Articles and Reviews about us grouped by category

Books

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Awareness

Articles and Reviews about us listed chronologically

Jul 2001 by Terra Chapek for The Issaquah Press
Living with Autism - Neurological disorder takes many forms with children, but it all comes with unique challenges - and rewards
Issaquah Press website
Caspian Banki's muscles would tense and and he rocked back and forth in his seat while his mother, Lynne Banki, approached the Texaco on Front Street. "Are we past it yet?" he said. The shades were pulled in the back of the mini-van and Caspian waited to get past the most tortuous part of his journey through town.

A mask hanging on the wall of the gas station was the cause of Caspian's anxiety, Lynne said. "There was just something about that mask that got to him," Banki said.

Caspian suffers from autism, a neurological disorder that interferes with sensory and motor processing in the brain. The disorder has no cure or known cause, but diagnosis is on the rise. Autism affects 54 children in the Issaquah School District. And one or two in 1,000 children are affected nationwide.

People with the disorder struggle with social interactions, communication and extreme anxiety. They also have trouble dealing with sensory input such as sound and light in their environment.

Autistic people fall on a full spectrum of ability levels - from being incapable of speaking or understanding speech, to being extremely verbal and excelling in academics. Every child's autism is different. Caspian is on the high-functioning side of the spectrum, Lynne said.

This fall he will enter second grade and participate with his class for almost all subjects. But that achievement was possible only after years and years of therapy, tutoring and hard work. "When you have a child with special needs you are maxed out," she said.

Caspian has been in therapy since he was 2 1/2 years old. During the school year, he spent three hours a week in physical therapy, speech therapy and occupational therapy, and at home there was tutoring every night, Lynne said. Several area parents of autistic children said every day presents new challenges - and rewards.

"He has come so far. And there are so many things that are going to be awesome about him if we can just get through this now," Lynne said.

Caspian excels at anything visual, such as computers or art. He has an above-average memory and an "obscure" but vivid imagination, Lynne said. "He almost thinks in poetry," she said.

Parenting an autistic child means teaching the details of life most people take for granted, Lynne said. "They don't learn from their environment the same way," she said. Things such as facial expressions, personal space, eye contact and conversation all have to be taught if autistic kids are ever going to live a normal life, she said.

'Own little world'
Autism isn't usually noticeable at a first glance. Except for the distant stare in his eyes, Caspian looks like a normal second-grader. But he rarely looks at other people, shows little desire to communicate and is apt to run away in terror if someone talks too loud or gets too close to his face. :He is in his own little world," Lynne said. "Really, he is happiest there and as a parent you are constantly searching for a new way to break into that world."

Jane Searing, whose sixth-grade son Will is autistic, said Will might not be labeled autistic if he were examined today. "But we have come a long way," Searing said. She recounted memories of teaching Will to communicate by pointing at small photographs until he was 7 years old and having to leave restaurants because of violent tantrums. She says now she doesn't worry as much when he is alone in another room. Several years ago she said she couldn't take her eyes off him for very long.

Unlike many autistic kids, Will was extremely social and friendly. He's popular with his classmates and performed as star of the school play, Searing said. Will can play piano by ear and memorize the entire score of a Disney movie.

Although he always liked people, teaching him to be appropriate was the struggle, Searing said. He could be very violent when he was frustrated and couldn't communicate. "We didn't want to turn Will's disability into a character flaw," she said. So the Searings focused on modeling social skills and she said now he can go to summer camp without an assistant.

But he struggles to keep up with his class in academics, she said.

The keys to both Caspian's and Will's achievements were structure and inclusion in regular classrooms, both mothers agreed.

Security in structure
Autistic people need structure to feel safe, Searing said. If given a very strict schedule with no deviations, they can focus on learning other things.

Banki said Caspian and most autistic children are very good at recognizing and following patterns, so she uses that strength to teach him. "You have to be careful that you don't say things out of order or he will do it that way forever," she said. For example, Caspian always checked the schedule for the school day when he got to school. If anything changed throughout the day, he remembered, said Bart Granlund, a first-grade teacher who taught both Will and Caspian.

Granlund has a master's endorsement for teaching exceptional children and said including autistic children in a regular class setting was crucial to their development. "The more you get them in a regular class, the better," he said. Because social skills are what autistic children primarily lack, they need to be in a normal classroom setting to learn those skills from other children.

