t all and no real interaction between the child and others. Trevor was able to speak and interact but was about two years behind his peers developmentally. The specialist explained that, while Trevor had many characteristics of "normal" children, he saw the world as if peering through a rolled-up newspaper; he had a narrow focus on the world and was inattentive to things that didn't interest him or how other people perceived him. To give you an example, thinkTypically, career choices are made based upon responsibilities, compensation, or prestige where a businessperson makes a change to get a higher salary, more responsibility, or greater prestige. What about the situation, though, where the driver behind a career choice isn't any of these; where it's the needs of a child that drive the change? My choice was precisely that.

Trevor was a happy, normal, active baby. He was able to laugh, coo, cry, and do all of the other normal things that his big sister, Briana did at that age. To my wife Patty and me, everything seemed to be just fine. At about age two, we noticed that Trevor was hardly saying any words and was very into his own world with puzzles, coloring, and videos. Over the next couple of years, we took him to a speech therapist to help him with his language and also enrolled him in a special-needs preschool. During this time we noticed other peculiar characteristics for a toddler; a strong desire for structure (his preschool teachers called him "Mr. Rigid"), obsessive fixations on various topics, and no real desire to associate with other children. Yet Trevor was very easy in that he would keep himself occupied for hours on end playing by himself and acting out whatever imaginary things he could think of. It was very perplexing to us.

When Trevor was five, we took him to specialists at the Autism Center at the University of Washington who conducted a series of tests to assess speech, cognitive understanding, and relational behaviors. At the end of the assessment, one of the specialists explained that Trevor had Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), a mild form of autism. This was odd to us because we had associated autism with more severe cases (think about Dustin Hoffman in "Rainman") where speech was limited to non-existent at all and no real interaction between the child and others. Trevor was able to speak and interact but was about two years behind his peers developmentally. The specialist explained that, while Trevor had many characteristics of "normal" children, he saw the world as if peering through a rolled-up newspaper; he had a narrow focus on the world and was inattentive to things that didn't interest him or how other people perceived him. To give you an example, think

of the other normal things that his big sister, Briana did at that age. To my wife Patty and me, everything seemed to be just fine. At about age two, we noticed that Trevor was hardly saying any words and was very into his own world with puzzles, coloring, and videos. Over the next couple of years, we took him to a speech therapist to help him with his language and also enrolled him in a special-needs preschool. During this time we noticed other peculiar characteristics for a toddler; a strong desire for structure (his preschool teachers called him "Mr. Rigid"), obsessive fixations on various topics, and no real desire to associate with other children. Yet Trevor was very easy in that he would keep himself occupied for hours on end playing by himself and acting out whatever imaginary things he could think of. It was very perplexing to us.

When Trevor was five, we took him to specialists at the Autism Center at the University of Washington who conducted a series of tests to assess speech, cognitive understanding, and relational behaviors. At the end of the assessment, one of the specialists explained that Trevor had Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), a mild form of autism. This was odd to us because we had associated autism with more severe cases (think about Dustin Hoffman in "Rainman") where speech was limited to non-existent at all and no real interaction between the child and others. Trevor was able to speak and interact but was about two years behind his peers developmentally. The specialist explained that, while Trevor had many characteristics of "normal" children, he saw the world as if peering through a rolled-up newspaper; he had a narrow focus on the world and was inattentive to things that didn't interest him or how other people perceived him. To give you an example, think

cteristics for a toddler; a strong desire for structure (his preschool teachers called him "Mr. Rigid"), obsessive fixations on various topics, and no real desire to associate with other children. Yet Trevor was very easy in that he would keep himself occupied for hours on end playing by himself and acting out whatever imaginary things he could think of. It was very perplexing to us.

When Trevor was five, we took him to specialists at the Autism Center at the University of Washington who conducted a series of tests to assess speech, cognitive understanding, and relational behaviors. At the end of the assessment, one of the specialists explained that Trevor had Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), a mild form of autism. This was odd to us because we had associated autism with more severe cases (think about Dustin Hoffman in "Rainman") where speech was limited to non-existent at all and no real interaction between the child and others. Trevor was able to speak and interact but was about two years behind his peers developmentally. The specialist explained that, while Trevor had many characteristics of "normal" children, he saw the world as if peering through a rolled-up newspaper; he had a narrow focus on the world and was inattentive to things that didn't interest him or how other people perceived him. To give you an example, think

at the University of Washington who conducted a series of tests to assess speech, cognitive understanding, and relational behaviors. At the end of the assessment, one of the specialists explained that Trevor had Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS), a mild form of autism. This was odd to us because we had associated autism with more severe cases (think about Dustin Hoffman in "Rainman") where speech was limited to non-existent at all and no real interaction between the child and others. Trevor was able to speak and interact but was about two years behind his peers developmentally. The specialist explained that, while Trevor had many characteristics of "normal" children, he saw the world as if peering through a rolled-up newspaper; he had a narrow focus on the world and was inattentive to things that didn't interest him or how other people perceived him. To give you an example, thinkt all and no real interaction between the child and others. Trevor was able to speak and interact but was about two years behind his peers developmentally. The specialist explained that, while Trevor had many characteristics of "normal" children, he saw the world as if peering through a rolled-up newspaper; he had a narrow focus on the world and was inattentive to things that didn't interest him or how other people perceived him. To give you an example, think of Jack Nicholson in the movie "As Good as it Gets". His character, Melvin Udall, was a bright, successful author who was obsessed with cleanliness, kept a very rigid schedule, did not walk on sidewalk cracks, and was generally unaware of how he came off to others. Though he wasn't labeled as such, Melvin could have had PDD-NOS.

In some respects, knowing that Trevor had a milder form of autism was a relief in that he could learn to control his behaviors and be a high-functioning adult. In other respects, though, having a milder form of autism puts him in a sort of purgatory when it comes to other kids. He doesn't fit in a traditional special-needs category yet he is clearly unique when compared to other children. Had Trevor grown up prior to the 90's, his actions would have been viewed as a behavioral problem and he would have been labeled a difficult child. The truth is Trevor isn't a behavioral problem; he's just wired differently than normal children.

Trevor's public elementary school was wonderful in working with him; he qualified for special services and was able to get one-on-one assistance with a special education teacher. While we've been very appreciative of the attention the public school system has afforded him through sixth grade, we grew concerned about his transition to middle school. Through a lot of discussion, we've decided the best thing for Trevor is to pull him out of mainstream school in seventh grade and take on a more customized home-school approach. In thinking through this, Patty and I decided that, for Trevor to have the best opportunity to succeed, we needed to share the teaching responsibilities. I had spent eleven years at Accenture and was in my ninth year at Microsoft and was very happy with my career. At the same time we also realized the importance of giving Trevor the best poss