It can happen on any given day. I walk into my waiting room to invite a family into my office. A child or teen with ASD is intently focused on playing a hand-held electronic game. The parent kindly tells him to turn off the game and come into the office. The child resists, perhaps with a tantrum, perhaps throwing the game. The parent may be assertive and wrest the game, or maybe stern words are enough to get results. The child (or teen) is off to a sour start to our interaction, which naturally might focus on non-compliance at home.

Many people with ASDs have difficulty making transitions from one part of the day to the next. Often there are tantrums or even self injurious behaviors. We ask ourselves things like: “Why can ‘t he just turn off the game and come to dinner?” Is he being willful, that is, purposely non-compliant? Why? If not, what is the problem? Is this all about the ‘need for sameness’ that we hear a lot about?

Having an ASD is a set up for becoming willful. The world is a difficult place, and often enough resistance to transitions is accidentally rewarded with retreat on the part of those around him who do not want to upset him. All people with challenges, not just ASDs, may learn to control the emotional tone of the moment, gaining a sense of mastery in a difficult world, even though it is distorted and not as adaptive as he need to function in the world. This process may be almost addicting in the sense that the person becomes ever-more fixed on getting his way.

This dynamic offers a path to helping make transitions smoother. The key might be to accept the person’s resistance as an effort to do the best he can, even if it isn’t so adaptive in the larger world of family, school, etc. If we can not take is personally, and if we can honestly empathize with the person about how hard it is, we have a chance of joining the person, giving a bit of space to find a compromise solution, and perhaps effecting a smoother transition.

For instance, when we wait out a child for a bit, making clear that we see he needs a minute or two to get to a place to pause, we often see pretty good compliance. Not always, mind you, but we can often enough bargain a bit about it. I like to do this using less verbal and, more natural vocal/ gestural communication, so that we are engaging in interactions that support reading others’ cues.

This is a brief overview, but to understand it better, the next time someone interrupts you while you are doing something you like, e.g., watching TV, note the difference between when the other person intrudes during the show vs. how you feel when the person cues you that they need to talk and yet waits for the commercial. You might feel a bit of what the person with ASD feels with such requests, irritated when interrupted, but ok when you are approached in a manner that shows the person interrupting was thinking about your point of view too.

1. Prepare your child for change.

The beginning of the school year brings many changes at once. Familiarize your child with anything new related to school as much as possible. This may mean bringing your child into their school or classroom, showing your child a picture of their teacher and any classmates, or even meeting the teacher before the first day of school.

2. Discuss the unexpected.

Parents cannot anticipate everything that will happen during a school day. Prepare your child for situations that may not go as planned. Talk about a plan of attack for free time, such as lunch and recess. Use social stories to familiarize your child with routines and how to behave when the unexpected happens.

3. Reintroduce routines.

Over summer vacation your child’s morning and evening routines may have changed. They may be waking up and going to bed at different times. Start adjusting your child to the school year schedule and routine well before the school year actually begins.

4. Teach and review school related “hidden curriculum.”

While many children may switch easily between the social demands of summer activities and those required in a classroom, children on the autism spectrum may need more explicit reminders. Go over the “dos and don’ts” of acceptable school behavior.

5. Prepare yourself for change.

Meet with teachers and administrators to discuss your child’s strengths and challenges. Remember, you know and advocate for your child best. Establish communication early to develop positive relationships with your child’s teacher and school.

For more information about autism and Asperger Syndrome check out the OAR Life Journey through Autism series. Click here for a printable version of these tips.

1.  Communicate with parents.

Begin the year with positive communication to learn more about your student.  Parents know their child best.  They can help familiarize you with any behavior and safety concerns before the year begins.  The more you understand the child, the greater the potential for a successful school year and the better you communicate with the parents.

2.  Provide visual supports.

Students on the autism spectrum need visual reminders for success with learning new routines.  Visual supports may include written or picture lists of materials needed for each class, reinforcement token board, a schedule, a map of the school, and model assignments.

3.  Clearly list and teach behavioral expectations.

While most students may understand classroom behavioral expectations such as raising a hand to ask or answer questions, students on the autism spectrum may need explicit instructions.  Model and explicitly teach the behaviors you expect. 

4.  Plan to teach other students about autism/Asperger Syndrome.

Students are more likely to accept and include their peer if they understand autism spectrum disorders.  Creating a positive social environment for your student on the spectrum is important to their adjustment.

5.  Plan ahead to prepare for trouble spots.

When setting up your room and planning seating charts remember to consider the specific needs of your student.  This could mean seating a student closer to your desk or away from distractions.  Create a plan of attack for free time, such as recess and lunch, as unstructured activities may be more difficult.

For more information about autism and Asperger Syndrome check out the OAR OAR Life Journey through Autism series.  Click here for a printable version of these tips.

The most frequent question asked by parents of new and returning school students this time of the year usually focuses on the subject of how they help their children succeed during the new school year. As a parent of a daughter myself, I know that both parents and children are usually anxious starting a new school year. And for children with autism spectrum disorders (ASD), there are often additional concerns. Parents worry about how the child will fare academically, socially and emotionally. Likewise, students often have concerns about facing a new teacher, making friends and overall, any changes in their structured school life.