Both Banki and Searing said they don't expect, or want, their children to become like other kids. "My hope is that he will learn his own sensitivities and adapt to them," she said. Searing said if she could take away Will's autism, she would, but "at the same time we have grown and learned to appreciate so much because of Will."

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Sep 2003 by Lynne Banki for the FEAT of WA newsletter
Autism Day 2003 at Jubilee Farm in Carnation, WA
FEAT of Washington's website

The weather was just perfect. I was leaning against the goat’s pen talking with Annie, a volunteer from True Martial Arts karate schools. This was her first year at the event. Some of her TMA teammates were keeping a watchful eye over at the homemade slip-n-slide (one part irrigation pipe, one part plastic sheeting and one part gas motor; mix with kids and look out!). The rest of her group had just taken the next hayride down to the river to help lifeguard there. While Annie and I were talking, we overheard a young girl say she wanted to feed the pigs. “Want to see the pigs?” Annie took her hand and off they went. Wes, the photographer from Fotelica.com, was snapping photographs from over by the chicken coop.

Across from the slip-n-slide, FEAT was guiding participants through the long, meditative rows of corn – make it to the end and back and get applause and a t-shirt! “FEAT is proud to be a part of this wonderful annual event.” says Brenne Schario, executive director of FEAT. “It seems like it gets bigger every year we go!” Todd Doty, a volunteer from Northwest Vintage Iron Club, waved as he pulled the hay wagon past using Jubilee Farm’s new bio-diesel tractor. A boy in the soap box derby car provided by Life Enrichment Options imitated the sound of the passing tractor. Families paraded through the greenhouses.

Autism Day is in its third year. It is a free day of fun and relaxation in a beautiful setting. It is a place where families dealing with autism can come together and kick back with other families who understand. While here, parents have the opportunity to learn about local companies and organizations with services to help. At one point, the parking lot across the street boasted 60 vehicles. But the vast farmland absorbed the attendance well and the spread-out activities were not overcrowded.

Erick Haakenson, the owner of Jubilee Farm, granted use of the land at no charge. “It’s fun, it’s great, and I can’t wait to do it again next year.” Erick rested on the front porch eating a plate of delicious food prepared by Sherm’s BBQ featuring produce harvested a few days before from his very own fields. In the lot in front of him, kids and adults alike were trying out the adaptive bikes from Ski For All. “Some of the bikes out here today are brand new to our fleet.” said Noelle Blazevich.

In the treed, green lawns behind her, people were busy painting designs on cloth at the booth sponsored by Athletes for Kids, a non-profit organization that matches high school athletes with special needs children. Communication Matter’s Kellie Caruso had a busy booth with bubbles, toys and treats. There were free dental mirrors and toothbrushes for the children who sat in the dentist’s chair with Dr. Thoa of Dentistry Just for Kids. River-bound picnickers stopped over at the table run by ARC of King County to make sponge ball toys. Along with the sand and water toys on loan from Our Savior Lutheran Preschool, they made for great water fun at the private river beach.

Amy Boyden from Valley Medical Center’s Children’s Therapy helped kids make mini-rainmakers. Behind her, the grapevines hid a cozy reading spot staffed by Usborne Books. Welcoming everyone to the festivities with bunches of colorful balloons was the team from the newly-founded ASTAR Center whose medical director, Gary Stobbe, MD, stated, “So many parents speak to me about the countless challenges they face once a diagnosis is made about their child's autism.  It is important for parents to know about community resources available to them as they cope with the day-to-day demands of having an autistic child.  We certainly appreciated having the opportunity to meet the families in attendance and address their individual questions. We also enjoyed meeting the other participating organizations and look forward to developing collaborative relationships in the days ahead.”

As the mother of a child on the spectrum, I realized early on how important it was to have a support system of other families dealing with the same issues. All of my resources were stretched – I couldn’t afford to spend time or money reinventing the wheel. Yet as connected as I tried to be (in my not-so-spare time), I would inevitably stumble across a sought-after service that had existed right under my nose! I still rely on bulletin boards and autism-friendly directories as my son’s needs change. My goal for Autism Day is to create a living directory where everyone can walk away having helped or been helped. So if you want to be sun-drenched, water-soaked and filled with good food, good company and hope, join us next year (and every year) on the 2nd Saturday in August for Autism Day 2004 at Jubilee Farm in Carnation.

Any suggestions for activities or future participants can be sent to Lynne Banki (Lymba@comcast.net).

