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This is a local non-profit organization that supports families and students with early grade reading through before/after school programs.

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Orange County United Way promotes early education and early literacy to improve reading comprehension and overall academic success.

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Language Development through ABA Therapy

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Language Development through ABA Therapy

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This valuable site is located in Orange county, and professionals help children with behavioral issues and help increase desired social skills and behaviors through ABA Therapy.

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Improving functional communication

Expanding listener and speaker skills

Reducing maladaptive behavior

Teaching appropriate replacement behaviors

Social Skills

Self-Management/Adaptive skills

Gross and Fine motor skills related to academic readiness

Learning Capabilities: Generalized Imitation, Incidental Language Learning, Observational Learning

Why Choose ABA Therapy?

For generations, therapists and doctors have been working to establish effective techniques to support patients dealing with autism, communication problems, behavioral challenges, listening issues, and motor skill development. Applied Behavior Analysis has now been extensively researched across a wide range of patients and has been proven to be an effective intervention technique. ABA therapy in Orange County is a viable option for many families and may be an excellent alternative to previous strategies.

Our Approach

Our ABA Therapy in Orange County is structured with the local demographic in-mind. By partnering with regional schools and institutions, we are better able to integrate with existing services and care strategies.

At VBA, we deploy advanced ABA therapy strategies with our Orange County patients. Our curriculum is based on the Verbal Development Theory (VBDT) created by Dr. R. Douglas Greer (Columbia University) and also focuses on how children and individuals learn best. At VBA, we implement instructional protocols to support learning through observation and experience. By better understanding each client's behavior cusp, we can determine the best motivational conditions to spur behavioral advances.

Our Orange County ABA therapy services are learner-driven. This means that we conduct a detailed analysis of each student and then employ the best instructional or change aspects to support skill acquisition.

ABA Therapy Funding Resources

VBA works with a wide range of organizations to help make ABA therapy accessible to the people who need it most. We can accept funding from insurance plans, medical centers, regional educational districts, and private sources. We currently work with the Orange County School District and the Regional Center of Orange County. See a full list of our Funding Sources here .

Our Leadership

VBA is founded and run by a team of passionate and educated individuals with diverse backgrounds in the Applied Behavior Analysis field. All of our leadership team members hold Ph.D. awards in the study of Applied Behavior Analysis and have worked directly with children diagnosed with autism and other developmental disabilities. Read more about our leaders here .

If you want more information about ABA therapy in Orange County, contact us today .

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ABA Therapy Orange County | Verbal Behavior Associates

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Verbal Behavior Associates Orange County Verbal Behavior Associates Orange County is a passionate group of dedicated professionals who believe that children with behavioral and language difficulties can be taught skills to lead independent, fulfilling, and happy lives. At Verbal Behavior Associates Orange County, our ultimate goal is for our children...

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The regional center of Orange County helps families with children who have special needs find community resources and support free of charge. There are learning resources, parent-to-parent support, and continuous updates of Community events and updates. .

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In Service to People with Developmental Disabilities

The Regional Center of Orange County (RCOC) is a private, nonprofit organization contracted by the State of California to coordinate lifelong services and support for individuals with developmental disabilities and their families. The regional center is the first stop for those seeking to obtain local services and support to help them live safely and with dignity in the community. RCOC serves over 25,000 Orange County residents with autism, epilepsy, cerebral palsy, and intellectual cognitive disabilities.

The meeting notice provides critical details about the meeting environment the meeting notice is an important tool for parents to understand because it can support them in having a successful [...]

If you need help paying your water bill, the Community Action Partnership of Orange County may be able to help. Assistance ranges from $200 to $2,000 for Orange County residents [...]

As noted in the spring issue of the Dialogue newsletter, RCOC is making it easier to access social and recreational services. Executive Director, Larry Landauer, writes that social and recreational [...]

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In Service to People with Developmental Disabilities The Regional Center of Orange County (RCOC) is a private, nonprofit organization contracted by the State of California to coordinate lifelong services and support for individuals with developmental disabilities and their families.

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This website is a resource to help families and students that find local shelters and provide additional support for homeless families .

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The County provides a variety of resources for those experiencing homelessness in Orange County.

The County is the lead collaborative applicant for the Orange County Continuum of Care, which receives federal funding to fund nonprofits to provide permanent housing options, such as rapid rehousing or permanent supportive housing, to individuals and families.

The County also contracts to operate numerous shelter programs, including the Courtyard Transitional Center, Bridges at Kraemer Place, the Armory Emergency Shelter Program and SAFEPlace by WISEPlace for Women.

The system of care offers individuals and families experiencing homelessness a great deal of supportive services, more than just shelter. For example, people can access hundreds of services through the OC Health Care Agency (HCA), including programs addressing mental health and substance use disorders, veterans' services, and public health nursing. Through the Social Services Agency, people can receive assistance in accessing benefits they may be eligible for, such as CalWORKs, CalFresh, Medi-Cal and General Relief.

Explore the links on the right for additional information on County programs and resources available to address homelessness, as well as easy-to-use Homelessness Resources Directory pocket guides. Answers to frequently asked questions regarding resources and shelters can also be found in the Frequently Asked Questions section.

Learn about how to help address homelessness in Orange County by visiting the Get Involved page.

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The County provides a variety of resources for those experiencing homelessness in Orange County. The County is the lead collaborative applicant for the Orange County Continuum of Care, which receives federal funding to fund nonprofits to provide permanent housing options, such as rapid rehousing or permanent supportive housing, to individuals and families.

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This Local Orange county website provides families support services if their child is in need of behavioral health services. Screening and assessment services are also provided along with referral services in their local cities.

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Orange County, California - Behavioral Health Services

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Making Orange County a safe, healthy, and fulfilling place to live, work, and play, today and for generations to come, by providing outstanding, cost-effective regional public services.

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This provides many resources providing parents with more information about English Language Proficiency assessments in California. There are also practice sample tests.

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What's New

Starting Smarter families have a new website for resources to support their child 's learning. The Starting Smarter website includes information on student score reports, sample test questions, parent-teacher conferences, and other no-cost resources in English and Spanish.

Starting Smarter Parent Informational Flyer (PDF) - This flyer provides information about the Starting Smarter website.

