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Learn with other parents
Inclusion among parents will help them use inclusive concept with their children. Participants will do Zoom-assisted role-play with other parents and professionals.  Learn from peers' real life examples and share your own ideas and suggestions.

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2 Online Meetings of 2 hours each
Session 1: Theory and the neuroscience of Autism and Communication
Session 2:  Role-playing

Session 1
Thursday 1/17/19 @ 6 pm (EST)

Session 2
Thursday 1/24/19 @ 6 pm (EST)

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This an additional resource that participants may find a useful addition to the tools presented.

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Presented by Myles Cooley, Ph.D., Board Certified Licensed Clinical Psychologist and Author
Sponsored by Free Spirit Publishing
WATCH THE EDWEBINAR RECORDING
One in five K-12 students has a diagnosable mental health disorder. An additional five percent are classified as learning disabled. Most of these students are taught in regular classrooms, yet most teachers have little training in recognizing, understanding, and teaching these students.

In this edWebinar, clinical psychologist Dr. Myles Cooley provides guidelines on supporting these students and communicating with them and their parents. Dr. Cooley describes various mental health and learning disorders, clarifies misunderstandings, and explains new or revised diagnoses. The session features important information about ADHD, dyslexia, autism, self-injury, trauma, and adverse childhood events. In addition, Dr. Cooley discusses the importance of social-emotional learning and culturally responsive classrooms.

This recorded edWebinar will benefit K-12 teachers, school counselors, nurses, social workers, and administrators.
About the Presenter
Myles L. Cooley, Ph.D. has been practicing psychology for over 35 years. He evaluates and treats children, adolescents, and adults for a variety of challenges. Dr. Cooley serves as a consultant to schools and has presented educational programs to educators, mental health professionals, physicians, and parents.

Join the Social-Emotional Learning, Positive Behavior, and Student Achievement community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
edWeb members can download a personalized CE certificate from their edWeb member page. Not a member? Join here!
Free Spirit is the leading publisher of learning tools that support young people's social-emotional health and educational needs. We help children and teens think for themselves, overcome challenges, and make a difference in the world.

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Supporting Students with Mental Health and Learning Disorders

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Presented by Myles Cooley, Ph.D., Board Certified Licensed Clinical Psychologist and Author Sponsored by Free Spirit Publishing WATCH THE EDWEBINAR RECORDING One in five K-12 students has a diagnosable mental health disorder. An additional five percent are classified as learning disabled.

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Seven Ways to Help Your Nonverbal Child Speak

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Seven Ways to Help Your Nonverbal Child Speak

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Still among our most popular advice posts, the following article was co-authored by Autism Speaks's first chief science officer, Geri Dawson, who is now director of the Duke University Center for Autism and Brain Development; and clinical psychologist Lauren Elder.
Researchers published the hopeful findings that, even after age 4, many nonverbal children with autism eventually develop language.

For good reason, families, teachers and others want to know how they can promote language development in nonverbal children or teenagers with autism. The good news is that research has produced a number of effective strategies.

But before we share our "top tips," it's important to remember that each person with autism is unique. Even with tremendous effort, a strategy that works well with one child or teenager may not work with another. And even though every person with autism can learn to communicate, it's not always through spoken language. Nonverbal individuals with autism have much to contribute to society and can live fulfilling lives with the help of visual supports and assistive technologies.

So here are our top seven strategies for promoting language development in nonverbal children and adolescents with autism:

1. Encourage play and social interaction. Children learn through play, and that includes learning language. Interactive play provides enjoyable opportunities for you and your child to communicate. Try a variety of games to find those your child enjoys. Also try playful activities that promote social interaction. Examples include singing, reciting nursery rhymes and gentle roughhousing. During your interactions, position yourself in front of your child and close to eye level - so it's easier for your child to see and hear you.

2. Imitate your child. Mimicking your child's sounds and play behaviors will encourage more vocalizing and interaction. It also encourages your child to copy you and take turns. Make sure you imitate how your child is playing - so long as it's a positive behavior. For example, when your child rolls a car, you roll a car. If he or she crashes the car, you crash yours too. But don't imitate throwing the car!

3. Focus on nonverbal communication. Gestures and eye contact can build a foundation for language. Encourage your child by modeling and responding these behaviors. Exaggerate your gestures. Use both your body and your voice when communicating - for example, by extending your hand to point when you say "look" and nodding your head when you say "yes." Use gestures that are easy for your child to imitate. Examples include clapping, opening hands, reaching out arms, etc. Respond to your child's gestures: When she looks at or points to a toy, hand it to her or take the cue for you to play with it. Similarly, point to a toy you want before picking it up.

