IN THIS ISSUE: CT FEAT Newsletter, Vol. 1, No.3, September 1998
Note: The content of this newsletter is, unless otherwise indicated, the property of Connecticut Families for Effective Autism Treatment, Inc. (CT FEAT) and is copyright protected. It may be used only with attribution. Copyright © 1998, CT FEAT, Inc.
Attorney Gary Mayerson Guest Speaker at Next
"Parent Resource Network" Meeting
Attorney Gary Mayerson, a nationally renowned legal advocate for children with autism spectrum disorders, will be the featured speaker at CT FEAT'S upcoming "Parent Resource Network" meeting, which will take place on Sunday, September 27,1998 at 2:00 p.m. at the Rocky Hill Congregational Church on 805 Old Main Street in Rocky Hill, CT. Attorney Mayerson is especially well-known for his zealous representation of families seeking Applied Behavioral Analysis (ABA) based programs for their children.
Attorney Mayerson first became involved with educational rights and developmental disabilities when his son was diagnosed with autism. Today, Mayerson is assisting numerous families around the country who are attempting to secure appropriate educational placements and services, including ABA-based programs. Speech and Language Therapy, Occupational/Physical Therapy, and Assistive Technology.
Attorney Mayerson graduated in 1979 from the Georgetown University Law Center in Washington, D.C. and is a commercial trial lawyer and litigating partner with the Manhattan law firm of Graubard, Mollen & Miller. He is admitted to practice in New York and Florida, as well as in various federal courts.
In addition to his involvement in various precedent-setting cases, Mayerson has been developing a valuable web site for legal information (www.maverslaw.com). Attorney Mayerson also is reputed (though this is only hearsay) to be a very humorous person. So, in addition to imparting some legal wisdom, he also may be able to help us with the "recovery" of our sense of humor - a goal that is always on the agenda of every CT FEAT parent meeting.
CELEBRATING OUR FIRST YEAR
(President, CT FEAT )
What a difference a year makes! In July of 1997, when Connecticut Families for Effective Autism Treatment (CT FEAT) first was incorporated, Connecticut was a pretty dismal place for young children with autism spectrum disorders (ASD). The remarkable advances in autism treatment which were transforming the lives of so many children in other states (e.g. New Jersey, Massachusetts, New York, Rhode Island, California, Wisconsin, and Pennsylvania) had yet to reach our shores. Applied Behavioral Analysis (ABA) based treatment, which made these remarkable advances possible, was in extremely scarce supply here.
In the summer of 1997, the River Street Autism Program (Connecticut's first public-sector ABA program) was just getting off the ground and the Connecticut Center for Child Development (CCCD - Connecticut's first center-based ABA program) hadn't yet opened its doors. While some families (especially in Fairfield County) did manage to retain out-of- state ABA consultants to provide their children with home- based programs, these were a very fortunate few.
The great majority of families were reliant upon their local public school or Birth to Three agency for services. For the most part, these providers knew very little about ABA-based treatment and had no staff competently trained to provide it.
Just one year later, in September of 1998, River Street is providing services to an ever increasing number of children around the state and CCCD is thriving. More and more school systems are providing intensive behavioral intervention (IBI) programs and obtaining ABA training for their staff. And even the Birth to Three System, which tends to favor a low-key approach to autism treatment (with an eclectic mix of play therapy, speech therapy and sensory integration) finds itself funding more and more IBI home programs.
Another sign of progress is the increasing number of diagnosticians who are becoming aware of the importance and effectiveness of early, intensive behavioral intervention. These doctors are communicating this critically important information to parents at the time of diagnosis - when it can do the most good.
The volunteer parents who run CT FEAT would like to think our efforts have contributed to this overall improvement in the treatment climate. Beginning in July of 1997, we spent a very busy year engaged in a host of activities designed to raise treatment consciousness in Connecticut. During this period, CT FEAT:
created a web site where parents, and others, can obtain extensive information about effective treatment. Most of this same information also is contained in a mailer packet which we have sent out to more than a hundred people who aren't connected to the Internet
established a telephone hot line which provides information about OUT organization's activities. By calling this number, parents of newly diagnosed children can speak confidentially with other parents and even be linked to a more experienced parent "mentor" in their own area of the state.
sponsored "Parent Resource Network" meetings which meet every other month, and which draw parents from all over the state. Parents can also network on our Internet discussion list
published a newsletter which contains news of interest (book reviews, conference announcements, etc.) and a brochure which describes our organization and its services.
mailed hundreds of our brochures to diagnostic clinics, Special Education Directors, and Early Intervention providers, requesting that they make the brochures available to parents.
sponsored educational presentations like the very informative and well-attended lecture by Dr. Kathleen Dyer on the "generalization" component of an ABA program.