Parent-Teacher Meeting

Parents and teachers can work together to help children overcome these difficulties by preparing the child before the start of a term and trading critical information that will help alleviate stress on everyone. This process can begin at a meeting during the previous school year to discuss the child’s individualized education plan (IEP), a time where parents frequently get to meet their child’s new teacher.

Before the start of the new school year, parents can resume that critical dialogue by scheduling a time to go to the school with their child to meet the teacher and familiarize themselves with their classroom and the general layout of the school. Even if it’s the same classroom as last year, changes such as a new seat assignment may wreak havoc for a child with Asperger Syndrome or ASD on the first day. By visiting school before the year begins and finding out in advance about the changes to come, children will not have to face an unwelcome surprise.

Prior to the visit, parents should consider asking the teacher to pose for a photograph or provide a photo of him or her to show the child after the meeting to familiarize the child with their new authority figure or acquaint the beginning student with the concept of a teacher. Parents can also bring along a video camera to the meeting to videotape the school and classroom for the child to watch later. For new students, having them watch video of the teacher instructing her class from last year can be a great tool in helping a child relax in the classroom atmosphere.

Some teachers may have little to no experience with autism or having children with Asperger Syndrome or ASD in their classroom. Thus, they need the parents of these children to give them a window into the child’s emotional world such as how they act when they are sad, frustrated or happy. At the earliest opportunity, parents should sit down with their child’s teacher to discuss their child’s likes, dislikes and stressors. Likewise, moms and dads should identify the type of environment in which the child learns best, activities the child succeeds in and the state of the child’s organizational skills. Moreover, by giving the teacher a general understanding of your child’s strengths, weaknesses, abilities, and behaviors, you will greatly aid him or her in planning classroom activities accordingly. At the same time, you will help give your child a greater capacity for learning and prevent stressful situations for the child and teacher.

Making Friends

Mothers and fathers can also lay the groundwork for the child to form a social network by identifying students in the classroom the child already knows such as children from their previous classroom or the neighborhood. Teachers should be made aware of social activities the child does and doesn’t do well and any special arrangements the child should have during recess. Because of a lack of understanding in social situations, children with ASD often need structured activities to occupy their time during recess or free time such as study periods in middle or high school. Knowing this ahead of time can help the teacher come up with ideas for activities.

Trading Feedback

Lastly, parents and teachers should decide on how best to trade feedback about the child. Whether it’s by e-mail, phone, a shared journal or weekly meetings, parents and teachers should communicate regularly to keep up with the child’s progress. Teachers should remember that when speaking to a parent, they should always present the child’s accomplishments first and then discuss other aspects of the child’s performance. By supporting one another as members of a team, parents and teachers can help the student accomplish goals and enjoy a successful school year.

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Bridget Taylor is executive director and Kate Britton is the principal and assistant director of Alpine Learning Group, a Paramus, NJ-based program that provides learners with autism and their families comprehensive, scientifically validated educational and behavioral services designed to foster individual growth and personal achievement. This article first appeared in the March issue of The OARacle, OAR’s monthly newsletter.

Take Practical Steps to Ensure Your Child’s Safety
By Kate Britton, M.S.Ed., M.A., BCBA  and Bridget A. Taylor, PsyD, BCBA-D

Picture it:  You are at home alone with your three children, one of whom has autism. You are cooking dinner for your family when your phone rings. You answer it, diverting your attention from your children for one split second. When you turn back to check on your children, the front door is open and your child with autism is missing. You look out the door and your child is nowhere in sight.

It’s your worst nightmare:  Not knowing if your child is safe or in harm’s way. This fear is intensified if your child has difficulty communicating, does not differentiate between safe and unsafe situations, does not follow instructions consistently, and does not have the ability to defend himself.

Children with autism present with unique communication and behavioral issues that increase their risk of getting lost and injured. Parents of children with autism often fear their children with autism will get lost and be unable to communicate effectively to ensure their safety. In fact, in an online survey conducted by the National Autism Association, 92 percent of the parents indicated their child with autism was at risk of wandering away from his or her home or care provider.

These steps can ensure your child’s safety (some resources for more information are included at the end of the article):

Step 1:  Secure Your Home and Yard

One of the most important and practical things you can do is to secure your home and yard area so that your child is less likely to wander away. Many children quickly learn how to operate standard locks on exit doors. Install locks on doors and gates in the yard that your child cannot open. (Deadbolts that require keys on both sides of the doors or hook eyes that are too high for the child to reach are good examples.) In addition, install an alarm system that signals when a door or window is opened. There are a variety of systems available, including high-tech and low-tech options.

If you want to monitor your child from another room, you could use a video monitoring system or a baby monitor that has video monitoring capability. If you have a pool or a pool is nearby, install a pool alarm and encourage your neighbors who have pools to do the same. If your child goes into pools unsupervised, you can also use the Turtle, which is a wristband that locks securely around your child’s wrists and sounds an alarm if it immersed in water.