Starting Smarter Parent Informational Flyer, Spanish version (PDF) - This flyer provides information about the Starting Smarter website.

General Information

Parent Guide to Understanding (PDF) - This guide provide parents with answers to key questions about the what, why, who, how, and when. They are available for each assessment program.
Other translations of the English Language Proficiency Assessments for California parent guide.
Getting Familiar with the Test

Take a Practice Test with Your Child Flyer (PDF) - This flyer promotes the ELPAC practice tests and describes how they can be used by families.

ELPAC Practice Tests - This link accesses the practice tests portal. The practice test gives students, parents and families, teachers, administrators, and others an opportunity to become familiar with the types of test questions on the ELPAC. It includes examples of all of the types of test questions that may appear in the actual Summative ELPAC in each grade or grade span. In an actual test setting, an Examiner's Manual, a Test Book, and/or an Answer Book are used. The test questions on the practice test are reproduced from these test materials.

Informational Videos

Introduction to the Initial ELPAC for Parents (English) (Video; 5:51) (Posted 7/23/18)

Introducción para padres sobre la ELPAC (Spanish) (Video; 7:08) (Posted 7/23/18)

Information about Student Scores

Understanding Your Child's Student Score Report, Initial ELPAC (PDF)
Entendiendo el informe de puntaje estudiantil de su hijo, ELPAC Inicial (PDF)
Other translations of the Understanding Your Child's Student Score Report, Initial ELPAC

Guide to Understanding the Summative ELPAC Student Score Report

Summative ELPAC Student Score Report Video: English (Video; 6:58) (Posted 7/23/18)

Como interpreter el reporte de puntuaciones de su estudiante del ELPAC: Spanish (Video; 8:42) (Posted 7/23/18)

For more information about the ELPAC, visit the ELPAC Frequently Asked Questions web page .

Questions: English Language Proficiency Assessments for California | elpac@cde.ca.gov | 916-319-0784

Last Reviewed: Thursday, January 9, 2020

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Starting Smarter families have a new website for resources to support their child 's learning. The Starting Smarter website includes information on student score reports, sample test questions, parent-teacher conferences, and other no-cost resources in English and Spanish. Starting Smarter Parent Informational Flyer (PDF) - This flyer provides information about the Starting Smarter website.

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This California website offers online parent engagement for ESL or Dual Language students and other research based parent programs.

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Professional Development for Parent Engagement with English Learners

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Professional Development for Bilingual Parent Engagement for ESL, Family Reading & Vocabulary Development with English Learners.

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This helps families in California find government agencies and advocacy resources that can provide legal assistance to including but not limited to physical, intellectual, and developmental disabilities, and mental illness.

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The Disability Integration Project of Atlanta Legal Aid Society has created this website in collaboration with our partners and funders to be a place for everyone to learn about the Olmstead decision. The website also provides resources and information for self-advocates, family and friends of people with disabilities, and legal advocates alike.

If you would like make a contribution to the Disability Integration Project, please follow this link or click the icon below. Please remember to designate your contribution to the Disability Integration Project in the "Your Contact Info" section of the form. Thank you for your support!

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The Disability Integration Project of Atlanta Legal Aid Society has created this website in collaboration with our partners and funders to be a place for everyone to learn about the Olmstead decision. The website also provides resources and information for self-advocates, family and friends of people with disabilities, and legal advocates alike.

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This statewide movement helps support families with children from a young age by supporting and promoting early child development.

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First 5 California: Early Childhood Resources for California's Children

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First 5 California funds programs that educate parents, grandparents, caregivers, and teachers about the critical role they play during a child's first five years.

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Family Voices of California is a statewide parent-run center that helps families find quality health care for children with special health care needs.

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Family Voices of CA – Children and youth with special health care needs in CA

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Helping Your Child with a Learning Disability

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Helping Your Child with a Learning Disability

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Children with learning disabilities require extra support in school, and in the home. Use this guide to learn about advocating for your child and ways to support him/her at home and in an academic setting.

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When it comes to learning disabilities, look at the big picture

All children need love, encouragement, and support, and for kids with learning disabilities, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.

In searching for ways to help children with learning disabilities, remember that you are looking for ways to help them help themselves. Your job as a parent is not to "cure" the learning disability, but to give your child the social and emotional tools they need to work through challenges. In the long run, facing and overcoming a challenge such as a learning disability can help your child grow stronger and more resilient.

Always remember that the way you behave and respond to challenges has a big impact on your child. A good attitude won't solve the problems associated with a learning disability, but it can give your child hope and confidence that things can improve and that they will eventually succeed.

Tips for dealing with your child's learning disability

Keep things in perspective. A learning disability isn't insurmountable. Remind yourself that everyone faces obstacles. It's up to you as a parent to teach your child how to deal with those obstacles without becoming discouraged or overwhelmed. Don't let the tests, school bureaucracy, and endless paperwork distract you from what's really important-giving your child plenty of emotional and moral support.

Become your own expert. Do your own research and keep abreast of new developments in learning disability programs, therapies, and educational techniques. You may be tempted to look to others-teachers, therapists, doctors-for solutions, especially at first. But you're the foremost expert on your child, so take charge when it comes to finding the tools they need in order to learn.

Be an advocate for your child. You may have to speak up time and time again to get special help for your child. Embrace your role as a proactive parent and work on your communication skills. It may be frustrating at times, but by remaining calm and reasonable, yet firm, you can make a huge difference for your child.

Remember that your influence outweighs all others. Your child will follow your lead. If you approach learning challenges with optimism, hard work, and a sense of humor, your child is likely to embrace your perspective-or at least see the challenges as a speed bump, rather than a roadblock. Focus your energy on learning what works for your child and implementing it the best you can.

Focus on strengths, not just weaknesses

Your child is not defined by their learning disability. A learning disability represents one area of weakness, but there are many more areas of strengths. Focus on your child's gifts and talents. Your child's life-and schedule-shouldn't revolve around the learning disability. Nurture the activities where they excel, and make plenty of time for them.