There is still an enormous amount of work to be done before even most, much less all, children with autism spectrum disorders are receiving appropriate intervention. For most Connecticut families, it is still very difficult to find and fund effective treatment programs.
During the upcoming year, we will undertake more of the same kinds of activities that made our first year so successful. We hope that by this time next year, when CT FEAT celebrates its second anniversary, a continuing expansion of awareness and services will give us that much more to celebrate.
(If you would like to support CT FEAT's efforts to make effective treatment more available to Connecticut's children with autism spectrum disorders, please send your tax- deductible contribution to: CT FEAT, P.O. Box 388, Ellington, CT 06029-388).
CHECK OUT CT FEAT'S AWARD-WINNING WEBSITE
CT FEAT'S website was recognized as one of the best CT- based websites in the 2nd edition of The Hartford Courant's CT Internet Directory. The CT FEAT website is one of 31 sites chosen to be among the best in the Health and Science category. The Hart ford Courant reviewed more than 6000 sites to help their readers find the best CT-based sites on the world-wide web. There are a number of new articles at the website now, written by CT FEAT Board Member Rich Irwin.
RESOURCES FROM YOUR LOCAL PUBLIC LIBRARY
Thanks to a recent grant from Aetna, Ellington's Hall Memorial Library will soon have an excellent selection of books and videos about autism and effective treatment. And, through inter-library loan, these resources will be available through your local public library.
Check it out!
Behavioral Intervention for Young children With Autism: A Manual for Parents and Professionals edited by Catherine Maurice, Gina Greene and Stephen C. Luce.
Catherine Maurice, Let Me Hear Your Voice: A Family's Triumph Over Autism
Ivar Lovaas, Teaching Developmentally Disabled Children: The ME Book
Sabrina Freeman and Lorelei Dake, Teach Me Language: A Language Manual for Children With Autism, Asperger's Syndrome and Related Developmental Disorders
Lori A. Frost & Andy S. Bondy, PECS, The Picture Exchange Communication System Training Manual
Roxanna M. Johnson, Picture Communication Symbols Book
The Original Social Story Book, edited by Erica Broek, et al.
Sandra L. Harris & Mary Jane Weiss, Right From the Start
Carol Johnson & Julie Crowder, Autism: From Tragedy to Triumph
Michael D. Powers, Children with Autism: A Parents' Guide
Lynn E. McClannahan & Patricia J. Krantz, Activity Schedules for Children with Autism: A Guide for Parents and Professionals
Preschool Education Programs for Children with Autism, edited by Sandra L. Harris & Jan S. Handleman
Bryna Siegel, The World of the Autistic Child
Donald J. Meyer & Patricia F. Vadasy, Sibshops: Workshops for Siblings of Children with Special Needs
Bryna Siegel & Stuart Silverstein, What About Me? Growing Up with a Developmentally Disabled Sibling
Shirley Cohen, Targeting Autism: What We Know. Don't Know. and Can Do to Help Young Children With Autism and Related Disorders
Winifred Anderson et al., negotiating the Special Education Maze 3rd Edition
Uncommon Fathers: Reflections on Raising a Child with a Disability, edited by Donald J. Meyer
Craig B. Schulze, When Snow Turns to Rain
Sandra Harris, Siblings of Children with Autism: A Guide for Families
Richard Pollak, The Creation of Dr. B
Marlene Targ Brill, Keys to Parenting the Child with Autism
David L. Holmes, Autism through the Lifespan: The Eden Model
The Nature of Things--Autism: The Child Who Couldn't Play (video)
Doctor, My Child Doesn't Talk: The Importance of Early Autism Diagnosis (video)
Right From The Start
(by EC)
Doctors Sandra Harris and Mary Jane Weiss really get it "right" in their important new book: Right From the Start: Behavioral Intervention for Young Children With Autism (Woodbine House, 1998): "Every young child who is diagnosed with a pervasive developmental disorder...should receive early and intensive behavioral intervention (IBI) services. This treatment should begin as soon as possible after the diagnosis is made." (page 8).