Step 2:  Keep Emergency Responders Informed

Call your local non-emergency telephone number and ask personnel to note in the 911 database that someone with autism lives at your address. If there was ever an emergency in your home, the emergency responders will know in advance that they need to respond accordingly. You can purchase and display decals on windows and doors to indicate a child with autism lives at your home.

If your child is at risk of wandering, bring a picture along with information about your child and autism in general to the local police station for the station to keep on file. Let the station officer know your child is at risk of wandering. This information will be helpful in locating your child sooner and help identify your child in the event he or she is found and brought to a police station by someone else.

Step 3:  Inform Your Neighbors

View your neighbors as another set of eyes. Give them a picture of your child along with some helpful information about your child (e.g., he is unable to speak, she responds to simple commands, he likes to swim so please keep your pool gate locked) and about autism in general. Also include your cell phone and home numbers so that they can call in the event they ever see your child wandering away from the house or walking the street unaccompanied by an adult.

Step 4:  Register Your Child

Register with the National Child Identification Program.[link to www.childidprogram.com] The program also provides a kit that includes information on everything law enforcement would need, such as instructions on how to fingerprint your child, in case of an emergency.

Step 5:  Purchase Medical Identification Jewelry

The first question a stranger is likely to ask your child is, “What’s your name?” So it is important that your child can be understood by listeners who don’t know your child. If your child will not be understood or can’t relay enough information, you could use medical identification jewelry, such as a bracelet. Some companies only engrave an ID number and the company’s phone number, and when the company receives a call, a company representative contacts the parent or guardian. Other companies engrave whatever you request such as “Autism – Nonverbal,” allergies, and/or your cell phone number.

Step 6:  Plan Ahead for Vacations or Community Outings

Vacations should be enjoyable but are often stressful especially if your child is prone to wandering. Before choosing a vacation destination, determine the potential risk for your child with autism. For example, if your child tends to wander to swimming areas, you would not want a room near the pool or you may even stay in a location that does not have a pool. When arriving at your destination, inform the staff about your child and advise them that she will require supervision at all times and if they see her unsupervised to call you immediately. In addition, consider using portable door alarms for hotel rooms. If your child tends to wander, consider using child-locator systems or a global positioning system (GPS). There are also low-tech tracking devices, and some phone companies have designed cell phones with GPS programming.

Step 7:  Teach Functional Safety Skills

It’s essential to teach your child skills that will increase his safety. Work with your child’s school or treatment program to include the following safety goals in your child’s individualized education plan (IEP):

• Responding to name: Teach your child to turn around and orient to you when his name is called.
• Responding to “Come here”: Teach your child to come to you when you say, “Come here.” Practice this skill across many environments, including outside in the play yard and at the park.
• Answering social questions: Teach your child to answer social questions that are relevant for safety (e.g., “Where do you live?” or “What is your mother’s name?” or “What is your mother’s cell phone number?”). Teach your child to respond to these questions in varied presentations (e.g., “Who are you?” and “What is your name?”). Be sure your child can be understood by novel listeners. If you child has an augmentative communication system, teach your child to answer these questions by activating her system.
• Asking for permission to leave the house or yard area: Teach your child to approach you and ask to go for a walk or to go to a specific location.
• Asking to go to preferred locations/places: Teach your child the names of his preferred locations (e.g., park, ice cream store, etc.) and teach him to request to go to these locations by name or by exchanging a picture of a place. Photos of the places could be hung on the inside front door to serve as a prompt for your child to request a preferred location.
• Holding hands: Teach your younger child to hold your hand when you are walking in the community. While this sounds like a simple goal, some children with autism may require specific teaching in cooperating with hand holding especially in the community.
• Crossing streets: Teach your child the skill of waiting at cross walks until no cars are present or until you give her permission to cross the street.
• Walking/staying with an adult: Teach your child to follow alongside of you when you walk in the community, without holding his hand. This skill should be practiced in school or home first and then in the community.
• Waiting appropriately: Teach your child to wait next to you in varied locations and in line at department stores.
• Cooperating with wearing medical identification jewelry: Teach your child to tolerate wearing an identification bracelet or necklace.
• Exchanging an identification card: Teach your child to take an identification card out of her pocket or wallet when asked different types of question such as “Are you lost?” or “What is your name?”
• Answering a cell phone and following directions and answering questions: Teach your child to follow directions on the phone (e.g., “Walk to the kitchen” or “Find an adult”), and to answer questions on the phone (e.g., “Where are you?”).
• Declining inappropriate instructions: Teach your child to walk away and say “No!” when given an inappropriate instruction from a stranger  (e.g., if a novel person says, “Come with me,” or “Give me your wallet,” the child is taught to say, “No” and walk away to find a familiar person to report what happened). When teaching, use novel people so the child distinguishes whom to respond to in this manner.
• Identifying a stranger: Teach your child to identify strangers versus familiar people in photos and then in the presence of novel people and familiar people. Teach your child the types of interactions that are appropriate with familiar people and those that are not with a stranger.
• Exiting a home/building during a fire alarm: Teach your child a place to exit to in the event of a fire alarm or home emergency (e.g., always to the driveway and wait in a specific spot).
• Swimming: Teach your child to swim. Many local community centers have swim programs for children with disabilities.