Recognizing a learning disorder

By understanding the different types of learning disorders and their signs, you can pinpoint the specific challenges your child faces and find a treatment program that works.
[Read: Learning Disabilities and Disorders]

Helping children with learning disabilities tip 1: Take charge of your child's education

In this age of endless budget cuts and inadequately funded schools, your role in your child's education is more important than ever. Don't sit back and let someone else be responsible for providing your child with the tools they need to learn. You can and should take an active role in your child's education.

If there is demonstrated educational need, the school is required by law to develop an Individualized Education Plan (IEP) that delivers some educational benefit, but not necessarily one that maximizes student achievement. Parents who want the best for their kids may find this standard frustrating. Understanding special education laws and your school's guidelines for services will help you get the best support for your child at school. Your child may be eligible for many kinds of accommodations and support services, but the school might not provide services unless you ask for them.

Tips for communicating with your child's school

Being a vocal advocate for your child can be challenging. You'll need superior communication and negotiation skills, and the confidence to defend your child's right to a proper education.

Clarify your goals. Before meetings, write down what you want to accomplish. Decide what is most important, and what you are willing to negotiate.

Be a good listener. Allow school officials to explain their opinions. If you don't understand what someone is saying, ask for clarification. "What I hear you saying is..." can help ensure that both parties understand.
[Read: Effective Communication]
Offer new solutions. You have the advantage of not being a "part of the system," and may have new ideas. Do your research and find examples of what other schools have done.

Keep the focus. The school system is dealing with a large number of children; you are only concerned with your child. Help the meeting stay focused on your child. Mention your child's name frequently, don't drift into generalizations, and resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting assuming that everyone wants to help. If you say something you regret, simply apologize and try to get back on track.

Don't give up easily. If you're not satisfied with the school's response, try again.

Recognize the limitations of the school system

Parents sometimes make the mistake of investing all of their time and energy into the school as the primary solution for their child's learning disability. It is better to recognize that the school situation for your child will probably never be perfect. Too many regulations and limited funding mean that the services and accommodations your child receives may not be exactly what you envision for them, and this will probably cause you frustration, anger and stress.

Try to recognize that the school will be only one part of the solution for your child and leave some of the stress behind. Your attitude (of support, encouragement and optimism) will have the most lasting impact on your child.

Tip 2: Identify how your child learns best

Everyone-learning disability or not-has their own unique learning style. Some people learn best by seeing or reading, others by listening, and still others by doing. You can help a child with a learning disability by identifying their primary learning style.

Is your child a visual learner, an auditory learner, or a kinesthetic learner? Once you've figured out how they learn best, you can take steps to make sure that type of learning is reinforced in the classroom and during home study. The following lists will help you determine what type of learner your child is:

Is your child a visual learner?

Visual learners:

Is your child an auditory learner?

Auditory learners:

Is your child a kinesthetic learner?

Kinesthetic learners:

Studying Tips for Different Types of Learners

For visual learners:

Use books, videos, computers, visual aids, and flashcards.

Make detailed, color-coded or high-lighted notes.

Make outlines, diagrams, and lists.

Use drawings and illustrations (preferably in color).

Take detailed notes in class.

For auditory learners:

Read notes or study materials out loud.

Use word associations and verbal repetition to memorize.

Study with other students. Talk things through.

Listen to books on tape or other audio recordings.

Use a tape recorder to listen to lectures again later.

For kinesthetic learners:

Get hands on. Do experiments and take field trips.

Use activity-based study tools, like role-playing or model building.

Study in small groups and take frequent breaks.

Use memory games and flash cards.

Study with music playing in the background.

Tip 3: Think life success, rather than school success

Success means different things to different people, but your hopes and dreams for your child probably extend beyond good report cards. Maybe you hope that your child's future includes a fulfilling job and satisfying relationships, for example, or a happy family and a sense of contentment. The point is that success in life -rather than just school success-depends, not on academics, but on things like a healthy sense of self, the willingness to ask for and accept help, the determination to keep trying in spite of challenges, the ability to form healthy relationships with others, and other qualities that aren't as easy to quantify as grades and exam scores.

Six skills for success in life with a learning disability

A 20-year study that followed children with learning disabilities into adulthood identified the following six "life success" attributes. By focusing on these broad skills, you can help give your child a huge leg up in life.

1: Self-awareness and self-confidence

For children with learning disabilities, self-awareness (knowledge about strengths, weaknesses, and special talents) and self-confidence are very important. Struggles in the classroom can cause children to doubt their abilities and question their strengths.

2: Being proactive

A proactive person is able to make decisions and take action to resolve problems or achieve goals. For people with learning disabilities, being proactive also involves self-advocacy (for example, asking for a seat at the front of the classroom) and the willingness to take responsibility for choices.

3: Perseverance

Perseverance is the drive to keep going despite challenges and failures, and the flexibility to change plans if things aren't working. Children (or adults) with learning disabilities may need to work harder and longer because of their disability.

Talk with your child about times when they persevered-why did they keep going? Share stories about when you have faced challenges and not given up.

Discuss what it means to keep going even when things aren't easy. Talk about the rewards of hard work, as well as the opportunities missed by giving up.

When your child has worked hard, but failed to achieve their goal, discuss different possibilities for moving forward.

4: The ability to set goals

The ability to set realistic and attainable goals is a vital skill for life success. It also involves the flexibility to adapt and adjust goals according to changing circumstances, limitations, or challenges.

Help your child identify a few short- or long-term goals and write down steps and a timeline to achieve the goals. Check in periodically to talk about progress and make adjustments as needed.

Talk about your own short- and long-term goals with your child, as well as what you do when you encounter obstacles.

Celebrate with your child when they achieve a goal. If certain goals are proving too hard to achieve, talk about why and how plans or goals might be adjusted to make them possible.

5: Knowing how to ask for help

Strong support systems are key for people with learning disabilities. Successful people are able to ask for help when they need it and reach out to others for support.

Help your child nurture and develop good relationships. Model what it means to be a good friend and relative so your child knows what it means to help and support others.

Demonstrate to your child how to ask for help in family situations.

Share examples of people needing help, how they got it, and why it was good to ask for help. Present your child with role-play scenarios that might require help.

6: The ability to handle stress

If children with learning disabilities learn how to regulate stress and calm themselves, they will be much better equipped to overcome challenges.