Right From the Start is the book that many of us have been waiting for: a concise, authoritative, straightforward book which addresses all of the "Frequently Asked Questions" typically posed by parents of newly diagnosed children. Its simple style and brevity (130 pages, with lots of pictures and tables) also make it a great book for school staff. As Yale University's Dr. Fred Volkmar states, "this is a much needed guide for parents of preschool children with autism....It's a balanced approach to a critically important topic. Parents and professionals will find it an invaluable guide.
"The authors, professors at Rutgers University with decades of clinical experience treating autism spectrum disorders (ASD), evidently recognized the need for a short, non- technical book that concisely summarizes the nature of behavioral treatment and the research supporting its incomparable effectiveness. The book is divided into six chapters: 1) "An Introduction to Early Behavioral Intervention in Autism;" 2) "Does Early Intensive Behavioral Intervention Work?;" 3) "Models for Serving Children and Parents;" 4) "Home-Based Versus Center-Based Programs;" 5) "What to Teach and How to Teach It: Curriculum and Teaching Programs;" 6) "How to Identify a Quality Program."
The real life experience of the "G Family" is woven throughout every chapter of the book. We follow them as they first learn of their two-year-old son's diagnosis and then endeavor to sort out treatment options. Each chapter also contains the comments of other anonymous parents reflecting on their often varied experiences.
CT parents may be a little surprised, and even envious, to find how comparatively easy it is to obtain intensive behavioral intervention services in New Jersey, which is where these stories are set. The G family actually has the "luxury" of selecting from among a variety of qualified providers.
In CT, by contrast, there still exists an enormous scarcity in the availability of such services. Also, CT parents don't typically find the public school systems to be as receptive to an ABA-based treatment model as appears to be the case in New Jersey. This disparity is probably due to the fact that New Jersey is home to two of the county's oldest and most distinguished ABA schools: the Princeton Child Development Institute (founded in 1973) and the Douglass Developmental Disabilities Center (founded by Dr. Harris in 1972).
This book effectively dispels some of the most common myths about ABA-based treatment For example, one often hears contradictory claims (hat ABA works only for the most mildly impaired kids or, conversely, only for the most severely impaired. As the authors make clear, the ABA model works best for all kids with autism spectrum disorders. "For the purposes of this book it does not matter if your child is labeled as having autistic disorder, Asperger's disorder.-.or atypical autism (FDD Not Otherwise Specified). Although the long-term prognosis for children in these...groups may be somewhat different, their early treatment is similar." (page ix)
Another related myth is the notion that behavioral intervention is appropriate only for teaching very basic skills. For example, a speech and language pathologist (SLP) recently told me that she considered ABA effective only for getting children "ready to learn." In her opinion (like that of many professionals schooled in traditional treatment models), the most important, lasting, and functional learning results from approaches that are more "child led," in which the teacher "waits for the teachable moment"
But Harris and Weiss make it clear that a well-developed ABA program is the most effective method for addressing every deficit likely to be exhibited by a child with ASD, including the most complicated social skills. "It is this complexity which makes a skilled teacher or consultant so vital." (p. 102)
This book doesn't even attempt to provide the extensive resources contained in its famous predecessor. Behavioral Intervention for Young Children With Autism (Maurice/Green/Luce, 1996). But it's probably more likely to be actually read, especially by paraprofessionals and other school staff who may balk at reading longer, denser material. At a cost of just $14.95, you may even be able to make them gifts.
The book can be ordered from most booksellers if you provide its ISBN Number, which is l-890627-02-X(pbk.). I got mine from the mail order company "Different Roads to Learning" at 1-800-853-1057; http://www.difflearn.com.
ABA Conferences
ABA conferences provide incomparable opportunities to obtain voluminous "cutting edge" treatment information in a short space of time. And for many parents, it's a great morale booster to be surrounded by people who are focused only on how to get the most effective results with this therapy - not on whether to provide it at all. Several of the upcoming conferences listed here are within easy driving distance from Connecticut
ON THE SPECTRUM
(by Michael S. Bennett)
"ON THE SPECTRUM" is a regular column by Mike Bennett. In his dual roles as Secretary of CT FEAT and President of the Autism Society of Connecticut, Mike gets to attend "way too many" meetings and conferences He's agreed to share occasional thoughts from his travels here in the CT FEAT Newsletter.