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Feb 2004 by Autumn Koepp for The Sammamish Review
Autism Awareness: 10-yr-old 'puts a name' to autism via his published book
Sammamish Review website

Caspian Banki's face lights up as he crafts a snowflake, allowing paper to snow down from his scissors to the carpet. The 10-year-old then immediately cleans up the mess before moving on to another mission - drawing a mustache on his face with a magic marker. After a few laughs, he quickly washes off the inky mess with baby wipes. Next comes a watercolor project. As is typical for Caspian, the paintbrushes are soon washed off and put away before he decides to spend some time with his pet hamster. But first he must disinfect his hands with some antibacterial gel.

After spending a few minutes with Caspian, it's clear the Sammamish resident feels most comfortable when things are clean and orderly."There are some definite benefits to Caspian having autism," said his mom, Lynne Banki, with a smile.

Caspian, with help from Lynne, recently published his first book, "What Autism Means to Me."
Autism is a neurological disorder that affects the functioning of the brain. Although every person's autism is different, some struggle with social interaction, communication skills and anxiety. As many as 1.5 million Americans - both children and adults - are estimated to have autism, according to the Autism Society of America.

Caspian gave a copy of his book to all of his classmates at the beginning of the school year to help them understand his behavior. "Being autistic means I feel safe when things are clean. Especially my hands!" Caspian writes in his book, which tells most of his story through his own drawings.

And while Caspian is different, so are all children, the book reiterates. "I'm on an awareness mission. Autism is a difference, not a disability," Lynne said. "I have a lot of hopes for this book. It finally puts a name to it."

When Caspian started first grade, his teachers posed a difficult question to Lynne. "They said, 'Have you considered talking to Caspian's class about autism?'" Lynne said. "I was shocked. I thought, 'We can't label him or differentiate him.'"

Lynne then searched for some materials that could help her explain Caspian's behavior to his class. But nothing seemed to fit. Lynne said she turned to Caspian's love of art to help express his thoughts and feelings as an autistic child.

One of Caspian's first paintings still hangs in the Bankis' living room, and it's the only piece of art displayed. Caspian just doesn't feel comfortable with anything else. "That painting symbolizes a breaking point for him," Lynne said, looking up at the piece. "After that, I realized I could reach him through things like colors and shapes."

To create their book, Lynne would give him a sentence and asked him to draw a picture that represented it. "Once he started drawing some of the things, my jaw just hit the floor," she said. "I didn't know all of that was in (Caspian)." Lynne says one of her most favorite drawings portrays a person holding a cat by the tail."A scream hurts like pulling a cat's tail," Caspian describes in the book.

Lynne then compiled the pictures and sentences into a booklet that could be handed out to Caspian's classmates. I just printed out copies on our printer," Lynne said. I just thought it was great - it explained autism in a way everyone could understand."

But quickly, more and more people - from school librarians to families with autistic children - asked for copies. Two years later, Lynne decided it was time to mass-produce the book. But she soon realized it would be hard to find someone that wanted to publish it. "Some just didn't answer me, while others said it was too specific to Caspian," Lynne said. "But the thing is, autism is a spectrum disorder. It's as different as people's personalities." So Lynne decided to publish the book on her own, starting with 3,000 copies.

Lynne said Caspian is on the high-functioning side of the autism spectrum. Creating the book has been a great step toward self-awareness, she added."He asked me once, 'Mom, is this my autism?' she said. "He has a name now for his differences."

The book also features pages for the readers to explain their differences, such as what frightens or challenges them. "It shows that everyone is different," Caspian said, reaching for a copy of his book to sign. "Why do people like it? 'Cause it has lots of pictures and cartoons."

Caspian's younger brother, Damian, also contributed a few illustrations to the book."It explains to people how hard it is to live with autism," the 7-year-old said. "When I was 4 years old, I could explain this whole book because I watched my mom work on it."

Besides educating the public about autism, Lynne said making the book had an added bonus. "I had no idea it would have this kind of impact on our family," she said. We've all learned something from this experience."

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Apr 2004 by Diana Stadden for the Autism Society of Washington's The Diary
"What Autism Means to Me" Review
The Diary website

It can be so helpful when you find a book you can share with others, whether it be your child’s
peers, teachers, other family members, friends, and professionals that can give them a
glimpse into the thought processes and feelings of a child with autism. The need for understanding
autism is great and “What Autism Means to Me” by Caspian Banki (with the help from his mom)
goes a long way toward opening a window for us to look in and see what we can otherwise be
blind to.

