. The psychologist and speech pathologist shrugged off those results as if they meant nothing.

The social worker could tell that I was not comfortable and I was not liking the 2 women at all. He finally looked at me and said “The IEP process is a team effort. Everything on it is recommended by the team and YOU are a part of that team. In fact YOU are the biggest part of that team because you know your child better than anyone else.”

His words really helped to ease my mind somewhat, but I still left feeling sick. I still have the feeling in the bottom of my gut that when we go to his IEP meeting next Friday, it is going to be a fight. Why does it have to be this way? Also, after the meeting I realized that they didn’t have an occupational therapist there. And I want to know why. My son currently receives occupational and it is where he needs the most help.


I have heard tons of IEP stories from other parents. Some good and some bad. But even the good ones, at some point, there was a fight. Maybe it wasn’t in the beginning, but it happened. Fighting to get teachers to actually follow the IEP, fighting to get bus drivers to follow IEPs, and fighting to get the proper changes put on after an IEP has been in place for a few years.

Why is it always a fight? Isn’t one of the laws called FAPE? (Fair Appropriate Public Education)  So why do we have to fight to get it?

Feel free to share your IEP experience with me, whether it was good or bad.

Also, if you have yet to go through the IEP process, or are currently going through it, here are some very helpful links to the laws and your rights:

IDEA http://www.wrightslaw.com/idea/index.htm

Discrimination http://www.wrightslaw.com/info/sec504.index.htm

FAPE http://www.wrightslaw.com/info/fape.index.htm

Activities for kids with sensory processing disorder

My son’s ABA therapist let me borrow the book “The Out of Sync Child Has Fun: activities for kids with sensory processing disorder”. I asked on my facebook page if you guys would be interested if I posted some of the activities here and a lot of you said yes, so here they are!

Touch (The tactile sense)

Messing around with un-paint (developmental age range 2 to 7)
What you will need:
1. un-paint (shaving cream, bath foam, hand lotion, damp sand, or luscious mud)
2. Cafeteria tray, cookie sheet, or plastic placemat for each child.
3. Towels and wash up bucket of water.
4. Oilcloth or newspaper to protect table and floor.

What your child can do:
1. Press both palms into the un-paint and smoosh it around on the tray.
2. “Polish” fingernails and toenails with the un-paint, or rub it on arms and legs.
3. Draw or write letters, numbers, or shapes with a finger or several fingers.

Touch pantry (developmental age 2 to elementary schoolers)
What you will need:
1. Coffee cans
2. Turkey roasting pans or cookie sheets
3. Dry foods, such as beans, lentils, split peas, rice, oatmeal, cornmeal, pasta, popcorn, nuts
4. Foam letters and numbers and soft, small toys such as tiny koosh balls, plastic bears, felt finger puppets, or foam jigsaw puzzle pieces (at least 2 of each kind)
5. Tarp or shower curtain
5. Carton for storage

1. Fill cans about half full with dry foods
2. Bury little toys and foam letters in the food
3. Spread tarp on the kitchen floor under the cans, or take the cans outdoors where making a mess is no problem.
4. When your child has finished playing, put the lids on the cans and store them and the tarp in a carton for another day.

What your child can do:
1. Sift his fingers through the dry food, or stir it with a spoon.
2. Grope around with his fingers to find the toys and letters and try to identify them by feel alone (no peeking)
3. Pretend that the animal or people toys are diving, swimming, eating, seeking, and finding one another, and so on.
4. Walk barefoot in the material and pick up objects with his toes.

Benefits of the activity
1. Playing with dry food promotes tactile discrimination and feels good.
2. Playing with dry foods provides mild smell sensations for the over-responsive child.
3. Stirring with a spoon provides auditory and proprioceptive feedback.
4. Pretending the little toys are engaged in various activities strengthens visualization, social awareness, imagination, and playfulness.

Mummy Wrap (Developmental age range 5 to teens)
What you will need:
1. Medium weight, 50 yard length of latex-free, stretchy exercise band.

1. Wrap resistive band around the child like a mummy, from shoulders to ankles. As you wrap, be careful that the band is taut but not too tight. The more evenly you apply the pressure, the better.

What your child can do:
1. Walk and roll around.

Benefits of this activity:
1. Taut pressure from the resistive band organizes the tactile system and is both calming and regulating.

Balance and Movement (The vestibular sense):

T-Stool (Developmental age range 3 to adult)

What you need:
1. Two sections of a wooden 2by4 (For the seat of the stool, a piece about 12 inches long,and for the leg, a piece long enough to let the child sit with her feet square on the floor and her knees at aright angle.)
2. Two long wood screws.