On April 6 in New Haven, Michael D. Powers, Psy.D. presented an insightful talk to the Connecticut Behavior Therapy Association. Dr. Powers' topic, "Behavioral Treatment of Autism: Science, Orthodoxy, and Social Validity at the Crossroads," held the rapt attention of the audience of professionals and parents. A lively discussion followed. Dr. Powers provided "reflections from the front lines" of his many years of work with children and adults with Autism Spectrum Disorders, going back to direct instruction with discrete trials in 1971. (And he looks so young!) He also applied his considerable "systems theory" knowledge to the problems associated with the "politics of autism" within the professional, educational, and parent communities.
Dr. Powers neatly summarized the history of intensive behavioral intervention for autism, noting that "science has served us well" in teaching skills to a population that has historically been very difficult to bring past certain, very minimal, skill levels. He noted the "failure" of the public education system to intervene appropriately, failing to acknowledge the overwhelming empirical evidence supporting behavioral intervention. This situation has been fueled, regrettably, by a "huge" lack of consensus within the autism community.
In an especially illuminating section of his talk. Dr. Powers raised ominous concerns about the likely future problems that will arise from the current lack of quality-control criteria for behaviorally-based instruction for students on the autism spectrum. Poor outcomes and anti-behavioral backlash will be the sure result of poorly designed programs being presented by poorly trained people. There is a great need to firm up ABA standards, clanking entrance and exit criteria and certifying professionals who work in the field. (In a humorous aside, Dr. Powers noted that more training is required in Connecticut for practitioners of electrolysis than for ABA therapists!) The current situation is sustained by the reluctance of professionals to share information and provides "fertile ground for hucksters" with minimal training and experience.
Though there is cause for caution, there is also good reason for optimism. Families are rapidly becoming educated to be better consumers of educational services. Since families care about results, the future of ABA looks bright. According to Dr. Powers, "We have a technology that delivers results, if done well, to all people on the spectrum." By continuing to focus on the base of empirical evidence, by "managing our own arrogance," by managing resistance, and by remembering that "all politics are local," advocates of intensive behavioral intervention can look forward to an ever- improving situation here in Connecticut.
As has often been the case since my own son's diagnosis several years ago, I am grateful for Michael Powers' careful balance of compassion for families and insistence on intellectual honesty. May the conversation continue!
MAKING A GOOD IDEA BETTER
The Connecticut Department of Education conducted a series of regional trainings entitled, "Making A Good IDEA Better." It was attended by parent leaders representing advocacy groups through the state. "Making A Good IDEA Better" was designed to educate parent leaders about the 1997 IDEA amendments. A similar presentation was also made to all directors of special education across the state.
This training session was the first in a series of activities outlined in the State's plan to improve education services. The event was co-sponsored by the Connecticut Parent Advocacy Center, the Connecticut State Advisory Council on Special Education and the Special Education Resource Center. Participants of the event received a user-friendly binder including the original IDEA federal law, IDEA '97 amendments and the new Connecticut IEP form, complete with instructions. Copies are for sale at a cost of $40.00 (the actual cost of duplication and postage) through CT FEAT. For more information call CT FEAT, at (860) 571-3888.
New London Day Editorial: "Early and Effective Treatment"
(by Richard Irwin, Ph.D.)
This past May, the New London Day ran a three-part series on autism spectrum disorders. I'd like to highlight and amplify upon two critically important issues raised by the series: I ) the importance of beginning intensive treatment at the earliest possible opportunity; and 2) the selection of an effective treatment program.
Research has shown that children with autism spectrum disorders (ASD) who receive proper educational intervention prior to age 5 make the greatest gains. This is due to the remarkable pliability that the human brain exhibits between ages 0 and 5. Today, some extremely fortunate children begin treatment as young as 2 years old. This early start makes their overall prognosis much brighter.
In order to be treated early, however, autism must be detected early. Parents who are concerned about developmental delays in their children should seek an evaluation and diagnosis from a qualified professional. Though pediatricians are not typically trained to diagnose autism, they can screen for symptoms of the disorder and thereby make timely referrals for more expert evaluations.
A simple, non-invasive screening instrument, called the "Checklist for Autism in Toddlers" or "CHAT," has been specifically developed to help pediatricians recognize and detect developmental problems that may indicate autism. The CHAT can be administered as early as 18 months of age and consists of a simple series of questions and observations.