Caspian describes in hand drawn pictures and short sentences what autism means to him.
The pictures are colorful and engaging and many of Caspian’s comments are followed by a page
that asks the reader how they feel in those circumstances with space to draw their own picture
and write a response.

The Lifelights from the Sidelines on each page describe various facets of Caspian’s personality
as seen through the eyes of family members, teachers, friends, classmates, educational
assistants, classroom volunteers, and others. The book concludes with Caspian writing “I was
born with autism. That makes me different. What makes you different?”

In the words of Patricia Byrne, Caspian’s aunt, “This book is the miracle of a young autistic boy
who has found the voice that many people with autism are still searching for.”

If you are looking for a book to help others come closer to an understanding of your child with
autism, this is a good place to start.

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Apr 2004 by Lisa Simmons for Ideal Lives Advocacy and Inclusion
Review : What Autism Means to Me
ideal lives website
I have to admit when I first leafed through this book I was disappointed. At first glance it appears to be just pages and pages of a child's crayon and marker drawing -- many of which required labels to ensure that the reader understood what he/she was looking at. But then I took the time to sit down and actually read the book and I discovered something much more.

When you look more closely you will discover that this book is in fact a very carefully planned disability awareness and education program for both children and adults.

Here's how it works:

Level 1 - Each page of the book addresses one symptom or characteristic of autism as it is experienced by Caspian. The text is simple and designed for young children -- one or two sentences beginning "Being autistic means . . . .". The page is then illustrated with Caspian's pictures related to that particular symptom.

For example, on the page about "changes" the text is:

"Being autistic means that I don't feel calm when things are different. I feel most safe when things don't change."

And the illustrations include Caspian's recent difficulties with change -- no popcorn on popcorn day; time changes in his daily schedule; and a newly purchased video game that doesn't have the same characters and levels as the version he rented.

This level takes care of basic education -- communicating some of the symptoms of autism and how they are experienced by this young boy.

Level 2 - Taken separately each of these pages communicates a simple message, however Lynne Banki doesn't stop there. She groups the pages together into sections that non-disabled kids can relate to.

For example:

The pages discussing Caspian's sensitivity to loud noises, unexpected touches, and strong smells are grouped together and then the book includes a worksheet where individual readers and or classes using the book as a discussion tool can talk about "things that bother me".

I think this is a really creative and wonderful way to both establish empathy and to help build rapport. It doesn't just say, "here's what is different about a child with autism". Instead it says, "Here is what is unique about me as a person, now tell me what is unique about you". Uniqueness becomes a shared trait rather than a dividing line.

Level 3 - This is where the book begins to reach out to an audience far beyond young children. In the side bars of each page are comments about the symptom being discussed from a variety of people and a variety of perspectives (friends, family members, classmates, teachers, volunteers, and coaches). The comments are very candid -- and offer excellent insights into how Caspian impacts the other people in his life.

I think the simplicity of this book is deceptive, it truly is a treasure of insights. However, it's simplicity also makes it a very accessible learning tools for lots of people.

How could you use this book:

=> It would be a wonderful way to begin discussing your child's diagnosis with him/her.
=> It would be an excellent tool for reaching out to classmates unfamiliar with autism (which was the reason it was originally created by the Bankis).
=> And it would also be a simple and non-threatening way to offer extended family members new insights (if they won't read it on their own, suggest they read it to their children to help cousins play together more successfully).

© 2004 Lisa Simmons
Lisa is the creator of the Ideal Lives Advocacy & Inclusion Center. An online community that offers a quick and easy-to-use resource directory and a wonderful community of supportive parents. Ideal Lives connects advocates to answers every day, visit online at http://www.ideallives.com

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Aug 2004 by Sara Bader for The Issaquah Press Newspaper
Families find 'oasis' at Autism Day
Issaquah Press website

Caspian Banki, 10, of Sammamish was diagnosed with autism as a young child. And even though he is on the high-functioning end of the neurological disorder, his "ability to understand the world around him was so limited," according to his mother, Lynne Banki.

"Everywhere we went was such a major project," she said. "His language was extremely limited, and he needed such preparation for any outing. It was exhausting. When we did find an oasis, I would revel in it. Places where Caspian could walk a little further away from me. Places where people would not judge him or me for his behavior."