Recognizing stress in your child

It's important to be aware of the different ways in which stress can manifest. Your child may behave very differently than you do when they are under stress. Some signs of stress are more obvious: agitation, trouble sleeping, and worries that won't shut off. But some people-children included-shut down, space out, and withdraw when stressed. It's easy to overlook these signs, so be on the lookout for any behavior that's out of the ordinary.

Tip 4: Emphasize healthy lifestyle habits

It may seem like common sense that learning involves the body as well as the brain, but your child's eating, sleep, and exercise habits may be even more important than you think. If children with learning disabilities are eating right and getting enough sleep and exercise, they will be better able to focus, concentrate, and work hard.

Exercise - Exercise isn't just good for the body, it's good for the mind. Regular physical activity makes a huge difference in mood, energy, and mental clarity. Encourage your child to get outside, move, and play. Rather than tiring out your child and taking away from schoolwork, regular exercise will actually help them stay alert and attentive throughout the day. Exercise is also a great antidote to stress and frustration.

Sleep - Learning disability or not, your child is going to have trouble learning if they are not well rested. Kids need more sleep than adults do. On average, preschoolers need from 11-13 hours per night, middle school children need about 10-11 hours, and teens and preteens need from 8½-10 hours. You can help make sure your child is getting the sleep they need by enforcing a set bedtime. The type of light emitted by electronic screens (computers, televisions, phone, and tablets) is activating to the brain. So you can also help by powering off all electronics at least an hour or two before lights out.
[Read: Childhood Insomnia and Sleep Problems]
Diet - A healthy, nutrient rich diet will aid your child's growth and development. A diet full of whole grains, fruits, vegetables, and lean protein will help boost mental focus. Be sure your child starts the day with a good breakfast and doesn't go more than four hours between meals or snacks. This will help keep their energy levels stable.

Encouraging healthy emotional habits

In addition to healthy physical habits, you can also encourage children to have healthy emotional habits. Like you, they may be frustrated by the challenges presented by their learning disability. Try to give them outlets for expressing their anger, frustration, or feelings of discouragement. Listen when they want to talk and create an environment open to expression. Doing so will help them connect with their feelings and, eventually, learn how to calm themselves and regulate their emotions.

Tip 5: Take care of yourself, too

Sometimes the hardest part of parenting is remembering to take care of you. It's easy to get caught up in what your child needs, while forgetting your own needs. But if you don't look after yourself, you run the risk of burning out. It's important to tend to your physical and emotional needs so that you're in a healthy space for your child. You won't be able to help your child if you're stressed out, exhausted, and emotionally depleted. When you're calm and focused, on the other hand, you're better able to connect with your child and help them be calm and focused too.

Your spouse, friends, and family members can be helpful teammates if you can find a way to include them and learn to ask for help when you need it.

Tips for taking care of yourself

Keep the lines of communication open with your spouse, family, and friends. Ask for help when you need it.

Take care of yourself by eating well, exercising, and getting enough rest.

Join a learning disorder support group. The encouragement and advice you'll get from other parents can be invaluable.

Enlist teachers, therapists, and tutors whenever possible to share some responsibility for day-to-day academic responsibilities.

Learn how to manage stress in your own life. Make daily time for yourself to relax and decompress.

Communicate with family and friends about your child's learning disability

Some parents keep their child's learning disability a secret, which can, even with the best intentions, look like shame or guilt. Without knowing, extended family and friends may not understand the disability or think that your child's behavior is stemming from laziness or hyperactivity. Once they are aware of what's going on, they can support your child's progress.

Within the family, siblings may feel that their brother or sister with a learning disability is getting more attention, less discipline and preferential treatment. Even if your other children understand that the learning disability creates special challenges, they can easily feel jealous or neglected. Parents can help curb these feelings by reassuring all of their children that they are loved, providing homework help, and by including family members in any special routines for the child with a learning disability.

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Helping Children with Learning Disabilities - HelpGuide.org

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Practical tips for making things easier both at home and school for a child with a learning disorder.

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A plethora of resources on specific disability needs, laws, and parent support can be found here. From A-W topics on all related special needs sources from physical, emotional, and academic needs found on the left links.

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The Wrightslaw Way | to Special Education Law and Advocacy

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The Guidance Counselor ignored our parental consent form and conducted tests on our daughter against our written instructions, even though she signed the form acknowledging our wishes and concerns. Our Continue Reading →

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americans with disabilities education act

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individuals with disabilities education act

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The Wrightslaw Way Wrightslaw Way to Special Education Advocacy

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The Guidance Counselor ignored our parental consent form and conducted tests on our daughter against our written instructions, even though she signed the form acknowledging our wishes and concerns. Our Continue Reading →

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Judith L. Rapoport, MD., is the Chief of the Psychiatry Branch at the National Institute of Mental Health. She gives advice to parents and siblings of children who have behavioral and mental struggles.