Of course, early diagnosis alone won't help a child unless is it accompanied by early and effective treatment. Unfortunately, the field of autism treatment is saturated with mystical cures, snake oils and magic potions. Parents are presented with a dizzying variety of so called "treatment" programs for autism, many of which sound attractive but most of which have no scientific data to back them up. These include "swimming with the dolphins," auditory integration, sensory integration, vitamin B therapy, various drug therapies and dietary interventions.
It is natural that a parent will try anything to help their child. I know. I happen to be the parent of a beautiful 4 year old child who was diagnosed as severely autistic 2 years ago. The real tragedy is that valuable time is lost flying all these approaches, not to mention the expense and heartbreak that goes along with it all.
Thus far there is no one universally accepted and recommended treatment for autism. But that is not to say that all treatments are equally effective. Deciding which treatment is appropriate for our children can be an exceedingly difficult and stressful choice. A major question that must be answered before making this choice is: What standard should we use when evaluating treatments for autism?
The only reasonable answer is that a treatment can only be deemed effective if it is based on sound, scientifically validated principles and supported by empirical data. In simple terms, this means that treatments for autism must be backed by the same quality of research that we demand from other areas of medical treatment.
As a scientist, I feel only one treatment approach has met this standard. Research has demonstrated that young children with autism can make dramatic progress in intensive treatment programs based on the principles of Applied Behavioral Analysis (ABA). In fact, some children who begin treatment by age 4 and continue treatment for at least two years progress so much that they become indistinguishable from typical children their age. The most thorough study of the effectiveness of behavioral intervention on children with autism was published in 1987 by Dr. 0. Ivar Lovaas of UCLA (Lovaas, O.I. (1987) "Behavioral treatment and normal educational and intellectual functioning in young autistic children," Journal of Consulting and Clinical PsychologyPsychology, 55,3-9). An excellent account of a family using this educational program effectively can be found in Catherine Maurice's 1993 book Let Me Hear Your Voice.
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Of course, most treatments for ASD claim to be effective and to help children "progress." But that "progress" is often measured against very low expectations. Parents and educators should ask: What kind of outcomes, supported by peer-reviewed research, does a proposed treatment produce? The goal should not be "any progress" but the maximum progress commensurate with a given child's potential.
This message is one that sorely needs to reach parents and educators. Otherwise, too many children will squander precious time receiving comparatively ineffective interventions while the window of opportunity shrinks for them to gain maximum possible improvement from effective treatment.
Parents, already overwhelmed by a diagnosis and the challenge of caring for a disabled child, often find that they are left on their own to do an extensive amount of research regarding a confusing array of treatment options. Recognizing the burden this represents, a number of parent-led organizations have developed across the nation to help parents gain easier access to treatment information and to support parents in their quest for effective treatment.
Here in Connecticut one such organization is called Connecticut Families for Effective Autism Treatment (CT FEAT). If you would like to learn more about CT Feats resources, they can be contacted by phone at 860-571 -3888 or by E-mail at
ctfeat1@ctfeat.org or you can visit their web site at www.cffeat.org(Note: an earlier version of this article appeared in the New London Day on 5/27/98)
TEACHING TEACHERS
(by Beth Curry)
During this past decade, there have been tremendous advances in our knowledge about how to teach children with autism spectrum disorders (ASD) most effectively. Today, many of these children are mastering complex communication and social skills that were once considered beyond their ability.
Unfortunately, very few Connecticut school systems have obtained adequate training in the sophisticated teaching techniques that have enabled children to make this kind of unprecedented progress. As a result, most Connecticut children with ASD never get the opportunity to realize their potentials.
But there are encouraging signs. It appears that an increasing number of school systems are becoming aware of their training "deficits" and are taking steps to remedy them.
Many school systems look to the CT Department of Education's Special Education Resource Center (SERC) to provide them with opportunities for staff training. During the winter and spring of 1998, SERC offered a series of workshops designed to address this profound need for greater expertise in teaching children with ASD.
While certainly a step in the right direction, for the most part these "Focus on Autism" workshops did not succeed in delivering the very specific teaching skills that many staff and parents are seeking. Instead, most of the presentations were pitched towards the novice (like Ann Holmes' very basic introduction to Discrete Trial Instruction) or the generalist (like Dr. Gail McGee's interesting overview of her work on promoting social interaction among young ASD children and their typical peers).
While very competently presented, these workshops did not impart much in the way of usable skills. This was due not only to their content, but also to the time allotted. The acquisition of sophisticated teaching skills requires extensive training. Rather than single-day workshops, we'd like to see SERC offer training opportunities that extend over several sessions and which result in specific, measurable skill enhancement.