One such "oasis" was Jubilee Farm in Carnation, a community-supported agriculture enterprise that Banki had been a member of for two years when an idea struck her. Banki wanted to share that sense of safety and comfort with other parents of children with autism, who can often feel isolated. So, after receiving whole-hearted approval from the owner of Jubilee Farm, the first Autism Day was born in 2000. Now, four years later, Autism Day continues to grow and will be celebrated this Saturday.

The free event has activities and attractions such as hayrides, bubble play, farm animals, trips to the private river beach, photographs, beanbag games, coloring stations, sand toys at the river, balloons and prizes, crafts, adaptive bicycles and a soap box derby car.

Lunch is a buffet-style picnic provided by Sherm's Bar-B-Q available with a donation per plate.

The event is casual. The farm (equipped with handicapped parking) can handle a large number of people without getting too crowded, and activities are intentionally spread out, which is important for people with autism who might find crowds and noise difficult. This year, Banki expects more than 60 families to participate.

Besides a fun, safe environment, Autism Day is a chance for families to connect with others who understand autism, and exchange ideas and resources.
"My goal for Autism Day is to create a living directory of services, organizations and support groups sensitive to the needs of the autism community," Banki said.

The entire community is welcome.

"The more people who learn about autism, the better. Awareness is a passion of mine," Banki said.

Caspian, who attends Clark Elementary, is an advocate for helping others - especially his classmates - understand autism and how it affects individuals in varying spectrums. To that end, he and Banki have written a book, "What Autism Means to Me," which highlights the fact that everyone has unique differences.

New this year is an information booth by Eastside Catholic High School, which has a unique special-education model and will soon expand to Sammamish, Banki said. Also, a donation station will help support the Lakewood parents whose 6-year-old autistic son recently drowned in a lake after wandering from home.

Banki personally covers any costs of the event. She is looking for tables and canopies to borrow for activities and booths.

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Fall 2004 for Seattle's Child Magazine
Special Needs: What Autism Means to Me
Seattle's Child website
Lynne Banki of Sammamish and her son Caspian wrote the first version of this book to educate his K-1 multi-age classmates and their parents about autism. In colorful drawings and simple sentences, Caspian describes how he sees the world (i.e., “I don’t feel calm when things are different. I feel most safe when things don’t change,” and “Expressions can confuse me and eyes can scare me. Sometimes happy faces look angry and sad faces look funny.”) On the side of each page, Caspian’s parents, siblings, teachers and friends describe how Caspian acts around them. Since my own son has Asperger’s Syndrome (a high-functioning type of autism), I can vouch for the authenticity of these descriptions, and I appreciate the fact that autistic people are portrayed as different, rather than disabled. This book is easy for children to understand, if they have a friend or schoolmate with autism, and is equally valuable for parents and teachers.

What Autism Means to Me by Caspian Banki (with a little help from his mom) (Lifelight Books, 2003; $12.95). Order online at www.lifelightbooks.com.

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Oct 2004 by Kathy Anderson for Canton Citizen Newspaper
Ten year old authors book about personal struggle with autism
Canton Citizen website

What does autism mean to you?

You may have read articles or seen television programs about autism. Or if you work in the field of psychology, you may have spoken with people who have the brain disorder. But if you ask a child with autism what it means to him, how might he respond?

Ten-year old Caspian Banki, who was diagnosed with autism at age 3, recently published his first book, "What Autism Means to Me," in which he conveys what the neurological disorder means to him personally through illustrations and quotes about his thoughts, feelings, likes and dislikes.

"Words and sounds stick in my head," Caspian writes. "I like to say them over and over again. It makes me laugh!" Above this quote is a self-portrait of Caspian with a cartoon bubble saying, "Bla bla bla."

"I like music a lot, but slow songs make me very sad inside. I can remember almost every tune I hear and where I heard it first."

"People with autism think differently than we do," said Caspian's mother, Lynne Banki, a Canton native who is raising her family near Seattle, Washington and self-published Caspian's book. "But the point of the book is that we are all different and we all react in different ways. I wanted to make it interactive so other children could see that."

"What Autism Means to Me" is an innovative and interactive book in which children can not only read about Caspian's thoughts and see his drawings, but also write and draw on blank pages their own thoughts and feelings.

One of the defining characteristics of autism is the need for a sense of order, Lynne said, explaining that repetition is a huge part of order. "It doesn't matter how long things take as long as everything is in the right order," she said.