1. Measure twice, cut once!
2. Screw the pieces of wood together to form a T-shape.

What your child can do:
1. Listen to a story– with keen attention!
2. Play rhythmic and musical games.
3. Sing up-and-down and body parts songs such as “clap, clap, clap your hands”, “Eensy weensy spider”, Head and shoulders, knees and toes”, “This old man, he played one”
4. Sit at a play table to eat snacks and to enjoy tabletop activities.

Benefits of this activity:
1. Sitting on a T-stool improves the child’s sense of balance. Balancing may be hard at first. Then, when the child discovers the tripod formula for positioning his body (two feet in front + the stool leg directly underneath), balancing becomes a triumph.
2. T-stool sitting improves body awareness and postural stability. Sitting tall and upright increases the ability to watch, to listen, to focus and attend.
3. Figuring out how to prop up a T-stool and to orient his body to sit on it improves motor planning.

Gentle Roughhousing (Developmental age range infancy to 6)
What you will need:
1. Soft ground surface, such as grass, sand, gym mat, carpet, or crash pad.

Gentle roughhousing activities:
1. Rowboat (Sit facing each other, legs in a “V”. Take each other’s hands. Press your toes or soles of your feet against your child’s. Sing “Row, row, row your boat” while pushing and pulling the “oars” (each other’s hands). “Row” forward and back as far as you can go.

2. Fox and gingerbread man (Kneel on a soft surface and have your child climb aboard your back. Creep forward a little bit. Then tip the child gently off your back. Pretend to take a big bite. “Yum! You are so delicious! I love you SO much!” Hug each other tightly)

3. Wheelbarrow walk (This one is good for proprioception, too. Have your child lie tummy-down, with her palms resting on the ground near her shoulders. If your child is little (age 3 or 4), place your hands under her thighs, just above her knees, and lift her legs-the “wheelbarrow handles”. Kneel or crouch to lower the wheelbarrow handles and keep her body almost horizontal. Increase the challenge for a kindergartner or older child by inching your hands closer to her ankles. As her muscle sense matures, she will be able to support more of her own weight. Hold her securely as she “walks” on her hands.

Benefits of these activities:
1. Changing head postition, defying gravity, maintaining balance, rocking-rhythmically, moving in different directions, and flexing and extending muscles are some of the moves that provide input to the vestibular system.
2. Deep touch pressure and joint pressure organize and calm the tactile and proprioceptive systems.
3. Assuming and holding different positions strengthen body awareness, muscular control, and postural security.

Body Position (Proprioceptive sense):

Crash pad (developmental age range 2 to teens)
What you will need:
1. Four flat sheets
2. Foam scraps from a reupholster or a surplus store, or old bed pillows.
3. For closure- zipper, velcro, or button thread.

1. To make the liner- Sew 2 sheets together on three sides, like a large cloth envelope. Fill the liner with foam scraps or pillows. Sew the fourth sides of the sheets together.
2. To make the cover- Sew the other 2 sheets together on 3 sides. If you can, sew in a zipper or velcro strips for easy removal and washing.
3. Stuff the foam-filled linder into the cover.
4. If you have not installed a zipper, baste the 4th seam with strong thread. When the cover needs a wash, these big stitches are relatively easy to remove.

What your child can do:
1. Leap from couch or bed onto the crash pad.
2. Stretch and roll on it.
3. Nap on it.
4. Lie tummy-down on a carpeted scooter and fall off onto the crash pad.

Benefits of this activity:
1. The jolt of landing on a crash pad provides deep pressure to muscles and joints, which is strong proprioceptive input.
2. Leaping toward the crash pad and rolling around on it provide vestibular input.
3. Rubbing against the fabric provides tactile input.

Plastic Bag Kite (developmental age range 3 and up)
What you will need:
1. Plastic grocery bag
3. Wide, colorful ribbon or crepe paper
4. Scissors
5. Stapler

1. Cut a length of string about 2 or 3 yards long.
2. Attach one end of the string to one or both handles or the plastic bag.
3. Cut ribbon or crepe paper into lengths about 1 yard long for streamers.
4. Staple streamers to bottom or the bag.

What your child can do:
1. Hold the free end of the string and run into the wind. The air will fill the plastic bag and keep it aloft.

Benefits of this activity:
1. Running into the wind is hard work and builds strong gross motor muscles, promotes kinesthesia, and improves bilateral coordination while keeping the runner warm.
2. Sensing when the bag is full or empty promotes proprioceptive awareness.
3. Stretching her arms to keep the bag up and tugging on it just right to keep it aloft improves grading of movement.