Some Helpful Resources

Security
www.addalock.com
www.childsafetystore.com
www.protectmefirst.com
www.x10.com
www.poolguard.com
www.safetyturtle.com
www.protectmefirst.com (door guard alarms)

Identification and Registration
www.iloveachildwithautism.com
www.childidprogram.com
www.medicalert.org
www.kidsafeid.com (identification cards)

Location Systems/Devices
www.projectlifesaver.com
www.Caretrack.com
www.ion-kids.com
www.protectmefirst.com
www.uLocate.com

General
www.mypreciouskid.com/child-autism-safety.html
www.autismriskmanagement.com/
www.papremisealert.com/
www.leanonus.org

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Every pediatrician knows the frustration of trying to quantify the speech and language skills of a screaming toddler. How many words can he say? Can she put two or more words together into a sentence? Can people besides you understand him when he talks? Questions like these, put to the parents, are the quick and somewhat crude yardsticks we often use.

Crude or not, the assessment is crucial: the earlier it is made, the earlier the speech-delayed child can get some help, and the earlier the help, the better the prospects.

Read the full article here.

The Poway Unified School District near San Diego offered Driscoll’s 11-year-old, Paul, the support of an aide for 10 hours a week — fewer than half the 21 hours Fairfax County had provided and said he deserved under federal law.

“They slashed his services in half and said, ‘We believe this is comparable,’ ” Driscoll said.

Until recently, Driscoll would have had to fight the school district alone. But under a new Marine Corps initiative, she had reinforcements: a caseworker and a special education attorney, provided by the military, to accompany her to meetings with school officials and, if need be, to court.

That initiative is part of a larger military effort, led by the Marines and the Army, to address the medical, educational and emotional challenges faced by special-needs families.

Read the full article here.

Langley Air Force Base

45 Nealy Ave, Suite 100
1 MSS/DPF
Langley AFB, VA 23665

Phone: 757-764-9990
DSN: 574-9990

http://www.langley.af.mil/

Among the findings: The levels of chronic stress experienced by the mothers were similar to those of combat soldiers. The greater the child’s behavior problems, the worse the mothers’ stress.

Read the full article here.

Read the full article here.

CARD researchers found no differences between HBOT and placebo groups across any of the outcome measures. The present study demonstrates that HBOT delivered at 24% oxygen at 1.3 atmospheric pressure does not result in a clinically significant improvement in the symptoms of Autistic Disorder.

Read the full article here.

Awards were based on the quality of the proposed study and how well it addressed short-term research objectives detailed in the Interagency Autism Coordinating Committee’s (IACC’s) Strategic Plan for Autism Spectrum Disorder Research.

Read the full article here.

“Has autism increased or hasn’t it?” As a researcher and psychologist with a specialty in developmental disabilities and autism spectrum disorders (ASDs), this is a question I get all the time. I wish I had a short answer, but I don’t. On the other hand, if you have a few minutes, read on.

The question is a really important one. A study just came out in Pediatrics, saying that the prevalence of ASDs is now one in 91 U.S. children – and one in 58 boys. This is much higher than the most recently quoted rate of one in 150. And that is up from one in 1500 in the early 1990s.

That jump would scare anyone! But is it real?

This should be a “yes” or “no” question, right? But the first thing to remember is that, although we do our best, it can be really difficult for researchers to get good autism numbers. Previous studies looking at this issue have used differing criteria for deciding who has an ASD. Some studies try to use particular criteria to “make sure” that the individual has an ASD and not some other disorder – for example, requiring that the diagnosis come from a specialist, or that the patient displays certain symptoms. In contrast, the study in Pediatrics used parent or guardian reports and got a much higher rate of diagnosis. This isn’t necessarily because the parents were inaccurate, but rather that they could report a diagnosis or an observation made by any provider using any set of rules or criteria.

Another issue is that reporting of disorders can rise for reasons other than a true increase. For example, when there are treatments that work and are available, people are more likely to pursue getting a diagnosis. In the case of ASDs, when laws were enacted to ensure that young children had more access to services, there was an increase in diagnosis

Yet another factor is increased public awareness. When you know that you have risk factors for a disorder, you are more likely to be evaluated. And as awareness increases, people tend to get diagnosed much earlier, adding to the pool of people who have the diagnosis at any given time.

After all this, you’re probably still saying, “So, do we know if ASDs have increased at all?” And truthfully, we just don’t have a definitive answer. Certainly there is an increase in prevalence, or the number of people diagnosed with an ASD at any given time. The incidence of ASDs, or the number of new cases over a certain time span, is less clear. But even when the reporting issues above are taken into account, new cases do appear to be increasing.