"Caspian would rather stay home than do anything else," said his father, Parviz. "The simple things are a struggle. When we do go out, it can never be someplace new."

Caspian was labeled by the school district as autistic when he was 2 1/2 years old, but Lynne said the official diagnosis came a year later. "At first I didn't suspect he was different," she said. "He was my first born, and I had no frame of reference to compare him to. I was a little defensive around other parents who would say to me that his behavior was my fault."

The Banki family - Lynne, Parviz, Caspian, his brother Damian, 7, and sister Atesha, 3 - is bilingual, speaking both English and Farsi. Lynne said her first pediatrician suggested that children who speak two languages could sometimes be a little behind, but with Caspian's diagnosis of autism, she and Parviz learned as much as they could about autism and were determined to mainstream their son into the school system.

Caspian is now an active fifth grader who - with a little help - is thriving among his classmates.

"It's a group effort between schools, private intervention, occupational therapy, physical and musical therapy," Lynne said, "and he's beginning to understand that other people's emotions are different from his. We keep him active and tutor him in reading, and keeping current with his peers has made a big difference. It's an evolving process. We have great support of the autism community and network on online bulletin boards - sometimes you feel like you are the only one going through it."

It was a three-year process to put together "What Autism Means to Me," and Lynne said to motivate Caspian she would tell him it was a science project. "I would give him suggestions of character traits and he would draw, talk and hum," she said. "The more I looked at it, the more amazed I was. Now he's so proud to be an author."

Gracing the sidelines of each page are quotes from Caspian's family, classmates and teachers that provide further insight into his world.

"The teacher usually tells him where he is moving or he just doesn't move." - Elise, classmate

"If Caspian's schedule is going to change he likes you to tell him about it early so he can think about it for awhile. Unexpected changes make him uneasy." - Mr. G., first grade teacher

"And sometimes he 'goes away' without any outward sign - except the bleakness in his eyes." - Mina, grandmother.

"I read it cover to cover and couldn't put it down," said Lynne's childhood friend Patty Willis, a second grade teacher at the Hansen School in Canton. "As a teacher of an inclusion class, I have children with all abilities, and it was amazing to see that someone going through this wrote the book - it's told from Caspian's point of view. I shared it with the teachers in my building and sent it to (special education coordinator) Alan Dewey and told him I thought it was important that every school in Canton has a copy of this book. Any teacher should be able to use this as a reference and teaching tool and it is empowering for any child without disabilities to see his (Caspian's) thoughts and drawings."

"I am not an expert on autism, but I am an expert on my son," Lynne said. "This book was a way for all of us to see we are different, but in many ways we are the same."

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Dec 2004 by Phyllis King
Book: What Autism Means to Me
The book, What Autism Means To Me, came into my hands after a search of desperation. As a well-seasoned Public School teacher for more than 35 years, I have been baffled by the arrival of an increasing number of young students with extraordinary sets of characteristics, who simply don't respond to the traditional methods of teaching. They're like displaced members of an obscure culture.

And as a Mother (of 4), grandmother and occasional foster-mother, my skills with children were always successful, until Grandson Fox (now age 7) came into my life and home . The 4th of 6 Grandchildren, he brought with him a most bewildering array of behaviors ...hauntingly similar to many of those strange and unique students of recent years. I could not intuit his value system, nor he, mine. Societal approval meant nothing to him. At age 5, he was officially diagnosed as having Asperger's Autism.
I read every book available, and found perfect descriptions, classifications and clinical observations that fit his profile, but nothing to help with the nurturing and guidance these special children need.

What Autism Means To Me was the first practical, helpful and encouraging document I found : the side-notes of suggestions from those who worked with and loved Caspian Banki, gave specific and reassuring information, and courage to step into the new and unexplored world of Asperger's Autism. I have placed copies in the hands of all who work with my Grandson, Fox, and of medical and teaching professionals, and others I meet, whose lives are impacted by the mysterious and marvelous Beings of Asperger's Autism. These grateful caretakers have, in turn, supplied copies to others. The book needs to be in every bookstore : Asperger's Autism is not an "underground" condition any more.