4. Leave "space" for your child to talk. It's natural to feel the urge to fill in language when a child doesn't immediately respond. But it's so important to give your child lots of opportunities to communicate, even if he isn't talking. When you ask a question or see that your child wants something, pause for several seconds while looking at him expectantly. Watch for any sound or body movement and respond promptly. The promptness of your response helps your child feel the power of communication.

5. Simplify your language. Doing so helps your child follow what you're saying. It also makes it easier for her to imitate your speech. If your child is nonverbal, try speaking mostly in single words. (If she's playing with a ball, you say "ball" or "roll.") If your child is speaking single words, up the ante. Speak in short phrases, such as "roll ball" or "throw ball." Keep following this "one-up" rule: Generally use phrases with one more word than your child is using.

6. Follow your child's interests. Rather than interrupting your child's focus, follow along with words. Using the one-up rule, narrate what your child is doing. If he's playing with a shape sorter, you might say the word "in" when he puts a shape in its slot. You might say "shape" when he holds up the shape and "dump shapes" when he dumps them out to start over. By talking about what engages your child, you'll help him learn the associated vocabulary.

7. Consider assistive devices and visual supports. Assistive technologies and visual supports can do more than take the place of speech. They can foster its development. Examples include devices and apps with pictures that your child touches to produce words. On a simpler level, visual supports can include pictures and groups of pictures that your child can use to indicate requests and thoughts. For more guidance on using visual supports, see Autism Speaks ATN/AIR-P Visual Supports Tool Kit.

Your child's therapists are uniquely qualified to help you select and use these and other strategies for encouraging language development. Tell the therapist about your successes as well as any difficulties you're having. By working with your child's intervention team, you can help provide the support your child needs to find his or her unique "voice."
Autism Speaks continues to fund research on therapies that promote language development as well as supports and services that can improve communication and quality of life for nonverbal individuals.

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Seven ways to help your nonverbal child speak | Autism Speaks

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Still among our most popular advice posts, the following article was co-authored by Autism Speaks's first chief science officer, Geri Dawson, who is now director of the Duke University Center for Autism and Brain Development; and clinical psychologist Lauren Elder. Researchers published the hopeful findings that, even after age 4, many nonverbal children with autism eventually develop language.

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The Brain and Communication:
Where is language processed in the brain?
- We take a look at the   neurobiology of speech and how it is processed.
- We are going to discuss the differences in how verbal and non verbal communication occurs.

What is Autism and how does it affect the brain?
- We will discuss how the biology of the autistic brain is different from a neurotypical brain.
- What neural pathways are used that are different in autistic and neurotypical brains.

Communicating Effectively
- We will discuss how communicative abilities develop as children grow.
- Different ways to word statements to maximize understanding will be presented.
- We will analyze the meaning and purpose of participants examples in communication difficulties with their children,

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What are social stories and how can they help?
- Brief overview of how social stories can help children understand communication.
- Two short examples of a social story will be shared.

Roleplaying Exercises
- We will use real-life examples from current and past participants to roleplay a commuincation challenge.
- We will pair up two participants at a time and discuss the resolutions the roleplayers come to as a class.
- We will discuss how the concepts from the previous session were or could be applied.

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This is an interactive, real time online class.

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Parents will develop self-efficacy in creating and innovating new ways to communicate with their children.  Applying cognitive-social-emotional learning to their everyday interactions and routines. It is our hope that positive communication strategies will become habit for participants.

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This workshop is to help parents of children on the autism spectrum understand the neuroscience of how their children process language and communication.  The goal is to make parents better able to understand and communicate with their children.

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We will be using Zoom for this conference.  The meeting number will be sent with your registration confirmation.

If you have any questions or concerns, I will open the conference early and be available via email to help: sryelle@hotmail.com

Please use the link below:

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Learn to Explain Communications Differences to others

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Learn to Explain Communications Differences to others

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Whether it is another parent on the playground or a new teacher that is unfamiliar with autism, we will give you the skills to educate others.

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Article on why peer support is for parents as well as their special needs children

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BY Esther Leung

As a parent to a child with special needs one of the best things you can do for yourself and your child is to join a support group. Support groups can be rich in information that can be helpful for you while raising a child with special needs. You can learn from the experiences of parents who have been there before. There are opportunities for emotional and social support for you and your child.