Why this is so remains a big mystery. Children’s is one of the institutions trying to find answers – using very stringent, rigorous methods for diagnosing autism and analyzing the data so we can look for causes, improved diagnostic techniques, better treatments and ultimately cures. If you have a child with autism, we need your help! Consider enrolling in our study, which looks at the genetics of autism, or other studies taking place at the hospital (for more information, email Anna Ehler or call 617-355-3076). You’ll get a report on your child and you’ll be helping researchers make new discoveries. Whether it’s one in 150 or one in 91, ASDs are a huge public health problem, and we need answers quickly.

The key to understanding the severity of autism that a child may have is based more on certain developmental milestones that have not been reached as they get older.

Read the full article here.

Fort Belvoir

9655 Belvoir Road
Building 1001
Fort Belvoir, VA 22060-5561

Phone: 703-545-6700
DSN: 227-0101

http://www.belvoir.army.mil/

Read the full article here.

Read the full article here.

Read the full article here.

Warren Air Force Base

90 MSS/DPF
7601 Randall Avenue, Bldg 207
FE Warren AFB, WY 82005-2502

Phone: 307-773-1110
DSN: 481-1110

http://www.warren.af.mil/

Fort McCoy

2111 South 8th Avenue
Fort McCoy, WI 54656-5136

Phone: 608-388-2222
DSN: 280-1110

http://www.mccoy.army.mil/

Tooele Army Depot

Bldg. 1012
ATTN: SJMTE-CF-F
Tooele, UT 84074-5000

Phone: 435-833-2852
DSN: 790-2852

http://www.tooele.army.mil/

Hill Air Force Base

5837 D Avenue, Bldg. 150
Hill AFB, UT 84056

Phone: 801-777-7221
DSN: 777-7221

http://www.hill.af.mil/

While some of the posts will focus on issues unique to military families, autism presents many common challenges to parents regardless of their profession. Thus, much of what you’ll read here will be widely applicable to civilian families as well. You can expect to see posts on the following topics:

• Education
• Parenting
• TRICARE
• Legislation
• Preparing for transitions
• Challenges & successes
• And much more

If you have helpful insight or experiences that you’d like to share in a post of your own, please email info@operationautismonline.org with “Blog Contributor” in the subject line and a brief description of your post. We will set up a user account for you and be in contact with you shortly.

All the best,

The Organization for Autism Research

http://www.researchautism.org

Dugway Proving Ground

Kister Ave.
Attn: CSTE-DTC-DP-DB-CA-F,
Bldg 5124, Room 220 
Dugway Proving Ground, UT 84022-5000

Phone: 435-831-2321/2278
DSN: 789-2278

https://www.dugway.army.mil/

Naval Support Activity Mid-South

Fleet and Family Support Center (Code 06)
5722 Integrity Drive, Bldg. S-456
Millington, TN 38054-5045

Phone: 901-874-5111
DSN: 882-5111

http://www.nsamidsouth.navy.mil/

Arnold Air Force Base

Arnold Engineering Development Center
100 Kindel Drive, Suite C-318
Arnold AFB, TN 37389-3318

Phone: 931-454-3000
DSN: 340-3000

http://www.arnold.af.mil/

Ellsworth Air Force Base

Family Support Center
28 MSS/DPF
1000 Ellsworth St., Ste 1500
Ellsworth AFB, SD 57706-4808

Phone: 605-385-1110
DSN: 675-1110

http://www.ellsworth.af.mil/

Marine Corps Recruit Depot Parris Island

Commanding General
ATTN MCCS/RAP, MCRD ERR
PO Box 19001
Parris Island, SC 29905-9001

Phone: 843-228-2111
DSN: 335-1110

http://www.mcrdpi.usmc.mil/

Marine Corps Air Station Beaufort

P.O. Box 55023
Beaufort, SC 29904-5023

Phone: 843-522-7100
DSN: 832-7100

https://www.beaufort.usmc.mil/

Fort Jackson

3392 Magruder Ave.
Fort Jackson, SC 29207-5140

Phone: 803-751-1110
DSN: 734-1110

http://www.army.mil/info/organization/jackson/

Shaw Air Force Base

20 MSS/DPF
524 Stuart Avenue
Shaw AFB, SC 29152-5023

Phone: 803-895-1110
DSN: 965-1110

http://www.shaw.af.mil/

Naval Weapons Station Charleston

1005 Jefferson Ave
Building 786
Goose Creek, SC 29445-6049

Phone: 843-764-7480

http://www.cnic.navy.mil/charleston/index.htm

Charleston Air Force Base

104 E. Simpson Street
437 MSS/DPF, Bldg. 500
Charleston AFB, SC 29404-4924

Phone: 843-963-4406/4411
DSN: 673-4406

http://www.charleston.af.mil/

“The concern here is that buried in these numbers is a true increase,” said Dr. Thomas Insel, director of the National Institute of Mental Health. “We’re going to have to think very hard about what we’re going to do for the 1 in 100.”

Figuring out how many children have autism is extremely difficult because diagnosis is based on a child’s behavior, said Dr. Susan E. Levy of the Children’s Hospital of Philadelphia and a member of the American Academy of Pediatrics subcommittee on autism.

Read the full article here.