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Jan 2005 by Anahita P. Renner, MA, BCBA, Clinical Director of Autism Interventions and Resources for Autism Society of America's Advocate magazine
Book review: What Autism Means to Me
Autism Society of America's Advocate website
Autism Interventions and Resources website

Written by Caspian Banki (with a little help from his Mom), What Autism Means to Me artistically provides a window into the complex world of autism from the point of view of an individual who is intimately familiar with the disorder, a young child with autism. Each page of this text uniquely presents an aspect of Caspian's experience through the demonstration of his artwork, quotes from his significant others, and simple explanations of his experiences, which can easily be understood by his peers. Worksheets within the text provide an opportunity to explore one's own individualism and further illustrate the individuality that we each experience, autistic or not.

The journey through the book may be better understood and fully enjoyed over multiple sittings. Each page can be explored individually as briefly or as extensively as the audience desires.

The text will captivate its audience, whether it's children curious about autism or adults interested in experiencing the disorder from the point of view of an autistic child, his family, and his friends.

As we enter a new era where diagnosis of autism is no longer uncommon, knowledge of the disorder becomes paramount. This text plays a particularly important role in demonstrating the experience of one child with this profoundly complex disorder.

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Mar 2004 by Lynne Banki for FEAT of WA newsletter
Integration is a Two-Way Street
FEAT of Washington's website

Caspian is in 4th grade and spends most of his day in a regular ed setting. He is getting help from a number of adults, in and out of school, whose goals are to give him the tools he needs to speak the language of the non-spectrum world. He works hard. The long, never-ending stretch of road to integration yawns before him. No matter how consistently he trudges on, he needs understanding from his peers to avoid seeing nothing more than the backs of their heads tipped together in unity.

All people are different. To function successfully as a community, we need to acknowledge that all people are different. We need to honor differences. Learn from them. Celebrate them and accommodate them. Awareness invites acceptance.

It wasn’t until I approached my son’s classmates back in the 1st grade that I witnessed the power of awareness in action. Caspian and I wrote a book together, exploring autism as it applied to him. I called it What Autism Means to Me. He called it his science project. We presented this inkjet, hand-stapled work to a huge group of 5-7 year olds and waited to see how it would be received. The class discussion centered on differences and was quite endearing.

After school that same day as I was waiting in the hall with the other parents, a girl from Caspian’s class ran to show her mother his book. “We got this because Caspian has autism!” she proclaimed loudly. Her mother shushed her, blushing, as she mouthed an apology in my direction. Before I could answer, the girl’s older sister asked, “What’s autism?” The mother and I watched on as her 1st grade daughter explained. It was wonderful.

That was the day Caspian’s journey toward integration became a two way street. His differences had a name, now, and his classmates were less confused by his behavior. His peers gained awareness. Caspian gained acceptance.

We are still working hard to help him maneuver this crazy world of ours. Our little book project has become a published title, now, and our awareness mission is in full swing. If you would like to learn more about Caspian’s book, What Autism Means to Me, come visit our website at www.lifelightbooks.com.

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Apr 2005 by Rainmom for Amazon.com
Don't be fooled - read inside this one!
Amazon's website

Don't let the color-book appearance fool you here- read some of the pages. Caspian gives readers a peek into the world of autism from a young boy's view. Buy this one for teachers and your child's peers and make sure your elementary school library has a copy.

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July 2005 by BeatleBangs1964 for Amazon.com
The Autism Experience
Amazon's website

Caspian's bright drawings with the simple, direct explanations of what autism means to him makes this a very effective book. He backs each statement up with an appropriate illustration. Caspian's mother adds more detail about autism, which is a sensory neurobiological condition affecting communication and sensory processing and integration. Each page contains a sidebar with her input.

This book makes me think of the Jimi Hendrix classic, "Are You Experienced?" When you read this, you will feel you have gained a greater understanding of the autism experience. If you are neurotypical, you will develop a greater understanding of what people with autism contend with and rationales for behavior that often accompany autism.

All in all, a solid piece of work. Make a place on the shelves and in your lives for this book. A must read for all parents, educators and medical professionals. This is for everybody!

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Aug 2006 by Shannon McKenden for Children Today online magazine
Siblings are Special, too! Nurturing Each Child in a Special Needs Household.
Children Today website - article posted
Parenting multiple children means making sure they all feel loved and cared for equally. When you add to that the special needs of a child with a disability, that job becomes a little more difficult. Please click here to see the complete article online.

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Nov 2006 by Chantelle Lusebrink for The Issaquah Press Newspaper
What makes you different? Autistic student teaches others about similarities.
Issaquah Press website
"What makes you different?" Lynne Banki asked a group of fourth- and fifth-grade students gathered in a portable classroom at Briarwood Elementary School recently.

