Book Review: "The Living Room" by Bill Rolfe

Have you ever been in a place that was so beautiful it touched your soul? A view so amazing it made you feel whole inside?

The author of "The Living Room", Bill Rolfe, had a dream about such a place. In the tradition of Stephanie Meyers, he turned his dream into a compelling novel.

Daniel is living a life many would envy. He has money and power, and has recently inherited a beautiful home in England. He senses the hollowness of his existence as he makes the decision to inspect his new property before putting it on the market.

Daniel's journey not only changes his life, but that of a beautiful nurse he encounters in his new town. It also has a significant impact on many of her patients, critically ill children. Readers will learn more about themselves, including the value of life and sacrifice, as they experience this novel, a beautiful read.

You can get more information about this project at www.TheLivingRoomStory.com. 

Learn more about Bill's story here. 

You can purchase your won copy of "The Living Room" here and see the book trailer here. 

Possible New Diagnostic Test for Autism

One of the challenging aspects of making a diagnosis of autism is that there are no definitive tests. Evaluators must rely on a collection of data to determine if the child in question has problems in communication, relationships, and behavior.

This may be about to change. A new study from Boston Children's Hospital revealed that children with autism show less connectivity between brain regions than their typical peers. This difference can be identified through an EEG. The differences were especially apparent in language-related brain areas.

What does this mean?

• The researchers believe that EEGs could be used to definitively identify autism in children as young as two years old. 
• This will standardize diagnostic criteria so that children will no longer be identified with autism in one area but not in another.
• Early identification means early intervention and better outcomes for these children and their families. 

In short, good news all around. 

The next step? Repeating this study with children identified with Aspergers' Syndrome. Children with autism who also had other disorders such as Fragile X syndrome, tuberous sclerosis, or extremely premature birth. This will determine if EEG diagnosis is also appropriate in these cases.

Disability Scams

School's out for summer. That means families have a little more time to spend together. Concerned parents will encourage their children to read and participate in other activities that help their children get ready for the next academic year.

Unfortunately, that means the scammers who are out to make a buck rather than help children are out in force. 

Every year I hear from parents who have been sucked into one type of "get smart quick" scheme or another. They often spend thousands of dollars in misguided attempts to improve the intellectual abilities of their young ones. 

I've seen parents who've spent thousands of dollars on acupuncture to cure autism, brain training to cure Down Syndrome, eye training for ADHD, and a host of other fake treatments. These mothers and fathers are the good ones, just trying to help their children, but it makes educators crazy to see these families doing without so some phony business can steal their cash. Not to mention the letdown afterwards.

How can you keep from being a victim? Here are a few warning signs:

• The service provider is in a disreputable location such as an alley or warehouse district.
• They can't provide you with proven independent university studies.
• The company may warn you that "the entire medical community" doesn't want your child's problem cured so the doctors can make more money. Really? If a cure is discovered for autism, you don't think it would be all over the news?
• This individual or group of people can't produce independent studies that prove their methods work. 
• There are no "satisfied customers" available for you to call.
• The treatment in question cures "everything". Learning disabilities come from many sources, and therefore need different types of treatment. 
• They state their methods are a cure. 
• You're asked not to tell your pediatrician or teachers about their treatment.
• They ask for cash only. 

If you've already been taken, it's not too late.

• Call the Better Business Bureau and the State Attorney's office.
• Tell everyone you know--especially through blog posts, Facebook, and Twitter.
• If you were able to pay with a credit card, dispute the charges.
• Opening your mouth is the best way to put them out of business. 

Talking to your Child about Disabilities

When a child has a physical disability, it can be explained in a manner similar to an illness. When the problem is psychological, it's a little more difficult.

As a social skills teacher, I interviewed 12 high school students with autism. I asked them if they had ever heard the term "autism". Although these students were nearly of legal age, only two had heard the term. One asked for more information, and the other said it meant, "my brain doesn't work right".

I wondered how anyone could deal with a disability he or she didn't even know existed? Clearly children and teens need information to help them deal with their intellectual challenges. Generally they have already noticed how they are different from others, and have wondered why. Keeping information a secret does not make the disability go away or ease the pain of their problems.

How do you begin? Choose the right time. Have a discussion using appropriate wording. Give them information and hope. Then keep the lines of communication open as your child grows.

Timing is important. Youngsters may not understand a diagnosis or complicated terms, but can comprehend how their psychiatric challenges can affect their behavior. This talk can begin at four or five years of age. If your child is having problems with peers or controlling behavior, an explanation of his or her diagnosis can ease the pain. Eight years old is a good time to start if the difficulties mentioned above have not yet appeared.

Be very matter of fact during the discussion. Remain calm and positive. Explain it is not a punishment.

Use the disability to explain challenging behaviors, but reinforce that improvements can be made. Explain that everyone has something that is difficult for them, and give examples. Let them know that they are not alone in their challenges--others have similar problems and there are many people working to provide help.

Make sure your child knows that the services they are receiving are to help them. Talk about this topic every time challenges arise. Keep the dialog going and remind them that most conditions can improve over time.

Children can not only tell when they are different, but when their parents are concerned. Postponing the discussion will not save anyone in the family from worry. Consider how hurt your child may be if he or she learns about a disability by overhearing a conversation or by being told by someone outside the family.

It is important to remember not to permit your child to use the disability as an excuse. While the school may make accommodations and modifications based on a diagnosis, the world after high school generally will not. If a teen is pulled over for speeding, the officer will not let him go because he says, "I can't help it. I have ADHD and I'm impulsive". Teach your child that disabilities are not an excuse for poor behavior.