Naval Station Newport

1260 Peary Street
Naval Station Newport, RI 02841-1629

Phone: 401-841-3456
DSN 948-3456

http://www.cnic.navy.mil/newport/index.htm

Fort Buchanan

Garcia Street
Building 1019B, Buchanan Heights
Fort Buchanan, PR 00934-3400

Phone: 1-800-786-5315
DSN: 740-3402

http://www.buchanan.army.mil/sites/local

Tobyhanna Army Depot

11 Hap Arnold Blvd 
Tobyhanna Army Depot, PA 18466-5044

Phone: 570-895-7000
DSN: 795-7000

http://www.tobyhanna.army.mil/

Naval Air Station Joint Reserve Base Willow Grove

Fleet and Family Support Center
Bldg. 167
Willow Grove, PA 19090-5030

Phone: 215-443-6033

http://www.cnic.navy.mil/WillowGrove/index.htm

Carlisle Barracks

Department of the Army
Army Community Service
632 Wright Avenue
Carlisle Barracks, PA 17013-5046

Phone: 717-245-3131
DSN: 242-3131

http://www.carlisle.army.mil/

Vance Air Force Base

71 MSS/DPF
Family Support Flight
446 McAffrey Ave, Ste 15
Vance AFB, OK 73705-5712

Phone: 580-213-5000
DSN: 448-7110

http://www.vance.af.mil/

Tinker Air Force Base

3420 D Ave, Room 105B
Tinker AFB, OK 73145

Phone: 405-732-7321
DSN: 884-7321

http://www.tinker.af.mil/

Altus Air Force Base

97 MSS/DPF 308 North First Street
Ste 1201
Altus AFB, OK 73523-5008

http://www.altus.af.mil/

Wright-Patterson Air Force Base

2000 Allbrook Drive, Area C, Building 2
88 MSS/DPF
Wright-Patterson AFB, OH
45433-5315

http://www.wpafb.af.mil/

Minot Air Force Base

22 Peacekeeper Place
Unit 1
Minot AFB, ND 58705-5003

Phone: 701-723-1110
DSN: 453-1110

http://www.minot.af.mil/

Grand Forks Air Force Base

575 Holzapple St
319 MSS/DPF
Grand Forks AFB, ND 58205-6319

Phone: 701-747-3000
DSN: 362-3000

http://www.grandforks.af.mil/

New River Air Station

Marine & Family Services
Attn: RAP, PSC Box 21001
MCAS New River
Jacksonville, NC 28545-1001

Phone: 910-451-1113
DSN: 751-1113

http://www.newriver.usmc.mil/

Cherry Point Air Station

PSC Box 8009
Cherry Point, NC
28533-0009

Phone: 252-466-2811
DSN: 582-1110

http://www.cherrypoint.usmc.mil/

Camp Lejeune

14 McHugh Blvd, Commander, Marine Corps Base
Attn: Transition Support Services
Camp Lejeune, NC 28547-2519

Phone: 910-451-1113
DSN: 751-1113

http://www.lejeune.usmc.mil/

US Coast Guard Air Station Elizabeth City

ISC Portsmouth (PW)
4000 Coast Guard Blvd.
Portsmouth, NC
23703-2199

Phone: 252-335-6229

http://www.uscg.mil/d5/airstaElizabethCity/default.asp

HQS XVIII Abn Corps & Fort Bragg
AFZA-CAS-CA
Fort Bragg, NC 28310-5000

Phone: 910-396-0011
DSN: 236-0011

http://www.bragg.army.mil/

Seymour Johnson Air Force Base

4 MSS/DPF
1200 Wright Brothers Ave
Suite 100
Seymour Johnson AFB, NC 27531-2442

Phone: 919-722-1110
DSN: 722-1110

http://wwwmil.seymourjohnson.af.mil/

Pope Air Force Base

829 Armistead Street
43 MSS/DPF
Pope AFB, NC
28308-2404

Phone: 910-394-1110
DSN: 424-1110

http://public.pope.amc.af.mil/

Watervliet Arsenal

1 Buffington St
Watervliet, NY 12189-4003

Phone: 518-266-5111
DSN: 974-5103

http://www.wva.army.mil/

United States Military Academy at West Point

622 Swift Road
West Point, NY
10996-1985

Phone: 845-938-4011
DSN: 312-688-1110

http://www.usma.edu/

Fort Hamilton

405 General Lee Ave
Bldg 405
Brooklyn, NY 11252

Phone: 718-630-4754
DSN: 232-4754

http://www.hamilton.army.mil/

Fort Drum

Headquarters 10th Mountain Division (LI) & Fort Drum
10000 10th Mtn Div Dr
Fort Drum, NY 13602-5000

Phone: 315-772-6011
DSN: 772-6011

http://www.drum.army.mil/sites/local/

White Sands Missile Range

Commander, U.S. Army WSMR
ATTN: SFIM-SW-WS-CA-S
White Sands Missle Range, NM 88002-5018

Phone: 505-678-2121
DSN: 258-2121

http://www.wsmr.army.mil/wsmr.asp

Kirtland Air Force Base

1451 4th Street SE
377 MSS/DPF (Family Support Center)
Bldg 20245
Kirtland AFB, NM 87117-5521