Box Sweet Box (for crawlers and up)

What you need:
1. Various cardboard boxes large enough for child to crawl in
2. Packing tape or duct tape
3. Scissors or craft knife (for adult use only)
4. Crayons, markers, paint, and stickers.
5. Optional: Flashlight.

1. Inspect boxes for sharp staples and remove them.
2. Decide what kind of box the child wants and needs:
– To make a cave- place box on its side and open one end. Put blankets, pillows, and books inside for a cozy place away from it all.
-To make a tunnel- open both ends.
-To make a playhouse- Stand a large box upside down and cut out a door and windows.
-To make a castle or maze of passage ways- connect several boxes together with tape, helping younger children if necessary.
3. Cut in extras such as window shutters, storefront awnings and counters, peep holes, escape doors, and openings in the top so the child can poke his head out to look around.

What your child can do:
1. Decorate boxes inside and out with crayons, markers, paint, or stickers.
2. Crawl into the cave for some quiet time.
3. Crawl through the tunnel and proceed to other pieces of equipment.
4. Play make-believe house, grocery store, castle, rocket, school, puppet theater, and so on.
5. Use flashlight to examine pictures drawn inside the big box.

Benefits of the activity:
1. Calculating how her body size relates to the big or small opening of the box helps her learn about body scheme and improve proprioception, motor planning, and kinesthesia.
2. Crawling in and through the boxes improves bilateral coordination.
3. Decorating the box with smelly crayons or markers stimulates the olfactory system.
4. Decorating the cardboard with crayons causes vibrations that stimulate the tactile and auditory senses.
5. Using a flashlight to locate pictures or stickers placed on the inside walls of a very large box strengthens visual discrimination.
6. The opportunity to rest in a small, quiet place calms and soothes the child for whom the environment can overstimulating.

Hold up the Wall (Developmental age range 3 to teens)

What your child can do:
1. Press her hands against the wall with all her strength, for about 15 counts or more.
2. Press other body parts against the wall such as, head and back, hips and shoulders, buttocks, feet.

Benefits of this activity:
1. Deep pressure nourishes the proprioceptive system and has a calming effect.
2. Pressing different body parts strengthens body awareness.
3. The preposterous premise of this activity gives kids the giggles, diffuses tension, and helps them feel in sync with their friends.

Seeing (The visual sense)

Pokin’ O’s (developmental age range 6 and up)

What you will need:
1. Marker
2. Toothpick or pen
3. Newspaper

What your child can do:
1. Using the marker, color all the O’s in a newspaper paragraph or page.
2. Poke a hole through the O’s with a toothpick or pen.

Benefits of the activity:
1. Scamming the printed page for O’s improves visual discrimination.
2. Pokin’ O’s improves eye-hand coordination, bilateral coordination, and fine motor skills.

Citrus Balls (developmental age range 2 to 6)

What you will need:
1. Several citrus fruits, such as a kumquat, lime, lemon, clementine, tangerine, orange, or grapefruit.
2. Bucket
3. Paper bag

1. Bring out the fruit and give your child the bucket
2. Set the paper bag or box, open side facing your child, on the floor.

What your child can do:
1. Name: Look at and handle the different varieties of citrus “balls” to get a feel for them. Identify them by name, perhaps with your help.
2. Put in Order: Order them by size or group them by color.
3. Count: Put the balls into the bucket. Count the pieces, both before and after playing with them (so none disappears under furniture)
4.Roll: sit on the floor and roll the fruit into the paper bag
5. Toss: Stand facing a partner and toss and citrus ball back and forth.

Benefits of the activities:
1. Naming and counting the fruit promotes visual discrimination, auditory memory, word retrieval, and early math skills.
2. Putting the fruit in order strengthens categorization and sequencing.
3. Aiming, rolling, and tossing the fruit strengthens basic eye-movement skills of focusing and tracking, as well as more complex eye-hand coordination and visual-spatial skills.

Hearing (The auditory sense)

Tapping Tunes (Developmental age range 4 to teens)

What you need:
1. A pencil to tap, hands to clap, or a drum to beat.

What YOU can do:
1. say, “I’m going to tap out the rhythm of a tune you know. Listen and tell me what the song is.”
2. Tap, clap, or drum the rhythm of a song your child knows well, such as “row row row your boat” or “I’ve been working on the railroad”.
3. When the child guesses correctly, tap, clap, or drum, and sing the song together.

What your child can do:
1. Guess the songs
2. Tap, clap, drum, or step to the rhythms.
3. Sing along with you.
4. Think of a tune and tap, clap, drum, or step its rhythmic pattern for you to guess.

