Real Stories Support for learning Putting it all together for Ben They went over classroom options, developmentally appropriate play, least restrictive environments, positive behavior support strategies… Ben's mom was desperate. Ben who had just turned four, was recently identified as possibly having pervasive developmental disorder, and he was not receiving any early intervention services. Ben's activity level and temper outbursts frightened her. Terrie Bence knew her son needed to be in school, but she had concerns about the initial placement that was offered. Terrie, six months pregnant, went to look at the classroom offered her son. A one-way school bus ride would last almost two hours! None of the children in the classroom seemed to have as much verbal language as Ben, or to be very skilled with play and social behavior. Terrie knew that Ben needed role models, and that he needed to learn to play with kids his own age. Terrie contacted the CARD at USF. They helped Terrie to connect with the Family Network on Disabilities, who helped Terrie to learn about Ben's educational rights and about how to work constructively with the school system. Terrie says of CARD, "Until I found you all, I was lost. I didn't know where to turn." Suzanne Shahan, a CARD autism specialist, went to the home to meet Ben, his mother, and his father Benjamin. They shared ideas on how to teach Ben to play with toys appropriately and how to use the potty like a big boy. They talked about how to use language so Ben could understand, and how to use praise to teach Ben how they wanted him to behave. They went over classroom options, developmentally appropriate play, least restrictive environments, positive behavior support strategies, and how to keep Ben busy and productive at home. For the first time in his life, Ben willingly sat and played with toys with his parents for an entire forty-five minutes! Suzanne says "Ben's a very bright child, but he has trouble focusing his attention. The language processing challenges that often complicate autism can accidentally teach kids to use their behavior, not their language, to get their needs met. Ben was making progress with parents who have very good instincts, but he was used to accessing his world by physically going after what he wanted, and not by using language to tell others of his needs." Ben's parents needed reassurance that they were good parents, and know what is best for their son. Suzanne's suggestions for appropriate parenting and educational practices also helped the Bences begin to identify goals for themselves and to reaffirm what they already knew--;that they have a right to have dreams for their son and that, with support and guidance, Ben can have a happy and productive life. Ben is now enrolled in a prekindergarten program for children with varying exceptionalities at his neighborhood school. He is attending full days instead of half days, and has even begun to actually sleep during nap time! He recently participated in a school musical production, and loved being on stage. Suzanne, who also provides consultation to Ben's classroom teacher and school, reports that school personnel are eager for training, and looking forward to upcoming in-service workshops that CARD will provide. Ben's mom, now in her eighth month of pregnancy, is tired but happy. "Ben comes home and tells me the story that was read to him that day at school. He hears it one time, and he remembers it!" And he has the emerging language skills to be able to convey that to his mom. Now, maybe Terrie can relax a little and deal with getting ready for the new baby's arrival.