Phone: 505-846-0011
DSN: 246-0011

http://www.kirtland.af.mil/

Holloman Air Force Base

49 MSS/DPF
850 First Street, Bldg 40
Holloman AFB, NM 88330-8035

Phone: 505-572-6511
DSN: 572-6511

http://www.holloman.af.mil/

Cannon Air Force Base

200 W. Terminal Ave
Cannon AFB, NM 88103-5221

Phone: 505-784-3311
DSN: 681-1110

http://www.cannon.af.mil/

NAES Lakehurst
HWY 547
Fleet and Family Support Center
Bldg. 488-2
ATTN: RAP
Lakehurst, NJ 08733-5076

Phone: 732-323-2011
DSN: 624-1110

http://www.navair.navy.mil/lakehurst/nlweb/index-non-flash.asp

Naval Weapons Station Earle

201 Highway 34 South
Bldg. C-59

Colts Neck, NJ
07722-5011

Phone: 732-866-2500
DSN: 449-1110

https://www.cnic.navy.mil/earle/index.htm

Picatinny Arnsenal

Commander US Army TACOM-ARDEC
ATTN: AMSTA-AR-MWR-F
Army Comm. Svc.
Bldg 34N
Picatinny Arsenal, NJ
07806-5000

Phone: 973-724-4939
DSN: 880-4939

http://www.pica.army.mil/PicatinnyPublic/index.asp

Fort Monmouth

812 Murphy Drive

Fort Monmouth, NJ
07703-5113

Phone: 732-532-9000
DSN: 992-9110

https://www2.monmouth.army.mil/usagfmima/sites/local

Fort Dix

Dept of the Army
AFRC-FA-CFA-Army Community Svc
5201 Maryland Ave

Fort Dix, NJ 08640

Phone: 609-562-1011
DSN: 944-1011

http://www.dix.army.mil/

McGuire Air Force Base

PSC Box 3000
General Delivery
2907 Tuskegee Airmen Avenue

McGuire AFB, NJ
08641-5000

Phone: 609-754-1100
DSN: 650-1100

http://www.mcguire.af.mil/

Portsmouth Naval Shipyard

Chapel Annex, Bldg. 241

Portsmouth, NH
03804-5000

Phone: 207-438-1000
DSN: 684-1000

http://www.ports.navy.mil/

Naval Air Station Fallon

Fleet and Family Support Center
4755 Pasture Rd
Bldg 309

NAS Fallon, NV
89496-5000

Phone: 775-426-5161
DSN: 890-5161

https://www.cnic.navy.mil/Fallon/index.htm

Nellis Air Force Base

99 MSS/DPF
4311 N. Washington Blvd
Suite 102

Nellis AFB, NV
89191-7073

Phone: 702-652-1110
DSN: 682-1110

http://www.nellis.af.mil/

“We are sending the parents of these children to war. We have a moral obligation to care for the medical needs of these families here at home,” says Karen Driscoll, a Marine Corps wife.

While Driscoll’s husband fought in Iraq she was battling Tricare, the defense department’s health insurance company, to increase benefits for children like her son Paul, who was diagnosed with autism at the age of three.

See the broadcast and read the full article here.

Offutt Air Force Base

55 MSS/DPF
109 Washington Sq
Ste 111
Offutt AFB NE 68113-2124

Phont: 402-294-1110
DSN: 271-1110

http://www.offutt.af.mil/

Malmstrom Air Force Base

312 73rd St N
Bldg 1192

Malmstrom AFB, MT
59402-7511

Phone: 406-731-1110
DSN: 632-1110

http://www.malmstrom.af.mil/

Fort Leonard Wood

Army Community Service/Relo
140 Replacement Ave
Rm 1126
Fort Leonard Wood, MO
65473-8935

Phone: 573-596-0131
DSN: 581-0131

http://www.wood.army.mil/wood_cms/

509 MSS/DPF
750 Arnold Ave
Whiteman AFB, Missouri 65305

Phone: 660-687-1110
DSN: 975-1110

http://www.whiteman.af.mil/

Naval Construction Battalion Center Gulfport

3502 East 8th Street at Pass Road

Gulfport, MS 39501

Phone: 228-871-3000

Phone (DSN): 312-868-3000

Fax: 228-871-3610

Fax (DSN): 312-868-3610

https://www.cnic.navy.mil/Gulfport/index.htm

Naval Air Station Meridian

255 Rosenbaum Avenue

Naval Air Station
Meridian, MS 39309

Phone: 601-679-2447 / 601-679-2574

Phone (DSN): 312-637-2447

Fax: 601-679-2160

Fax (DSN): 312-637-2160

http://www.cnic.navy.mil/meridian/index.htm

Keesler Air Force Base

Larcher Blvd.