Benefits of the activity:
1. Listening to the tapped rhythms improves auditory discrimination and beat awareness.
2. Connecting rhythmic patterns with words promotes auditory memory and association, as well as speech and language skills.
3. Using hands to tap, clap, or beat a drum provides tactile and proprioceptive input and improves bilateral coordination and grading of movement.
4. Matching body movements to rhythmic beats help the child internalize the patterns.

Smelling (the olfactory sense) and Tasting (the gustatory sense)

Smash and Smell (developmental age range 3 and up)
What you will need:
1. Flowers and other plants of different colors and smells:
-Pansies, petunias, violets, wild flowers, and three- or four- leaf clovers.
-Petals from marigolds, mums, geraniums, roses, and dandelions.
-Herb sprigs and mint tea sprigs
2. Tray
3. White construction paper
4. Rubber-tipped mallet
5. Newspaper to cover work surface if done inside.

1. Cover a sturdy table with newspaper, if necessary, or do the activity outside.
2. Together, pick and pluck flowers, preferably from your own pots or garden. Lay them on the tray.

What Your child can do:
1. Take a sheet of white paper and arrange flowers or herbs on it.
2. Place another sheet of paper on top of the flowers and herbs.
3. Gently, but firmly, hit the top paper with the mallet, smashing the flowers and herbs below so that the “juices” stain the papers.
4. Remove top paper and use fingers to push off any smashed petals and stems that may be sticking to it.
5. Smell fingers and paper and look at the pretty designs.
6. Later, use dried papers to wrap presents, make cards, mount in picture frames, share with friends, and send to Grandma.

Benefits of the activity:
1. Smelling the flowers and herbs stimulate the olfactory sense.
2. Touching, picking, and plucking the flowers and herbs promotes tactile discrimination and improves fine motor skills.
3. Arranging flowers improves visual discrimination and eye-hand coordination.
4. Using a mallet with one hand while the other hand stabilizes the paper, or rolling the pin with both hands, improves bilateral integration.
5. Hitting the working surface or pressing the rolling pin provides proprioceptive input and improves grading of movement.
6. Smashing the flowers provides auditory stimulation and releases tension.

Oral-Motor skills

Chewy Necklace (developmental age range 1 1/2 and up to chew and 3 to 7 to make the necklace)

What you need:
1. For a temporary necklace:
– Cheerios, or other “O” shaped cereal, gummy savors, apple and carrot chunks.
– Licorice strings.
2. For a permanent necklace:
– A feet of clear vinyl tubing (often called aquarium tubing) available at hardware stores. Cut into short sections.
– Rat tail cord (used for stringing beads for jewelery, available at craft stores) or dental floss.
3. Plastic tapestry needles, with large eyes and dull tips.
4. Sponge, to use as a pin cushion.

1. Cut cord into lengths of about 30 inches. Thread several needles with cord, because making one chain is often not enough.
2. Poke a prepared needles through a cheerio or tubing piece, and tie it at the end of the cord, like an anchor, to prevent the next pieces from sliding off.

What your child can do:
1. Pick up individual pieces of cereal or tubing with the nondominant hand, poke the needle through them, and pull them to the end of the cord.
2. Stop when about 6 inches of cord are left, to make it easy to knot the ends together.
3. Remove the needle and stick it into the sponge “pin cushion”

Benefits of this activity:
1. Exercising the muscles in the mouth used for speaking
2. Preventing drooling
3. Helping a child “get it together” because the mouth is a great organizer.
4. Calming and relieving anxiety.
5. Selecting, poking, and threading the edible O’s or vinyl pieces improve visual discrimination and eye-hand coordination.
6. Manipulating cheerios with just-right pressure develops tactile discrimination and grading of movement.
7. Manipulating a needle develops fine motor and pincer skills, which are necessary for grasping a pencil successfully.
8.Using both hands to work together improves bilateral coordination.

Motor planning

Shoe Box Path (developmental age range 3 to young teens)
What you need:
1.Shoe boxes (8 or more)
2. textured items, such as buttons, cotton balls, sand, shag carpet, fake fur, yarn, rice, lentils, beans, paper, or foam packaging.

1. Put a different material into each shoe box and line up the boxes for the child to step into, one after the other. Place some boxes very close and some further apart- but not so far apart that the child must step on the floor or crush the edges of the box while attempting to step inside.
2. Have the child be completely barefoot.

Benefits of this activity:
1. Develops motor planning
2. Improves proprioception
3. Moving his body through space improves balance and kinesthesia.
4. Touching a variety of textures improves tactile discrimination.
5. Watching where his feet are going improves visual skills, such as eye-foot coordination, depth perception, and spatial awareness.