The students eagerly raised their hands and began spouting unique things about themselves. Some were lactose intolerant or allergic to fire ants, others were born a month early. Some wore glasses, some had had surgery and others had eczema. What makes Lynne's son, Caspian Banki, 12, different from other children in that classroom is his autism.

Autism is a neurological disorder that affects the brain. People with the disorder typically exhibit symptoms that can range from problems with social skills, communication, language and speech skills, and repeated behaviors and routines. There are several common disorders within the autism spectrum. But autism is unique because it manifests itself differently in almost everyone diagnosed with the disorder.

Lynne and Caspian were at Briarwood, like other schools and classes before them, to explain to students what autism is. "I like to talk about autism as a difference," Lynne said. "Not everyone would agree with me and I used to be like that as well. But I want people to look at autism as any other difference."

What comes as second nature to Lynne now, however, was not always an easy task, she said, remembering the first time she was asked to give students in Caspian's first-grade class a presentation about his autism.

"They were very, very hard times at the beginning," she added, about the stereotyping and prejudices she faced from other parents and children when Caspian was little. "I just asked, 'Why do we have to tell the kids he is different? she remembered. "We worked so hard to get him to this point, and I hadn't even told him about it yet." She will never forget Caspian's teachers' response. "They just looked at me and said, 'Because they already know.'"

It was for their first presentation to children in Caspian's first-grade class that Lynne and Caspian created a packet, called "What Autism Means to Me," to help them present his condition to the students. At the beginning of every new page, there is one simple phrase - "Being autistic means..." which Lynne would read to Caspian and he would talk about his feelings and draw pictures in the book to express how he felt about his behaviors and why he did them.

"This is a really good teaching tool," Lynne said. "It makes it simple. This is my son. This is who he is. The book only happened when other parents told me they were using it to present on behalf of their child." "It helped my first grade class understand my autism better," Caspian said, when asked why he wrote the book with his mom. "But in fourth grade, we turned it into a real book." The pair finally turned the packets into a book in 2003, but only began presenting to classes around the district last spring.

Lynne has centered her presentations on the similarities and differences we all have, including autism, and how we all need to accommodate each other. "If you put a group of people in a room, you can always find differences and always find similarities," Lynne told the students. "But that does not mean it is right to prejudge or stereotype people, because we are all individuals."

Lynne also simply identifies the differences that many people can see in Caspian's behavior and which many children with autism express in various forms.

The four code words Lynne uses in her presentations are speech, social skills, sameness and sensitivities, explaining how each affects her son. For example, for sameness, Lynne explains the need for repeated behaviors, patterns, or in Caspian's case, the need to follow rules and for orderliness.

To demonstrate, she picks up a box of fruit snacks she sets on a nearby table during the presentation. Immediately, the students get excited about the prospect of a sweet treat. "How many of you want the fruit snacks?" Lynne asked. "Well, what if I told you they were actually goldfish, that it isn't what is on the box?" Some students look disappointed. "You got ready for something sweet and soft and I changed it on you, didn't I?" Lynne asked. "Most of you still feel OK, though, but for someone with autism, this can be very distressing and ruin their whole day."

Lynne and Caspian also teach students about other famous people that have been diagnosed with some form of autism, like film director/producer Steven Spielberg. They also talk about other people throughout history - such as inventor Alexander Graham Bell, Peanuts creator Charles Schultz and film director/producer Alfred Hitchcock - who exhibit traits of behavior on the autism spectrum.

They also answer questions from the students. One student asked Lynne what it was like to take care of a child with autism. "It takes a lot of patience and a lot of help," she replied. "But when you're in love with your kids, ask any of your parents and they'll say the same. That helps."

Today, Lynne and Caspian have much more to celebrate than just their presentations - they celebrate his progress. Most recently, Caspian has been receiving straight As on his report cards and is doing all of his own work. But, more importantly, he made his first friend by himself and went on a trip to the zoo with the friend's family, Lynne said proudly.

"I used to say he will be independent," Lynne said. "Now it's more like, 'Yeah, he'll be independent'" "That is what you work for. I want to make things easier in his life. I want awareness about autism to make some of his problems go away and make him independent," Lynne said, regarding why she has started more widely presenting with Caspian. "But I never want to change who he is, because the way he thinks is brilliant."

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