Building 4605

Keesler AFB, MS 39534-2554

Phone: 228-377-2179 / 1-866-301-9436 / 228-377-3844

Phone (DSN): 312-597-2179

Fax: 228-377-3063/3532

Fax (DSN): 312-597-3063/3532

http://www.keesler.af.mil/

Columbus Air Force Base

166 C Circle

Suite 204, Building 1114

14 FSS/FSFR

Columbus AFB, MS 39710-7901

Phone: 662-434-2790

Phone (DSN): 312-742-2790

Fax: 662-434-2483

Fax (DSN): 312-742-2483

http://www.columbus.af.mil/

Robins Air Force Base

Highway 247

Robins AFB, GA 31098-2235

Phone: 478-926-1256

Phone (DSN): 312-468-1256

Fax: 478-926-2361

Fax (DSN): 312-468-2361

http://www.robins.af.mil/

Naval Submarine Base Kings Bay

1063 USS Tennessee Avenue

Kings Bay, GA 31547

Phone: 912-573-2020

Phone (DSN): 312-573-2020

Fax: 912-573-2195

https://www.cnic.navy.mil/KingsBay/index.htm

Naval Air Station Atlanta

1000 Halsey Avenue
Marietta, GA 30060-5099

Phone: 678-655-6415

Phone (DSN: 678-625-6415

https://www.cnic.navy.mil/Atlanta/index.htm

Moody Air Force Base

5091 Gardner Street

23rd Wing

Moody AFB, GA 31699-1507

Phone: 229-257-3063

Phone (DSN): 312-460-3063

Fax: 229-257-3114

http://www.moody.af.mil/

Marine Corps Logistics Base – Albany

814 Radford Boulevard
Suite 20311, Building 7200

Albany, GA 31704

Phone: 229-639-5276

Phone (DSN): 312-567-5276

Fax: 229-639-6103

Fax (DSN): 312-567-6103

http://www.ala.usmc.mil/

Hunter Army Airfield

230 Neal Boulevard

Building 1279

Hunter Army Airfield, GA 31409-5005

Phone: 912-315-2694 / 912-315-6816

Phone (DSN): 312-729-2694

Fax: 912-315-2601

http://www.stewart.army.mil/homepage/default.asp

Fort Stewart

General Stewart Way & Memorial Dr

Hinesville, GA 31313

Phone: 912-767-1411

http://www.stewart.army.mil/homepage/default.asp

Fort McPherson/Gillem

1350 Troop Row, SW

Army Community Service

Fort McPherson, GA 30330

Phone: 404-464-4182

Phone (DSN): 312-367-4182

Fax: 404-464-2979

http://www.mcpherson.army.mil/

307 Chamberlain Avenue

Fort Gordon, GA 30905

Phone: 706-791-5790

Phone (DSN): 312-780-5790

Fax: 706-791-5844

Fax (DSN): 312-780-5844

http://www.gordon.army.mil/

Fort Benning

Collins Loop

Building 2624, Soldiers Plaza

Fort Benning, GA 31905

Phone: 706-545-4043 / 706-545-5516

Phone (DSN): 312-835-4043

Fax: 706-545-2545

Fax (DSN): 312-835-2545

https://www.benning.army.mil/fbhome/sites/local/

Tyndall Air Force Base

721 Suwannee Avenue

Tyndall AFB, FL 32403-5428

Phone: 850-283-4204 

Phone (DSN): 312-523-4204/4205

Fax: 850-283-4220 

Fax (DSN): 312-523-4220/4226

http://www.tyndall.af.mil/

Patrick Air Force Base

842 Falcon Avenue

Bldg 722

Patrick AFB, FL 32925-3439

Phone: 321-494-5675 / 321-494-5676

Phone (DSN): 312-854-5675

Fax: 321-494-4315

Fax (DSN): 312-854-4315

http://www.patrick.af.mil/

Naval Support Activity Panama City

101 Vernon Avenue

Panama City, FL 32407-7018

Phone: 850-2340-4011

Phone (DSN): 312-436-4011

https://www.cnic.navy.mil/PanamaCity/index.htm

Naval Station Mayport

Massey Avenue

Building 1

Mayport, FL 32228-0042

Phone: 904-270-6600

Phone (DSN): 312-960-6600

Fax: 904-270-5094

Fax (DSN): 312-960-5094

https://www.cnic.navy.mil/Mayport/index.htm

Naval Air Station Whiting Field

7511 USS Enterprise Street

Building 3025

Milton, FL 32570-6013

Phone: 850-623-7177

Phone (DSN): 312-868-7177

Fax: 850-623-7735

Fax (DSN): 312-868-7735

https://www.cnic.navy.mil/WhitingField/index.htm

151 Ellyson Avenue

Building 625
2nd Deck, South Wing

NAS Pensacola, FL 32508-5217

Phone: 850-452-5990 ext. 3124 / 850-452-5990 ext. 3123

Phone (DSN): 312-922-5990 ext. 3124

Fax: 850-452-2868

Fax (DSN): 312-922-2868

https://www.cnic.navy.mil/Pensacola/index.htm

Naval Air Station Key West

600 Forrestal Ave.

Bldg 324, Boca Chica Field

PO Box 9001

Key West, FL 33040-9001

Phone: 305-293-2268 / 305-293-2971

Phone (DSN): 312-483-2268

https://www.cnic.navy.mil/KeyWest/index.htm