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Since 1984, Foundation Scientific Council member Judith L. Rapoport, M.D., has been Chief of the Child Psychiatry Branch at the National Institute of Mental Health. We asked her what advice she could offer parents and siblings of children affected by behavioral and mental health disorders. Our conversation ranged widely and included discussion of attention-deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), learning disorders, anxiety, phobias, depression, and the fallout from divorce. Dr. Rapoport also addressed ways to help children with autism, bipolar disorder, and schizophrenia. If a child appears to be having a psychological or behavioral problem, what course of action should a conscientious parent take?
There's an important rule of thumb: there is no "disorder" until a problem begins to significantly interfere with a child's quality of life. Children have all sorts of experiences that can worry a parent. For example, they might be in the back seat during a car accident and may now be fearful of getting into a car. That's normal, and the way you handle it is to have them get back in the car-that is, don't accommodate their fear. Or, many children feel sad, but for good reason, such as when they lose a pet. But when fear or sadness or an inability to concentrate takes over and starts to interfere with the child's life, either at home or at school, that's when you should take action.
Where, and to whom, should a parent turn for help?
A good place to start is the nearest medical school or teaching hospital, even if it's a considerable drive from home. You want to ask who at the school or hospital, or within its department of psychiatry, sees children. Find out who in particular specializes in the kind of problem your child may be facing. Once you are presented with the name of a doctor or therapist, it's smart to ask how much experience that person has had with other children like yours, and what approaches to treatment he or she might take. Often, you'll find therapists who can offer several different approaches, who will want to match the approach to the specifics of your child's case.
What are the various therapy options and who will be recommending them?
Parents will find that some of the experts in these institutions may be psychologists or psychiatric social workers. This reflects an important development over recent decades in which there have been many advances in psychological and behavioral treatments that don't involve the use of medications. There are many forms of therapy, depending on the disorder. The type of psychotherapy I strongly believe is effective for childhood depression is not the same therapy that would be used for children with phobias, or OCD. For anxiety, a behavioral treatment might take the form of relaxation therapy or even biofeedback. There's a broad spectrum of approaches and impressive advances that have been made across these areas.
When are medications appropriate for children?
There is no blanket approach. Some medications are clearly useful in children, and some studies have shown that it can be useful to give drug therapy and psychotherapy together, at least in the beginning of treatment. I'm often asked by behavioral therapists to consult as a psycho-pharmacologist*. They may want to add a medication to help a child stick with a behavioral therapy. In ADHD, many times a pediatrician will prescribe a stimulant such as Ritalin, and that will solve the problem by itself. However, parents should know that they are not locked in to any one approach. If, a few months after you begin a therapy, it doesn't seem that you are getting anywhere, you should reconsider and be open to trying a different approach.
Are Ritalin and other stimulant treatments for ADHD over-prescribed?
About 70 percent of youngsters in the U.S. with ADHD are given a stimulant; it is probably the treatment of choice. Stimulants make people more alert and focused. Does your child need such treatment? Parents need to judge how much the problem is interfering with their child's life. In school, has the child responded to logical first steps, such as sitting in the first row of the classroom, or getting very clear instructions and regular feedback from the teacher? Such approaches can be very helpful in mild cases. You have to go with what produces substantial benefit, in terms of normalizing the child's life.
Are stimulants addictive?
Parents can take some comfort in knowing that Ritalin and similar drugs are not addictive in children. A child's mood is not elevated by stimulants. And epidemiologic studies have shown that children with ADHD who take these medications do not have a greater tendency to abuse drugs later on.
Turning to another topic: depression. How can a parent tell the difference between a child who is sad and one who is depressed?
Children do become sad, and this could be due to so many possible triggers. There's chronic demoralization--you often see this in children with learning disabilities, especially in families in which the parents are high achievers and have trouble accepting the child's difficulties. Often, children are sad in response to a particular event-- like the loss of pet, as mentioned before. But it could easily be other, broader disappointments. For example, when peers become a very important part of a child's life, something that intensifies in the teen years, and a child has problems trusting or relating well to peers, this can lead to sadness. If parents are getting divorced--a very common situation-a child may be having a hard time. One or both parents may be putting the child in a difficult position that he or she doesn't know how to handle. There are also children and adolescents with chronic depression for which there does not appear to be any specific trigger. Getting the right professional consultation is key, especially if the depression is significantly affecting the child's quality of life.
Let's discuss what to do in the most serious cases-- when a child is thought to show signs of bipolar disorder or schizophrenia or psychosis.
Childhood-onset schizophrenia is very rare, and when this seems a possibility, getting a consultation from a really experienced mental health professional is critical. Psychosis-- hallucinations, hearing voices--is a symptom of schizophrenia in many adults. However, in children, a broad array of disorders may cause them to report having psychotic experiences. For example, sometimes a seriously depressed child reports hearing a voice saying "you're a bad person." The literature indicates that, at some point, about 5 percent of all children talk about delusional things. Yet only 1 percent end up with a schizophrenia diagnosis, which, when it occurs, usually doesn't start generating symptoms until the late teens or the twenties.

There has been some confusion about bipolar disorder and ADHD. It turns out that some portion of children with ADHD, even when they respond to treatment, have remaining "mood dysregulation" problems. This diagnosis now appears in the latest edition of the Diagnostic and Statistical Manual (the "DSM-5" handbook for clinicians). Bipolar disorder in childhood is very rare.
What advice can you offer parents and siblings living with children who are already diagnosed with serious disorders, from bipolar disorder to schizophrenia and autism?
Following a diagnosis, the first thing parents need to do is make sure that everyone in the family gets on the same page. Sometimes, meeting with a family therapist can help--not necessarily on a regular basis, but for orientation purposes and during times when the child's condition creates family problems. For example, sometimes siblings will feel that the situation at home is too unpleasant, and they can't bring friends to the house. The basic rule is: everybody has to feel safe at home. Whether or not you have guidance from outside, it helps to have family meetings in which you talk about what's going on and what siblings' roles should and should not be. It's important for parents to agree on a consistent approach when coping with a child who is ill. It's also important for parents, if they can, to find a skilled caretaker they trust to look after their child so they can have some time away once in a while, on weekends.

There are many things families can do to help children with psychological disorders. The isolated child with a disorder, who has some interest or talent, may be helped by taking part in a special class or art camp. If a child is interested in computers, he or she could be enrolled in a program that might be an entrée to new friendships.

We've seen parents do some amazing things with children who are autistic--very moving examples of children who, because of their parents' efforts, were able to take part in mainstream education. Sometimes the child's teacher can educate the class about the child's problem. In the case of one very sick child I know, this happened and the child's memories of school went from being very miserable to feeling very good about it. It was remarkable. Of course, you can only think of trying such things in school districts prepared to accommodate children with special needs.

Finally, one of the major changes in the last 30 years is the advent of patient support groups. Such groups exist for most common disorders. There's a Tourette's group in just about every city- support groups for children and their parents to meet others in the same situation. The public is now very conscious, too, of a condition like autism. Those who are affected need not be isolated or alone. They should be able to say, "I'm not the only one who has this problem."
Going forward, what are the prospects for affected families?
I am upbeat. There has been so much useful research on diagnosis, prognosis, and the different types of treatments that are available. Parents will benefit enormously from seeking out good information, and from connecting with the many good support groups. Regarding treatments, many of the medications we have are good. Without question, they have made a tremendous difference for children and for their parents. And with continuing research, we are going to see important new treatments, over time.