Here are some reasons to consider for joining a support group:

1. Schools, Teachers and IEPs

A support group will likely be people who likely live in the same community and neighbourhood. This is helpful because, there are other families who have shared experiences about making decisions for their child's education. This includes making decisions about special education classes, requesting additional school supports and educational assistants.

2. What Do You Know About....?

Everyone is always looking for a good doctor, dentist, therapy programs, recreational programs, and summer camps. Where can you get a good haircut for your child? What about asking each other about what they have heard and experienced about medications and special diets?

3. How Did They Get That?

Speak with other parents about the strategies and the wording that they used to access certain services, funding, and programs. While it would be nice if services were available to everyone equally, this is not so in reality. Are there key words or ways of requesting services?

4. Strength in Numbers

Parents often share that it can be difficult and intimidating to influence changes in programs and services. However if families come together and are all voicing concerns and feedback together, this can help to get the attention of decision makers. Many of the changes of programs and legislation have come from parent advocates.

5. Sounding Board

Outside of your family unit, other parents in a support group can be a sounding board for you to talk through key decisions or ideas that you want to try with your child. Other parents may be able to help you give input about what to do. They can problem solve with you.

6. Understanding Without a Monologue

Some parents will share that connecting with other parents of children with special needs is a huge area of support. Whether your families and friends are supportive or not, sometimes it is nice to connect with people who live in similar circumstances, because they know because they have lived it and you don't need to explain it.

7. Let's Go Play

In support groups, there is a possibility that you will meet other families who have children with similar interests. It can be a lot easier to set up family outings and play dates with another child with similar needs and adults who are comfortable with being around you and your child. There is less reason to feel self-conscious or worried about how your child will do in a social situation.

8. Go Online

Now more than ever, families are finding support groups online through Facebook, Twitter, chat groups, and blogs (just like this one). This is one of the fastest ways information gets shared and effective if time, travel and child care can be a challenge.

9. OMG, You Like to Watch The Bachelor Too?

Outside of supporting each other and advocating for your children, you may discover that you have more in common especially on a social level. Sometimes it's just nice to make new friends.

10. Pass It On

Whether you realize it your not, the experiences that you have had will be helpful to someone else. Sharing your story gives hope, insight, tips and encouragement to others.

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Latest Special Needs Products

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10 Reasons Special Needs Parents Should Join a Support Group - Friendship Circle - Special Needs Blog

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As a parent to a child with special needs one of the best things you can do for yourself and your child is to join a support group. Support groups can be rich in information that can be helpful for you while raising a child with special needs.

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Interesting article on how male and females may express differently.

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Enter your email address below. If your address has been previously registered, you will receive an email with instructions on how to reset your password. If you don't receive an email, you should register as a new user

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What are social stories?

Social storiesTM were created by Carol Gray in 1991. They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why.

The terms 'social story' and 'social stories' are trademarks originated and owned by  Carol Gray.

What are social stories for?

Social stories can be used to:

develop self-care skills (eg how to clean teeth, wash hands or get dressed), social skills (eg sharing, asking for help, saying thank you, interrupting) and academic abilities

help someone to understand how others might behave or respond in a particular situation

help others understand the perspective of an autistic person and why they may respond or behave in a particular way

help a person to cope with changes to routine and unexpected or distressing events (eg absence of teacher, moving house, thunderstorms)

provide positive feedback to a person about an area of strength or achievement in order to develop self-esteem

as a behavioural strategy (eg what to do when angry, how to cope with obsessions).

How do social stories help?

Social stories present information in a literal, 'concrete' way, which may improve a person's understanding of a previously difficult or ambiguous situation or activity. The presentation and content can be adapted to meet different people's needs.

They can help with sequencing (what comes next in a series of activities) and 'executive functioning' (planning and organising).

By providing information about what might happen in a particular situation, and some guidelines for behaviour, you can increase structure in a person's life and thereby reduce anxiety.

Creating or using a social story can help you to understand how the autistic person perceives different situations.

Example

My toys

My toys belong to me. They are mine.

Many of my toys were given to me

Some of my toys have my name on them.

I may play with my toys or share them with someone.

I have toys that are mine.

Carol Gray's The new social story book, 2015

How to write a social story

Carol Gray says you will need to  picture the goal, gather information, and tailor the text.

Picture the goal

Consider the social story's purpose. For example, the goal may be to teach a child to cover their mouth when coughing.

