On this website you can search for grant funds by keyword and state (you will typically have more success with grants from within your state). This search will generate a list of funds. From here you can search for the specific funds using google . Once you find the fund’s website, you need to look for details regarding: types of projects the foundation funds, application guidelines and deadlines.

There is information on the Foundation Center website in regards to writing grant proposals. You will be able to find tips and sample grant applications. The most important thing to think about when applying for grant funding is how to make your application clear and convincing. The trustees of the foundation need very detailed information to aid them in making a decision. Decisions will only be made in your favor if the grant application is complete and thorough.

Due to the variety of foundation grants available and the individual requirements for each, I can’t provide you with specific information about specific grants, but the information I’ve mentioned above should give you a great start to getting funding for your project. Once you’ve found foundations to apply to and have begun the application process, I would be more than happy to look over a grant application for you and give you feedback.

As I come across additional supports and opportunities for adults with autism, they will be posted. I’m always trying to find services for families which suit the needs of each individual. If anyone else has come across high-quality or creative programs in your area, please share them here.

Kim Yamamoto
Arizona Advocates
http://azadvocatesteam.com
602-252-1669

I have been advocating for families with children coping with learning disabilities for over 12 years. I have the experience to take children to the next level in their learning process. I have many video’s on my website offering free information to parents. Please help me spread the word about Arizona Advocates services. Thank you, Kim Yamamoto

Finding good supports and services for the young 18-30 year old’s after they leave the school system is hit and miss. Here in California our supports are being cut left, right and center.

While I work making films in autism and other disabilities and work with my son and others in the arts to support and encourage the development of social and life skills, it’s not always so easy to work with my own son.

I find I have to let go and have others do this (for the most part) in order to help him maintain his sense of self and not feel babied by me. He responds (as an adult) much better to outside supports.

He does respond well to my suggestions when I don’t get too close to “s”mothering him.

Any other professional / parents out there who experience the same issues?

I have a son about to enter middle school in the fall, and they have *some* supports in place, but it just isn’t enough for his level of social processing and executive function/organizational skills. It is our opinion (his dad and me) that he needs to remain in a small classroom until these skills can be increased. This can only be offered in private school settings. The other option may be home-schooling, but of course this is not ideal either due to the need to generalize social pragmatic skills.

It’s the unstructured, unsupervised times that are the most difficult for these kids- and where my child seems to struggle the most already. Add to that the confusion of a larger school, changing classes, maintaining a locker and agenda, social pressures and bullying… it’s a recipe for disaster.

I think ideally the regular education placements need to be reformed, BUT kids need to be there to endure the growing pains of these programs – to subject their families to the real-life consequences they will face through those growing pains.

Even typically developing young people are becoming depressed and worse due to the pressures that exist in the middle schools – add to that a developmental disability – higher anxiety and lower frustration levels – I give credit to parents who will keep there kids in the public school placements and endure, advocate, mediate etc. to make lasting changes in their districts. Special Education is truly the next Civil Rights Movement.

I truly hope that you are able to access the services your son needs.

This post was mentioned on Twitter by oralchelation: autism treatments, controversial, chelation, hyperbaric oxygen … http://bit.ly/6qA1lO...

My son flunked out of 8th grade and developed alot of anxiety that year due to attitude and deep-seated beliefs about hidden disabilities … everything my son did was a “character issue,” purposeful misbehavior, etc. It got to the point where teachers intimidatd him in the hallway, tape was placed upon it desk to isolate/seperate him from his peers, students were told not to speak to him, and more …. Needless to say, he is not there now. The following year he tested into and entered into an early college program. He did great during the summer (B+ average) when classes were smaller and the campus and tutoring center was less active. I provided all supports, including Assistive Technology. Fall quarter I tried to provide the supports but couldn’t always be there due to other committments. Although the college disabilities office head is nice there is little underestanding of the supports needed. He made it half way through the term with A’s/B’s and one F in an area he has little control over…. three events that “triggered” anxiety to the point that he has refused to go to school. Any activity now involving school causes behaviors to skyrocket. (He’s never done this before.) He’s now getting counseling from a psych using CBT but he doesn’t think he needs the counseling and has pretty much refused to cooperate …I would love ideas. (He’s also mighty depressed and there seems to be alot of pent up anger but he could never tell you that.)

(1) Antecedent – he sees the dog/person
(2) Behavior – he hits the dog/person
(3) Consequence – mom tells him to stop hitting (provides attention to him following the behavior)

If the consequence is something “good” in his mind (i.e. attention, even if it’s a reprimand, can be perceived as “good” to a child) this will maintain the behavior – that means he will continue doing the behavior. If the consequence is something he does not like (i.e. having something taken away or being ignored) the behavior should decrease. For some children a reprimand and re-stating the rules is not effective at decreasing the behavior because they are getting the attention they are seeking which will cause the child to continue engaging in the behavior to continue to get attention.

Behaviors can be driven by two functions: (1) to get something good (i.e. attention, toys, food, etc.), or (2) to avoid something unpleasant (i.e. demands). You first need to figure out what the function of the behavior is and then determine two things: (1) how are you going to respond to the un-wanted behavior (i.e. hitting), and (2) what skill are you going to teach him to replace the behavior (i.e. teach him to ask for a hug, instead of hitting, to get the attention he wants).

To help you on the path to figuring out the function of your son’s behavior, you should record some information for a week when the behavior occurs. All you need to do is fill out the Antecedent-Behavior-Consequence (ABC) Chart for as many instances of the behavior as possible. Be as detailed as you can. Doing this will help you see the behavior in terms of what is happening right before and right after to help you understand what is actually driving the behavior.

Anyway, as well as having a wonderful GP who was also a homeopath and an expert in autism ( lucky for me and my daughter!) and administering supplements, nutrients and doing other therapies like Sensory Integration, Music therapy, Horse Riding, ( you name it we did it!) my daughter is now an able, sociable young 14 year old who loves Dance, Trampolining, Netball, Basketball, Rounders, and Girl Guides and although SHE STILL HAS AUTISM, AUTISM DOESN’T HAVE HER!
IF THE GOVERNMENTS OF THIS WORLD WANT TO KNOW HOW TO HELP US PARENTS THEY CAN DO MORE IN DEPTH DIAGNOSES TO INCLUDE SENSORY IMPAIRMENTS AND NUTRIENT/VITAMIN DEFICIENCIES AS WELL AS TEST FOR GLUTEN & CASEIN INTOLERANCE! THIS WOULD GIVE A TRUER DIAGNOSIS, WE KNOW SOME PEOPLE WITH ASC HAVE THESE DIFFERENT SENSORY EXPERIENCES AND TOXICITIES SO THEY SHOULD BE IDENTIFIED IN EACH INDIVIDUAL AND TREATED! THE FIRST THING SHOULD BE A BLOOD TEST TO SEE IF IT IS AUTISM OR HEAVY METAL TOXICITY – MAYBE THE PREVALENCE RATES WOULD THEN BE DIFFERENT!
AT PRESENT DIAGNOSIS IS BASED ON BEHAVIOUR OBSERVATION & QUESTIONAIRES THEN YOU ARE SENT AWAY TO DO-IT-YOURSELF FURTHER ASSESSMENTS & TESTS AND TO TRAIL & ERROR TREATMENTS!
Sorry, but when you know something can help and you can’t prove it because there is not enough money being spent on research in those areas, it is so frustrating to still see parents and carers starting from scratch from the same place you did 12 years ago!