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Advice for Parents of Children with Behavioral and Psychiatric Disorders

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You want to ask who at the school or hospital, or within its department of psychiatry, sees children. Find out who in particular specializes in the kind of problem your child may be facing.

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This is a national project that offers families and educators research based information, advice, and activities that support bilingual students and English Language Learners (ELL), including those with Special needs .

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As of the 2016-2017 school year, California's schools were home to more than 1,260,500 English language learners. As of the 2014-2015 school year, the most common five languages spoken by ELLs in California were Spanish, Chinese, Vietnamese, Tagalog, and Arabic. (U.S. Dept. of Education, National Center for Education Statistics)

State ELL Resources

State Agency: California Department of Education

ELL Website: English Learners in California

Laws & Regulations
ELL Guidance & Documents: ELL Forms Website
ELL Identification

Home Language Survey: A sample home language survey and translations are available through the CDE English Learner Forms website.

Placement Exam: California English language Development Test (CELDT)

ELP Standards & Assessment

ELP Standards: English-language Development Standards

ELP Assessment: English Language Proficiency Assessments for California (ELPAC)

English Language Arts Materials: CDE Web site

Statewide Standards-Based Assessment

Assessment: California Assessment of Student Performance and Progress (CAASPP) System

Additional Information

Title III Information: Title III Information and Accountability

NCELA: Title III Information
ESSA: California ESSA State Plan California and Nevada TESOL
Common Core State Standards: Yes
California Association of Bilingual Education
Statewide Organizations
California DREAM Act
CATESOL, which represents teachers of English language learners throughout California and Nevada, promotes excellence in education for English-language learners and a high-quality professional environment for their teachers.
California Federation of Teachers
The California Association for Bilingual Education (CABE) is a non-profit organization incorporated in 1976 to promote bilingual education and quality educational experiences for all students in California.
California: Seal of Biliteracy
This website provides information about California's DREAM Act, as well as steps for filling out an application.
California Healthy Kids Resource Center (CHKRC)
As the statewide affiliate of the American Federation of Teachers, the CFT represents faculty and other school employees in public and private schools and colleges, from early childhood through higher education.
California State Parent Information Resource Center
California was the first state to create and adopt the Seal of Biliteracy. The state adopted the Seal in 2012. Learn more about that process in this article from Laurie Olsen of Californians Together. The Seal of Biliteracy is an award given by a school, district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.
California Teachers Association
The California Healthy Kids Resource Center (CHKRC) maintains a comprehensive collection of health education materials for professionals who work with preschool through 12th grade students in school settings and after-school programs.
California Youth Services
Regional parent information resource centers are listed in this directory compiled by the Center for Parent Information & Resources.
Californians Together
California Teachers Association is a National Education Association State Affiliate that regularly lobbies legislators for the resources schools need, campaigns for higher professional standards for the teaching profession, and files legal actions to protect academic freedom and the rights of school employees.

California Youth Services is a multi-service nonprofit organization whose mission is to provide a variety of programs and services to include education, prevention, intervention, assessment, and counseling that assist and support adolescents, individuals, couples, and families to address life's challenges specializing in issues related to substance abuse, delinquent behavior, mental health struggles, and families in crisis.
Korean American Coalition
Californians Together is a statewide coalition of parents, teachers, education advocates and civil rights groups committed to securing equal access to quality education for all children, specifically underserved English Language Learners.
Partnering to Create a College-Going Culture: Resource Guide
EdSource is an independent, nonpartisan, not-for-profit organization whose mission is to clarify complex education issues and to promote thoughtful policy decisions about public school improvement.
Policy Analysis for California Education
KAC is a national nonprofit community service, education and advocacy organization established in 1983 to facilitate the Korean American community's effective participation in civic, legislative, political and community affairs. The first chapter was founded in Los Angeles.
Public Policy Institute of California
Prepared as part of the Building Educational Success Through (BEST) Collaboration in Los Angeles County initiative, this report is meant to serve as a resource for local educators aiming to build and maintain partnerships geared toward cultivating college going cultures in their schools.

PACE is an independent research center that aims to enrich education policy debates with sound analysis and hard evidence. From preschool, to K-12, to higher education we are dedicated to carefully defining issues and assessing the effectiveness of policies and programs. PACE provides analysis and assistance to policymakers, educators, and the public.

PPIC is a private, nonprofit organization dedicated to improving public policy in California through independent, objective, nonpartisan research. PPIC examines a number of issues, including education and immigration.

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As of the 2016-2017 school year, California's schools were home to more than 1,260,500 English language learners. As of the 2014-2015 school year, the most common five languages spoken by ELLs in California were Spanish, Chinese, Vietnamese, Tagalog, and Arabic. (U.S. Dept.

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The California Deaf Education Resource Center supports all Deaf and Hard of Hearing children in California through early intervention and parent education. Family resources help families understand their child's language needs and are taught strategies to communicate with them.

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In partnership with the Rochester Institute of Technology and the National Science Foundation Advanced Technological Education National Center of Excellence, CDERC is excited to bring to all high schools, DeafTEC: A technological education clearinghouse for professionals who work with Deaf and Hard-of-Hearing students. On a broad, national level, DeafTEC serves as a resource for high schools and community colleges that educate deaf and hard-of-hearing students in STEM-related programs and for employers hiring deaf and hard-of-hearing individuals.

DeafTEC has established a model within targeted regions of the country to create partnerships among high schools, community colleges, and industry to improve access to technological education and employment for deaf and hard-of-hearing individuals. CDERC is offering DeafTEC trainings for high school teachers. We will train your staff on the premise of Universal Design: making the classroom setting accessible for all deaf and hard-of-hearing students. Under the grant, all high school teachers will receive a stipend for participation in training(s).

STEM Signs Dictionary Project

Signs for vocabulary used in Information Technology have been developed and are provided here. Other STEM disciplines will follow. Please note that, like all dictionaries, this is a work in progress. It is a start but is not exhaustive. We invite you to e-mail suggestions for additional terms and other improvements to aslstem@rit.edu. This project has been funded in part by the DOW Chemical Corporation.