Now think about what the child needs to understand to achieve this goal. For example, they need to understand why covering their mouth when coughing is important, ie it stops germs from being spread which may make other people sick.

Gather information

Collect information about the situation you want to describe in your social story. Where does the situation occur? Who is it with? How does it begin and end? How long does it last? What actually happens in the situation and why? If it is for a situation where a particular outcome is not guaranteed, use words like 'sometimes' and 'usually' in the story.

Stories should appeal to the interests of the person they are written for and avoid using words that may cause the person anxiety or distress. The content and presentation of social stories should be appropriate to the person's age and level of understanding. Use age-appropriate photographs, picture symbols or drawings with text to help people who have difficulty reading or for younger children.

Gather information about the person including their age, interests, attention span, level of ability and understanding.

Tailor the text

A social story needs to have a title, introduction, body and conclusion. It should use gentle and supportive language.

It should answer six questions: where, when, who, what, how and why?

It should be made up of descriptive sentences, and may also have coaching sentences. A descriptive sentence accurately describes the context, such as where the situation occurs, who is there, what happens and why, eg:

A coaching sentence gently guides behaviour, eg:

Carol Gray's The new social story book, 2015

How to use social stories

Carol Gray has developed guidelines on how to use social stories effectively.

Carol Gray's The new social story book, 2015

What are comic strip conversations?

Comic strip conversations, created by  Carol Gray, are simple visual representations of conversation. They can show:

Comic strip conversations use stick figures and symbols to represent social interactions and abstract aspects of conversation, and colour to represent the emotional content of a statement or message.

From Carol Gray's Comic strip conversations, 1994

By seeing the different elements of a conversation presented visually, some of the more abstract aspects of social communication (such as recognising the feelings of others) are made more 'concrete' and are therefore easier to understand.

Comic strip conversations can also offer an insight into how an autistic person perceives a situation.

How to use comic strip conversations

Comic strip conversations can help autistic people understand concepts that they find particularly difficult. People draw as they talk and use these drawings to learn about different social situations.

In a comic strip conversation, the autistic person takes the lead role, with parents, carers or teachers offering support and guidance.

Start with small talk (for example, talking about the weather) to get the person you are supporting familiar with drawing while talking and to mimic ordinary social interactions.

Ask a range of questions about a specific situation or type of social interaction. The autistic person answers by speaking and drawing their response.

Summarise the event or situation you've discussed using the drawings as a guide.

Think about how you can address any problems or concerns that have been identified.

Develop an action plan for similar situations in the future. This will be a helpful guide for the autistic person.

For complex situations, or for people who have difficulty reporting events in sequence, comic strip boxes may be used, or drawings can be numbered in the sequence in which they occur.

Comic strip conversations can be used to plan for a situation in the future that may be causing anxiety or concern, for example an exam or a social event. However, remember that plans can sometimes change. It's important to present the information in a way which allows for unexpected changes to a situation.

How to make your own comic strip conversation

You can use just paper, pencils, crayons and markers, use computer word processing applications, or you could use an app.

Ask the person you are supporting to choose what materials they would like to use.

Some people may like to have their comic strip conversations in a notebook, or saved on their smartphone or tablet, so that they can refer to them as needed, and easily recall key concepts.

More information

Timmins, Dr. S. (2017) Successful Social Stories for School and College Students with Autism, Jessica Kingsley Publishers

Timmins, Dr. S. (2016) Successful Social Stories for Young Children with Autism Jessica Kingsley Publishers

Gray, C. (2015) The new Social Story book: 15th Anniversary Edition. Future Horizons Firm

Gray, C. (1994) Comic strip conversations: illustrated interactions with students with autism and related disorders Carol Gray social story sampler

Gerhardt, P., Cohen, M. (2014) Visual supports for people with autism: a guide for parents and professionals. Woodbine House

Howley, M., Arnold, E. (2005) Revealing the hidden social code. Jessica Kingsley Publishers

Aprendices Visuales - books with pictograms.

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Social stories and comic strip conversations

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Social storiesTM were created by Carol Gray in 1991. They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. The terms 'social story' and 'social stories' are trademarks originated and owned by  Carol Gray.

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Autism Spectrum Disorder: Communication Problems in Children

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Formative Assessment:
There will be a pretest to gauge the understanding of participants' knowledge of autism and communication emailed to participants a week before the workshop's first session.