There are many many more activities in the book. If you are interested you can get the book at Amazon for $9 new and 50 cents used!


So it’s been three weeks since my son’s father left and I’ve been going over and over our entire relationship in my head trying to think of what would make him leave and then it hit me.

It had nothing to do with me, or us, or our relationship. It had EVERYTHING to do with autism.

The months, weeks, days, leading up to him leaving he was having less patience with our son.

If we went out in public and Jeremiah even hinted that he might have a meltdown his father was ready to go home.

Instead of listening to the therapists (which has proven to work with our son) he just would try to let Jeremiah do whatever he wanted. So that there would be no screaming or meltdowns, but there would be broken toys and very messy messes that his father never cleaned.

Instead of playing with our son like he used to he would put a movie on like a baby sitter and zone out of the whole situation.

In the three weeks since he’s left he has not called to talk to or ask about our son once. He has talked to our son once but that was because I called him a bunch and made him answer his phone.

Today I stumbled across Autism Daddy’s letter to dad’s who have left or are considering leaving because of Autism and it really hit home. It was exactly what I needed to hear today.


This was my favorite part of his letter. It hits the nail right on the head. Jeremiah’s father is a weasel and if he doesn’t want to be in our son’s life because it’s “too difficult” then that’s fine.

We will be fine. We have each other. We have an awesome support group. And we have love.

Aspergers, online dating, my divorce

Well as most of you know, my son’s father decided that he no longer wanted to be with us and left a few weeks ago. I found out a few lies that happened while we were still together but other than that I really do not know what lead to him leaving and he’s not saying.

A lot of you have said that we should try to work on things and for personal reasons that I can not and will not discuss publically, that will NEVER happen. My son and I will be fine without him and have actually been really well these past few weeks.

My son has had only one or two meltdowns since he father left which is a HUGE improvement compared to the one or two a week he was having previously. He has also slept all night every night since his father left. He has not slept all night in over a year. He has gained 3 new words. He is happy and bubbly and for all of these reasons I believe, actually I know, we will be fine.

Now that I am single everyone keeps talking to me about dating. Which is something that I don’t think I’m ready to do yet, but when I am ready I will probably be doing online dating.

Now I don’t know about most of you  but some people I know, my mom included, freaked out over that. “You mean meeting strange people you don’t know!???” I’ll explain it to you how I explained it to my mother this afternoon.

With my aspergers it is hard for me to just go up to people and talk to them. Actually even if they initiate the conversation it is still hard for me to talk. I’ve gotten to the point in life where I can actually look at people now instead of staring at my feet, but talking is just still way too awkward for me. I might say the occasionally hey how are you, but other than that, I am at a loss of words. Sometimes I don’t know what to say or sometimes I tend to talk way too much and bore people. So because of this I am usually quiet.

Meeting someone on the internet is easier because I don’t have to think about my tone of voice or if I’m rambling. I don’t have to worry about if I’m looking at them. I get a chance to talk to someone and kind of explain myself before hand to make things less awkward once you met in public.

My mom thinks the internet is full of “strange, weird people”, so I logged on to a dating site and showed her who my matches would be. Guess who the first 4 were? Guys I went to high school with. Weird and strange? Maybe. But not in the sense she is thinking.

So. Tell me how your aspergers affects you socially. Tell me if you’ve ever tried online dating and how it went. And tell me how your lives have been in general.


I’ve had a bit of a writer’s block lately but I think I’m finally over that, so prepare to hear from me a lot more!

❤ xoxox


Special ed teachers

Before I say what I want to say I am going to acknowledge that not every special ed teacher is bad.

BUT, I am so sick and tired of hearing on the news or through personal stories, about autistic children being abused by their teachers!!!!

What are the qualifications to become a special need teacher? They don’t seem strict enough to me.

What can we do as parents or individuals with autism to stop this??

What is the answer? Cameras in the classroom? Stricter training? Psych tests given to perspective teachers?

What has the world come to that we even have to consider any of that? It makes me sad.

I was bullied all throughout school. Not by my teachers but by my peers. I hurt for my child because I more than anyone else understand his struggles and understand his issues (for lack of better word).

I’ve been there and done that. And perhaps that is why I am such a strong advocate, not only for my son, but for autistic children everywhere.

My son is only 2 but I hurt knowing that stuff like this is a very real possibility when I send him off to school. Not only do I get to worry about other kids picking on him, I now get to worry about his future teacher.

When are people going to see that autistic people may be wired differently, but we are still people? We are human beings with feelings just like everyone else.

This just isn’t fair and I want to find some way to stop this.