A workshop designed to provide teachers with strategies for providing improved access to learning for deaf and hard-of-hearing students in mainstreamed classes. This experiential workshop enables participants to gain an understanding of how Deaf students experience a mainstreamed classroom, and provides real-life strategies and extensive on-line resources that will help teachers and faculty modify their teaching to provide greater access for students by:

Sensitizing educators to challenges faced by Deaf and Hard of Hearing students in a mainstream environment

Presenting effective use of support service personnel (sign language interpreters, notetakers, tutors, and captionists)

Preparing individual teaching strategy plans

Assisting in mastering strategies to meet the goals of Universal Design in education

Project Access shares best practices for instruction for the benefit of all students in the classroom.

A workshop designed to help employers and co-workers develop the sensitivity and skills for Deaf and hearing colleagues to work together successfully. Through hands-on activities, small group discussions, and specially-designed materials, this workshop provides employers and human resources personnel with the skills they need to hire, train, and retain Deaf and Hard of Hearing workers. Topics explored include:

Understanding hearing loss

Communicating on the job

Integrating Deaf and Hard of Hearing employees into the workplace

Accommodating Deaf and Hard of Hearing employees

Working Together helps employers understand the skills that Deaf and Hard of Hearing employees can bring to the organization, and helps create a workplace where all employees can realize their full potential.

About Project Fast Forward

Project Fast Forward is helping Deaf and Hard of Hearing students go from high school to college by offering dual credit college courses designed especially for you. If you qualify, you can enroll in Rochester Institute of Technology courses offered through the college of the National Technical Institute for the Deaf. The courses are taught at your own high school, by your own teachers, during regular school hours. you can earn both college and high school credit for your work. The credit you earn can be used toward a degree at RIT/NTID or at any other college across the country that accepts the credit. Once you complete an RIT/NTID dual credit course you can receive an official RIT transcript showing the final grade for the course and college credit earned.

Why Dual Credit?

Earn college credit while you are still in high school

Save money

Learn how to study for college courses

Prove that you can do college work

Get the confidence you need to succeed in college

Explore STEM careers

How Much Does It Cost?

There is currently no cost associated with enrolling in an RIT/NTID dual credit course and receiving the college credit through Project Fast Forward.

Which Courses Can I Take?

Project Fast Forward offers STEM (Science, Technology, Engineering, Math) courses for dual credit. RIT/NTID courses currently being offered for dual credit are: Information Technology: Computer Applications (MS Office), Intro to Programming, PC Hardware, and Web Development Graphic Arts: Page Layout I (Adobe InDesign) and Raster & Vector Graphics (Adobe Photoshop and Illustrator) Engineering: Blueprint Reading and Engineering Graphics (CAD) Lab Science: Biological Studies, Environmental Studies, and Forensics

How Do I Qualify?

Dual credit courses are offered through an agreement between your high school and RIT/NTID. To enroll in a dual credit douse, you would have to satisfy both the college and high school requirements and show that you are ready for college-level coursework. See your guidance counselor for more information. Note: Completion of a course does not guarantee admission to the college of NTID and other colleges may or may not accept the credit for transfer. For more information go to: www.deaftec.org/fast-forward.

Parents are the key to the development of every skill a child has: social, psychological, academic, and cognitive. All of these skills are shaped by language fluency. Understanding your child's language needs and learning strategies and skills to communicate with your child is critical for academic success and overall well-being.

Development of the Whole Child

Developmental Milestones

The goal of CDERC-South is to support parents in their efforts to provide their Deaf/Hard of Hearing baby with the language and early listening experiences through everyday activities in the natural environment (home/school). Therefore, our program focuses on the parent's knowledge and understanding to communicate efficiently with their Deaf/Hard of Hearing baby.

Parents are ultimate decision-makers and we are here to provide support. Staff and specialists serve as resources for families.

Learning through play and exploration is primary within the context of a language rich environment.

We provide our students with a strong language foundation to support the acquisition of secondary languages.

Communication

It is an innate human need to think and communicate thoughts. Language acquisition and the ability for a child to communicate with parents, family, peers, and those in their community is critical to their development and academic success. The key is finding a mode of communication that is accessible to the child and the family.

American Sign Language

Parents are the key to the development of every skill a child has: social, psychological, academic, and cognitive. All of these skills are shaped by language fluency. For many Deaf and Hard of Hearing children the primary language is ASL (the secondary language is English). In order to effectively mitigate the development of your child, you need to learn ASL.

The links below are resources available that can be used to help improve sign language proficiency, storytelling and interactions with your Deaf or hard of hearing child, and more information on Deaf culture and services available to your family.

Least Restrictive Environment/Language Rich Environment

The legal concept of Least Restrictive Environment (LRE) can be complicated, but it really comes down to where does the child have the most access to education?

When most people see the term Least Restrictive Environment, they imagine a place where the student is most comfortable and able to interact with peers and professionals. From a hearing perspective, this would mean that a Deaf child is able to freely interact with hearing peers. From a Deaf perspective this would more likely mean that a Deaf child has access to a community of people that use the same language, ASL or a combination of ASL and spoken

Historically, school districts have advocated for placement in local programs as a first choice. Districts look at placement options like a continuum with mainstream class placement at one end and full time separate classes (often at a NonPublic School) at the other end. Often times, the Schools for the Deaf are mistakenly considered a NonPublic School or a very restrictive educational environment.

According to IDEA's LRE Provisions when discussing LRE, the IEP team should consider:

How much (time) should the hearing or deaf child be with nondisabled peers?

Is regular progress being made in the regular classes?

This is the IEP team's decision. Often times what happens is the IEP team assumes that LRE is tied to the local program. In actuality, LRE is not place-specific. It is entirely based on the needs of the child. By law, after discussing the educational needs of the child, the IEP team should be presented with and discuss all possible placement options when considering FAPE. Keeping that in mind, deaf and hard of hearing are unique so the application of LRE to this population should be different.

Working with a Deaf Child

Communication skills are one of the most important abilities that human beings possess. They are not attained in an isolated environment. Much like a spider's web which connects to and with many different areas, communication is developed with support and input from different sources; the more connections are made, the stronger the spider's web and the better the language skills. When these skills are lacking (in any language) our ability to connect to others, develop healthy coping skills, learn from our environments and build our internal scaffold is greatly affected. It is common knowledge that children's most optimal time for exposure to and development of language and communications skills is from birth to 5 years of age. According to the National Science Foundation, Most researchers agree that children acquire language through interplay of biology and environmental factors. Some researchers theorize that children are born with an innate biological "device" for understanding the principles and organization common to all languages. According to this theory, the brain's "language module" gets programmed to follow the specific grammar of the language a child is exposed to early in life.