Interim Stage
There will be a short quiz after module 1 to determine depth of participant understanding.

Summative Assessment:
There will then be a final assessment to see any growth or change emailed to you within 24 hours of completion of the workshop.

Participants will also be asked to share their challenges and concerns a week before the class via email.  Only information that you give us permission to share will be presented in the role play exercise and contributions are strictly voluntary but highly appreciated,

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Does the Brain Process Sign Language and Spoken Language Differently?

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Does the Brain Process Sign Language and Spoken Language Differently?

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Cool article about language processing, useful for supporting nonverbal children

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Signed languages, just like spoken languages, form wherever groups of people require them to communicate. There are more than 130 recognized signed languages worldwide, and American Sign Language (ASL) is the fourth most common language in the United States. But the brain functions behind sign language remain a bit of a mystery. Mairéad MacSweeney, director of the University College London Deafness, Cognition, and Language Research Centre, explains the similarities and differences between signed and verbal communication, and how researchers are beginning to uncover the way the brain processes sign language.

What do we need to know about sign languages to understand how they work in the brain?

The first thing to understand is that signed languages are natural human languages. They evolve naturally wherever a group of deaf people need to communicate. Signed languages are fully capable of the same complexity as spoken languages. They are different based on country - British Sign Language and American Sign Language are very different, for example, even though a deaf American traveling in England would have no trouble reading English. Signed and spoken languages are complex linguistic systems that simply differ in how they are expressed and perceived.

What areas of the brain are used in spoken languages?

When answering this question, we first need to be clear about what aspect of 'language' we are talking about. We can speak, listen, read, and write spoken language, all of which entail a large number of complex processing steps.

What we have known for quite a long time is that for the vast majority of people, the left hemisphere is dominant in processing most aspects of language. We know this because people who have suffered damage to the left hemisphere of the brain - through a stroke or traumatic brain injury, for example - are much more likely to have difficulty speaking or understanding spoken language.

The left hemisphere houses a core language network. Broca's area (in the front of the brain) is heavily involved in language production, while comprehension requires Wernicke's area (at the side, towards the back of the brain). These areas were identified in studies of patients in the 1860s, but they are far from the whole story. In the last 20 years neuroimaging research shows that much of the brain is engaged in various aspects of language processing.

Do spoken and signed languages rely on the same areas of the brain?

The parts of the brain active in sign language processing are very similar to those involved in spoken language processing. When we compare the brain scans of deaf people watching sign language and hearing people listening to speech, there is significant overlap, especially in the core areas. This suggests that these areas do not distinguish between information coming in through the eyes or the ears.

There are, of course some differences. Hearing people listening to speech engage the auditory cortex, while deaf people watching sign language have greater activity in the parts of the brain that process visual motion. There are also subtle but significant differences in how the brain processes signed and spoken languages that occur beyond those sensory processing systems. Signed languages express spatial relationships much more easily than spoken languages. If you wanted to communicate that "the cup is on the table," speakers must use words to explain it. A signer could physically express that concept by using one hand to sign 'cup' and the other to sign 'table,' by placing the former on top of the latter. When signers watch these types of sentences, they recruit the spatial processing capacity of the left parietal lobe more than when hearing people listen to these types of sentences.

Does the brain process signed and spoken languages in the same way?

Because there is so much overlap in the brain regions engaged during signed and spoken language processing, scientists have assumed the same linguistic computations are made in these regions. But it may not be that straightforward. While the strength of activation in these areas is very similar, our current work is focused on the pattern of activation in these regions. We hope this will tell us more about the representations being used within these regions. My colleagues and I are really at the very beginning of this investigation, but it is possible that there is less in common than we previously thought. Ultimately, while "the where" of all languages seem to be very similar, the "how" could be quite different.

This question was answered by Mairéad MacSweeney as told to Michael Richardson for BrainFacts.org.

About the Author

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Does the Brain Process Sign Language and Spoken Language Differently?

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Signed languages are as complex as any other language, but the brain may treat them differently.

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This website has some wonderful resources for parents of children with disabilities.

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

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Traumatic Brain Injury - Interactive Brain

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Welcome to the Interactive Brain. This section of the website shows the various anatomical and functional lobes of the brain. By highlighting each lobe, you can learn about the normal functions of that part of the brain and what happens as a result of an injury.

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Samara Yelle
Staff Accountant at Community Action Partnership of Providence
Studying Neuroscience and Online Learning at Drexel University
Parent to a daughter with autism