The excellent presentation on "Facilitating the Inclusion of Students With Autism into General Education Settings," by Karen Wojtowicz and Joelle Lugo of the Douglass Outreach Center, illustrates the possibilities for conducting effective training. These presenters were exceedingly practical and shared lots of usable tips on how to help children with ASD have successful inclusive experiences.
But clearly they could have accomplished a whole lot more if the training had focused on a more homogenous audience (e.g. restricted to teachers of a particular age group - like preschool, early elementary, or high school) over an extended period of time.
For example, one could readily imagine Wojtowicz and Lugo conducting a very effective three-day workshop focused on training paraprofessionals to "shadow" young children (e.g. pre-K through third grade) in their mainstream classrooms. As many parents and professionals appreciate, this exceedingly important job is usually performed rather poorly by inadequately trained paraprofessionals - often jeopardizing the gains a child has made in other instructional settings.
SERC is to be commended for its increasing focus on children with autism spectrum disorders. We hope that future training workshops will do an even better job of teaching teachers how to help our children reach their potentials.
NEW SERC NEWSLETTER AVAILABLE
The "Fall/Winter" edition (covering the period September 1998 to February 1999) of the Connecticut Department of Education's Special Education Resource Center (SERC) Newsletter, is full of interesting information regarding SERC's resources and training opportunities. At a length of 68 pages, it seems more like a catalogue than a newsletter. To get your own copy of the Newsletter, you can write to SERC at 25 Industrial Park Road, Middletown, CT 06457-1520. Or you can call SERC's office at 860-632-1485 between 8:30 and 4:30.
UCP RESPITALITY PROGRAM
(by Lynette Borkowski)
The United Cerebral Palsy Association of Greater Hartford (UCP) offers a unique "Respitality Program" for families who are caring for a child with a disability. Through this incredibly thoughtful and sensitive program, a family can enjoy a weekend of rest at one of several New England hotels.
Parents may use the Respitality Program up to four times per year, and one of those occasions can be used as a mini-vacation for the whole family. In order to qualify for the program, you must be caring for a child with a physical and/or developmental disability who is 21 years or younger.
Parents are charged a small fee based on a sliding scale. Discounted and/or free passes are available for area attractions or restaurants. In-home provider stipends may also be available depending upon the availability of funds and the income of the family.
On a personal note, I have found the staff at UCP to be extremely helpful. My family and I recently enjoyed a couple of days away in Windsor Locks. We stayed in a beautiful hotel with a 2-bedroom suite equipped with a kitchen and living room. We even received free passes to the air museum.
With five children in our family, a hotel stay could never otherwise make it to the top of our priority list. UCP made it possible for our family to enjoy a couple of days away from it all. We made a stop at Lake Compounce on the way and we all had a blast! My daughter told me that "this was the best vacation she ever had!"
For more information on the UCP Respitality Program call the Respitality Coordinator Meg McDermott at 860-236-6201.
Note: The Connecticut Department of Mental Retardation (DMR) also offers some funding for respite care under certain circumstances. According to parents who have used this service, the procedure is for DMR to assign you a case worker and send you some paperwork, including releases so that they can verily your need for services. Money is distributed quarterly. For more information about this, contact the Department of Mental Retardation.
HELPING CT FEAT HELP OTHERS.... WHAT YOU CAN DO
CT FEAT'S supporters contribute to the organization in a variety of ways. Depending on your interests and talents you might, for example:
act as a parent mentor for parents of newly diagnosed children in your area;
help coordinate one of our special events or mailings;
assist in grant-writing or other fund-raising activities;
develop information resources in areas of special expertise.
If you see a "job" that interests you, or have ideas of other ways you might contribute, call our voice mail box (860-571- 3888) and volunteer.
Your employer may be willing to match your contribution to CT FEAT, since all such contributions are tax-deductible. Also, many employers participate in other forms of charitable giving (like making grants or donating services). They often favor the sorts of charitable causes supported by their employees.
So, let us know if your employer offers matching gifts.. .make your donation count twice! We can help out with associated paperwork, if there is any.
Send us your employer's charitable giving guidelines if they make grants or donate services to non-profit organizations.
Tax-deductible contributions can be sent to: CT FEAT, Inc., P.O. Box 388, Ellington, CT 06029-3888.