When considering the optimal mode of communication for children, it is important to note the most effective mode of communication for the child given his/her age and most accessible mode of language. ASL, English, other languages supported by the use of objects and pictures, can have equal impact. Children benefit from as much exposure and access to language in all of the above modes, and should be provided daily conversation, instruction and access to language in any or all modes on a daily basis. At home as well as in the classroom it is important to not anticipate children's needs but rather provide opportunities that allow them to retrieve and express appropriate language.

According to research done at Gallaudet University, in addition to functional communication skills it is also essential that children's language acquisition allows them to develop skills in Cognitive Academic Language Proficiency (CALP); CALP refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material (in ASL or printed English). This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas. This usually takes from five to seven years. And the earlier children are exposed to accessible language, the better the foundation is for future language use.

Working with Deaf Professionals

Don't be intimidated by trying to communicate with Deaf or hard-of-hearing colleagues. It's perfectly fine to ask how they would prefer to communicate, and there are a lot of communication options. Just remember to share informal information with deaf colleagues as well as formal information, and to include deaf or hard-of-hearing employees in conversations, work break activities, and social events.

People who are Deaf or hard of hearing use a variety of ways to communicate. Some rely on sign language interpreters; others use assistive listening devices like hearing aids or cochlear implants; and others may rely primarily on written messages. Many can speak even though they cannot hear. The accommodation your company would need to provide would vary depending upon the abilities of the person who is deaf or hard of hearing and on the complexity and nature of the communications that are required.

Addressing Behavior

In schools today, at all grade levels, teachers and administrators face a growing number of students whose behavior may interfere with individual and class-wide learning. Schools have come to rely on school-wide behavioral programs which practice prevention of unwanted behaviors through teaching strategies and reinforcing positive behaviors. The promotion of clear rules and expectations, caring about students, as well as praising and encouraging positive behaviors are important skilled techniques. Individual students that have additional disabilities, may require more specific techniques and a system for referral. Referrals may come in the form of a behavior consult, discussion at an Interdepartmental Disciplinary Team (IDT) meeting, requests for Assessment Plans, or other school-based intervention programs. More specific information can be shared on a case by case basis through the California Deaf Education Resource Center.

Interpreter Resource

Signs for vocabulary used in Information Technology have been developed and are provided here. Other STEM disciplines will follow. Please note that, like all dictionaries, this is a work in progress. It is a start but is not exhaustive. We invite you to e-mail suggestions for additional terms and other improvements to aslstem@rit.edu. This project has been funded in part by the DOW Chemical Corporation.

Itinerant Teachers

As reported in the 30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Act (2008) in 2006, 86.4% of students that were Deaf/Hard-of-Hearing (DHH), ages 6-21, were educated in mainstream schools.

DHH students spend the majority of their school day in classes with hearing peers, supported by itinerant teachers of the deaf and hard of hearing, interpreters, speech-language pathologists, note-takers and captionists, and resource room teachers. In 2006, almost half of mainstreamed DHH students attended regular classes with hearing peers for 80% or more of the day (30th Annual Report to congress on the Implementation of the Individuals with Disabilities Act, 2008).

As a result of these changes over 40 years, more DHH students are attending their local public school where they receive support services from itinerant teachers. They travel among these schools to work with their students individually to support their mainstream education. Itinerant teachers of DHH also provide support for students regarding self-advocacy skills, self-concept development, communication repair, social skills, and transition processes. Additionally, an itinerant teacher provides ongoing support and consultation to school staff members and parents. Specific services are based on the needs of the student and usually documented within the student's Individual Education Plan (IEP).

For more information and additional videos that further describe each category, please visit http://deaftec.org/itinerant.

In the fall of 2013 the California Deaf Education Resource Center - South (CDERC-South) was established under the California Department of Education. Housed at the School for the Deaf in Riverside, the goal of the CDERC-South is to act as a clearinghouse of resources for Southern California for those serving Deaf and Hard of Hearing children and adolescents.

The center, as defined in EC 59002.5, functions to "disseminate special curriculum, media teaching methods, instructional materials adapted for deaf individuals, achievement tests and other assessment methods useful to the instruction of deaf individuals."

This is an exciting collaboration to best meet the needs of all 9,000 Deaf/Hard-of-Hearing students in southern California.

CDERC-South has already established programs and gathered resources to promote our vision for Deaf Education. Towards this goal, CDERC-South has the following programming / trainings in place:

DeafTEC: DeafTEC is a grant from the National Science Foundation with the primary purpose of employing more DHH individuals into technology/STEM careers. In addition, there are training materials and workshops targeted for DHH teachers on universal design and writing in the disciplines

Early Start Workshop Series: Focus on techniques for parents and professionals that work with the Deaf/Hard of Hearing and strategies to develop language skills. Instruction will include presentation, demonstration, videos, guest speakers, and hands-on opportunities. Spanish and ASL interpreters will be provided.

CDERC-Assessment Services: A Deaf or Hard of Hearing student may be referred, as appropriate, for psychological assessment and recommendations.

Request a Workshop / Consultation: CDERC has a network of professionals - psychologists, teachers, Audiologists, Occupational Therapists - who can provide workshops or consultation.

This is an exciting era in Deaf education. I invite you to witness the culture of academic excellence and join me in celebrating California Deaf Education Resource Center!

Supervisor

Audiologist

Behavior Specialists/Psychologists

District and Community Respresentatives

Occupational Therapist

Diagnostic Teacher

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California Deaf Education Resource Center

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In partnership with the Rochester Institute of Technology and the National Science Foundation Advanced Technological Education National Center of Excellence, CDERC is excited to bring to all high schools, DeafTEC: A technological education clearinghouse for professionals who work with Deaf and Hard-of-Hearing students.

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This website has resources to help family members monitor their child's early development. This information can help families notice small delays early on in order to prevent bigger delays later.